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+The Project Gutenberg EBook of Assimilative Memory, by 
+Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Assimilative Memory
+       or, How to Attend and Never Forget
+
+Author: Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
+Release Date: May 6, 2008 [EBook #25354]
+
+Language: English
+
+Character set encoding: UTF-8
+
+*** START OF THIS PROJECT GUTENBERG EBOOK ASSIMILATIVE MEMORY ***
+
+
+
+
+Produced by Barbara Tozier, Bill Tozier, Laura Wisewell
+and the Online Distributed Proofreading Team at
+http://www.pgdp.net
+
+
+
+
+
+
+    +--------------------------------------------------------------+
+    |                                                              |
+    | 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 for
+the first time becoming acquainted with his System of Memory Training,
+that he was the first teacher of a Memory System to announce and to
+insist that Memory is not a _separate faculty_ whose office it is to
+carry the recollective burdens of the other faculties--but that Memory
+is a Physiological and Psychological property of each mental act, and
+that such act retains the traces and history of its own action, and that
+there are as many memories as there are kinds of mental action, and
+that, therefore, Memory is always concrete, although, for convenience
+sake, we do speak of it in the abstract, and that consequently all
+Memory improvement means _improvement of the Action_ or _Manner_ of
+action of the Mental powers, and that what he imparts is the right way
+to USE the Intellect and Attention--and that hence his System does make
+and must make better observers, clearer and more consecutive thinkers,
+and sounder reasoners as well as surer rememberers; that in short the
+fundamental principle of his System is Learn by Thinking, and that his
+achievements as a mind-trainer are completed when he has helped the
+student of his System to acquire the Habit of Attention and the Habit of
+Thinking on that to which he is attending on all occasions, which two
+Habits combined constitute the Habit of Assimilation, and that when this
+Habit of Assimilation is thus established in the pupil's mind, the
+System 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 is
+the opposite of mind-wandering. What is thinking? It consists in
+_finding relations_ between the objects of thought with an _immediate
+awareness_ of those relations.
+
+What is the Sensuous memory? It is association through the eye or ear of
+a _succession_ of sights or sounds without any reflection or
+consideration of the units of the succession, or what they stand for, or
+represent. It is learning by _rote_--mere repetition--mere brainless or
+thoughtless repetition--a mode of learning that is not lasting--and
+always 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 representatives
+shall be _ready for revival or recall whenever wanted_. It is learning
+through relations--by thinking--from grasping the ideas or thoughts--the
+meaning and the comprehension of the subject matter. This mode of
+learning 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 to
+the number composing the procession, their style of costume or dress,
+the orderliness or otherwise of their march, the shape and form of the
+musical instruments in the hands of the band, and the appearance of the
+officer in charge on horseback. Into your ears went impressions of the
+sound of the tramp and tread of the soldiers, the tune played by the
+band, and any commands uttered by the officer. These impressions
+commingling in your brain made up your experience of the passing of the
+procession--your first and only experience of it at _that_ time. I call
+this 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? Not
+the procession itself; for it is no longer in existence. You saw and
+heard it then, but you do not see or hear it now. You only recall the
+impression left upon your mind by the procession. A ray of Consciousness
+is passed over that impression and you re-read it, you re-awaken the
+record. This is the Second Stage of the Memory--the _revival_ of the
+previous experience--the recall to consciousness of the First
+Impression. The First Impression with no power to revive it afterward,
+gives no memory. However great the power of Revival, there is no memory
+unless there was a First Impression. There are three conditions of
+memory--(1) Impression. (2) Its Preservation. (3) Its Revival. We are
+mainly concerned here with the Impression and its Revival.
+
+There are (_five_) kinds of memories rising from the natural aptitudes
+of different individuals--(1) First Impressions are apt to be feeble and
+the power to revive them weak--a poor memory. (2) First Impressions are
+usually weak but the power to revive them is strong--still a poor
+memory. (3) First Impressions are usually vivid but the power to revive
+them is weak--a poor memory. (4) First Impressions on all subjects are
+strong and the power to revive them is strong--a first-class memory. (5)
+First Impressions in some particulars are very strong and the reviving
+power in regard to them is very strong--a good memory for these
+particulars, or a memory good for mathematics, or music, or faces, or
+reciting, or languages, &c., but usually weak in most other respects.
+
+SINCE WE ARE TO LEARN BY THINKING WE MUST AT THE OUTSET LEARN THE
+DEFINITION 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 lesson
+after learning the definition of the following Three Laws--is to be able
+to clearly understand the examples under each Law, and whether they
+verify 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 often
+appropriated to the other, that there seems to be something in common in
+the meaning of the terms--but it is not so, they are mere cases of
+Concurrence, but of almost indissoluble Concurrence. For instance, a man
+might examine a "spade" in all its parts and might even make one after a
+model, and not even know what "dig" means. The mention of "dig" is as
+likely 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 does
+not furnish an example of Inclusion. But as "dig" is frequently
+appropriated to "spade"--as we have often thought of those words
+together--this is a case of strong Concurrence. The term "swoop" is
+almost exclusively applied to "eagle." A certain action or movement of
+the eagle is termed swooping. But "eagle" does not mean "swoop," nor
+does "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 same
+thought, either completely or partially, we say that it is a case of
+Inclusion, 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 us
+see. Building applies to many kinds of structures; _house_, _stable_,
+_church_, _depot_, _store_, etc. It is applicable to all of these in a
+general way, but it designates none of them. But dwelling means a
+_special_ kind of structure--_a building occupied by man_--a place to
+live in. This pair of words therefore illustrates Inclusion by Genus and
+Species, 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 also
+Co-equal Species under a common Genus, as under "Receiver" we may
+include "Can" and "Bin"--under carnivorous birds we may include the
+Eagle 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 Synonymous
+Inclusion, 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 does
+the _parlor_, _dining-room_, _kitchen_, _bedroom_, etc. Parlor is a
+_part_ of the whole house. Hence this pair of words illustrates
+Inclusion by Whole & Part designated by In. W. & P., or merely by In. We
+may 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 North
+America, 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 the
+words, but there is the syllable "Par" belonging to both alike. It is
+the same in _spelling_ in both words, and virtually the same in
+_pronunciation_, the same by Sight and by sound, represented by In. by
+capital S for In. by sight, and In. by small s for In. by sound, or
+merely 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 the
+Partridge. 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 the
+quality of _lightness_, but say nothing about that quality. Light has
+several meanings. Here taken in connection with feathers, it means
+nearly destitute of weight, or the quality of lightness. It is an
+abstract term that describes an attribute, but feathers are things and
+therefore concrete. Hence the pair of words illustrate Inclusion by
+Abstract and Concrete, and is indicated by In. by A. and C., or merely
+by 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 that
+which _enables us to see_. "Lighterman" is the man who works upon a boat
+called a "Lighter." There is nothing in common in the meaning of this
+pair 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 it
+signifies the man that manages a Lighter, and in the latter it was
+primitively connected with Field, as "A Man's Field." After a time it
+became 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. and
+s. Other cases: "Regiment, Compliment;" "Sell, Selfish;"
+"Miniature, Mint," &c.
+
+Now let the pupil read over very thoughtfully the ten words just
+examined, and _recall_ the _relation_ which we found to exist between
+every 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 it
+out of sight and endeavour to recall the ten words from Building to
+Fieldhand from memory. He will find no difficulty in doing so. He
+learned the series by heart without any suspicion that he was committing
+it to memory.
+
+Now let him realise how he did this. It was because he made use of the
+cementing Laws of the Memory. He sought out and found the relations
+between the words. By _thinking_ of those relations, he _exercised_ his
+intellect on those words in a double way--the _meaning_ and the _sound_
+of the words were considered and then the _similarities_ of meaning and
+of sound were noticed. A vivid _First Impression_ was thus received from
+the words themselves and from the relations between them and an easy and
+certain 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 was
+cemented to its predecessor and its successor, and hence it makes no
+difference whether you go forward or backward. When, however, you learn
+by _rote_ you know the task as you learned it, and not in the reverse
+way. 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 are
+not to _learn_ the series; for this has been done already, but it is to
+consolidate 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 eats
+not what he does not earn. A Millionnaire is at the opposite pole, and
+can have a superabundance of all things. It is a case of opposition.
+_Where two ideas pertain to one and the same idea, but occupy opposite
+relations in regard to it, it is a case of Exclusion._ The means of
+subsistence is the common idea and Fieldhand and Millionnaire occupy
+opposite 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 destitution
+of the pauper is contrasted with the state or condition of being over
+supplied. 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" be
+taken in its derivative sense, as "wealth in common," or, the "public
+wealth," then this would be a case of Exclusion. If "Wealth" is taken
+as the condition of great abundance, and "Commonwealth" as the political
+body, known as a State, then this is a case of Inclusion by sight, or by
+sound, the word "wealth" belonging to both alike.
+
+    =COMMONwealth.= } Ex.
+    =UNcommon.=     }
+
+Considering "Common" in relation with "Uncommon" we have Exclusion. In
+the previous pair, we used wealth of commonwealth to make a relation
+with the simple word wealth. Here we use the first two syllables of the
+word 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 in
+reference to "well done," it means _partially cooked_ or _underdone_.
+This, then, is a clear case of Exclusion. Other examples: "Men whose
+heads do grow beneath their shoulders, and men whose shoulders do grow
+beneath 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 another
+word 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" is
+a 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 the
+relations 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 Princess
+to Fieldhand. Do this five times--_each time from memory and more
+rapidly than before_.
+
+Again, repeat from memory, at least five times, the series from Building
+to Good Princess, and back from Good Princess to Building, reciting as
+fast 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 the
+name "Carlo." It is a sound which we call a name, and which we apply to
+one person to distinguish that person from all others, as in this case
+Pocahontas is used to distinguish the daughter of Powhattan from all
+other Indian women. She knew who was meant when that name was applied to
+her. But the name Pocahontas does not indicate that she was wise or
+unwise, learned or unlearned, tall or short, old or young. In saving the
+life 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 all
+this, and now when we think of Pocahontas, we are apt to remember that
+she was a good Princess for saving Smith's life. The connection between
+these words I call Concurrence. We have thought of these words together,
+and the mind by its own operation has cemented them together, so that
+when we think of one it is apt to make us remember the other.
+_Concurrence means that which has been accidentally, or as cause and
+effect, conjoined in our experience._ Between the words or ideas thus
+conjoined, there is, strictly speaking, neither Inclusion or Exclusion.
+Whenever there are unrelated things which the mind holds together simply
+because it has occupied itself with them, then we have a case of
+concurrence to be represented by Con. Other examples: "Harrison,
+Tippecanoe;" "Columbus, America;" "Washington, Cherry Tree;" "Andrew
+Jackson, 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 memories
+by the Law of Concurrence. When we recall the name of Pocahontas, we are
+apt to revive also the name of Capt. John Smith and _vice versa_.
+Another case:--A gentleman was present at Ford's Theatre in Washington
+when John Wilkes Booth shot Abraham Lincoln. Just a moment before, he
+recognised the odour of a hyacinth held by a lady in front of him. The
+next 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 thinking
+of that scene, nor could Lincoln's assassination be mentioned in his
+presence without his instantly thinking of hyacinth. Nothing could have
+been more purely _accidental_ than the quick succession of the sensation
+of the odour and the murder of the President. But they were _experienced
+together_ or nearly together. They became cemented together, so that the
+revival 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, or
+name Smith may also be a general term applicable to many classes of
+persons, as _coppersmith_, _goldsmith_, _silversmith_, &c. When we think
+of _Capt. John_ Smith we use the word as a proper name. But when we
+think of Smith and Anvil we use the word Smith in its general sense. In
+either case it is an act of Concurrence. Smiths use anvils. We have
+thought of these words together, and that mental act has had a tendency
+to unite them together.
+
+    =Anvil.= } In. by A. & C.
+    =Heavy.= }
+
+Anvil is a _concrete thing_ that possesses the attribute heaviness; and
+heavy is an abstract term that applies to heavy things, but does not
+state what they are. The idea or thought of heaviness is _common_ to
+both words, and therefore it is a case of In., and as one term is
+concrete 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 the
+action of gravity in their case. Gravitation, whatever that is, is what
+makes them tend toward the earth. We may say it is a Cause, and as we
+think of Cause producing Effect, and Effect as produced by Cause, such
+cases are _thought of together_, or almost simultaneously, and hence we
+have a case of Concurrence.
+
+    =Gravitation.=      } Con.
+    =Sir Isaac Newton.= }
+
+There is no In. or Ex. here, but Con. We have read or heard that Newton
+discovered the Law of Gravitation. We have exercised our minds in regard
+to these two words, in thinking of them together, and that is
+concurrence.
+
+    =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 the
+light, which set fire to most valuable manuscripts. They burned up. When
+Newton returned and discovered what his pet had done, he exclaimed, "O!
+Diamond, Diamond, thou little knowest what thou hast done." The name
+Diamond becomes thus vividly associated in our minds with the
+forbearance of the great Newton. We cannot forget it. We hold them
+together 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 great
+numbers wherever it prevails.
+
+    =Cholera.= } Con.
+    =Terror.=  }
+
+Concurrence includes all cases of Cause and Effect, Instrument or Means
+to End, Person by whom or Thing by which, &c. Cholera causes terror.
+Terror is the _effect_ of the existence of the cholera. Now carefully
+read over the eleven words just considered, and think out the relations
+between 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, and
+from Terror to Building, the same number of times.
+
+For further training, let each pupil recite the foregoing series of
+thirty words forward and backward two or three times per day for an
+entire month. He need not stop further study, but whatever else he
+learns 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 a
+pair of words exemplify all three Laws, as plough and sword. The
+relation between them may be In., since both of them are _cutting_
+instruments; one cuts and hacks human beings and the other cuts and
+turns over the soil. It may be Ex., in a metaphorical sense, as one is
+the 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 beating
+swords 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 to
+20 times. This reading secures scarcely anything more than a _succession
+of sights to the eye_ or _sounds to the ear_. No _study_ of the words is
+required. The _action_ of the _intellect_ is not invoked. It is the
+_mere sensuous_ impression of Eye or Ear or both together that holds the
+words together, and thus _many or endless_ repetitions are required to
+memorise 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 series
+or a large part of it many times, the series is slowly read over once or
+several times _by pairs_, only two words at a time, but the method of
+_acquirement_ is precisely the same as in the former rote process. Let
+us look at this last proceeding in detail. (1) It is usually applied
+only where there is a _natural suggestiveness_ between each pair of
+words. (2) But no previous study is prescribed in regard to what
+_constitutes_ this suggestiveness, nor are the _varieties_ of it set
+forth and required to be mastered. (3) But above all, no _study_ of the
+_pairs of words themselves_ is insisted upon. On the contrary, all such
+study is emphatically deprecated. The mind is not allowed to be
+_directed_ to anything in _particular_ in reading over the pairs. It
+must 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 but
+intellectual dawdling? A method of Vacuity pure and simple--the exact
+opposite of Mental Assimilation. (4) If in reading over many times an
+entire series, only the ear and eye are mainly affected and the
+_intellect is left to wander_, much more must it wander here. In running
+over many words, the intellect might be arrested by chance. But here
+the series consisting of two words only and all attempt to occupy or
+engage the intellect being purposely avoided, and nothing being done to
+enchain the attention to the consideration of the meaning or sounds of
+the two words, or the _relation_ between them, the intellect wanders
+away from want of occupation. If when we wish to retain in our memories
+a paragraph of fine sentiment or lucid reasoning, we find our attention
+wanders, 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 stimulus
+or motive for examining the words or for _finding the relation_ between
+them, but on the contrary we are forbidden to interfere with the
+spontaneous action of the mind. The _intellect might be abolished_ so
+far as its _participation_ in such an operation is concerned. What is
+absorbed in such a case is absorbed intuitively and blindly. Hence we
+see that what is accomplished by these two processes of _rote_ learning
+is weak impressions upon the memory and a distinct cultivation of mind
+wandering.
+
+This method of _rote_ learning by pairs was invented and first taught by
+Thomas Hallworth in New York in 1822. His method was adopted without
+acknowledgment by Carl Otto in Germany and Austria, and his followers in
+England and America.[A]
+
+[A] These followers make a great boast of learning a series of
+suggestive words in pairs and without interfering with the mind's action
+in doing so, when they are clearly indebted to Thomas Hallworth for this
+inadequate method, yet they never have the grace to acknowledge their
+indebtedness.
+
+3. The opposite of these two methods of _rote_ learning is my method,
+which injects an _active process_ between each pair of words. Each pair
+of words is appraised and dovetailed by the Laws of Memory. And hence
+the reader can notice the _fundamental difference_ between all other
+methods and mine. My method is to keep the mind in an _assimilating,
+absorbing condition when trying to learn_ by making the Intellect stay
+with 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, it
+was kept in an _active_ state. The _intellect_ was directed by the will
+into 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 the
+most vivid _First Impressions_ always result from the action of the
+_intellect_ upon the sensuous _stimuli_ from ear and eye. _Intellectual
+Assimilation_ is a proper name for my methods.
+
+4. The Three Laws are Forms or Modes of Mental Assimilation. But when
+used _consciously_ for any length of time, they operate much more
+efficaciously than formerly--and they greatly increase the
+Impressionability and Revivability--as any student can affirm who
+faithfully carries out my instructions, and then his General Memory
+becomes 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 of
+Attention must not omit to learn and practise the following exercise
+_precisely as I prescribe_. He will experience great satisfaction in
+carrying out my directions to the letter, because his conformity in this
+and in other respects will bring the reward of a NEW MEMORY power almost
+immediately. And if he were to disregard my directions, he will have no
+one to blame but himself.
+
+He must write down the first two words, "Ice" and "Slippery," the latter
+word under the former. Let him ascertain the exact relation between
+these words. He will find that "Ice" is a concrete word, and "Slippery"
+indicates a quality of "Ice" and of other things. He places opposite the
+abbreviation In., by A. and C. In a similar way he proceeds to write
+down one word at a time, and at once ascertaining its relation to the
+previous word, and indicating that relation by the appropriate
+abbreviation. When he has analysed ten words in this painstaking manner
+he must recall them backward and forward from memory at least five
+times, and each time faster than the other.
+
+Let him deal with the next ten in a similar manner in all respects, and
+then let him repeat the twenty words both ways at least five times, and
+so on till he has analysed, learned and recited the entire one hundred
+words; and, finally, let him recite the one hundred words both ways at
+least once a day for thirty days, in connection with the Building Series
+and the Presidential Series and Series of English Sovereigns hereafter
+given.
+
+As the result of this Analysis and recitals, the pupil will make these
+Laws 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 poor
+learner of my system, because he acts on hasty inferences of his own
+instead of attending to my long-tried and never-failing methods. To
+illustrate: Instead of _analysing the above series in pairs_, and
+_discovering_ and _noting_ the _relation_ between each pair as I
+require, _he reads over the entire series_. His previous study of the
+Memory Laws has, however, so impressed his mind with their influence
+that 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 read
+the series in pairs, but without analysis, without trying to ascertain
+and realise the exact relation between the words_. This is the method of
+Vacuity or Dawdling formerly mentioned. But his study of the three Laws
+in learning the Building Series has so sharpened and quickened his
+appreciation of In., Ex., and Con., that he _learned the one hundred
+words in this wrong_ way _very readily_.
+
+_But why should he not follow my directions?_ Why not pursue my plan and
+thereby acquire the _full power_ of my system instead of the small
+portion of that power gained by disregarding my direction? On the other
+hand, pupils of only average natural ability are very apt to follow my
+directions to the letter and thereby acquire an amount of Memory
+Improvement which the above gifted, but non-complying pupil, seems
+unable to understand.
+
+If a person is afflicted with a _very_ bad memory in any or all
+respects, and particularly if this memory weakness is traceable to
+_mind-wandering_, or if it co-exist with the latter infirmity, such a
+person may find it best to make a series of from _one hundred to five
+hundred words_ on the model of the foregoing series, and learn the same
+and _recite it daily both ways_ for a month or more in addition to the
+prescribed exercises, and if any trace of mind-wandering remain after
+that, let him make and memorise another series of the same extent and
+practise 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 has
+just 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 takes
+place_ shortly after the listening, as that is like a continuation of
+the original experience.
+
+
+TRAINING THE INTELLECT TO STAY WITH THE SENSES.
+
+_Attention is the Will directing the Intellect into some particular
+channel and keeping it there._ There are virtually two processes
+involved in Attention. The Intellect is directed into a particular
+channel, but to keep it there, all intruders must be excluded. To
+illustrate. A student attempts to learn a proposition in Geometry. To do
+this he must keep his mind on the printed explanations, and if his
+thoughts attempt to fly away, he must repress that attempt. To guide his
+mind into the channel of the printed exposition, he calls into play the
+Directory power of the attention. To prevent intruders or extruders from
+withdrawing his mind from the text, he exercises the Inhibitory function
+of the Attention.
+
+To fully understand what takes place when trying to study, let the pupil
+recall that there are three sources of knowledge.
+
+First: The Senses carry into his mind reports from the outside
+world--Sensation--sight of the letters, words and sentences, &c. Second:
+The Intellect operates on these undigested elementary Sense-reports, or
+Sensations, and find _relations_ among them. This is Perception, or
+relations among Sensations. Third: The mind acts on the _perceived
+relations_ and finds relations among them. This is Reason or relations
+among relations.
+
+Now the geometrical student in reading the printed instructions to
+himself or in reading them aloud, might simply occupy his _eye_, or _eye
+and 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 question
+for us to answer in our own case is--shall it co-operate with the senses
+or the matter before us, or shall it wander away?
+
+What the geometrical student requires and what we all require in such
+cases is to _compel the Intellect to stay with the Senses, and follow
+the 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 compels
+this co-operation. And one of the processes which is most of all
+effective in TRAINING the Intellect to obey the Will and thereby to stay
+with the Senses (where it is not a case of pure reflection), and thereby
+to institute and develop the Habit of the activity of the Intellect
+co-operating with the action of the mere senses, is practice in the use
+of the Laws of In., Ex., and Con. To illustrate: In reciting the last
+training example of one hundred words, the Directory power is exercised
+and then the Inhibitory power is brought into play, and so on
+_alternately_. Suppose the reciter has got to "Signatures." If he does
+not inhibit or exclude from his mind the word "Petition" he can make no
+advance. If he dwells upon "Petition" he will never reach "Cygnet." But
+if 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 the
+Directory and Inhibitory functions to co-operate in recalling the entire
+Series, and notice how many distinct and separate times he has exerted
+the Directory function and how many times the Inhibitory function in
+reciting 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 I
+require_, he is sure to greatly strengthen his Attention and thereby
+habituate the intellect to stay with the senses and thereby help to
+banish mind-wandering. And when the Intellect is thus trained into the
+Habit of staying with the sense of sight or hearing in reading or
+listening, the geometrical or other student can keep his mind on the
+subject before him until it is mastered.
+
+
+IMPORTANT CHARACTERISTICS OF ANALYSIS.
+
+It sometimes happens that we wish to quickly learn five or twenty Proper
+Names, the whole or part of which are _entirely new_ to us, as a list of
+members of a committee, a series of facts in science, &c. We can usually
+do this by Analysis.
+
+Recollective Analysis, or Analysis for the purpose of helping to learn
+by heart, is not an originating or _manufacturing_ process. It simply
+_finds_ relation _already existing_ between the words or the ideas which
+the words suggest or evoke. But where there is _no existing relation_
+between the words or ideas, it is a case for Synthesis, to be taught
+hereafter.
+
+The highest Analysis relates to _objects_, or rather to the _ideas_ we
+have of them, and the lowest to _mere words_, to mere articulated
+sounds, or their written or printed representatives. The great body of
+examples and illustrations in my lessons pertain to ideas; but in the
+list of twenty-four Presidents I deal with the proper Names as words
+only, as words or articulated sounds--words which are nearly devoid of
+meaning except as marks or sounds for naming persons, or as words
+containing syllables which may have a general meaning in other
+applications. 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 was
+succeeded by Rutherford B. Hayes. The initial syllables of Ulysses and
+of Rutherford make an inclusion by sound. The "U" of Ulysses is
+pronounced 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 Ruth
+as a long "u;" but if it be considered to be a short sound of "u," it is
+only a weak case of In. by s. But if the pupil shuts his eyes, such
+inclusions will not be observed. It is true that such application is not
+so 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_, and
+on 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, that
+they _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 a
+particular idea and the word used to stand for it. Not only do different
+nations use different _words_ or _sounds_ to arouse the _same_ thought,
+but different words in the same language are sometimes used to portray
+practically _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 organ
+of sight. To the eyesight they are obviously unlike. It may be well to
+remark that in imposing a name in the first place, _a reason_ may exist
+why that name is given, as Albus (white) was given to the mountains,
+now more euphoniously called Alps, because they were white or
+snow-crowned; but Alps does not _mean_ white to the moderns. The word
+now merely indicates or points out the mountains so called. A word may
+survive and take a new meaning after its original meaning is no longer
+ascertainable.
+
+The _context_ helps us to know which meaning of the word was intended
+when the word is spoken, and the context and spelling tell the same
+thing when writing or print is used. Take the words "Hounds, Bark." Here
+Bark means the cry or yelp of the dogs. But in "Tree, Bark," the Bark of
+the tree is suggested. Yet the word Bark is spelled precisely the same
+in both cases. The word spelled "Bark" is really used to express two
+different things and the context generally tells which is meant in any
+particular case.
+
+Individual _letters_ become so strongly associated with a particular
+meaning that although the vocal value is exactly the same, yet the one
+spelling goes to one man and the other to a different man. "Spenser"
+would never suggest to a learned man the author of the "Philosophy of
+Evolution," nor would "Spencer" ever suggest the author of the "Fairie
+Queen." "Mr. Mil" would never mean "John Stuart Mill," although the
+words "Mil" and "Mill" are pronounced exactly alike. We sometimes cannot
+recall a Proper Name, yet we feel sure that it begins or ends with S or
+K or L, or that a certain other letter is in the middle of the word. We
+usually find that we were right. In these cases _our clue to the entire
+word was found in only one letter of it_.
+
+Noticing that the _same letter is in common to two words_, although _all
+the other letters may be different_, is one case of Inclusion by
+spelling. Take an example: President John Tyler was followed by
+President James K. Polk. Analyse the two names--Tyler and Polk. The
+letter "l" alone is common to the two names. Here is one _letter_ found
+in totally unlike contexts. If this fact is _noticed_, it cannot but
+help hold those two names together. The exercise of learning the names
+of 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 the
+Presidents than to learn that order by the only other method the pupil
+has heretofore known, viz., _endless repetition_. When the pupil thinks
+a relation may be weak, let him consider that a weak relation _thought
+about_ is a hundred-fold stronger than _mere_ repetition _without any
+thinking at all_. It is either _thoughtless_ repetition, or _thoughtful
+Analysis_ 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, the
+Kings of England and of the American Presidents is to learn them in
+their places in History, as parts of the Historical order of events to
+which they belong, as facts in the chain of causes and effects.
+
+Their Terms, Administrations, or Reigns are, however, used by historians
+as landmarks, and to follow the historians to the best advantage, it may
+be desirable to know the series as such, as a useful preparation for the
+study of the Times and age. But whatever the advantages of knowing the
+order of the American Presidents, I deal with it here _solely_ for the
+_training_ effect in Analysis and as an example of a method of dealing
+with any list of _mere_ names.
+
+The mode of dealing with this Presidential series will show how all
+similar Series may be handled during the period of the pupil's training.
+I divide the series or list of the twenty-four American Presidents into
+three Groups: the first Group containing _seven_ names, the second
+having _eight_ names, and the third having _nine_ names. The number of
+names 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 able
+to analyse this Group of names with the greatest ease. Let him try, and
+if he fail, then let him study my Analysis as given below. Points of
+Analysis 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 his
+own 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. by
+sound, imperfect but adequate if _noticed_.
+
+    =Thomas JefferSON.=  } In.
+    =James MadiSON.=     }
+
+Both names terminating with the same syllable, "son", makes a clear case
+of In. by sound and spelling.
+
+    =JAMES Madison.=     } In.
+    =JAMES Monroe.=      }
+
+This pair of names furnishes an example of perfect In. by sound and
+spelling 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 Washington
+to Andrew Jackson at least five times, each time recalling and realizing
+how each pair of names was linked together. After this let the list be
+recalled several times forward and backward, and more rapidly each
+time, without recalling the analysis.
+
+
+REMARKS.
+
+1. This group may well be termed the "Long-Term Group," since all of the
+seven Presidents except John Adams and his son, John Q. Adams, served
+two terms.
+
+2. Three of the members of this group died after the close of their
+terms of office, on the _natal day_ of the Republic, viz., John Adams
+and Thomas Jefferson, on the _4th of July_, 1826, and James Monroe on
+the _4th of July_, 1831.
+
+3. This group also might be called the "J" group, since the initial
+letter of the Christian name or surname of every member of it begins
+with "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 William
+belonged 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 furnished
+by 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 in
+common. John and James is a case of Con., for both occur together many
+times 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 James
+Buchanan several times, and at each recall let him also recall the
+_relation_ which bound the pairs together, and then let him recall the
+series from Washington to Buchanan, both forward and backward, without
+consciously reviving the relations.
+
+
+REMARKS.
+
+1. This may be called the "Single Term Group," since none of the group
+served more than one term.
+
+2. The group is notable for the fact that it is the only one in which
+two 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" in
+both, but not pronounced alike. This must be _noticed_, as it is a weak
+In.
+
+    =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 in
+sound. It must be _noticed_, as it is the weakest of all. A stronger tie
+has heretofore been given.
+
+    =Rutherford B. HAYes.=  } Con.
+    =James A. GarFIELD.=    }
+
+There is a strong association between Hay of _Hay_es and and the field
+of 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 are
+alphabetically 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 to
+separate, are opposites, hence it is also an example of Exclusion.
+
+Let the student, as in the case of the other groups, recall this list
+several times, and each time revive the relation by which each pair of
+names was cemented together, and after this let him recall this list
+several times both ways without reviving the cementing relations, and
+finally let him recall several times, both ways, the entire series of
+Presidents from Washington to Cleveland, and from Cleveland to
+Washington.
+
+
+REMARKS.
+
+1. This group furnishes the notable fact that two Presidents (Lincoln
+and Garfield) were assassinated while in office.
+
+2. Another peculiarity of this group is that, for the first time since
+the days of Washington, there was a widespread discussion and effort
+made to push the claims of a President (Grant) for a third term.
+
+3. This group contains the name of the grandson (Benjamin Harrison) of
+William Henry Harrison, of the second group. The only other instance of
+relationship between the Presidents was in the case of John Adams and
+his 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 a
+President are separated by the full term of another President (Benjamin
+Harrison).
+
+
+
+
+ENGLISH SOVEREIGNS.
+
+A UNIQUE EXERCISE.
+
+
+The method here used of memorising the order of the English sovereigns
+from William I., the Conqueror, to Victoria possesses the following
+novelties:--
+
+(1) We learn the order of the entire series of thirty-seven sovereigns
+by means of the relations, direct and indirect, which we establish with
+the reigning sovereign, Victoria.
+
+(2) The precise credit is claimed for this method which it is entitled
+to receive. In a list of proper names we sometimes have several surnames
+alike, with usually a difference of Christian names, as in the
+presidential series we have--_William Henry_ Harrison and _Benjamin_
+Harrison, and _John_ Adams and _John Quincy_ Adams, and we also
+sometimes 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 the
+differences indicated by _ordinal_ numbers, as George I., George II.,
+George III., George IV. This order of the English Kings is most
+extraordinary, neither the Popes of Rome, nor the French, nor any other
+list of kings, furnishing any parallel in more than a few incidents. It
+is these unique coincidences and recurrences that make it so easy to
+find relations between these sovereigns. This method is not applicable
+to the American Presidents, Prime Ministers of England, or hardly any
+other series.
+
+(3) No accidental relations of parts of names is resorted to, as was
+done in the case of the American Presidents.
+
+(4) The series is so taught that it can be recited forwards and
+backwards--the only true test of learning any series.
+
+(5) The series is completely worked out and nothing is left to chance or
+possible mistakes so liable to be committed by novices in dealing for
+the first time with a new process that has to be applied to many
+details.
+
+(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 are
+occasionally reviewed and _identified_, its recital both ways once or
+twice a day for a month helps to develop the Attention as well as the
+Assimilative powers.
+
+(8) The _exact name_ of each Sovereign is learned. The student relies on
+real relations and names, and not on unidentified jingles of threes and
+threes and twos and twos, like three Edwards and three Henrys and two
+Edwards and two Henrys, with the inevitable necessity of having
+afterwards to learn _which_ Edward and _which_ Henry was meant, &c. But
+summations 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 the
+words of a foreign language. When we begin to learn such words they are
+wholly unknown to us. But in learning ordinary series of names or prose
+or poetry by heart, all the names and words used may be equally well
+known by us; but it is mainly the _order_ in which these occur that we
+wish to memorise, and we begin at the beginning and proceed as we learn
+on from the Better Known or Best Known. In the list of American
+Presidents the series extends back to a little more than a century; but
+in the case of the English Sovereigns, when we begin with the Conqueror,
+the series extends back to 1066--upwards of 800 years--and, although in
+such a series the names of all the Sovereigns may be known, yet the
+latest is vastly better known to us than the earliest. In such a case it
+may be most useful to begin with the Best Known.
+
+(10) Fortunately in this case the Best Known Sovereign is a PIVOT around
+which all the other Sovereigns are directly or indirectly related.
+_How_, we will proceed to show. Something of the method will be
+intimated 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 is
+an independent Queen, since she has never shared sovereignty with
+anyone; but Mary, of "William III. and Mary," was not an independent
+Queen, because she did share the Sovereign Power with her husband.
+Hereafter, when I use the word Queen I mean an independent Queen, except
+when Mary, of "William III. and Mary," is mentioned, and her name will
+be used only in Connection with William III. England has had only four
+independent 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_, or
+I. [In.] Again, _Queen_ Elizabeth was followed by _King_ James, making a
+clear case of Ex. Again, Anne, the _third_ queen, was preceded by Wm.
+the _Third_, or III., and Mary [In.] And these _two_ co-equal
+Sovereigns were preceded by James the _Second_, or II. [In., between
+cardinal number _two_ and the ordinal number _Second_]. This series of
+Queens concludes with Victoria the _fourth_ Queen, who was preceded by
+William the _Fourth_, or IV. [In.], and William the _Fourth_, or IV.,
+was preceded by George the _Fourth_, or IV. [In.]; and George IV. by
+George III., and he by George II., and he by George I.,--a concurrence
+reversed, 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 very
+beginning of the series--Con.
+
+Now let us recall in the forward and reverse order what we have learned
+so far. William I., William II., Edward VI., Mary, Elizabeth, James I.,
+James II., William III. and Mary, Anne, George I., George II., George
+III., George IV., William IV., and Victoria, and the order reversed is
+Victoria, 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 usually
+called the Commonwealth, we see that between Elizabeth and William III.
+and Mary, are four monarchs, the two James and the two Charles. We
+have already learned that Elizabeth was followed by James I. and that
+William III. and Mary were preceded by James II. Hence we see that the
+two Charles must come _between_ the two James, and, of course, that
+Charles I. must precede Charles II., and that the order of these four
+monarchs _must_ be James I., Charles I., Charles II., and James II.--a
+plain case of Con. reversed. We saw that there were two of these four
+monarchs 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), the
+Parliament (the House of Commons) abolished the kingly office and House
+of Lords, and appointed a Council of State of 41 members, which with the
+House of Commons was to be the government. Intermediate then between
+Charles 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 beginning
+and close of these intermediates, and between them came Oliver Cromwell
+and his son, Richard Cromwell. Charles I., followed by Council of State
+and Parliament, made a case of Exclusion and the Council of State and
+Parliament, followed by the Protector Oliver Cromwell, gives another
+example of Ex. and a case of In. between Oliver Cromwell and his son
+Richard, who inherited the protectorate, but a case of Ex. again between
+the powerful Oliver and his weak son Richard, and another example of Ex.
+between the protectorate of Richard Cromwell and the Council of State
+and Parliament, and another between the latter and the full-fledged
+monarchy of Charles II.
+
+Now review what we have learned so far and we have William I., William
+II., Edward VI., Mary, Elizabeth, James I., Charles I., Council of State
+and Parliament, Oliver Cromwell, Richard Cromwell, Council of State and
+Parliament, Charles II., James II., William III. and Mary, Anne, George
+I., 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, James
+II., 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 between
+William 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., is
+followed by Henry the Second, or II. [Con.], with the _first_ and only
+Stephen as the _first_ single intermediary [In.]. Returning to Edward
+VI., we see that he, the _last_ Edward, is preceded by Henry VIII., or
+the _last_ Henry [In.] We also notice that Edward VI. is preceded by
+Henry 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 are
+three series of kings completed--eight Henrys, six Edwards, and three
+Richards. Making the three Richards _reference_ points we can easily fix
+the 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 that
+Richard II. is preceded by Edward I., Edward II., and Edward III., or
+three Edwards, and followed by Henry IV., Henry V., and Henry VI., or
+three Henrys, and that Richard III. is preceded by Edward IV. and Edward
+V., or two Edwards, and followed by Henry VII. and Henry VIII., or two
+Henrys.
+
+Recalling the succession from William I. to Edward VI., we have William
+I., William II., Henry I., Stephen, Henry II., Richard I., John, Henry
+III., Edward I., Edward II., Edward III., Richard II., Henry IV., Henry
+V., Henry VI., Edward IV., Edward V., Richard III., Henry VII., Henry
+VIII., 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 William
+I.
+
+We conclude with the recital both ways of the thirty-seven Sovereigns
+from 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 instantaneous
+apprehension which always reward the studious use of In., Ex., and Con.,
+they can, amongst other new achievements, always remember and never
+forget figures and dates.
+
+_Pike's Peak_, the most famous in the chain known as the Rocky Mountains
+in 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, and
+that the last figure is half of fourteen, or 7 In. by W. and P., making
+14,147. Of course, one who is not practised in analogies, in discovering
+similarities and finding differences would not have noticed any
+peculiarity in these figures which would enable him to remember them.
+Few people ever notice any relations among numbers. But any possible
+figures or dates always possess relations to the mind trained in In.,
+Ex., and Con.
+
+_Fujiyama_, the noted volcano of Japan, is twelve thousand three hundred
+and sixty-five feet high. Does any pupil who has mastered the first
+lesson and who is expert in the use of In., Ex., and Con., fail to
+notice that here we have the disguised statement that the height of this
+mountain is expressed in the number of months and days of the year,
+12,365 feet high? These figures drop into that mould and henceforth are
+remembered without difficulty. These are remarkable coincidences no
+doubt, but are not all sets of figures similarly impressive coincidences
+to the trained eye, and the _active_, _thinking_ and _assimilative_
+mind?
+
+No reader of English history has failed to notice the three sixes in the
+date of the Great Fire in London, _viz._, 1666. The "three sixes" are
+generally resorted to as a signal for fire companies to turn out in full
+force; yet such a coincidence of figures in a distant date makes a
+slight impression compared to the vividness of events that happened in
+the year of our birth, the year of graduation from school, the year of
+marriage, and the year of the death of relatives, &c., &c. Keep a small
+blank 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 classify
+them and otherwise study them under the eye. You will soon be astonished
+at 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 have
+67 and 65--a difference of 2 only. The two groups of 672 and 265 have
+the figure 2 at the end of the first group, and another 2 at the
+beginning 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 three
+figures each. The first two figures of the first group are 38, and the
+first two figures of the second group are 40--a difference of 2. Two
+taken from 8 leaves 6, or the third figure of the first group, and 2
+added to the first figure of the second group makes 6. The 40 ends with
+a cypher, and it is a case of Syn. In. that the last figure of the
+second group or the third figure of it should likewise be a cypher.
+Besides, those who know anything at all about the population of Sydney
+must know that it is vastly more than 38,640, and hence that there must
+be another cypher after 40, making the total of 386,400.
+
+The population of Melbourne is 490,912. Here we have 4 at the beginning
+and half of 4 or 2 at the end of the six figures. The four interior
+figures, viz., 9091 is a clear case of Con.--or 90 and 91. Then again 91
+ending with 1, the next figure is 2--a case of sequence or Con. But
+490,912 is the population of the city of Melbourne with its suburbs. The
+"city" itself contains only 73,361 inhabitants, 73 reversed becomes
+37--or only 1 more than 36. This 1 placed at the end of or after 36
+makes the 361. Now 37 reversed is 73, and then follows 361, making the
+total to be 73,361.
+
+Let the attentive pupil observe that this method does not give any set
+of rules for thinking in the same manner in regard to different sets or
+example of numbers. That would be impossible. Thinking or finding
+relations amongst the objects of thought must be differently worked out
+in each case, since the figures themselves are differently grouped.
+
+The foregoing cases in regard to population will suffice for those who
+live in the Australian colonies, and to others they will teach the
+method of handling such cases, and leave them the pleasure of working
+out the process in regard to the population where they reside, or other
+application of the method they may wish to make.
+
+Great encouragement is found in the circumstance that after considerable
+practice 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 principles
+were involved, or the same figures occur in different dates with regard
+to 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 same
+events, conspicuously opposite views held by the same man at different
+periods, or by different men who were noticeably similar in some other
+respects, or antithesis as to the character or difference in the
+nationality [if the two nations are frequent foes] of different men in
+whose careers, date of birth, or what not, there was something
+distinctly parallel--Egbert, first King of England, died 837. William
+IV., last King of England, died 1837. What a vivid exclusion here for
+instance: Abraham died 1821 B.C., and Napoleon Bonaparte died 1821 A.D.
+
+CONCURRENCES are found in events that occur on the same date or nearly
+so, or follow each other somewhat closely.
+
+Charles Darwin, who advocated evolution, now popular with scientists in
+every quarter of the globe, and Sir H. Cole, who first advocated
+International Exhibitions, now popular in every part of the world
+[Inclusion] were born in the same year 1809 [Concurrence] and died in
+the same year 1882 [Concurrence].
+
+Garibaldi [the Italian] and Skobeleff [the Russian] [Exclusion, being of
+different countries], both great and recklessly patriotic generals
+[Inclusion] and both favourites in France [Inclusion], died in the same
+year, 1882 [Concurrence]. Longfellow and Rossetti, both English-speaking
+poets [Inclusion] who had closely studied Dante [Inclusion] died in the
+same year, 1882 [Concurrence].
+
+Haydn, the great composer, was born in 1732, and died in 1809; this date
+corresponds to that of the birth [Exclusion and Concurrence] of another
+famous composer [Inclusion], Mendelssohn, who himself died in 1847, the
+same year as O'Connell.
+
+Lamarck [1744-1829], advocated a theory of development nearly
+resembling the Darwinian Theory of the Origin of Species [In.]. This he
+did in 1809, the year in which Charles Darwin was born [Con.]. Darwin's
+writings have altered the opinions of many as to the Creation, and the
+year of his birth was that of the death of Haydn, the composer of the
+Oratorio "The Creation." [Con. and Ex.].
+
+John Baptiste Robinet taught the gradual development of all forms of
+existence from a single creative cause. He died in 1820, the year in
+which Herbert Spencer, the English Apostle of Evolution, was born [In.,
+Ex., and Con.].
+
+Galileo, founder of Modern Astronomy, born in 1564--Shakespeare's birth
+year [Con.]--died in 1642, the very year in which Sir Isaac Newton was
+born. Galileo's theory was not proved but merely made probable, until
+the existence of the laws of gravitation was established, and it was
+Newton who discovered gravitation. This is an instance of Inclusion as
+to the men, of Exclusion and Concurrence as to date of birth and death.
+
+Two prominent _literati_ [Inclusion], one a Frenchman the other an
+Englishman [Exclusion], well-known for the pomposity and sonority of
+their style of writing [Inclusion], were born in the same year, 1709,
+and died the same year 1784, a double Concurrence--Lefranc de
+Pompignan--[pompous In. by S.], and Samuel Johnson.
+
+General Foy, an _orator_ and artillery officer, fond of literature, was
+born the same year [Concurrence] 1775, as the _orator_ [Inclusion],
+Daniel O'Connell. He died in 1825, the same year [Concurrence] as
+Paul-Louis Courier, who was also an artillery officer [Inclusion], fond
+of literature [Inclusion], and moreover, like O'Connell, a violent
+pamphleteer [Inclusion].
+
+Two illustrious, uncompromising characters [Inclusion], both brilliant
+composers [Inclusion], the one musical, the other literary, the one a
+representative of the music of the future, the other of the obsolete
+polemic of the past [Exclusion], Richard Wagner and Louis Veuillot, were
+born in the same year, 1813, and died in the same year, 1883. The last
+point is a double Concurrence.
+
+Two foremost harbingers of modern thought [Inclusion], Voltaire and
+J. J. Rousseau, died in 1778--[Concurrence]. Both gained for themselves
+the reputation of having been the most reckless antagonists of
+Christianity [Inclusion]. And still the one dedicated a church to the
+service of God, whilst the other in his "Emile" wrote a vindication of
+Christianity [Exclusion as to each of them, Inclusion as to both of
+them].
+
+A little practice makes the pupil prompt in dealing with any figures
+whatever. Take the height of Mount Everest, which is 29,002 feet. We
+have all heard that it is more than five miles high. Let us test this
+statement. There are 5,280 feet in a mile, multiply 5,280 by 5, and we
+have 26,400. Hence we see that Mount Everest being 29,002 feet high must
+be 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 that
+Mount Everest is 5½ miles high lacking 38 feet, or that if we add
+38 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 Edition
+of 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 our
+memories? We can begin with whichever date we prefer. If we add
+together the figures of the year of his birth, 1564, they make 16. All
+the dates hereafter considered occurred in 1600, &c. We can thus
+disregard the first 16 and consider only the last two figures which
+constitute the fraction of a century.
+
+Let us begin with his death in 1616 in the _sixteens_. Is not this a
+vivid collocation of figures? Can we forget it as applied to the great
+dramatist? Now if we double the last 16, it gives us the date of the
+second Folio in [16]32 and 32 reversed gives us the date of the first
+Folio. Again, seven years after his death ["seven ages of man"] his
+first Folio was published in 1623. The second Folio was published in
+1632 or 23 reversed, and the third Folio in 1664, or 32 doubled, and
+just 100 years after his birth in 1564. His birth might also be
+remembered as occurring in the same year as that of the great astronomer
+Galileo. The fourth Folio appeared in 1685 or 21 years after the third
+Folio. This period measures the years that bring man's majority or full
+age.
+
+Attention to the facts of reading will be secured by increased power of
+Concentration, and a familiarity with In., Ex., and Con. will enable us
+to assimilate all dates and figures by numeric thinking with the
+greatest promptitude, especially the longer or larger series.
+
+Try the case of Noah's Flood, 2348 B.C. Here the figures pass by a unit
+at a time from 2[3] to 4, and then by doubling the 4 we have the last
+figure 8--making altogether 2348. Another method of dealing with this
+date 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 us
+find the other figures. Noah's three sons and their wives make three
+pairs 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 figure
+4. Finally the total number of human beings who entered the ark were
+4 pairs or _eight_ persons. This gives the figure 8. Thus we have the
+entire set of figures, 2348 B.C. Take the date of the creation
+according to the accepted biblical chronology as 4004 B.C. We could say
+the date has _four_ figures, that the expression of it begins and ends
+with the figure 4, and that the two intermediates are nought, or
+cyphers; or that the figures are expressed by 40 and _forty reversed_ as
+40-04--or 4004.
+
+
+A SCIENTIFIC EXPERIMENT.
+
+Having met several persons who claimed that they always remembered
+figures by reasoning about them [whatever that may have meant], and yet
+all such persons having shown an inability to remember many dates or
+numbers, I inferred that they were honestly mistaken in supposing that
+they could remember numbers, or else that such a method was not adapted
+to their idiosyncrasies. At that time, I did not suspect that their
+failure may have arisen from lack of _training_ in In., Ex., and Con.
+From the circumstance that I myself could use this method with
+promptitude and certainty, I determined to test it in a strictly
+scientific way.
+
+I made the experiment two years ago, and all my experience since has
+corroborated the conclusion then arrived at.
+
+I experimented with the two groups of 20 pupils each. Neither knew any
+method of dealing with dates and numbers. The first group had had no
+training in In., Ex., and Con.; the second group had been well practised
+in those laws. I then gave each member of each group several very
+difficult cases of dates and numbers to be memorised--one example
+containing 24 figures. To save time and space in exposition, I have
+heretofore only mentioned 12 figures, or the half of the amount. All of
+the first group failed except one. He, however, could not memorise the
+24 figures. All of the second group handled all the new examples with
+success, and only two of them met with much difficulty in dealing with
+the 24 figures.
+
+Since this decisive experiment, I have heartily recommended the method
+of finding relations amongst the numbers themselves, to all who are
+proficient in the use of In., Ex., and Con.
+
+The example of 24 figures must conclude this exposition. They represent
+respectively the number of the day of the month in which the first
+Saturday in each month falls in 1895 and 1896. To one without practice
+in applying analysis to figures, there seems no hope of memorising this
+long 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 2
+groups of 12 figures each and number the first group, divided into four
+sections, thus:--
+
+    (1)    (2)    (3)    (4)
+    522,   641,   637,   527.
+
+Now bring the first and fourth groups into relation, and you see at once
+that the fourth group is larger than the first group by only _five_.
+Bringing the _second_ group into relation with the _third_ group, we
+find they differ only by _four_. Again: the third group is larger than
+the fourth by 100 and by 10, that is 527 becomes 637, the seven alone
+remaining steadfast. Beginning with the fourth group and passing to the
+third group we have the fourth group with 110 added. The second group is
+the third group with only four added, and the first group is the fourth
+group with only five subtracted. Thinking out these relations you can
+recall the groups as groups or the separate figures of each group or the
+entire 12 figures either forwards or backwards--and you have achieved
+this 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 notice
+that it is larger by two--and considering the second group with the
+fourth group, we find that the second group is as much and one more
+above 400 as the fourth is below 400. Other minor matters could be
+noticed, as that the first two figures of each group are respectively
+41--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 represents
+the number of the day of the month to which it belongs on which
+the first Saturday in that month falls. The figures for 1895 are
+522--641--637--527. The first Saturday in January, 1895, falls on the
+_fifth_ day of January, hence the second Saturday must be 5 + 7 = the
+12th day of January; the third Saturday the 19th, and the fourth
+Saturday 26th. It is easy to know on what day of the _week_ any day in
+January falls. Suppose you ask on what week day the 25th of January
+falls? You know the 26th is Saturday, and hence the 25th must be the day
+preceding the 26th, to wit, Friday, the 25th. Suppose you ask on what
+week day the 9th of January falls. You know the 12th is Saturday (the
+second Saturday). You now count backward thus: 12 is Saturday, 11 must
+be Friday, 10 Thursday, 9 must be Wednesday. The _first_ Saturday in
+January, 1895, is the 5th; of February, the 2nd; of March, the 2nd; of
+April, the 6th; of May, the 4th, &c., &c. And we can tell on what week
+day any day of any of the other months falls.
+
+
+EXERCISES.
+
+1.--The Ratio of the Circumference of the circle to its diameter is
+expressed by the integer 3 and 708 decimals, of which I give only eight.
+Learning these nine figures is good practice in numeric
+thinking--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 seen
+from the fact that notwithstanding my elaborate handling of the
+processes of learning prose and poetry by heart, I often receive
+requests to send some indication of how I would learn a particular
+chapter or selection by heart! But a chapter consists of paragraphs and
+paragraphs of sentences. Learning the desired passages by heart is done
+by applying the methods here so profusely illustrated to the successive
+sentences of the chapter or selection, until practice and training in
+these methods will make their further application unnecessary.
+
+In pursuance of my plan to keep the mind in an ASSIMILATING condition
+when trying to learn and to further aid in making the intellect stay and
+work with the senses, I proceed to furnish a Training Method for
+committing prose and poetry to memory.
+
+_Endless repetition or repeating a sentence to be memorised over and
+over again_ is the usual process. After one perusal, however, the mind
+in such a case has sated its curiosity in regard to the meaning of the
+sentence and each subsequent repetition for the purpose of fixing it in
+the memory merely makes an impression upon the eye or ear or both, and
+the intellect, being unoccupied, naturally wanders away. Hence, learning
+by _rote_ promotes _mind-wandering_: for the Attention always wanders
+unless wooed to its work by all-engrossing interest in the subject which
+in case of a weak power of Attention is rarely sufficient, or by =the
+stimulating character of the process of acquirement= which is made use
+of. In the Method about to be given, the intellect is agreeably
+occupied, and thereby a Habit of Attention is promoted.
+
+The justification for this Method is found in the Psychological maxim
+that the intellect can assimilate a simple idea more easily than a
+complex idea, and a few ideas at a time than many ideas.
+
+The process of this New Method of Decomposition and Recomposition is as
+follows:--Find the _shortest sentence or phrase that makes sense_ in the
+sentence to be memorised. Add to this short sentence or phrase,
+_modifiers_ found in the original sentence, always italicising each new
+addition--one at a time--until the original sentence is finally
+restored. Suppose we wish to memorise Bacon's definition of education:
+"_Education is the cultivation of a just and legitimate familiarity
+betwixt the mind and things._" Begin with the briefest sentence and then
+go 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 the
+cultivation of a just _and legitimate_ familiarity betwixt the mind and
+things. In this process, the sentence is first taken to pieces, and then
+reconstructed. Finding the lowest terms, "Education is cultivation," we
+proceed step by step to add modifiers until the original sentence is
+fully restored.
+
+Each time we make an addition, we recite _so much_ of the original
+sentence as has hitherto been used, in connection with the _new
+modifiers_ laying _special emphasis_ on the new matter as represented by
+the italic words. The intellect is thus kept compulsorily and
+delightfully occupied from the start to the finish. It seeks the
+shortest phrase or sentence and adds successively all the modifiers,
+making no omissions. This analyzing and synthesizing process--_this
+taking 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 strengthened
+and mind-wandering diminished and the natural Memory strengthened in
+both its Stages.
+
+This process admits usually of several applications in the case of a
+long sentence. In the foregoing example, it might have proceeded thus:
+1. Education is a familiarity. 2. Education is the familiarity _betwixt
+the mind and things_. 3. Education is the _cultivation_ of a familiarity
+betwixt the mind and things. 4. Education is the cultivation of _just_
+familiarity betwixt the mind and things. 5. Education is the cultivation
+of a just _and legitimate_ familiarity betwixt the mind and things. Or
+we might have taken this course: 1. Education is a familiarity. 2.
+Education is a familiarity _betwixt the mind and things_. 3. Education
+is a _just_ familiarity betwixt the mind and things. 4. Education is a
+just _and legitimate_ familiarity betwixt the mind and things. 5.
+Education is _the cultivation_ of a just and legitimate familiarity
+betwixt 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 particular
+channel and keeping it there." 1. Attention is the will. 2. Attention is
+the will _directing the intellect_. 3. Attention is the will directing
+the intellect _into a channel_. 4. Attention is the will directing the
+intellect into _some_ channel. 5. Attention is the will directing the
+intellect into some _particular_ channel. 6. Attention is the will
+directing the intellect into some particular channel _and keeping it
+there_. Or we may take this course: 1. Attention is directing the
+intellect. 2. Attention is directing the intellect _into a channel_. 3.
+Attention is directing the intellect into _some_ channel. 4. Attention
+is directing the intellect into some _particular_ channel. 5. Attention
+is directing the intellect into some particular channel _and keeping it
+there_. 6. Attention is the _will_ directing the intellect into some
+particular channel and keeping it there.
+
+
+A LONG LEGAL DEFINITION.
+
+"An estate upon condition is one which depends upon the happening or not
+happening of some uncertain event whereby the estate may be either
+originally created or enlarged or finally defeated."
+
+1. An estate is one. 2. An estate _upon condition_ is one. 3. An estate
+upon condition is one _which depends upon the happening of some event_.
+4. An estate upon condition is one which depends upon the happening _or
+not happening_ of some event. 5. An estate upon condition is one which
+depends upon the happening or not happening of some _uncertain_ event.
+6. An estate upon condition is one which depends upon the happening or
+not happening of some uncertain event _whereby the estate may be created
+or enlarged or defeated_. 7. An estate upon condition is one which
+depends upon the happening or not happening of some uncertain event
+whereby the estate may be _either_ created or enlarged or defeated. 8.
+An estate upon condition is one which depends upon the happening or not
+happening of some uncertain event whereby the estate may be either
+_originally_ created or enlarged or defeated. 9. An estate upon
+condition is one which depends upon the happening or not happening of
+some uncertain event whereby the estate may be either originally created
+or 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 it
+is applied to single sentences, that he is apt to work at it too long
+at a time. Let him not at the outset analyse and reconstruct more than
+from 3 to 4 sentences at one sitting or lesson, but let him do what he
+attempts in the most thorough manner, and after a time he will not find
+it 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's
+recreation.
+
+4. Attention is adjusting the observer to the object in order to seize
+it in its unity and diversity.
+
+5. Assimilative Memory is the Habit of so receiving and absorbing
+impressions and ideas that they or their representatives shall be ready
+for revival or recall whenever wanted.
+
+
+INTERROGATIVE ANALYSIS USED FOR SHORT SENTENCES.
+
+Interrogative Analysis or intellectual Inquisition is another and most
+effective mode of inciting the intellect to pass from a passive into an
+active =assimilating= condition when trying to learn by heart as well as
+to help create the habit of the intellect staying with the senses. The
+process consists of two parts: (1) _To not only ask a question on every
+important word in the sentence to be memorised_, but, (2) _to repeat the
+entire sentence in reply to each question, while specially emphasising_
+that word of the sentence which constitutes the _answer_ to the
+question. 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 a
+smile 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! thou
+pendulum 'twixt a _smile_ and tear." 4. 'Twixt a smile and what else is
+man said to be a pendulum? "Man! thou pendulum 'twixt a smile _and
+tear_." 5. By what word is the relation between "pendulum" and "a smile
+and tear" described? "Man! thou pendulum _'twixt_ a smile and tear." 6.
+Is the pendulum which man is said to be 'twixt a smile and tear
+addressed 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 the
+ordinary question and answer method. In the latter procedure, a question
+is asked and the answer is given by "yes" or "no," or by the use of one
+or more words of the sentence. To illustrate: What is "man" called in
+this 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 is
+possible informing the question and the whole of it in each reply_; and
+in _question and reply_ the _word_ that _constitutes the point of both_
+is to be especially _emphasized_, and in this way _the mind is exercised
+on each word of the sentence twice_ (once in question and once in
+answer), and _each word of the sentence is emphasized in reference to
+the whole of the sentence_. And in all these separate steps it is
+impossible for the mind to remain in a passive state, but must be
+_active_ and _absorbing_ throughout, and thereby a most vivid =first
+impression= is secured, and the remembrance of it assured.
+
+Besides the habit of exhaustively considering and weighing a sentence
+which is created by this method, it not only secures the faithful
+recollection of the passages to which it is applied, but it gives
+another great advantage. What usually makes a person dull in
+conversation? Setting aside timidity, we find that well-informed persons
+are sometimes good listeners, but no talkers. Why is this? In
+conversation their minds are apt to remain in a _recipient passive_
+state. Hence no trains of thought arise in their own minds. And having
+nothing in their minds which seeks utterance, they remain quiet. Now the
+practice of Interrogative Analysis compels such persons to
+interrogate--to propose questions--to think. And when such mental
+activity becomes strong, it will break out in conversations by
+interrogatories 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 pupils
+to ask questions on their tasks. The reason is that their pupils remain
+in a passive state of mind. Had they been thoroughly drilled in
+Interrogative Analysis as I teach it, they would quickly have questions
+to ask on all subjects.
+
+I show them _how_ to interrogate. They cannot help practising this
+method. They commence with the first word of a sentence and go on to the
+last. And from the numerous examples I give, they see exactly how this
+is to be done in all other cases. But if I had merely told them to ask
+questions on the sentence to be learned, they would have had no guide or
+rule of procedure to follow. As I fully illustrate my Method the pupil
+at once knows how to proceed, and he gains confidence in his ability to
+use the method every time he tries it, and at length the Habit of active
+thinking has been formed, and he is almost sure to be an interrogator
+and 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. I
+deal with it by the Analytic-Synthetic, and also by the Interrogative
+Analysis 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. The
+Devil hath not an arrow _for the heart_. 4. The Devil hath not an arrow
+for the heart _like a voice_. 5. The Devil hath not an arrow for the
+heart like a _sweet_ voice. 6. The Devil hath not, _in his choice_, an
+arrow 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. The
+Devil hath not, in _all_ his quiver's choice, an arrow for the heart
+like a sweet voice.
+
+
+THE SAME BY INTERROGATIVE ANALYSIS.
+
+1. _Who_ hath not in all his quiver's choice an arrow for the heart like
+a sweet voice? The _Devil_ hath not, in all his quiver's choice, an
+arrow for the heart like a sweet voice. 2. Hath the Devil in all his
+quiver's choice an arrow for the heart like a sweet voice? The Devil
+hath _not_, in all his quiver's choice, an arrow for the heart like a
+sweet voice. 3. What hath not the Devil in all his quiver's choice for
+the 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 all
+his quiver's choice an arrow like a sweet voice? The Devil hath not, in
+all 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 an
+arrow for the heart? The Devil hath not, in all his quiver's choice, an
+arrow for the heart _like a sweet voice_. 6. Like what kind of a voice
+hath 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 heart
+like a _sweet voice_.
+
+   "A bad workman blames his tools."
+
+Who blames his tools? A _bad workman_ blames his tools. What kind of a
+workman blames his tools? A _bad_ workman blames his tools. What bad man
+blames his tools? A bad _workman_ blames his tools. How does a bad
+workman treat his tools? A bad workman _blames_ his tools. Whose tools
+does a bad workman blame? A bad workman blames _his_ tools. What things
+belonging 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 do
+judgments operate on interest? Judgments _draw_ interest at six
+per cent. What do judgments draw? Judgments draw _interest_ at six
+per cent. At what rate do judgments draw interest? Judgments draw
+interest at _six_ per cent. A part of what sum is the interest of six
+dollars 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. Was
+effort the price of success? Effort _is_ the price of success. What
+bearing has effort on success? Effort is _the price_ of success. Effort
+is 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 a
+scratched face. Does truth ever go without a scratched face? Truth
+_seldom_ goes without a scratched face. What does truth seldom do
+without 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 goes
+without a _scratched face_. What kind of a face is spoken of? Truth
+seldom goes without a _scratched_ face. Without what scratched thing
+does 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 the
+examples given under the Analytic-Synthetic Method. This will give the
+needful additional practice. But let him not attempt too much at any one
+time. Three to four examples thoroughly studied are quite sufficient for
+one 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 all
+about, to learn its aim and _mode of development_ and its
+_peculiarities_, and not least of all, to look up and note down in
+writing the _meaning of unfamiliar_ words.
+
+2. In this poem the average reader might have to consult the dictionary
+for the precise meaning of "Crystalline" [clear, unalloyed], "Runic"
+[old-fashioned, mystical], "Tintinnabulation" [bell-ringing], "Monody"
+[a monotonous sound], "Ghouls" [imaginary evil beings supposed to prey
+upon human bodies], and "Pæan" [a song of triumph]. The pupil should
+understand that except in the rare cases where mere sound helps us, we
+learn wholly through the _meaning_ of the words and their _relations_
+between the meanings, and therefore if he fails to know the import of
+any word or words in a selection, he cannot receive the full benefit of
+the methods taught in this System.
+
+3. The reader finds that there are four stanzas in this poem, each
+dealing with a different kind of bell, _viz._: Silver, Golden, Brazen
+and Iron bells.
+
+4. It is always best to fix in memory the order of paragraphs or of
+stanzas the moment the opportunity occurs for that purpose, and here,
+before attempting to memorise the stanzas themselves, let the order of
+them be fixed.
+
+5. The order of the bells is first "silver," second "golden," third
+"brazen," and fourth "iron." How establish this order in mind? Silver
+and gold are the precious metals used for coins. They occur here in the
+order of their value, "silver" being first and the cheaper, and "gold"
+the second and the most valuable of all. Next we have "brazen," which
+resembles "gold" in colour, and fourth and last we have "iron," the
+cheapest of the four--silver, gold, brass and iron. If this analysis of
+the order of the subject-matter of the stanzas is retained, the student
+is ready to take account of other things which his first perusal of the
+poem has taught him.
+
+6. Before doing so, however, let us notice a method of the old
+Mnemonics, which is still taught and which should never be resorted to.
+It is their story-telling method. A story or narrative is invented for
+the purpose of helping the student, as it is claimed, to memorise it. In
+this poem we find there are four stanzas, each occupied with a different
+kind of bell. To help remember that the order of the bells is silver,
+gold, brass and iron, the old Mnemonics advises us to invent a
+story--the following will answer: A couple of lovers once took a
+sleigh-ride, the horses carrying _silver_ bells. After a time they
+marry, when wedding or _golden_ bells are used. Later on their house is
+on fire, when alarm or _brazen_ bells are brought into requisition, and
+last 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 it
+as such, but as a memory-aid it is always unreliable, since it is
+something _in addition_ to the matter to be remembered and forming no
+part of it, the invented story, if remembered at all, is apt to be
+recalled as an integral part of the selection itself.
+
+7. In this first perusal the reader has noticed that there is a _certain
+uniformity of construction_ in the first line of each stanza, as in the
+first stanza we have: "Hear the sledges with the bells--silver bells;"
+in the second, "Hear the mellow wedding bells--golden bells;" in the
+third, "Hear the loud alarum bells--brazen bells;" and in the fourth and
+last, "Hear the tolling of the bells--iron bells."
+
+8. The reader has also observed that the second line in each stanza
+contains a reflection in the form of an exclamation on the function or
+result of the uses of the bells spoken of, as in the second line of the
+first stanza we see: "What a world of merriment their melody foretells;"
+in the second stanza the second line gives us, "What a world of
+happiness their harmony foretells;" the second line of the third stanza
+reads as follows: "What a tale of terror, now, their turbulency tells;"
+and in the fourth stanza the second line runs thus: "What a world of
+solemn thought their monody compels."
+
+9. Other points of resemblance [In.], or of unlikeness [Ex.], were
+noticed in the reader's first perusal of this poem, and these, as well
+as those already remarked upon, will greatly facilitate his learning the
+exact 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 and
+poetry by the _rote_ method--the method of repeating the sentences over
+and over again almost endlessly till ear or eye retains the exact
+language.
+
+Now, if the reader has gained a _clear conception_ of the
+Analytic-Synthetic and Interrogative Analysis methods, he is sure to be
+convinced of their undoubted superiority to the _rote_ method. And if he
+must needs learn Poe's "Bells" before to-morrow night, he would probably
+spend most of the intervening time in trying to learn it by the
+discredited _rote_ method, and most likely fail in the attempt, while he
+is satisfied in theory that he could memorise it by one of my methods in
+three hours, or in half of that time. The difficulty in his case is to
+induce him to exert his willpower long enough to practise my methods in
+learning not a few detached sentences, but an entire poem of 50 or 200
+lines; but if he does this in one instance, he effectually breaks down
+the old bad habit of endless unassimilating repetition and introduces a
+good habit instead. He will then learn Poe's "Bells" by my methods in
+one-tenth, if not one-fiftieth, part of the time it would take him to do
+it by the _rote_ method.
+
+11. I here produce the poem in the hope that every one who studies my
+System will learn it by the Analytic-Synthetic method, and when he has
+learned the first stanza he should then glance at my Analysis of it
+which follows the poem and compare his work with mine. Let him then
+learn the rest of the poem--and thereafter, as a genuine exercise of
+his _reviving_ power and as a training in attention, let him recall it
+as often as once a week for as many weeks as his desire for improvement
+continues, 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 the
+idiosyncrasies of different students. One way is as follows:--"Hear the
+sledges with the bells--silver bells." Applying this method, we have--1.
+Hear the sledges; 2. Hear the sledges _with the bells_; 3. Hear the
+sledges with the bells--_bells_; 4. Hear the sledges with the
+bells--_silver_ bells. Or, if we use the Interrogatory Analysis Method
+we could proceed thus: 1. What act of the mind do we exercise in regard
+to the sledges with the bells--silver bells? "_Hear_ the sledges with
+the bells--silver bells." 2. What kind of a vehicle do we hear with the
+bells? "Hear _the sledges_ with the bells--silver bells." 3. What is it
+we hear in connection with the sledges? "Hear the sledges with _the
+bells_--silver _bells_." 4. What kind of bells do we hear? "Hear the
+sledges with the bells--_silver_ bells."
+
+We advance to the second line, which is a reflection on the facts stated
+in the first line. The two lines are thus connected through the
+operation of cause, or occasion. [Con.] "What a world of merriment their
+melody foretells." We will henceforth only use the Analytic-Synthetic
+Method. 1. Melody foretells. 2. _Their_ melody foretells. 3. _What
+merriment_ their melody foretells. 4. What _a world_ of merriment their
+melody foretells. Having seen that the second line grows out of the
+first, 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 icy
+air of night." Melody means "a succession of agreeable musical sounds."
+It is a general term--"tinkle, tinkle, tinkle," means a species of
+musical sounds, the sounds of the bells. Thus we see that these two
+lines bear towards each other the relation of genus and species. This
+relation carefully noticed will tend to hold the lines together. Let us
+now 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 the
+night. 5. How they tinkle, tinkle, _tinkle_ in the night. 6. How they
+tinkle, tinkle, tinkle, in the _air of_ night. 7. How they tinkle,
+tinkle, tinkle in the _icy_ air of night. Now let us recall all the
+lines 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 connection
+with the fifth line, and in the expression of the Analysis, we can print
+the first word of the fifth line with a capital letter. The two lines
+are:
+
+    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 directly
+connected with "stars" of the fourth line by Concurrence. This observed
+relation will tend to cement the lines together. Using our Method we
+say: 1. Stars oversprinkle. 2. _While the_ stars oversprinkle. 3. While
+the stars oversprinkle _the heavens_. 4. While the stars oversprinkle
+_All the heavens_. 5. While the stars _that_ oversprinkle All the
+heavens. 6. While the stars that oversprinkle All the heavens _seem to
+twinkle_. 7. While the stars that oversprinkle All the heavens seem to
+twinkle _with delight_. 8. While the stars that oversprinkle All the
+heavens seem to twinkle with a _crystalline_ delight. So far we have
+learned 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 sort
+of Runic rhyme." We observe that as "time" is here repeated three times,
+so "tinkle" was repeated three times in the third line. We must have
+observed, 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 as
+grammatical 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. Keeping
+time, time, time in a _sort_ of rhyme. 5. Keeping time, time, time in a
+sort 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. The
+tintinnabulation wells. 2. The tintinnabulation _that_ wells. 3. The
+tintinnabulation that _musically_ wells. 4. The tintinnabulation that
+_so_ musically wells. 5. _To_ the tintinnabulation that so musically
+wells. Wells from what? From the bells, bells--occurring altogether six
+times more. This makes the eighth line. But some pupils say at once, "I
+can 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 say
+bells _four_ times, as bells, bells, bells, bells. Then, of course, they
+can 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--bells
+being taken in their utmost generality, viz., _musical_ action. But in
+the ninth or last line we have the very specific action of the bells, to
+wit: "From the _jingling_ and the _tinkling_ of the bells." We can make
+a short analysis, which is always better than unthinking repetition, as:
+1. From the bells. 2. From the _jingling_ of the bells. 3. From the
+jingling _and the tinkling_ of the bells. The seventh, eighth, and ninth
+lines 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 these
+last three by the previous six, and we have the first stanza as
+follows:--
+
+    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 of
+bells, and having dealt with the first or "silver" bells, we know that
+the next or second stanza is concerned with the "golden" bells.
+Similarly, when we finish the second stanza, we know that the third
+stanza deals with the "brazen" bells, and the last with the "iron"
+bells.
+
+No further hints need be offered except perhaps in regard to the last
+ten lines of the last stanza.
+
+Notice the coincidences, the resemblances, or Inclusions, the
+Exclusions, and the Concurrences. "Keeping time, time, time, in a sort
+of Runic rhyme," occurs three times--but on the third appearance of that
+phrase, there is a change which must be observed; for it bears this
+form: "Keeping time, time, time, _as he knells, knells, knells, in a
+happy_ Runic rhyme." But the main difficulty with most students seems to
+be to remember _the number of times_ the word "bells" is repeated in the
+different lines. We must keep to the text and not resort to any foreign
+matter 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 the
+last 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 of
+triumph--might cause heart _throbbing_, an inward act accompanied in the
+present instance by _sobbing_, and this outward manifestation of grief
+would be intensified by the _rolling_ of the bells and their _tolling_.
+_Moaning_ and _groaning_ are figurative expressions for the moaning and
+groaning of the mourners.
+
+Now the figures 2, 4, 1, 4, 8, 1 (easily learned by analysis as 2, 4, 1
+and 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 words
+just learned. Opposite the line where _tolling_ occurs we have marked 8,
+since "bells" occurs in that line five times and three times in the
+next 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 number
+of times the word "bells" occurs in each line. There are other
+legitimate ways to assist a poor memory to master these lines, but
+whatever 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 all
+difficult selections do, numerous opportunities for applying Analysis to
+fix the lines in memory. Hence it should be _mastered_ and often recited
+by all who would learn to memorise poetry or prose, in, at the very
+least, _one-fifth_ of the time required by the old mind-wandering
+process 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 not
+yet mastered NUMERIC THINKING. The pupil will appreciate its practical
+value the moment he masters the key to it.
+
+This is given in the next few pages, and it will be found to be easy of
+comprehension and interesting to a surprising degree.
+
+The whole thing is in a nutshell. Numbers, as such, are abstractions and
+hard to be remembered. To make them hard to forget, we translate them
+into words or phrases. These are easily remembered and they always
+instantly _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, together
+with w] have _no numerical_ value assigned to them, we turn dates or any
+numbers into translating _words_, which will always tell us precisely
+the 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 can
+learn _how it is done_ by only _one thoughtful_ perusal.
+
+The questions at the bottom of each page constitute an invaluable aid to
+test the accuracy of his knowledge and the correctness of his
+inferences.
+
+   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 by
+r, 5 by l, 6 by sh, j, ch, or g^soft as in the first g of George, 7
+g^hard as in Gorge, k, c^hard as in _c_ane, q, or ng, 8 by f or v, and 9
+by b or p.
+
+Ample practice in translating the sounded consonants of words into
+figures, or of figures into the sounded consonants of words will now be
+given. If the reader can _remember_ the foregoing consonant equivalents
+of figures in connection with the tabulated Figure Alphabet on the 74th
+page of this lesson, he can at once pass on through the book. If not, he
+must carefully study the intervening pages with painstaking--for when
+once learned, no further difficulty can arise.
+
+The tabulated Figure Alphabet on the 74th page of this lesson expresses
+the consonant values of the nought and nine digits in perpendicular
+columns, as under nought (0) are placed _s_, _z_, and _c_^soft; under
+nine are placed _b_ and _p_; under six are placed _sh_, _j_, _ch_, and
+_g_^soft, &c. Only those who possess first-rate natural memories can
+learn the equivalents of the sounded consonants in figures from this
+table. But when learned in this way, the pupil requires much practice in
+translating words into figures and figures into words. Even this
+exceptional pupil had better carefully study the ensuing examples.
+
+The first thing to be done is to learn _which_ consonants are used to
+stand 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 we
+do not give the vowels [a, e, i, o, u], or w, or y, _any number value
+whatever_.
+
+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 a
+cipher [0]. S = 0, and the vowel "e" and the consonant "w" have _no figure
+value_. 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 half
+attached to the top half, it would make a nought (=0=). _So it is easy to
+remember that S represents =0=._ C^soft as in _cease_ has the same sound
+as S, and should therefore stand for the same figure, _viz._, 0; and Z
+is a cognate of S--that is, it is _made by the same organs of speech in
+the same position_ as when making S, only it is an undertone, and S is a
+whispered letter. Besides Z should represent =0= because it begins the
+word Zero--C^soft should also stand for =0= for the additional reason that
+C^soft begins the word cipher. _In translating a word into figures we
+always turn S, Z, or C^soft into nought (0); in turning figures into
+words 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 no
+figure 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" has
+no 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 the
+figure 1, and when we want to represent 1, by letters, we translate it
+into 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_ in
+several languages. Ai{r} = 4. A and i are vowels, and count for no figure
+value 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 figure
+value, do not change the numerical value of the word; therefore the
+figure 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 LETTER
+VALUES 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 no
+figure 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 THE
+LETTER EQUIVALENTS OF 7 IN THE INITIAL CONSONANTS OF THE PHRASE:
+(Seven), {G}reat {K}ings {C}ame {Q}uarrelli{ng}. We thus use the
+termination "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 figure
+value, 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. This
+first "{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" TO
+BE AN ELONGATED 8, AND "V" IS A COGNATE OF "F," hence equivalent to the
+same number; as, Wi{f}e = 8, Wo{v}e = 8. The vowels, although used in
+the words, have no figure values, neither do "w," "y," or "h," when not
+a 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 would
+indicate the figure value of 9, in the initial consonants of
+"{b}eautiful {p}eacocks." {B}ee = 9, and the two vowels "ee" have no
+figure 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 the
+initial consonants of the ten subsequent phrases following the
+figures:--
+
+    "{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 the
+figures_. Another way to fix these values in mind for permanent use is
+to turn _words into figures_, as in going through an ordinary
+spelling-book. This practice quickly enables you to _turn figures into
+words_, and to translate them back into figures. Facility will be
+attained 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 the
+words "ringer" (474), "linger" (5774), and "ginger" (6264). The first
+syllable of "linger" rhymes with the first of "ringer" and not with the
+first of "ginger;" it rhymes with "ring" and not with "gin;" and if the
+first syllable of "ringer" is 47, the first of "linger" must be 57; but
+the 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 with
+decimals.
+
+[As a rule, it is better not to use words _beginning_ with S, except to
+translate _decimals_ and _fractions_, and Date-words where a _doubt_
+might otherwise arise (unless in a phrase like "To see Jiji," "delay a
+spy," &c.); and in case of the _decimals_, S, as the _initial_ letter,
+means (not 0, but) the decimal point. (1) If there is an integer
+followed by a decimal, two separate words are used; the decimal-word
+begins with S, thus: 945.51 = barley sold; 71.3412 = "good Samaritan."
+(2) If it is a decimal by itself, the S indicates the decimal point
+only; .01 = society; .02 = Susan; .94 = sparrow. (3) If it is a vulgar
+fraction, the words translating numerator and denominator begin with S,
+and the S's are not counted, the numerator-word coming first, and the
+denominator-word last; thus 5/12 = sell Satan.]
+
+As to Date-words, just _before_ the Christian Era you may use an initial
+S [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 _Anno
+Domini_--in the year of our Lord]; Soar = 4 B.C., and Rue = 4 A.D. In a
+Date-word like Trial, to express 145 B.C., no doubt could arise; if the
+Pupil knows the contemporary history, he could not imagine it could be
+290 later, or 145 A.D. If he fears he might not remember that it was
+B.C. he could remove all doubt by using the word Stroll, or any other
+word 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 the
+greatest satisfaction and profit. If he has not mastered it, let him
+carefully review the foregoing pages of this chapter, and then he can
+advance 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 are
+used to represent each of the numbers, you simply write at the side of
+the numbers to be turned into words the consonants which stand for them;
+and using any vowels you please, you find out by experimenting what
+words can translate the figures. Suppose you wish to find out what words
+will translate the date of the settlement of Jamestown, Va., 1607. You
+place the figures under each other as below, and then you place at the
+right 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 represent
+1607; 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, opposite
+1; 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 explanations
+heretofore given. A little practice will enable you to dispense with
+writing down the figures and the consonants which represent them; but at
+first 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 relation
+of In., Ex., or Con., to the event itself, that word or phrase is
+synthetic and is dealt with hereafter._
+
+Nearly all the translating words given in this section so far are
+synthetic. "The coughing," sustains no relation of In., Ex., or Con., to
+the adoption of the Constitution of the U. S., and is therefore
+relegated to the next chapter for the method of cementing it to that
+event if we were obliged to use that phrase.
+
+Synthesis will be sometimes hereafter resorted to to connect in our
+minds an event to its date. When this will be necessary, the sequel will
+show.
+
+
+ANALYTIC DATE AND NUMBER WORDS.
+
+_When the word or phrase which translates the date or number sustains
+the relation of In., Ex., or Con., to the event or fact itself, that
+word or phrase is analytic, and is memorised by merely assimilating that
+relation._
+
+Different ways of expressing figures by words, phrases, or sentences
+that 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 oldest
+Collegiate Institution in America--really introduced "the chum age" in
+America. The formula for the date of its foundation in 1636 may be
+thus 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 four
+hundred 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 OR
+SENTENCES ARE USED.
+
+Caius Julius Cæsar was born 100 B.C., and he died 44 B.C. His birth may
+be expressed by the phrase, (1) "{Th}e (0) {S}tripling (0) {C}æsar;" and
+his death by a phrase which declares that his death was the remote
+result 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 places
+as if they were single words, using only the initial consonant of the
+first 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 Dutch
+in 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 be
+analytically 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 of
+1880, may be expressed through the initial consonants of the following
+sentence: "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," or
+50,189,209.
+
+The _exact_ population of the United States declared in June, 1890,
+commonly called the _census of "ninety,"_ was stated as _sixty-two
+millions 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, or
+for 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 and
+Indians 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 be
+67,000,000 [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. Several
+different ways of expressing the _same date_ will be given in a few
+cases.
+
+It is often convenient for a teacher, and others, to recall the number
+of a page of a book in which a citation is found. In Prof. William
+James's Psychology Abridged for Schools and Colleges, the chapter on
+Habit begins on p. 134, or "(1) {Th}e (3) {M}ould (4) {R}ules;" the
+chapter 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 on
+p. 253, or (2) "{N}ow (5) He{l}p (3) {M}emory;" and that on Memory on
+p. 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 and
+present century it is usual to indicate the last two figures of the
+date. 64, therefore, is all we need express. Formula: Sheridan's ride in
+1864--(64) {Ch}ee{r}s; or, (64) {Sh}e{r}idan. The Pennsylvania Whisky
+Rebellion took place in 1794; or, (94) {B}{r}ewery.
+
+4. SOMETIMES THE FIRST AND LAST CONSONANTS OF A WORD ARE USED, AND
+SOMETIMES TWO CONSONANTS IN THE MIDDLE OF A WORD.
+
+These devices are rarely resorted to, but if ever used, they must be
+thoroughly assimilated. Battle of Waterloo was fought in 1815; 15 may be
+found 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 different
+dates; as, its first two consonants for one date and its two middle, or
+its first and last consonants, to express another date.
+
+6. _Never fail to carefully analyse the relations between the fact or
+event and its date or number word._
+
+SUBJECT TO THE EXCEPTIONS HEREAFTER NAMED, ALL DATES AND NUMBERS SHOULD
+BE EXACTLY EXPRESSED IN THE DATE OR NUMBER WORDS.
+
+Alexander the Great was born 356 B.C. and died in a drunken debauch
+323 B.C. His birth: (3) {M}acedonia's (5) A{l}exander a (6) {Ch}ild. His
+death: A (3) {M}acedonian's (2) I{n}ebriation (3) {M}ortal. Several
+mnemonists of the old school have for the past forty years used the
+phrase "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, when
+they found their father lying on the ground in a fit of intoxication,
+could have no pertinence when applied to the Creator, to the creation
+in general, or to the creation of this world in particular. A
+self-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 figures
+of the date should be expressed in the date words. {M}a{r}{s} expresses
+340 and could be used to indicate the invention of cannon in (1) 340 by
+one who knew that Mars was the name of the god of war in classic
+mythology. The formula would be: "Invention of cannon: (1) 340
+{M}a{r}{s}." But this term would have no mnemonic significance to one who
+knows the word Mars as meaning only one of the planets. Hence the
+danger--ever to be avoided--of using classical allusions in teaching the
+average student. A (3) {m}artial (4) O{r}gan (0) {S}ways, or {m}urderous
+a{r}tillery {s}tarted.
+
+_Second Exception._--From A.D. 1700 to the present moment, the last two
+figures must be expressed in the date words. Many examples will
+hereafter illustrate this exception. In very rare cases, the expression
+of the last figure in the date word will suffice. We know that Ralph
+Waldo Emerson and Oliver Wendell Holmes [author of the Autocrat of the
+Breakfast Table] were born towards the beginning of this century, the
+former in 1803 and the latter in 1809. The following formulas would give
+the date of their birth: Ralph Waldo (180)3 E{m}erson; Oliver Wendell
+Holmes (180)9 "{B}reakfast."
+
+_Third Exception._--In cases where there is no practical utility in
+comparing one very large number with another, as in the case of the
+distances of the planets from the sun, mere round numbers may suffice,
+yet astronomers must know such numbers with exactness. But in regard to
+all mundane affairs, the pupil must throw off the character of scholar
+and assume the license of children, if he attempts to express large
+numbers, as of populations, &c., by "guessing," or, what is the same
+thing, by only giving round numbers. The Brooklyn Suspension Bridge is
+5989 feet long, and the Forth Bridge, which crosses the Firth of Forth
+in Scotland, is 8296 feet long. Now, instead of saying that the former
+is _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 latter
+is _about or somewhere in the neighbourhood_ of 8000 feet long, why not
+be 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 poor
+memories, as I have had, can realise the fact that in most cases of poor
+memories _the facts themselves are often possessed_, but are mostly
+_unrecallable_ when wanted. I have tried to teach pupils how to find
+analytic 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 other
+hand, I have always found that these failures become successes after a
+thorough practical training in In., Ex., and Con., such as I have
+already given. In fact, I never had a pupil who became proficient in the
+use of In., Ex., and Con., who did not arrive at the use of analytic
+number words without any specific directions from me. But I think, on
+the whole, that it is the better way to _combine_ direct and specific
+training in analytic number words, with a previous exhaustive general
+drill in In., Ex., and Con.
+
+The rules hereafter given must be carefully studied and every example
+painstakingly examined. After studying my formulas let the pupil
+endeavour in _each case_ to find a better one himself. If the pupil acts
+on my advice, he will know how to be always _sure_ to think of the
+needful related or including facts for finding analytic date words,
+phrases, or sentences.
+
+The different processes for dealing with dates or numbers may be
+classified 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 like
+the charlatanry which has disgraced many former memory systems to allow
+the pupil to suppose that it frequently happens. A glance at the event,
+word, or description will quickly tell him if it represents the
+necessary figures, and if it do not, he must resort to an analytic date
+word, or phrase, or sentence, whichever he finds most suitable for him.
+No one figure alphabet contains the advantages of all others. Each has
+special 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 the
+date or number._ "I{l}l-u{s}a{g}e" expresses the date of the death of
+Columbus 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 not
+apply to any one who had been ill-used?" Certainly not. It applies only
+to an ill-used man whose date (birth or death, &c.) was in 1506. If he
+knows 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 next
+paragraph.
+
+Six distinguished persons were born in 1809, yet the date of the birth
+of each is easily fixed: Darwin, whose principal work was called "Origin
+of Species;" Gladstone, noted for his vigorous eloquence; Lincoln, who
+was conspicuous as a binder together of separated States; Tennyson, who
+was chosen as Poet-Laureate, and who was born at Somersby, England;
+Felix Mendelssohn-Bartholdy, who early displayed a musical genius, and
+whose first oratorio was called "St. Paul;" Elizabeth Barrett Browning
+[_née_ Elizabeth Barrett], whose poems are distinguished for their
+subjectivity. The analytic formulas for these different persons born in
+the 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 a
+precocious boy: or the single word (06) {S}a{g}e. As he was a great
+worker 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 analytically
+express the date._
+
+The analytic number words, phrases, and sentences which one retains most
+easily are those which he has made himself. Formulas prepared by others
+are 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 of
+the event, and they sometimes offer a wider range for selection of the
+needed consonants; but care must be taken to avoid ambiguity. To
+indicate 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 also
+assassinated, the formula in its _meaning_ would equally apply to the
+latter. If, however, we know that Garfield was born in 1831, the
+ambiguity 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 of
+Buchanan, Pierce and Fillmore, but it would express the birth-date only
+of 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 apply
+to 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 analytic
+sentences where _all the sounded consonants_ are used. But a greater
+_variety_ of sentences might be found, or _one_ sentence be more readily
+found 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. Other
+specific analytic phrases for this event may easily be found by the
+student.
+
+The superiority of analytic phrases where _all_ the sounded consonants
+are used, over the analytic sentences, where only the initial consonants
+are employed, may be seen in the case of the number of men who enlisted
+in behalf of the Federal Government in the late war. The number was _two
+millions, three hundred and twenty thousand, eight hundred and
+fifty-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 sounded
+consonants 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 that
+a condensed, brief statement, if clear and definite, makes a more vivid
+impression than a longer one, we shall find that a short analytic phrase
+is better for the memory than an analytic sentence, and an analytic
+single word than a phrase. But a short analytic phrase, or a short
+analytic sentence, is usually necessary, owing to our ignorance of the
+subject 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 _we
+are ignorant_ of all the facts which would give us significant or
+analytic date-words; and (3) where we know the needful pertinent facts
+with which analytic words could be formed, but we cannot _recall_ them
+for use. In these three cases Synthesis must be used. I will now give
+and illustrate the rules for the prompt finding of _analytic date or
+number words_.
+
+The _preparation_ for thus remembering numbers without effort is the
+only 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 and
+number words promptly.
+
+(1) SUCH A MASTERY OF THE FIGURE ALPHABET THAT THE CONSONANT EQUIVALENTS
+OF THE CIPHER AND NINE DIGITS ARE AT INSTANT COMMAND, AND NEVER HAVE TO
+BE LOOKED UP WHEN YOU HAVE TO DEAL WITH FIGURES.
+
+Pumps were invented in 1425. A student who thinks 2 is to be translated
+by "m" instead of "n," translates the dates by these phrases, _viz._,
+"Drum a whale," or "Trim oil," or "To ram a wall." As these phrases
+sustain the relation neither of In., Ex., or Con. to the fact, they are
+hard to be remembered; and if remembered, they mislead. The student who
+has mastered the Fig. Alphabet remembers that "n" stands for 2, and if
+he 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} a
+we{l}l (1425)," or (1) Wa{t}er (4) {r}aised (2) i{n} a (5) ho{l}low. How
+could he forget the date?
+
+Tea was first used in Europe in 1601. The unobserving student imagines
+that 6 is translated by g^hard, k, c^hard, q, or ng, and so he
+translates 1601 into "Ou{tc}a{st}," (1701); a mistake of 100 years, and,
+besides, "Outcast" is wholly unconnected with the introduction of tea
+into 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 first
+introduced into Europe--{T}ea {ch}e{s}{t} (1601)." The figure phrase
+bears the relation of In. and Con. to the event, and cannot be forgotten.
+Besides many people believe that tea helps digestion, and such persons
+would find an analytic date-word thus: "Tea first used in
+Europe--{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's
+steamboat "Clermont" was launched in 1807. Such a pupil translates that
+date by the phrase, "{D}e{f}ie{s} i{c}e" (1800). Here "c" is soft and
+represents 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 easily
+outrun the "scow," the phrase is easily remembered.
+
+An impatient pupil who never learns anything thoroughly often disregards
+the rule about _silent_ consonants. Braddock and most of his men were
+killed by the Indians in 1755. This date this pupil translates by the
+phrase, "Dock knell all" (17255). He overlooks the fact that 17 was
+expressed by "Dock," and no one out of a mad-house can tell how he came
+to add "knell all," unless he had forgotten that he had provided for the
+7 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 unindustrious
+pupil imagines that "p" represents 8, and not "f" or "v," and translates
+1845 into "{T}o {p}ou{r} oi{l}" (1945). The diligent student finds an
+analytic 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 Figure
+Alphabet must be _mastered_ before the attempt is made to deal with
+dates and numbers.
+
+(2) THE PUPIL MUST POSSESS SUCH A MASTERY OF THE SUBJECT MATTER THAT HE
+CAN INSTANTLY RECALL FACTS RELATING THERETO ON THE LINES OF IN., EX.,
+AND CON. If he lacks such knowledge he had better deal with dates and
+numbers which he must remember by synthesis [hereafter], or by Numeric
+Thinking, rather than strive in vain to find _analytic_ date and number
+words.
+
+   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 not
+know that the tongue is moved in different ways to pronounce the
+distinctive sounds of different languages, he might not think of this
+analytic translation of (1750), "{T}o{ng}ue a{l}l way{s}."
+
+The population of Kentucky according to the last census (1880) was
+1,648,690. Those who do not know the Kentuckians raise fine saddle and
+race horses, many of which are bays, might not think of the analytic
+phrases, "{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 do
+not know how cruelly coachmen often treat the horses under their charge
+might 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 not
+know that this park was recently created, might not think of the
+analytic 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 could
+easily find an analytic phrase, if he thinks of the act of delivering or
+handing 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 awkwardly
+constructed, it is very easy to memorise it by the analytic-synthetic
+method; as (1) They unpack. (2) They unpack _money_. (3) They unpack
+money _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 year
+of 1881-82 was 1,280,636,200. If the student knows that the Central Post
+Office of London is a very large building, he could instantly find the
+analytic 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 by
+fire, we shall readily find an analytic phrase by means of which we can
+certainly 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 by
+the phrase, "From labor to refreshment," in the masonic ritual, will at
+once 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 can
+find figures to translate "Odd" or "Fellows," or any other fact
+pertaining to the Order, and you have the analytic phrase, "A{l}l
+ha{p}py 'O{d}d' {f}a{c}e{s}."
+
+There have been granted 428,212 patents in the United States. Can you
+find any word pertaining to patents in those figures? "We he{r}e
+i{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 an
+analytic 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). An
+analytic phrase founded on any conspicuous characteristic of the
+population, 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 this
+lesson will find that he can have the great satisfaction of always being
+exact 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_ careful
+analytic perusal. If the relation is not understood in any case, a
+glance at the explanations which follow the series of Presidents will
+remove 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 a
+second term. The second term always began four years after the beginning
+of the first term.
+
+[+] Those who were Presidents for less than four years died in office
+and were succeeded by Vice-Presidents. President Lincoln was murdered
+forty days after the commencement of his second term of office, when
+Vice-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 of
+Presidents from Washington to Grover Cleveland, and to have recited it
+forwards and backwards many times. Now let him learn the dates of their
+accession to office, and then let him recite the series both ways in
+connection 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 the
+pupil to find his own analytic date-words, yet, as many may not have the
+time to do so while studying this lesson, I append a few explanations of
+the facts on which the above analytic date-words are founded.
+
+"'Fabian' was applied to the military tactics of Washington, on some
+occasions, when he imitated the policy of Quintus Fabius Maximus
+Verrucosus, a Roman General who not daring to hazard a battle against
+Hannibal, harassed his army by marches, counter-marches, and
+ambuscades." "Bickerings" were incessant during John Adams's
+administration between his own supporters and the faction of Hamilton.
+"Steed"--Jefferson rode on horseback to the Capitol to take his oath of
+office as President. Arrived there he dismounted and fastened his steed
+to an elm-tree, since known as Jefferson's tree. He did this to
+signalise his disapprobation of royalty, and his preference for
+democratic equality. "Speculative" were the celebrated "Madison Papers."
+"Doctrine"--the Monroe doctrine declared that no foreign power should
+acquire additional dominion in America. "Unlucky" was correctly applied
+to John Quincy Adams's administration. See Barnes's U. S. His.,
+p. 175. "Unwhipped"--Jackson always came off victorious in all his
+duels and military campaigns. "Mocked"--Van Buren was appointed by
+Jackson as U. S. Minister to England. The United States Senate rejected
+his nomination. This political insult secured much sympathy for him,
+and helped to make him President. "Hard-cider" was a party watchword
+during Harrison's campaign for the Presidency. "Rudderless"--Tyler
+often changed his political views, and finally turned against
+the United States Government, of which he had been Chief Executive.
+"Realm-extender"--during Polk's administration the United States
+acquired the territory embracing California, Arizona, New
+Mexico, 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 in
+the distance. "Lecompton" constitution of Kansas was a pro-slavery
+document which Buchanan favoured. "Agitation" preceded and attended
+Lincoln's inauguration, and finally culminated in the civil war.
+"Shall"--Johnson made use of the imperative "shall" in regard to the
+removal of Edwin M. Stanton, for which attempt he was afterward sought
+to be impeached. "Chapultepec" was the battle in which Grant entered
+upon that career of military achievement which secured him two
+Presidential terms. "Cocoa" was characteristic of the drinks allowed at
+Hayes's table at the White House. No wine was tolerated. "Fatal" was
+Guiteau's shot to Garfield. "After"--although Tyler, Fillmore, Johnson,
+and Arthur became Presidents on the death of their chiefs, yet only
+Arthur succeeded to the Presidency in 1881, which is indicated by the
+first two consonants of "After." "Flood"--Cleveland vetoed an
+unprecedented number of bills during his term. There was a "flood" of
+them. "Fibrous" applies metaphorically to mental qualities; it means
+strong, sinewy--high talents, just below genius. "Boom" refers, of
+course, to the large amount of support which Cleveland obtained on his
+second 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 be
+given, and from 1700 A.D. to date only the last two figures require to
+be given. It is better for the pupil to find his own phrases. A slight
+acquaintance with English History will make all the formulas here given
+easily 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 that
+on his death his kingdom should go to Duke William of Normandy. (2)
+William II. early directed a goldsmith to decorate his father's grave
+with gold and silver ornaments. (3) Henry I. was called Beauclerc, or
+fine Scholar. (4) Stephen had produced a false witness to swear that the
+late 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 made
+during the late troubles. (6) Richard punished the people who had
+befriended him against his father. (7) Arthur had the best right to the
+throne, but John imprisoned and murdered him. (8) Henry III. was crowned
+at 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 my
+groom." (10) Gaveston was the king's comrade and favourite, and was
+finally beheaded by the indignant barons. (11) Edward III. erected
+Windsor Castle. (12) The king's poll-tax collector was killed by Wat
+Tyler. (13) A successful Scottish war was this monarch's first
+achievement. (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 at
+Towton; 40,000 men were slain. (17) Edward V. was only thirteen years
+old. The Lord Protector, Duke of Gloucester, threw him, with his
+brother, into the Tower and caused them to be murdered. (18) Richard's
+affected modesty is conspicuously brought out in Shakespeare's tragedy
+of Richard III. (19) Henry VII., to quell forever the hostility of the
+rival 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 will
+that a council of sixteen should govern during Edward's minority. (22)
+Mary was fond of her husband, who cared little for her, and unlucky in
+her advisers. (23) Elizabeth showed the natural arbitrariness of her
+disposition in her vetoes. In one year--1597--she refused the royal
+assent to 48 bills passed by the Commons. (24) James I. was the first
+Scottish king that reigned over England. (25) Charles I. lost his life
+in the attempt to act independent of the Commons. (26) If anyone thinks
+that Charles was not rightfully beheaded, he could make the phrase--(6)
+{Ch}arles (4) w{r}ongfully (9) {b}eheaded. (27) The phrase is obviously
+true. (28) The phrase gives the exact date of Richard Cromwell's
+accession and the word "offspring" means Richard Cromwell. (29) A Junta
+here means the "council." (30) Charles Second was called the "merry"
+monarch. (31) Parliament at once voted James II. nearly two million
+pounds sterling per annum for life. (32) William and Mary were
+coördinate sovereigns. (33) Anne was truly "submissive" or easily
+influenced. (34 and 35) Green intimates that George I. and George II.
+hardly affected the course of events--the former followed the advice of
+his ministers and the latter of his wife Caroline. (36) George III. was
+emphatically a sovereign. (37) George IV. had tried ineffectually to get
+rid of his wife; her death at last released him. (38) William IV. had
+been a midshipman in the navy. (39) Victoria has certainly proved
+herself 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 IN
+THAT PRACTICAL CHARACTER AND WORKING POWER OF THEM WHICH I TEACH, THAT
+HE CAN INSTANTLY APPLY THEM TO THE EVERY-DAY AFFAIRS AND ORDINARY
+OCCURRENCES AND EVENTS OF LIFE.
+
+If you know that the number of square[E] miles in the area of the State
+of New York runs into _thousands_, and you wish to remember that the
+_exact number_ of thousands is 47, you could accomplish this object if
+you found a word which spells 47, and is at the same time connected by
+In., Ex., or Con. to New York. You try the varieties of Inclusion; and
+in 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; thus
+you cannot _see_ the name of New York or _think of it_ without having
+conclusive evidence of the number of thousands of square miles the State
+contains.
+
+[E] See Lippincott's Gazetteer, p. 1573.
+
+The title of a subject, the name or description of an event or date, can
+always 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 of
+the United States which are called "York." If the context makes an
+otherwise indefinite thing definite, it is sufficient.
+
+_Analytic date and number words do not have to be memorised._--Seeing is
+believing, and, in this case, _remembering_ too. If you thoroughly
+master my system you can find, in most cases, analytic date and number
+words without any difficulty, and by means of them you can remember
+_thousands_ of dates and sets of figures, when without the system you
+could have remembered only five or ten of them.
+
+Suppose in your haste you failed to notice that "York" spells 47, and
+you then proceed to try Inclusion by Genus and Species; regarding York
+as the general word, you would find _New_ York as a species or kind of
+York; the same with Yorkshire, Yorktown, York Minster, etc. In this way
+you would, if your mastery of the Figure Alphabet were perfect, scarcely
+fail to notice that York spells 47; but if you fail, you then try
+Inclusion by Whole and Part, and run over the political divisions of the
+State until you come to {R}o{ck}land County, and there you find in its
+first two consonants the letters "r" and "ck" (the equivalent of "k" in
+sound). These consonants spell 47. You would find the same consonants in
+the County of He{r}{k}imer.
+
+Suppose, however, that from unfamiliarity with the Figure Alphabet, or
+from 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 by
+Abstract and Concrete, and regarding the State of New York as the
+Concrete, and the Abstract or characterizing epithet "{r}o{ck}y" as
+applicable to New York, you would then find in that word "{r}o{ck}y" the
+number 47.
+
+If you did fail, you would try Exclusion, and you would find nothing
+which 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 the
+surface, and what is below the surface as the opposite of it. In the
+latter case you would find in the words "E{r}ie {C}anal," which is a
+great artificial channel running through a part of the State, the
+letters "r" and "c" hard, which spell 47. A more exact Exclusion might
+be found in the word "{r}i{ng}," which spells 47. For if we consider the
+shape of the boundary of New York we would see that in no vague sense a
+ring, as a circle, is the opposite of it.
+
+But suppose that from a chronic absent-mindedness or an overworked
+brain, or downright bad physical health or insufficient knowledge of the
+system, you failed to see 47 in any of the foregoing cases, you would
+try Concurrence. Considering that the State of New York is largely
+agricultural, 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 a
+political sense, the word "{r}i{ng}s" gives 47, as New York has been
+celebrated for them.
+
+All that the student requires is _one_ analytic word. I have gone
+through the varieties of Inclusion, through Exclusion, and Concurrence,
+merely to show _how to find_ analytic words and not because more than
+one 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 that
+Shakespeare wrote. You know it is less than 50; but you wish to remember
+the exact number--it was 37. You experiment; you try the varieties of
+Inclusion, and among the rest you try Whole and Part; you find in the
+first two consonants of the name {M}a{c}beth the figures 37; but if you
+did not notice that {M}a{c}beth afforded you the means of always
+remembering that the Shakespeare Plays numbered 37, you would try
+Exclusion perhaps. If you look upon the attempt to ascribe the
+authorship of the Shakespeare Plays to Bacon as a {m}o{ck}ery you would
+find in the first two consonants of that word the figures 37 through the
+operation of Exclusion; and if you recollect that the character of
+Shylock 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 his
+name 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 evinced
+the 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 signed
+for by him in his ambitious hopes--expresses his birth-date by Con. His
+death occurred in 1821. "E{n}{d}" (21) or "U{n}{d}one" (21) expresses
+his death-date by synonymous Inclusion. "{N}a{t}ivity" (21) indicates it
+by Ex. Since he died from cancer in the stomach, he could retain very
+little 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, he
+was blue-eyed, hawk-nosed, slender, and ungainly, "{Ch}u{b}by" (69), by
+Ex., expresses his birth-date. A more vivid concurrence can scarcely be
+imagined, 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 date
+of his death by only one year too many. But a means of remembrance that
+requires readjustment or modification can seldom be relied upon, except
+by those who are practised in Higher Analysis. He was 83 years old when
+he 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 illness
+carried him off. Hence "I{l}l{n}ess" (52) is a fact connected with his
+death by Con.
+
+These elaborate illustrations must indicate to any student how to apply
+the laws of In., Ex., and Con., so as to find analytic date and number
+words. Cases of Ex. give good practice, but are rarely ever necessary.
+
+
+MISCELLANEOUS EXAMPLES.
+
+_Inclusion_, as applied to the events of life possesses the same variety
+as in regard to words. In dates of the last and present century, the
+expression of the _last two figures_ is sufficient. William Cullen
+Bryant was born in 1794. '94 is found in the name {B}{r}yant, a case of
+Synonymous Inclusion. Aaron Burr killed Alexander Hamilton in a duel in
+1804. As we know it was about the beginning of this century, this
+translation of the 4 indicates the exact date and is found in Aa{r}on
+and 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 in
+the word {Sh}e{r}man [or by two words: (6) {Sh}erman (4) {R}avaging]. In
+dates previous to the last century, the last three figures must be
+expressed. Movable types were invented in 1438. We know it was not
+A.D. 438, but was 1438; a mistake of 1,000 years is not possible. If we
+translate 438 it will mean to us the same as 1438. 438 is found in the
+analytic 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 mechanism
+to receive sounds to the Phonograph; for both processes utilize
+vibrations, and are therefore from similarity of functions "Cognate"
+methods. How any one could forget analytic date-words is more than I can
+understand, 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 is
+found in "{T}u{b}" by Exclusion, as the most opposite to a steam-driven
+ship. Andrew Johnson was advanced to the Presidency on the death of
+Abraham 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 by
+Exclusion the birth of George Washington in 1732, as indicating a
+youthful quality the opposite of that which he manifested, and by two
+words: (3) A{m}erica's (2) I{n}fant. Other examples are given in
+subsequent pages.
+
+_Concurrence_ finds incidents or concomitants of a fact or event,
+something that by accident became connected with it. It may be a
+forerunner or successor, the cause or consequence, or a contemporaneous
+fact, etc.
+
+William Cullen Bryant, from a fall, died in 1878. The last two figures
+78 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 middle
+name of Bryant. When Jefferson became Vice-President, in 1797, he wore
+the 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 by
+Concurrence 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 find
+these figures in "{Ch}a{n}{c}e," which by Concurrence describes the risk
+they ran. The Telephone was invented in 1877. Whoever has listened to
+the telephone to identify a speaker, and heard others talking in the
+shrill tones that strike upon the ear, is apt to think of the cackling
+of hens, and "{C}a{ck}le" expresses the date 77.
+
+Jefferson Davis disguised himself in the hood, shawl, and dress of his
+wife in 1865. "{Sh}aw{l}" by Concurrence expresses that date. The
+Constitution of the United States was _adopted_ in 1787, which spells
+"{Th}e {G}i{v}i{ng}." To adopt the Constitution, it required the States
+to give their assent. They _gave_ the Federal Government all the power
+it possessed. "{Th}e {G}i{v}i{ng}" is therefore a case of Concurrence. A
+circumstance 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 College
+was founded in 1636, which spells "{T}ea{ch} {M}u{ch}." Whether we take
+this phrase as describing the object or result of founding that college,
+it is a case of Concurrence. A college is sometimes called a seat of
+learning. Yale College was founded in 1701, which spells "{T}oo{k} a
+{s}ea{t}." This phrase describes the locating of the college, and is
+therefore a relation by Concurrence.
+
+(4) THE PUPIL MUST SEEK _ANALYTIC_ WORDS WHICH ARE _APPROXIMATELY
+SPECIFIC_, AS BIRTH-DATE WORDS MUST, WHERE POSSIBLE, RELATE TO BIRTH OR
+JUVENILE EVENTS; MARRIAGE-DATE WORDS, TO EVENTS CONNECTED NEARLY OR
+REMOTELY WITH THE MARRIAGE; DATE WORDS FOR ANY OTHER EVENT IN LIFE OR
+FACT IN HISTORY SHOULD, DIRECTLY OR INDIRECTLY, RELATE TO SUCH EVENT
+OR FACT; AND, FINALLY, DEATH-DATE WORDS SHOULD REFER TO INCIDENTS WHICH
+PRECEDED, ACCOMPANIED, OR FOLLOWED THE FACT OF THE DEATH.
+
+This rule, theoretically correct, must be very liberally interpreted in
+practice. This lesson furnishes numerous illustrative examples.
+
+As shown heretofore, _the pupil must know the facts_, and the System
+will then help him to fix their date.
+
+A pupil had loaned money to a horse-dealer who lived at No. 715 of a
+certain street. He knew the house well, yet he could not recollect the
+number 715. At length he thought of "{C}a{t}t{l}e" as a figure word to
+enable him to remember the number. Yet the word is general and
+apparently unconnected with the house, as it was not a stable but a
+boarding-house. Yet, as cattle and horse are species of the genus
+domestic animal, and cattle would recall horses and horse-dealer, he did
+right to use that term, and it served him well. At first he instantly
+recalled the word "cattle" whenever he thought of the horse-dealer's
+residence, and at once 715 was given him. After a time, he directly
+recalled 715 without first thinking of "cattle." This is always the case
+where 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 not
+used the phrase "(7) {C}ollect (1) {Th}e (5) {L}oan," which was the
+object 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 single
+word, with another a phrase, and with another a sentence, is most
+serviceable. He had other borrowers who lived at other places. Why could
+this phrase "Collect the loan," which would apply in its meaning to the
+case of others, remind him of this particular debtor's home? Because, if
+he had consciously devised that phrase to identify this debtor's
+address, 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 helps
+revive the facts_.
+
+I do not, for instance, undertake in this lesson to teach the pupil that
+Washington never left America but once, when he accompanied his invalid
+brother to Barbadoes in 1751, in search of health. But if he knows these
+facts, my method helps him retain the date, by using those facts for
+this 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 in
+all countries and in all ages, and is therefore a word of the most
+general character and of the most extended application. How, then, can
+it have any _special_ significance in this case? Because by knowing the
+facts, in the first place, as "health" was the object of the visit of
+Washington and his brother; and seeking for a date word which spells
+(17)51, the pupil has discovered that this general word "health" spells
+that date; and, as the pupil has applied the word "health" to this date
+and to no other, he has thus made the general word specific for his
+purpose. Because "tonic" is a health promoter, and "island" is a help to
+recall 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." But
+either the single word or phrase becomes specific, if the facts of the
+case are assimilated, and then by the pupil are applied to furnish a
+date word.
+
+
+BIOGRAPHY, HISTORY, AND SCIENCE.
+
+Much of the substance and pith of historic eras can be expressed in the
+analytic words, phrases, or sentences with which their dates are
+enunciated. If the foregoing and subsequent examples are carefully, not
+hurriedly, studied, the student can readily hereafter retain a great
+deal of the significance of facts, events, or epochs by his infallible
+recollection 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 express
+the 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 water
+supplies there, told me the true population is 817,564, which he fixed
+by 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. of
+India = 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}iving
+Au{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 an
+equal bulk of some other body taken as a standard. This standard is
+usually 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; or
+I{n}dia's {P}eak I{s} {C}ertainly U{n}equalled.--This is the highest
+mountain 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 what
+Mountain is meant if we omit the first syllable "kin." Hence we can use
+the 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 not
+know the Latitude and Longitude of the chief Cities of the
+World.
+
+    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.'s
+patronage when the Professor lectured in Calcutta. As his system is the
+foe 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 through
+studies which they cannot comprehend, and which, therefore, create
+chronic habits of Inattention; and if the idea of numbers and their
+elementary processes are _objectively_ taught, until habits of sure
+enumeration and calculation are formed, then, when the child reaches
+maturity, he will rarely if ever require any conscious aid in
+remembering a series of 2, 3, 4, or more figures.
+
+Meantime, a thorough training in this system tends to do away with the
+injurious effects of false mental habits; to set the Memory and
+Attention at work in a natural way, and greatly strengthen both; and
+while learning a large number of dates in a short time, or many figures
+in one series may still require the use of the System, unless the
+Numeric Thinking prior to this chapter has been mastered, yet, in the
+ordinary way of meeting figures in reading, study, or business, there
+will seldom occur any _necessity_ for resorting to the method taught in
+this lesson.
+
+
+WHAT MUST BE DONE FOR AN ACQUIRED ATTENTION.
+
+In the case of those who have not inherited, but who have _acquired_, a
+great power of Attention, a decided _benefit_ will ensue, however, if
+throughout life they occasionally use the System in regard to numbers
+and in learning prose and poetry by the Analytic-Synthetic and
+Interrogative 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 originally
+acquired, it requires considerable effort to _continue_ that power. The
+unnumbered objects of thought which civilization constantly brings
+before the mind, without giving any opportunity for a mastery of many of
+them; the fierce rivalries of interest, and the enervating habits of
+body which are constantly being formed or perpetuated--all alike and
+together tend to break down an acquired power of Attention. It is said
+that Alexander Hamilton used to go through the demonstrations of
+Euclid's Geometry before the commencement of each Session of the early
+Congress. For what purpose? In order to be able to make use of
+geometrical knowledge in debate? Certainly not. He reviewed this study
+to stiffen the back-bone of his power of Attention. And he possessed
+this power in an extraordinary degree by nature. I am not suggesting any
+such severe course of self-discipline. But if the pupil whose
+_attention was formerly weak_ will never allow a date to come before him
+without fixing it in mind by my method, and if he will also occasionally
+learn by heart a passage of prose or poetry by my _assimilating_
+methods, he will train his Attention in a pleasanter and more effective
+way than Hamilton did his by his studies in Euclid--besides making
+himself conspicuously accurate where most men are notoriously
+inaccurate.
+
+[It is a most misleading mistake to suppose that the principles of the
+following or either of the previous chapters are to be _consciously and
+constantly_ used by the pupil, whether he be a student or a man of
+business. It is only used at all during the training period--rarely
+afterwards. But during the training period, I desire the pupil to make
+as much use of the devices and principles of the system as he possibly
+can--and the more he uses them the sooner he no longer has occasion to
+use 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 twelfth
+President of the United States, but he could always readily recall his
+nick-name, "Rough and Ready." In this case there was no _revivable_
+connection established in his mind between the _name_ Zachary Taylor and
+the 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 enable
+this Congressman to readily recall the name Zachary Taylor was to
+_establish_ or _make a revivable connection_ between the name Zachary
+Taylor and the image of him, or some characteristic of him, as it was
+known to that Congressman; or to connect the well-remembered name "Rough
+and Ready" to the usually forgotten name Zachary Taylor. This would be a
+_device_ for helping him to revive this hitherto unrecallable name. But
+another and better way to aid him would be to STRENGTHEN his REVIVING
+POWER GENERALLY, so that he could readily recall the name Zachary Taylor
+as well as his other previous experiences; for there is no doubt that he
+had a _record_ in his mind of the name Zachary Taylor; for whenever he
+failed to recall it, he _recognised_ it the moment he saw it, or it was
+mentioned in his presence. This proved that he _knew_ the name but could
+not _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 device
+resorted to in each separate case to help make a more vivid First
+Impression. Nearly all Memory Systems hitherto taught have only been
+such Devices; of little benefit except in the cases where they have been
+_actually applied_--mere temporary appliances, and many of them of
+doubtful value, devoid of any strengthening power. (2) By a Method of
+Memory TRAINING. This is the unique character of my System. It is used
+as a device during the process of developing the latent powers of the
+Memory and the Attention, but the _result of its use_ is to so
+strengthen the Memory that, as a Device it is no longer required. As a
+trainer my System operates in three ways. (1) It increases the general
+_Impressionability_, so that all First Impressions must be more vivid
+than they have ever been before. (2) It increases the general
+_Revivability_, so that First Impressions are more under the control of
+the will, and can be afterward recalled when desired. (3) It compels the
+Intellect to stay with the senses and thereby it abolishes
+mind-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 Impressions
+are made in all cases, that is enough. This opinion implies a limited
+acquaintance with the different kind of memories. In some cases where a
+person is troubled with chronic forgetfulness, a vivid First Impression
+may be received, and no recollection of it will long survive. That a
+vivid impression was received is proved by the fact that, shortly after
+the occurrence, his memory of the details of it is possibly nearly
+perfect, and yet, after the lapse of a few days, or weeks, or months,
+the recollection of every trace of the occurrence has vanished. After
+the total oblivion of the matter in his waking moments, he will
+sometimes recall all the details of the affair in a dream. This is
+demonstration irresistible that the trouble in this case lies, not in
+receiving vivid First Impressions, but in the weakness of his reviving
+power. In fact, some memories are much oftener weak from deficiency in
+reviving power than from feebleness of first impressions. If, however,
+Impressionability be increased to the highest degree in all cases, and
+Revivability be strengthened to the same extent, all memories will be
+good, however bad some of them may theretofore have been in any or in
+all respects.
+
+
+MODES OF ESTABLISHING CONNECTIONS.
+
+RECOLLECTIVE ANALYSIS is used to memorise a series of words or facts
+between every pair of which the relation of In., Ex., or Con. exists. It
+equally applies to a single pair of such words or facts.
+
+RECOLLECTIVE SYNTHESIS OR THOUGHTIVE UNIFICATION is used where _no
+relation exists_.
+
+A _revivable_ connection is established in such cases by means of a
+Correlation which always consists of one or more unifying intermediates.
+And the words, hitherto un-united, which are thus cemented together, are
+called Extremes.
+
+We had experience in learning the Series in the first chapter that the
+application of the Laws of In., Ex., and Con. enable us to memorise
+those 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_ have
+committed to memory such Series by mere _rote_ or _repetition_, and not
+one in a hundred could have learnt to say them backwards by _rote_
+alone. Yet my Pupils easily learn them both ways, because Analysis
+affords the highest possible AID to the Natural Memory. In fact, the
+_deepest_ and _most abiding_ impression that can be made upon the
+Natural Memory is by impressing it with _relations_ of In., Ex., or
+Con.; because these are the Memory-Senses (if the phrase be allowed),
+these are the Eyes, Ears, Touch, Taste, and Smell of the Memory: and we
+have only to impress the _Memory_ according to the laws of its own
+nature and the _Memory_ will RETAIN the impression. This is exactly what
+my Art does: for I translate every case of Synthesis into an Analytic
+series by supplying one or more _Memory-intermediates_ that grow out of
+the "Extremes," each one of which is an instance of In., Ex., or
+Con.--Thus, every example of Synthesis is a =developed or extended
+Analysis=. To make this translation from Synthesis into Analysis requires
+no intellectual ingenuity--no constructive power of imagination--but
+only a _recall to consciousness_, through In., Ex., or Con., of what we
+already _know_ about the "Extremes." I call a specimen of developed
+Analysis 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 the
+old-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) between
+each 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 Analysis
+and 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 their
+intellectual operations have been twisted out of the natural order by
+perversities of early education; but even in these cases the _diligent_
+student will be able--usually before these pages are finished--at once
+to correlate any word whatever to any or all the words in any
+dictionary. A learned Professor declared that no person unacquainted
+with 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 connect
+them. She promptly replied, "MOON--(1) Honey-moon--(3) Kissing--(1)
+Buss--(1) OMNIBUS." A moment after, she gave another: "MOON--(1) Full
+Moon--(1) 'Full inside'--(3) OMNIBUS." Once more: "MOON--(1)
+Moonlight--(1) Lightning--(3) 'Conductor'--(3) OMNIBUS." Another pupil
+imagined 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 cannot
+soon 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 through
+which you must think as the _Best Known_, in order to recall it--many
+instances will be given in this lesson:--or, (2) SERIAL FACTS, which
+must be remembered in the _exact order_ in which they were presented to
+the mind--illustrated by many examples in this Lesson.
+
+NEVER FORGET that this System serves two distinct purposes: (1) That it
+is a Device for memorising any Isolated Fact or Serial Facts by means of
+mere Analysis, otherwise called Instantaneous Assimilation or memorised
+Correlations, as well as by other means. (2) And that by memorising and
+repeating for a considerable period Analytic Series, and especially by
+_making_ and _memorising_ one's own Correlations, it is an unequalled
+system of Memory-TRAINING. Let the ambitious Pupil =learn as many
+examples as I give in the lessons in order to so strengthen his natural
+memory 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 with
+genuine 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--Synthesis
+applies connecting intermediates where no relations previously existed,
+and then Analysis characterizes the relations introduced by the
+cementing intermediates.
+
+Even in the First Exercises the Series are Synthetic. Every pair of
+words of which such Series consists exemplifies the relations either of
+Inclusion, Exclusion, or Concurrence. I used to call that Lesson
+Recollective Analysis, because in it the pupil is engaged in
+familiarising himself with those Laws of Assimilation, and in
+_discovering_ and _declaring_ the character of the relations between the
+words of such Synthetic Series. He commits to memory such a series by
+_thinking_ of the relations between the words. A minor object is to
+memorise the Series--but a greater and higher object never lost sight of
+in these Lessons is to train the Memory and Attention. And let the pupil
+clearly notice _how_ this training comes about. Merely running over a
+Series--two words at a time--without discriminating the _kind_ and
+_quality_ of the relations between the words--hoping that the mind
+unpractised in the Laws of Assimilation will intuitively feel those
+relations, constitutes no training of the Memory. Such reading neither
+strengthens the old power nor develops any new power. It is a blind act
+of unconscious absorption, however little be absorbed. But if the mind
+_acts_ in such cases and _tries to find_ and _characterise_ the
+relations, then the appreciation of the relations of In., Ex., and Con.,
+is quickened and invigorated and becomes in time so intensified that
+those relations are thereafter almost automatically felt, and the
+impression they make on the Memory, henceforth, is the most vivid
+possible.
+
+   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 the
+function of Synthesis. Since "extremes" are words with no relation
+between 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 of
+such 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 might
+have noticed that "mitral" ends with the letter "l," and that the word
+"left" begins with the letter "l"--as "l" belongs to both of these
+words, here would be a case of analysis. Such a device, however, could
+never be erected into a rule, for it is founded on accident only, and
+cannot be used in all cases. How much more vivid to many persons in this
+example 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 after
+subtracting an angle from _one_ right-angle. Take 60 degrees from
+90 degrees, and we have the complement 30 degrees--a _Supplement_ is
+what remains after subtracting an angle from two right-angles. Take
+120 degrees from 180 degrees and we have the supplement 60 degrees. How
+to remember that "Complement" relates to one right-angle, and
+"Supplement" relates to two right-angles, is a difficulty for a poor
+memory. Looking at the accidents of the subject, we see that Supplement
+and two right-angles have a relation in this, that Supplement begins
+with S and two begins with _T_. S ... T. Hence we must remember that
+Supplement relates to _T_wo right-angles, and, of course, the word
+Complement to one right-angle.
+
+Or to use the Synthetic Method: "_Complement_ (compliment) ... praise
+bestowed ... 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 ... _two
+right-angles_).
+
+I could give many other illustrations of the narrow scope of this Method
+of Accidents, though _genuine within that scope_, and how, in _all_
+cases, by the Synthetic Method we can find in the facts _to be
+remembered_ the means of their recollection. One case more: In regard to
+memorising the statement that "the Posterior Nerve of the Spinal Column
+is Sensory, and the Anterior Nerve is Motor," using this Method of
+Accidents, "You observe that Posterior and Sensory go together, and that
+Anterior and Motor go together. The initial letters of Posterior and
+Sensory are P and S, and the initial letters of Anterior and Motor are A
+and M. By considering that A and M are in the upper part of the Alphabet
+and P and S are in the lower part of it, you will be sure to remember
+that Anterior is associated with Motor and Posterior with Sensory." I
+admit that the _first time_ one hears this elaborate method applied the
+novelty of the principle of it might make an impression; but, after
+that, the method would probably fail from its lengthy exposition;
+because it is difficult to retain the _steps of an argument_ in a weak
+Memory and therefore such a method cannot certainly act as a _Means for
+Aiding_ the Memory. How do I manage this case? By correlating Posterior
+to Sensory, thus: _Posterior_ ... Post-Mortem ... Insensible ...
+_Sensory_; or Anterior to Motor, thus: _Anterior_ ... Ant ... disturbed
+anthill ... commotion ... _Motor_; or _Anterior_ ... antediluvian ...
+rush of water ... water-power ... _Motor_. In uniting the two
+unconnected "Extremes" together by means of a _developed Analysis
+memorised_, 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_. The
+intermediates 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 Memory
+be weak_, repeat from _memory_ the intermediates forwards and backwards,
+as:--ANCHOR ... _sheet-anchor_ ... _sheet_ ... _bed_ ...
+BOLSTER--BOLSTER ... _bed_ ... _sheet_ ... _sheet-anchor_ ... ANCHOR, at
+least three times each way. These six repetitions from memory, three
+forward and three back, are only required _at first_. In a short time
+you will infallibly remember every Correlation _you make_; at last, the
+memory will become so strong, that you will no longer have to make
+Correlations at all. After you have repeated the Correlation, then
+repeat the two extremes, thus--"Anchor" ... "Bolster." "Bolster" ...
+"Anchor." "Bolster" ... "Anchor." "Anchor" ... "Bolster."
+
+Nothing else is so easy to memorise as a Correlation, for a Correlation
+is 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 primordial
+Psychological Sequence of Ideas in which one includes another, excludes
+another, or in which one idea has been so often or so vividly united
+with another in past experience that the two are inseparably connected
+in memory--and a little practice in making and _memorising_ these
+Correlations 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 injury
+to the cause of public or self-education than the too prevalent opinion
+amongst teachers generally that "physiological retentiveness" is the
+memory's sole reliance _in all stages of life_. It is nearly the sole
+reliance in infancy, and a partial reliance in youth. But when an
+accumulation of experiences and a fair command of language have been
+gained, new acquisitions are henceforward principally made by _the
+affiliation_ of one idea upon or with another or _the making of
+associations between ideas already established_.
+
+And, if this be so, then memory must be very greatly improvable, since
+no mental power is susceptible of so much improvement as assimilative
+association.
+
+A good memory, whether natural or acquired, belongs to quick and vivid
+_associability_ and _revivability_ rather than to mere inherent and
+perpetual physiological _record making_.
+
+After a certain number of experiences the child learns the appearance of
+a square. All his future experiences, however varied, of squares become
+affiliated upon, or connected with the record of this original square.
+If each new square had to be separately impressed on the brain as a
+distinct and independent physiological record, it would take as much
+time and trouble to learn every new square as it did to learn the first
+square. But the _instant_ recognition of every square after learning the
+first one shows that the old brain record is used in the case of each
+new experience of squares or that the new square is interpreted by the
+old or original record through the Laws of Association. Again: Taking
+the prefixes _com._, _de._, _im._, _op._, _re._, _sup._, &c., which are
+used in thousands of cases, and the suffixes _ment_, _sion_, _ible_,
+_ibility_, &c., also used in thousands of words, and using these in
+connexion 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 or
+more words of which Press constitutes the base, and must a new record be
+also made for each of the prefixes and suffixes in the thousands of
+combinations in which they occur? No one believes any such absurdity.
+
+If space permitted it would be easy to offer additional considerations
+tending to show that after infancy and early youth new acquisitions are
+mainly made by combinations and recombinations of ideas already
+possessed, and not by new and independent records physiologically
+reimpressed 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 the
+relations between the words by writing in the figures 1, 2, or 3, and he
+should pursue the same course with his own correlations.
+
+3. Ofttimes "extremes" are in different planes of thought, so
+occasionally three intermediates are necessary to cement them; two are
+often required; but after considerable practice in making correlations
+one 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 not
+refer back to any except its _immediate_ antecedent, never to its second
+or third antecedent. A pupil wrote:--_Short steps_ ... stepson ... real
+son ... more a son ... _Morrison_. Here, "more a son" refers to the
+comparison between "real son" and "stepson," but the latter is the
+second antecedent so the correlation is a defective one. He might have
+said: _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 after
+that, 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 the
+intermediates must be the simplest elements, either sensations or
+perceptions [relations among sensations] or abstractions [relations
+among relations], or one of these with either of the others, always
+exemplifying either In., Ex., or Con.
+
+7. My correlations are good for me, but they may not be so vivid to
+others, especially where the concurrences are used. To fix the date of
+Magna Charta (1215), the pupil could memorise this Correlation--MAGNA
+CHARTA ... King John ... Jew's teeth ... DENTAL. But if the pupil did
+not know _before_ that King John had granted that charter, and if he did
+not also know the story about the extraction of the Jew's teeth to make
+him pay the royal exaction, there would be no concurrence as to the
+first word and second, or second and third, and if he learned the
+Correlation it would be by mere repetition without aid from Analysis. In
+such a case he would make and memorise his own Correlation, perhaps
+thus: MAGNA CHARTA ... magnify ... diminish ... DWINDLE. When a pupil
+makes his own Correlations, every concurrence he uses is a _real_
+concurrence to him, and so with his Ins. and Exs. This is a decisive
+reason why the Pupil should merely look upon my Correlations as models,
+but make and memorise his _own_ Correlations in all cases, as being more
+vivid to _him_ and, therefore, more certainly remembered, as well as
+more effectively strengthening the Memory in both its Stages.
+
+8. Vivid Ins. by _meaning_ are better than Ins. by S. (the latter when
+used, should be as perfect as possible). EAR ... EEL makes a weak In. by
+S. to some persons, but it would make a much more vivid first impression
+to most persons to deal with them in this way: EAR ... (w)ring ... twist
+... wriggle ... EEL. But "Bivou_ac_ ... _aq_ueduct" is a perfect In. by
+S. as to the last syllable of the former and the first syllable of the
+latter, since those syllables are pronounced exactly alike. We may
+connect 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 useful
+purpose of fixing specific facts in the memory, yet the MAIN OBJECT in
+making and memorising Correlations is to develop the latent power of the
+Natural Memory to such a degree that all facts are hereafter remembered
+without the aid of conscious Correlations.
+
+11. Never try to find _analytic_ date or number words until you _know
+the material facts connected with the date or number_ before you. The
+student wishes to fix the date of Voltaire's birth, in 1694. "The
+Shaper" and "The Giber" occur to him. If he is ignorant of the facts of
+Voltaire'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) ... mocking
+dissector ... (1) ... {Th}e {G}i{b}e{r} (1694)." If he had known that
+Voltaire 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 a
+terrible 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, he
+might think of "{T}e{r}ra{p}i{n}" (a large tide-water turtle, abounding
+in Maryland), and correlate thus: "Discovery of America ... (1) ...
+Maryland ... (3) ... {T}e{r}ra{p}i{n} (1492)." But if he remembers that
+Con. 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 a
+blessing to the Old as well as the New World, he would say: "Discovery
+of America ... (3) {T}{r}ue {B}oo{n} (1492)." Or, if he considers that the
+moment America was made known to Europe the whole of the Western
+Continent was open to every new-comer, he would find analytic date-words
+thus: "Discovery of America ... (3) ... {D}oo{r} o{p}e{n} (1492)." If he
+merely wants to fix the fraction 92, he could use the first two
+consonants of the name of one of his ships, and say: "Discovery of
+America ... {P}i{n}ta (1492)."
+
+
+ISOLATED FACTS.
+
+Correlate an _Isolated Fact_ to something (to some fact in its
+environment or _entourage_ that is BEST KNOWN and) which you are sure to
+THINK 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 name
+when introduced. If not quite sure, ask for it. (2) _Pronounce_ the
+_name aloud_ whilst _looking at_ the person. Do this several times, if
+possible. The object is to produce a concurrence or connection between
+the _sight-image of the Person_ and a _sound-image of his Name_. (3) To
+help the ear for sound, always pronounce everyone's name aloud whenever
+you meet him. This helps nature. These directions carried out never fail
+to make a pupil perfect in remembering proper names.
+
+To remember PROPER NAMES in the absence of the person, correlate the
+Person's Name to the name of some Peculiarity of the Person (as the BEST
+KNOWN and) which you are sure to THINK of whenever you think of the
+Person. If you _memorise_ the Correlation, you will recall the Name
+whenever 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 certain
+to think of, and which will enable you to recall the name, _provided_
+you cement by a memorised Correlation the "Best Known" to the name
+itself; in fact, a similarity of sound _alone_ and _by itself_ is likely
+to mislead you into reviving itself instead of the name. A celebrated
+Member of Parliament (who in the days of his youth, before he had
+greatly tested Mnemonics, gave a high opinion of its value) was to
+deliver an address at the Birkbeck Institution, some years ago. Having
+difficulty in remembering proper names, he thought he would _fix_ the
+name of its founder in his memory by the Mnemonical device of finding a
+word that sounded like it; he said to himself, "It reminds me of
+'Pinchbeck.'" He commenced as follows: "Before coming to the subject on
+which I am to speak this evening, I desire to pay a deserved tribute of
+praise to the founder of this great Institution, the celebrated Mr.
+PINCHBECK." A shout of laughter revealed to him that Mnemonics may get
+us into trouble, and fail to help us out: he could not remember the real
+name, 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 could
+have remembered the name Birkbeck--which he was afraid he would
+forget--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. If
+he had memorised either of these Correlations, or one of his own, by
+repeating the intermediates forwards and backwards two or three times,
+and then recalled the two extremes, "Founder," "Birkbeck," several
+times, the moment he thought of Founder, he would instantly have
+recalled Birkbeck, one extreme recalling the other without the
+intermediates being recalled. When one has received only a third of the
+benefit of this System as a Memory-TRAINER, the mere _making_ of a
+Correlation ensures remembering two extremes together without thinking
+of 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 several
+times aloud and sometimes _spelled_ it. This produced a vivid first
+impression of the man's _name_; but it did not _connect_ the name to the
+man who bore it. People who have adopted the Johnsonian Method
+sometimes remember the name but apply it to the wrong person, because
+they did not establish any relation between the name and the man to whom
+it belonged.]
+
+
+EXERCISES IN CORRELATING.
+
+Make 20 of your own Correlations between faces and names (or between
+words and meanings), using some of the extremes given by me, and, as
+other extremes (words, &c., of your own selection, or) names and faces
+of 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 so
+that hereafter one will recall the other, the teachers of other Memory
+Systems say: "What can I invent to tie them together--what story can I
+contrive--what foreign extraneous matter can I introduce--what mental
+picture can I imagine, no matter how unnatural or false the
+juxtaposition may be, or what argument or comparison can I originate--no
+matter how far-fetched and fanciful it may be, to help hold these
+'Extremes' together?" They do not reflect that all these mnemonical
+outside and imported schemes must _also_ be remembered, and that being
+in the form of sentences expressing loose relation of mere physical
+juxtapositions or the complex relations invented by constructive
+imagination or subtle intellect, they are, to most, more difficult to
+recollect than the extremes would be without these ponderous aids.
+Hence, in their professed attempt to aid the memory, they really impose
+a _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_ about
+the "Extremes." The first intermediate of a correlation is _directly_
+connected through In., Ex., or Con., with the first "Extreme," and the
+last intermediate with the last "Extreme," and the intervening
+intermediate (if there be one) with the other two, and thus, the
+_intermediates being already in the memory_, and not the result of
+invention or ingenuity, my Method of Correlation is purely and solely a
+MEMORY process. In this way, I use the MEMORY TO HELP THE MEMORY, I use
+the _reviving_ power of the memory to make a vivid FIRST IMPRESSION
+between two hitherto unconnected "Extremes." I add nothing to the
+"Extremes," import nothing from abroad in regard to them, invent
+nothing. I simply _arouse_, _re-waken_ to consciousness, _what is
+already stored away_ in the memory in regard to those "Extremes," and,
+by reciting the Correlation a few times forwards and backwards, cement
+the "Extremes" themselves so vividly together, that henceforth one
+"Extreme" revives the other "Extreme" without the recall of the
+intermediates.
+
+And in the chapter on Recollective Analysis, and also in the previous
+part of this chapter, I have given the attentive student such a
+familiarity with the Memory Laws of In., Ex., and Con., that he can make
+Correlations as easily as he breathes.
+
+When learning prose or poetry by means of endless repetitions to
+acquire, and endless views to retain, the mind soon wanders, and thus
+discontinuity is promoted; but, in reciting a Correlation forwards _and
+backwards_ from memory, the mind cannot wander, and thus the continuity
+is 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 the
+memory is exercised in conformity to Memory's own laws; and in
+_memorising_ the Correlations both stages of memory are most vividly
+impressed. Thus, making and memorising the Correlations TRAINS both
+Memory and Continuity. And if to this training process there be added
+the habit of Assimilation which the use of the Analytic-Synthetic and
+Interrogative Analysis Methods of learning Prose and Poetry by heart
+imparts, as well as my other training methods, then the NEW memory thus
+acquired _will not demand the further use of the System any more than
+the adult swimmer will need the plank by which as a boy he learned to
+swim_.
+
+   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 between
+the French and English Languages," compiled by Charles Turrell,
+Professor of Languages, and published in 1828, contains the words which
+are the _same_ in each language (alphabet, banquet, couplet, &c.), and
+those almost the same--"Letters necessary in English, and superfluous in
+French, are included in a parenthesis, thus Bag(g)age. Letters necessary
+in French, and superfluous in English are printed in Italics, thus
+Hom_m_age." At first sight it seems as if this plan were a good one (and
+some still recommend it[H]). But of the words which are the same in both
+languages, some of them have meanings one rarely if ever needs to
+express, while others are seldom seen except in Dictionaries, so the
+student who uses this method does not make much _useful_ progress. The
+Rev. W. Healy, of Johnstown (Kilkenny), long before he had finished my
+course of lessons, stated: "_I wrote out the French words that
+correspond to the English of everything around us and that are in common
+use, and found that by the aid of Rec. Syn. I could commit them much
+faster than the time taken to write them out._"
+
+[H] The "New Memory-Aiding French Vocabulary" by Albert Tondu, published
+by Hachett et Cie, London, in 1881, is a somewhat similar work to
+Charles Turrell's.
+
+The words he had made himself familiar with were those most frequently
+met with in reading, and useful in speaking and writing.
+
+Mr. D. Nasmith employed a clerk in finding the number of occurrences of
+the same word in three books. Some words occurred thousands of times,
+and others only five, or fewer. The words which frequently occurred he
+arranged in order, the commonest first, and compiled exercises to suit
+them. 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, a
+useful knowledge of German (or French) can be rapidly acquired.
+
+A pupil who had a very slight acquaintance with French learned an
+Analytic Series of French words, asking a French friend the meaning and
+pronunciation of the words unfamiliar to him. By doing this he in about
+an hour learned the spelling, pronunciation, and meaning of nearly 100
+French words. Since then he has been extending the exercise, and in that
+way he has learned 1,000 French words. In doing so he is strengthening
+his memory by exercising it in accordance with its own laws, increasing
+the control his will has over his attention, and extending his French
+vocabulary.
+
+   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 the
+Definition as the BEST KNOWN to the Unfamiliar or Foreign Word, and
+memorise the Correlation. In the case of Foreign Words, the last
+Intermediate is necessarily a case of Inclusion by sound. Sometimes
+there is In. by sight or by sound between a part or the whole of the
+English 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 of
+a correlation in such cases if he notice the analytic relation. The
+French word _Anachorète_ might have for its equivalent by sound either
+"_Anna_," or "_Core_," or "_Ate_," or "_Anna goes late_," or "_Ann a
+core ate_," or "_Anna's cold hate_," and perhaps to some of my readers
+it would seem like something else. _Cravache_ might sound like "_Crack
+of lash_." Pupils often disagree as to what is good Inclusion by sound;
+let each use what suits himself, and not trouble about other people's
+ears. _In. by sound, or by sense, or by spelling_, is sufficient even if
+it 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 (or
+from the same root) occurs to you, use it; but do not spend time hunting
+for derivations. Unfamiliar words are no help; do not think the word
+"panification" will help you to "panis," because it is an English word
+meaning "bread-making," and you are an Englishman. You would be much
+wiser to try to remember the English "panification" by the aid of the
+Latin "panis," than _vice-versa_, that is, if any mortal ever does want
+to 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 Correlated
+to 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 its
+tonnage (or destined port) on the other.
+
+To remember _Dates_ of _Birth_ and _Death_ (&c.) of men, correlate the
+SURNAME AS BEST KNOWN to the word expressing the date of BIRTH, and
+correlate the BIRTH-WORD to the DEATH [&c.] word:--
+
+Do not look for Analytic Date-words in the following cases until you
+have first memorised my Correlations or your own. You can then review
+the examples and easily find Analytic Date-words if you are
+_sufficiently acquainted_ with the facts of the cases, as: Lord
+Beaconsfield (18)05, {S}a{l}ient.[J] Here is a supposed Analytic formula
+by English Liberals, of Gladstone's birth:--Gladstone--"{S}u{p}reme"
+(18)09; by Foreigners--"{S}u{p}ereminent;" by Tories, "{S}{p}oliator;" by
+Home Rulers--"{S}u{p}porter;" by Parnellites--"A{s}{p}erser;" by
+Churchmen--"{S}{p}iritual;" by Agnostics--"{S}u{p}erstitious;" by
+Unionists--"{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 the
+attention." Recall his threat when coughed down on the occasion of his
+maiden 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 could
+not have been the year 9 of the Christian Era, and as it was somewhere
+about the beginning of this century, the figure 9 makes an indefinite
+impression definite and exact.
+
+Learning dates and other figures by Synthesis is never recommended
+except where the pupil is ignorant of the subject matter and cannot in
+consequence use Analytic Substitution. Synthesis power has a good
+training 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 in
+alphabetical order, for instance, and yet a different order could be
+given. Lists of exceptions in Grammar are usually stated in the
+alphabetical order, yet if the component parts or words of the list are
+remembered, the alphabetical order is of no consequence. One teacher has
+re-arranged Series in Foreign Grammars in such a manner that he finds a
+natural suggestiveness between the words. No doubt such a re-arrangement
+can be made, but I question whether his doing it for another would help
+the latter much. For the pupil to benefit, he should re-adjust the
+Series 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. At
+best, when found, they will be weak; but, by correlating the series
+together, my Pupils make a strong and vivid relation between all of the
+words of a Series to be memorised, and at the same time exercise
+attention 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 of
+certain 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 _endless
+repetition_, 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 in
+order to learn it more easily. Yet such a Series can be learned by
+correlating 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 occur
+in nature, thus:--Violet, Indigo, Blue, Green, Yellow, Orange, Red. The
+unconscionable word VIBGYOR has been given as a means, through the
+initial letters of the colour words, to enable us to remember those
+words, and ROYGBIV to enable us to remember the Series backwards. To
+such a pass are educators driven when they lack my Universal Method of
+cementing Extremes. We know the Series both ways if we Correlate the
+words, 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 English
+Sovereigns, as of the American Presidents, or of any other list of
+Rulers, is to deal with them only in the course of reading. When met
+with in History, all the facts are before the reader, and, if he fails
+to hold the _order of succession_ clearly in mind in any case, he can
+easily correlate the Names together. And if he fails to retain some of
+the dates, he can readily make forgetfulness impossible by correlating
+names 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 infallibly
+remember that the date of the beheading of Charles I. was 1649. The
+formula is "Charles I.--{T}oo {sh}a{r}{p} (1649)." If the reader's
+memory-training is imperfect, and he is ignorant of the facts, he had
+better correlate. If his memory-education is complete, and the facts are
+within his knowledge, he will need no aid, or he will use analytic
+date-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 remember
+the order of succession of the Kings, he can refresh his recollection by
+turning 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_ to
+which he will Correlate an _isolated fact_.
+
+The following anecdote is taken from the ERA ALMANACK, 1882, p. 36. The
+actor, whose name was Taylor, could not remember the name assigned to
+him in his part of the play. We shall see how Mnemonics helped him.
+
+ASSOCIATION OF IDEAS.--Macready was once victimised in _Virginius_. The
+Numitorius could not remember the name given him in the play. "You will
+remember 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's
+hand?"
+
+_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 mere
+In. by sound, like the word "Numbers" which Macready proposed, and which
+is really _not a genuine In. by sound_, is of little service to a poor
+memory. A Correlation would have been much better.
+
+To any conceivable "_Isolated Fact_" you can find a _Best Known_ to
+which you can correlate it, and thereby always have it at command. This
+is true, even in cases of _anticipatory_ memory. Instead of tying a
+string round your finger to remind you to buy something when you get to
+the bazaar, and when you get there forgetting to notice the string or
+forgetting what the string was intended to remind you of, correlate the
+name of what you wish to purchase to the name of something you are sure
+to _think_ of at the place you are going to, and memorise the
+Correlation. When you see the _Best Known_, the thing you correlated to
+it will at once occur to mind. I will add only one more illustration:--A
+commercial traveller was in the habit of putting his watch under his
+pillow, and also in the habit of forgetting that he put it there! After
+losing two watches in this way, he came to me to improve his memory, and
+asked me if my System could aid him to think of his watch and where he
+had put it. "Infallibly," I replied, "if there is anything you can
+mention which you are _certain_ to think of when you get up, such as
+boots, trousers, hat, &c." "There is one thing," he rejoined, "I am more
+certain to think of than any article of clothing. I always think what a
+shame 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' to
+it ... thus: 'GET UP'--Spring up--Watch Spring--WATCH." After a tour
+of four months he reported he had always thought of his watch the moment
+he awoke.
+
+
+SPEAKING WITHOUT WRITTEN OR PRINTED NOTES.
+
+After the clergyman has decided on his text, or the speaker on any
+subject he has selected for his special topic, the next step is to
+_think it out_--to make his plan--his mode of development of his
+ideas--their order and sequence, illustrations, &c. All this will
+constitute an outline--the SKELETON OF THE DISCOURSE. This should
+usually be _committed to paper_. If he possesses the requisite command
+of language to enable him to express his views, all he now requires to
+do 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 is
+merely rehearsing fervour a week or more old; but, having the exact
+order of ideas in his memory, he can proceed to speak on each
+_successive_ topic until he has exhausted all the points and
+illustrations that he had intended to use.
+
+A young clergyman is very apt to imagine that he will correlate together
+20 to 100 propositions in every discourse--a theoretical conjecture
+never verified in fact. In _practice_, he will find that he will very
+rarely correlate more than ten propositions together, and he will
+correlate sub-propositions, citations, or illustrations to the
+respective propositions to which they belong. Instead of correlations,
+_he may unite his propositions together by analysis_. Each person will
+manage this matter as he finds most convenient to himself; or, if he
+desires to literally memorise his discourses, he can do so in the manner
+pointed out in learning sentences, or by two or three careful perusals.
+But, by one who speaks without notes is generally understood one who has
+only memorised his leading ideas, and it is always a judicious practice
+for a beginner to rehearse his leading topics and their amplifications
+in 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 it
+before the public_. This private discipline is all the more necessary in
+the early stages of extempore speaking--if the speaker is at all
+troubled by nervous anxieties or mind-wandering.
+
+Suppose a teacher of the Art of Expression has studied Moses True
+Brown's [see his Synthetic Philosophy of Expression] reduction
+of Delsarte's Nine Laws of Gesture to Brown's One Law of
+Correspondence--and suppose this teacher wishes to explain to his class,
+or to an audience, how Mr. Brown proceeded. If he desires to do this
+without notes, he must memorise the order of those Nine Laws; they are
+abstractly stated and difficult to correlate, but it can be done. The
+Laws 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 discourse
+together, and so memorise his correlations that he can recall the series
+in 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 one
+after the other. When he has finished his explanation of the reduction
+of the three Forms of Motion [Concentric, Poise, and Eccentric] to the
+Law of Correspondence, he can proceed to the consideration of the
+sub-topics under Velocity, and so on. When he has fixed the other of his
+topics in mind, he has a mental chart or map to guide him in his
+exposition, 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 understand
+what 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, and
+the facial; two directed backwards, the occipital and the posterior
+auricular; and three extending upwards, the ascending pharyngeal branch,
+together with the temporal and internal maxillary, the two terminal
+branches into which the artery divides."
+
+Dissect, or study a model or diagram of these branch arteries, and then
+the 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 familiarise
+yourself by diligent dissection with the aspects of the muscles and the
+actual facts of their attachments. It is possible to memorise their
+origins and insertions by my System, merely from their written
+descriptions; but this is not _learning_. It is a vicious system of
+cramming, which can do no good. When you have thoroughly familiarised
+yourself with the actual facts proceed to fix these facts in your
+memory by my System. In dealing with facts of such complexity as the
+origin and insertion of muscles, it may be needful to have free recourse
+to the assistance of homophones, &c. In the whole of anatomy there is no
+task so difficult as that of learning the precise attachments of the
+muscles 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 no
+substitute for _dissection and experiment_. You can get a COMPREHENSION
+of anatomical facts only by _actual experience_, and to attempt to
+require an _understanding_ of them from books is to substitute a
+knowledge of words for a knowledge of things.
+
+The following will indicate one way in which you may proceed in
+memorising 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 of
+the third, fourth, fifth, and sixth dorsal vertebræ, and superiorly to
+the 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 the
+attachment is to the Spinous processes, and the word Image indicates
+that the vertebræ implicated are the third to the sixth. The second pair
+show that the transverse processes, from the first to the third, are
+those into which the muscle is inserted.
+
+"The SPLENIUS CAPITIS arises from the spines of the seventh cervical and
+two upper dorsal vertebræ and from the ligamentum nuchæ. It is inserted
+into the lower and back part of the mastoid process, and into the outer
+part 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 have
+taken laudanum or any other preparation of opium ... OPIUM ... opium
+eater ... intemperate ... _brandy_ ... _wine_ ... beverage ... _coffee_
+... cough ... cold ... camphorated spirit ... _camphor_.
+
+Mucilage, camphor, and oil may be taken to neutralize
+cantharides:--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 tipsy
+man:--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 ... _animal
+charcoal_.
+
+   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 of
+the 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, Hydrochloric
+Acid] ... alkali ... lemon kali ... effervescing draught ... citrate of
+magnesia ... _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 freshly
+precipitated 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 ... _Artificial
+respiration_ ... perspiration ... hot ... _cold effusion_ ... exposed to
+wet ... rust ... _fresh precipitated oxide of iron_.]
+
+Soap and Sulphide of Potassium are antidotes against arsenic and other
+metallic 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 of
+Potassium and Chloral Hydrate_ ... organic compound ... heated organic
+compound ... 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 causes
+profuse perspiration].
+
+
+THE TWELVE PAIRS OF CRANIAL NERVES.
+
+The following list is worked out for practice _much more fully_ than a
+medical student would do if he were learning the list in his studies.
+The medical student would doubtless first objectively identify these
+nerves in dissection, and then use correlations to help him remember
+those which his natural memory could not carry. If not a medical
+student, my pupil may omit this and the previous examples from Quain's
+Anatomy.
+
+
+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 ... optical
+glass ... OPTIC (2nd pair) ... optician ... eyeglass ... _sight_ ...
+eye-witness ... ocular demonstration ... OCCULO MOTOR (3rd pair) ocular
+motions ... _move the eye many ways_ ... tear in the eye ... TROCHLEAR
+or 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 (6th
+pair) ... sent out ... see out ... _moves the eye outwards_ ... face
+outwards ... FACIAL (7th pair--motor to muscles of expression) ... face
+... audience ... AUDITORY (8th pair, sensory for hearing and
+equilibration) ... 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 known
+as proteids, and each is composed of carbon, hydrogen, oxygen and
+nitrogen.
+
+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., or
+in Daily Life, with which the System cannot cope--thus proving the
+greatest saver of Labour and Time if the pupil makes an application of
+it 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 general
+view of my meaning. I will reproduce most of those views here, premising
+that I have never suggested that books are to be _learned by heart_, but
+only the _important_, _useful_ portions of them--such as are new to the
+reader and which he may desire to retain.
+
+I do not mean such books as Bradshaw's Guide, the London Post-Office
+Directory, or any other mere collection of names, addresses, statistics,
+&c., which one may have occasion to _consult_, but which it would be the
+mere bravado of Memory to learn by heart--though even this is possible
+enough to the master of my System. What is one's object in reading a
+book? 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 a
+book, there will be fewer new ideas in it than in one with which he is
+unacquainted. Now, what do I mean by Learning either of these books in
+one reading? I mean exactly what I say. All that you desire to remember
+shall 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_ or
+endless repetition. A celebrated Coach in Anatomy says that no one can
+learn Anatomy until he has learned and _forgotten_ it from three to
+seven times! In learning any book in this way, each sentence would be
+repeated over and over again, and then reviewed and _re_learnt and
+forgotten and learned again! And then at last the Pupil if he possesses
+a first-rate _cramming_ memory might answer questions on it. In learning
+a book by _rote_, the number of times that each sentence and section is
+repeated, if actually written out and printed, would doubtless cover
+5,000 to 50,000 or more pages!--and even then the Pupil passes his
+examination, if he really does "pass," partly by luck and partly by
+merit; all his life he is constantly referring to it, and repeating it,
+and studying it, over and over again--showing really that he possesses
+little more than a Reference Memory in regard to it! But let us be
+candid and confess the truth; tens of thousands every year and during
+successive years try the various professions--law, medicine, divinity,
+or sciences, history, &c., &c., and utterly fail to "pass," even
+respectably, because they lack the extraordinary sensuous MEMORY
+necessary to acquire knowledge by _rote_.
+
+It is only the exceptionally powerful natural memories that win at
+exacting examinations by _rote_--even then their learning is soon
+forgotten, unless it is _perpetually renewed_.
+
+(2) The other mode of learning any book in the thorough manner I have
+indicated, 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 technical
+work, is by my Method. In fact, I believe no one can learn any book so
+thoroughly by _rote_, even if he possesses a marvellous Natural Memory
+and if he peruse it ever so many times, as my Pupils can by my method in
+a single perusal. Let the reader note that my System has two important
+aspects--(1) It is a Device or Method of memorising or learning any
+facts whatever--prose, poetry, dates, data, formulæ and facts and
+principles of the sciences, &c., &c., &c., or anything whatsoever to be
+remembered. (2) There is another equally, if not _more_ important aspect
+of it, namely, as a _Trainer or Strengthener of the Natural Memory_ to
+any extent the pupil wishes to carry it. And the Natural Memory is so
+strengthened by the use of the System, that as a Device, the System is
+no longer required. You then remember from your new Memory-power without
+taking any pains to remember, and I am happy to add that the diligent
+student can derive the full benefit of the System as a Memory Trainer by
+learning the lessons in the way I point out.
+
+Now, those who have thus derived the _full benefit_ of the System, both
+as a Device for memorising and also as a Memory Trainer, _are the
+persons who can learn a book in one reading_. "Reading" is used by
+Coaches in a technical sense; that is, synonymous with "thorough study."
+By a "single" or "one reading," I mean a single careful perusal _in
+conformity to the requirements of my System_. I do not mean that they
+can do this and doze during the process.
+
+I now reproduce most of the plan always adopted in dealing with books
+whose contents, or the unfamiliar portions of them are to be mastered.
+
+(1) You will not read the book with the _rapidity_ with which some young
+ladies are said to devour the latest novel. They are often suspected of
+skipping pages at a time in order to discover the different stages of a
+plot, until a thoroughly aroused curiosity compels them to hasten at
+once to the last chapter to fall upon the denouement. This is not the
+style of perusal I contemplate.
+
+(2) Nor is it to be supposed because you understand the method that it
+will therefore work itself. It has to be _applied_ carefully and
+methodically _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 in
+vastly less time than would be possible for them without the System, and
+the study is a pleasure instead of a task. On the other hand, those who
+are in the possession of poor health or of weak concentration, or who
+are overburdened with business anxieties, domestic cares or competitive
+worries, would very seldom, if ever, master any book in the ordinary way
+by _mere repetition_. These persons are extremely unfavourably situated
+to do justice to the System, and it costs them more time and trouble to
+master a book than the former class. A student admitted that he had
+carefully read a manual of English History completely through _sixteen_
+times, and then failed in the examination. To have obtained a lasting
+knowledge of this History by my method would probably have occupied him
+as long as he was formerly engaged in _two or three_ of the sixteen
+fruitless perusals of it. There is, however, only one difference between
+this unfortunate student and the great majority of those who succeed in
+the examinations through _cramming_. He forgot all his historical
+knowledge _before_ the examination--they usually forget theirs shortly
+_after_. In fact, a student or a man in advanced years who has really
+mastered 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 are
+usually only REFERENCE memories. They know where to _find_ the coveted
+knowledge, 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 _really
+knows_ the contents of it, and he is thus enabled to devote to other
+purposes _an enormous amount of time in the future_ that other people
+have to spend in _perpetually refreshing_ their superficial
+acquirements. Moreover, the average student who has carried out _all_ my
+instructions can even _now_ learn as much by my Method in any stated
+time 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 been
+pressed for time, or who has been in a panic about an impending
+examination, or who has been too much troubled with Discontinuity, too
+ill in general health, or too idle, to do more than superficially glance
+at my lessons--if any such person doubts his competency to accomplish as
+much as the diligent student of average ability has done, then let him
+turn back and really and truly MASTER my System [for he does not even
+KNOW what my System is until he has faithfully carried out to the very
+letter all my instructions, unless he has been a pupil of my oral
+lectures], and then and not before he will probably find that the
+achievements of the average diligent student of my System are quite
+within the easy range and scope of his own powers.
+
+(3) In regard to the _subject matter_ of the book, you do not care to
+occupy yourself with what you are _already familiar_ with, and in most
+books there are a great many things that you already know. In many
+works, too, there is a great deal of padding-matter inserted to increase
+the bulk of the book, and possessing no permanent interest. The
+expositions and explanations which enable you to _understand_ the new
+matter usually take up a large part of the book, and sometimes much the
+largest part of it, and are not to be memorised, but only understood
+with a sole view to appreciate the valuable and important parts of the
+book--these expositions can be learned if desired--but they usually
+serve only a preliminary purpose. There is also very much
+_repetition_--the same matter in new dress, is reintroduced for sake of
+additional comments or applications. You do not trouble yourself with
+these iterations. The contents of a book which demand your attention are
+the IDEAS which are NEW to you, or the NEW USES made of familiar ideas.
+
+Students who have not learned to exercise any independent thought often
+confess that in reading any book they are always in a maze. One thing
+seems just as important as another. To them the wheat looks exactly like
+the chaff. As an illustration that the power of Analysis is entirely
+wanting in many cases, I may mention that I once received a letter in
+which the writer had literally copied one of my column advertisements,
+and then added, "Please send me what relates to the above!" A modicum of
+mental training would have led him to say, "Kindly send me your
+Prospectus."
+
+
+LEARN FIRST TO MAKE ABSTRACTS OF WHAT IS NEW TO YOU.
+
+A great authority on education says: "Any work that deserves thorough
+study, 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, new
+to the reader, such as the student must master.
+
+If you are thinking of making an Abstract of a particular book, awaken
+the utmost interest in regard to it before you begin. Are you sure that
+it is worthy of thorough study? Is it the last or best work on the
+subject? And if you advance, note in a separate memorandum book your
+criticisms on the author's method and the soundness of his views. These
+criticisms will help keep up your interest in the Abstract, and at the
+close enable you to suggest modifications, additions, excisions, or a
+refutation.
+
+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 Stuart
+Mill's Logic, and then compare his work with the Analysis of this same
+chapter by the Rev. A. H. Killick (published by Longmans), and he will
+at once see the enormous difference between the essentials and the
+non-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 occupies
+two to five pages. But do not reverse the process and read Mr. Killick's
+Analysis first and then make your Abstract. The latter, however, is _the
+easier_, _the usual_, and _the useless_ method. Let the student continue
+this comparison till he attains very nearly the brevity and
+discrimination displayed by Mr. Killick. Or, if he prefers History, let
+him write a summary of any chapter of Green's "Short History of the
+English People," and then compare his digest with Mr. C. W. A. Tait's
+Analysis of the same chapter (now bound up with Green's History, as
+lately published in England). It would be a capital training for the
+student to abstract the whole of Green's work and compare his abridgment
+of each chapter with that of Mr. Tait. After considerable practice in
+this way in making Abstracts and _comparing his work with that of such
+Masterly Abstractors_ as Dr. Killick and Mr. Tait, the student who needs
+this training is prepared to make abstracts of his own text-books.
+
+Any other work of which an Abstract is published will serve the student
+as well as the above. There were formerly published Abstracts of several
+law books. And there may be other works whose abstracts are available to
+the ambitious student.
+
+Abstracts would be very amusing if they did not indicate an almost
+total failure of educational training in the matter of _thinking for
+one's self_. Recently a Pupil brought me a work on Physiology, written
+for general readers, and pointing to a paragraph in it that occupied
+nearly a whole page, exclaimed, "The only way I can make an abstract of
+that paragraph is to _learn it by heart_!" A glance at it showed me that
+I could express the gist and pith of it in the following sentence:--"The
+pulse beats 81 times per minute when you are standing, 71 times when
+sitting, and 66 times when lying down." After a re-perusal of the
+paragraph he remarked, "You are right. That is all one cares to remember
+in that long passage." To his request for me to memorise the Abstract, I
+replied by asking what is the "Best Known" in it. Why, "pulse," of
+course. It is merely occupied with the _number of times_ the pulse beats
+per minute in different positions of the body. Now correlate (memorising
+your correlations as you proceed) "pulse" to "standing," and "standing"
+to a word expressing 81 ({f}ee{t}); "sitting" to a word that translates
+71 ({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 not
+be correlated together. Pulse ... beating ... fighting ... stand-up
+fight ... 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 to
+distinguish the main ideas from the subordinate ones, and he will then
+know when reading a book what to attend to and what to reject. Try a
+short essay first, then a longer one; and at last, when you are familiar
+with the method, attack any book, and you will cope with it
+successfully. Not much practice in this way will be required to enable
+you to know, from a glance at the _table of contents_, just what to
+assail and what to disregard. And in all your _first_ attempts in
+reading a technical work, make out an Abstract of each chapter in
+writing, and then deal only with this Abstract. Whenever the Subject is
+not treated in a desultory manner, but with logical precision, you will
+soon be able to find Suggestive or Prompting Words in the Sequence of
+Ideas and in the successive Links in the Chain of Thought that runs
+through the exposition. If there is no such Sequence of Ideas or Chain
+of Thought running through it, it may serve as an amusement, but is
+little likely to command serious study. _In a short time_ you will be
+able, in the language of Dr. Johnson, "to tear out the heart of any
+book." Hazlitt said that Coleridge rarely read a book through, "but
+would plunge into the marrow of a new volume and feed on all the
+nutritious matter with surprising rapidity, grasping the thought of the
+author and following out his reasonings to consequences of which he
+never dreamt." Such a result is rarely attained even by the ablest of
+men--but it is the ultimate goal at which every student should aim--an
+aim in which he will be largely assisted by the ART OF ASSIMILATIVE
+MEMORY.
+
+There are four methods of learning abstracts: one is by Synthesis; the
+other is by the Analytic-Synthetic Method, the third is mostly by
+Assimilative Analysis, and the fourth method is by the memory developed
+and trained by the System, but which is not consciously used.
+
+(1) It is the novelties of Fact, Opinion, Illustration, &c., set forth
+in your Abstract that you correlate together, thus: You correlate the
+Title of the First Chapter to the Title of the Book; next, the Titles of
+the Chapters to each other; and then you correlate, in each chapter, the
+first leading idea or proposition to the title of the chapter, the
+second leading idea to the first, &c., &c. In this way you will proceed
+until you have absorbed all the _new ideas_, _facts_, _statistics_ or
+_illustrations_, or whatever you wish to retain. You can then test
+yourself on the work by calling to mind whatever you have thus cemented
+together. 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 in
+learning by heart selections in Prose or Poetry, and same method can be
+used in memorising an Abstract of such parts of a book as are new to the
+reader. This method, too, once used in addition to what has been done by
+the 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 recommended
+to those only whose natural memories are not yet made powerfully
+retentive by the System as a Memory-TRAINER. If, however, a Pupil
+possesses a good natural memory and a mastery of the System as a Device
+for memorising, and he has also greatly added to the power of his
+Concentration as well as his memory by doing all the exercises, he _will
+not use my System, even in the reading of the first book, except now and
+then_--certainly _not_ constantly, but _only occasionally_. Although not
+necessary in case of memories made strong by the System, yet I do most
+earnestly recommend the most gifted and highly endowed to deal with
+_one_ book in the above thorough-going manner. As for instance, Herbert
+Spencer's little work on Education [four short essays]. Dr. Charles
+Mercier, who next to Herbert Spencer is the most original and clear
+sighted Psychologist in England, presents, in a work entitled "Sanity
+and Insanity," a scarcely equalled example of lucid exposition and
+logical development. Whichever one is selected it should be fairly and
+honestly handled by my method. The gain to Intellectual Comprehension
+from having carefully abstracted one book, and the gain to the memory
+from having made and memorised the Abstract, will produce results that
+will last through life, and make all subsequent acquisitions more easy
+and delightful, and make all further abstracts probably unnecessary.
+
+
+HOW TO LEARN A LONG SERIES OF UNCONNECTED FACTS IN THE SCIENCES OR
+EVENTS IN HISTORY, CHAPTERS IN BOOKS, OR THE CONTENTS OF BOOKS.
+
+1. It is useless for the pupil to attempt to learn the exercise here
+given unless he has carefully studied the Building, Ice, Presidential,
+and English Sovereign Series. The _meaning_ of In., Ex., and Con. can be
+understood in application to the facts of life, the events of History
+and the principles and details of the Arts and Sciences, only by a
+complete mastery of all that precedes this exercise.
+
+2. Let the pupil learn only _ten_ facts, propositions or statements at
+each of the first few sittings, and then, as he adds ten more, let him
+recite from memory all that he has previously learned of this exercise.
+The _cementing relations_ of In., Ex., and Con., which bind the events
+together, must in each case be first found by the student himself, and
+afterwards, and not before, let him glance at my analysis which follows
+this 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 would
+make one of interest mostly or mainly to doctors, and similarly with
+educators, statesmen, editors, &c., &c. But I have selected events with
+a view to find the most difficult cases to deal with and with no other
+view, and if the pupil masters these, all other work hereafter will be
+easy to him.
+
+4. This method can be promptly used, provided the pupil does not attempt
+to 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 six
+Exercises is enough for any one session or sitting.
+
+5. Between a pair of _words_ it may be difficult sometimes to find
+either 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 of
+the cementing relations. Relations which to me are strong, may seem weak
+to some pupils. No two persons would find the same relation in some
+cases, but, however different the solutions may be, they must always
+verify In., Ex., or Con.
+
+6. The Int. Analysis, the Analytic-Synthetic, or the mere Analytic
+method, will enable the pupil to memorise the statement or sentence
+which describes the fact whenever any aid is necessary.
+
+7. This Method can be readily applied to events in ancient or modern
+times, or to an accumulation of facts in the sciences, &c.
+
+8. If we were to express only the year the formula would in most cases
+be different. To indicate the month and the day of the month, a
+consistent phrase must be used.
+
+
+
+
+ONE HUNDRED EVENTS OF THE VICTORIAN ERA, LEARNED BY ONE CAREFUL READING
+OR 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 events
+forwards and the reverse way several times from memory. And then let him
+similarly 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. The
+pupil should look upon my formulas as models merely, and make his own
+whenever possible. In all the events belonging to this century, we have
+only to deal with the last two figures--(3) {M}odel (7) {Q}ueen gives
+the date of (18)37. The rule in regard to the month and the day of the
+month is very easily applied. A separate word for each figure except for
+the three months [October, November and December] where there are two
+figures 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, express
+October, 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., mean
+December, the twelfth month. A {M}odel {Q}ueen {J}ust i{n} {s}eason--Just
+in 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 for
+the next three months, whenever he wishes to fix anything in mind, not
+apply the methods of the system to it, but concentrate his thoughts upon
+it with the utmost intensity so that his improved power of assimilation
+will seize upon it with an unreleasing grasp, and, then, when the three
+months period has passed, he will find that he has consolidated the
+Habit of Attention and Memory.
+
+
+
+
+
+End of the Project Gutenberg EBook of Assimilative Memory, by 
+Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
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+The Project Gutenberg EBook of Assimilative Memory, by 
+Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Assimilative Memory
+       or, How to Attend and Never Forget
+
+Author: Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
+Release Date: May 6, 2008 [EBook #25354]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK ASSIMILATIVE MEMORY ***
+
+
+
+
+Produced by Barbara Tozier, Bill Tozier, Laura Wisewell
+and the Online Distributed Proofreading Team at
+http://www.pgdp.net
+
+
+
+
+
+
+    +--------------------------------------------------------------+
+    |                                                              |
+    | 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 for
+the first time becoming acquainted with his System of Memory Training,
+that he was the first teacher of a Memory System to announce and to
+insist that Memory is not a _separate faculty_ whose office it is to
+carry the recollective burdens of the other faculties--but that Memory
+is a Physiological and Psychological property of each mental act, and
+that such act retains the traces and history of its own action, and that
+there are as many memories as there are kinds of mental action, and
+that, therefore, Memory is always concrete, although, for convenience
+sake, we do speak of it in the abstract, and that consequently all
+Memory improvement means _improvement of the Action_ or _Manner_ of
+action of the Mental powers, and that what he imparts is the right way
+to USE the Intellect and Attention--and that hence his System does make
+and must make better observers, clearer and more consecutive thinkers,
+and sounder reasoners as well as surer rememberers; that in short the
+fundamental principle of his System is Learn by Thinking, and that his
+achievements as a mind-trainer are completed when he has helped the
+student of his System to acquire the Habit of Attention and the Habit of
+Thinking on that to which he is attending on all occasions, which two
+Habits combined constitute the Habit of Assimilation, and that when this
+Habit of Assimilation is thus established in the pupil's mind, the
+System 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 is
+the opposite of mind-wandering. What is thinking? It consists in
+_finding relations_ between the objects of thought with an _immediate
+awareness_ of those relations.
+
+What is the Sensuous memory? It is association through the eye or ear of
+a _succession_ of sights or sounds without any reflection or
+consideration of the units of the succession, or what they stand for, or
+represent. It is learning by _rote_--mere repetition--mere brainless or
+thoughtless repetition--a mode of learning that is not lasting--and
+always 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 representatives
+shall be _ready for revival or recall whenever wanted_. It is learning
+through relations--by thinking--from grasping the ideas or thoughts--the
+meaning and the comprehension of the subject matter. This mode of
+learning 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 to
+the number composing the procession, their style of costume or dress,
+the orderliness or otherwise of their march, the shape and form of the
+musical instruments in the hands of the band, and the appearance of the
+officer in charge on horseback. Into your ears went impressions of the
+sound of the tramp and tread of the soldiers, the tune played by the
+band, and any commands uttered by the officer. These impressions
+commingling in your brain made up your experience of the passing of the
+procession--your first and only experience of it at _that_ time. I call
+this 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? Not
+the procession itself; for it is no longer in existence. You saw and
+heard it then, but you do not see or hear it now. You only recall the
+impression left upon your mind by the procession. A ray of Consciousness
+is passed over that impression and you re-read it, you re-awaken the
+record. This is the Second Stage of the Memory--the _revival_ of the
+previous experience--the recall to consciousness of the First
+Impression. The First Impression with no power to revive it afterward,
+gives no memory. However great the power of Revival, there is no memory
+unless there was a First Impression. There are three conditions of
+memory--(1) Impression. (2) Its Preservation. (3) Its Revival. We are
+mainly concerned here with the Impression and its Revival.
+
+There are (_five_) kinds of memories rising from the natural aptitudes
+of different individuals--(1) First Impressions are apt to be feeble and
+the power to revive them weak--a poor memory. (2) First Impressions are
+usually weak but the power to revive them is strong--still a poor
+memory. (3) First Impressions are usually vivid but the power to revive
+them is weak--a poor memory. (4) First Impressions on all subjects are
+strong and the power to revive them is strong--a first-class memory. (5)
+First Impressions in some particulars are very strong and the reviving
+power in regard to them is very strong--a good memory for these
+particulars, or a memory good for mathematics, or music, or faces, or
+reciting, or languages, &c., but usually weak in most other respects.
+
+SINCE WE ARE TO LEARN BY THINKING WE MUST AT THE OUTSET LEARN THE
+DEFINITION 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 lesson
+after learning the definition of the following Three Laws--is to be able
+to clearly understand the examples under each Law, and whether they
+verify 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 often
+appropriated to the other, that there seems to be something in common in
+the meaning of the terms--but it is not so, they are mere cases of
+Concurrence, but of almost indissoluble Concurrence. For instance, a man
+might examine a "spade" in all its parts and might even make one after a
+model, and not even know what "dig" means. The mention of "dig" is as
+likely 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 does
+not furnish an example of Inclusion. But as "dig" is frequently
+appropriated to "spade"--as we have often thought of those words
+together--this is a case of strong Concurrence. The term "swoop" is
+almost exclusively applied to "eagle." A certain action or movement of
+the eagle is termed swooping. But "eagle" does not mean "swoop," nor
+does "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 same
+thought, either completely or partially, we say that it is a case of
+Inclusion, 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 us
+see. Building applies to many kinds of structures; _house_, _stable_,
+_church_, _depot_, _store_, etc. It is applicable to all of these in a
+general way, but it designates none of them. But dwelling means a
+_special_ kind of structure--_a building occupied by man_--a place to
+live in. This pair of words therefore illustrates Inclusion by Genus and
+Species, 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 also
+Co-equal Species under a common Genus, as under "Receiver" we may
+include "Can" and "Bin"--under carnivorous birds we may include the
+Eagle 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 Synonymous
+Inclusion, 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 does
+the _parlor_, _dining-room_, _kitchen_, _bedroom_, etc. Parlor is a
+_part_ of the whole house. Hence this pair of words illustrates
+Inclusion by Whole & Part designated by In. W. & P., or merely by In. We
+may 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 North
+America, 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 the
+words, but there is the syllable "Par" belonging to both alike. It is
+the same in _spelling_ in both words, and virtually the same in
+_pronunciation_, the same by Sight and by sound, represented by In. by
+capital S for In. by sight, and In. by small s for In. by sound, or
+merely 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 the
+Partridge. 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 the
+quality of _lightness_, but say nothing about that quality. Light has
+several meanings. Here taken in connection with feathers, it means
+nearly destitute of weight, or the quality of lightness. It is an
+abstract term that describes an attribute, but feathers are things and
+therefore concrete. Hence the pair of words illustrate Inclusion by
+Abstract and Concrete, and is indicated by In. by A. and C., or merely
+by 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 that
+which _enables us to see_. "Lighterman" is the man who works upon a boat
+called a "Lighter." There is nothing in common in the meaning of this
+pair 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 it
+signifies the man that manages a Lighter, and in the latter it was
+primitively connected with Field, as "A Man's Field." After a time it
+became 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. and
+s. Other cases: "Regiment,�Compliment;" "Sell,�Selfish;"
+"Miniature,�Mint," &c.
+
+Now let the pupil read over very thoughtfully the ten words just
+examined, and _recall_ the _relation_ which we found to exist between
+every 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 it
+out of sight and endeavour to recall the ten words from Building to
+Fieldhand from memory. He will find no difficulty in doing so. He
+learned the series by heart without any suspicion that he was committing
+it to memory.
+
+Now let him realise how he did this. It was because he made use of the
+cementing Laws of the Memory. He sought out and found the relations
+between the words. By _thinking_ of those relations, he _exercised_ his
+intellect on those words in a double way--the _meaning_ and the _sound_
+of the words were considered and then the _similarities_ of meaning and
+of sound were noticed. A vivid _First Impression_ was thus received from
+the words themselves and from the relations between them and an easy and
+certain 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 was
+cemented to its predecessor and its successor, and hence it makes no
+difference whether you go forward or backward. When, however, you learn
+by _rote_ you know the task as you learned it, and not in the reverse
+way. 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 are
+not to _learn_ the series; for this has been done already, but it is to
+consolidate 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 eats
+not what he does not earn. A Millionnaire is at the opposite pole, and
+can have a superabundance of all things. It is a case of opposition.
+_Where two ideas pertain to one and the same idea, but occupy opposite
+relations in regard to it, it is a case of Exclusion._ The means of
+subsistence is the common idea and Fieldhand and Millionnaire occupy
+opposite 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 destitution
+of the pauper is contrasted with the state or condition of being over
+supplied. 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" be
+taken in its derivative sense, as "wealth in common," or, the "public
+wealth," then this would be a case of Exclusion. If "Wealth" is taken
+as the condition of great abundance, and "Commonwealth" as the political
+body, known as a State, then this is a case of Inclusion by sight, or by
+sound, the word "wealth" belonging to both alike.
+
+    =COMMONwealth.= } Ex.
+    =UNcommon.=     }
+
+Considering "Common" in relation with "Uncommon" we have Exclusion. In
+the previous pair, we used wealth of commonwealth to make a relation
+with the simple word wealth. Here we use the first two syllables of the
+word 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 in
+reference to "well done," it means _partially cooked_ or _underdone_.
+This, then, is a clear case of Exclusion. Other examples: "Men whose
+heads do grow beneath their shoulders, and men whose shoulders do grow
+beneath 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 another
+word 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" is
+a 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 the
+relations 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 Princess
+to Fieldhand. Do this five times--_each time from memory and more
+rapidly than before_.
+
+Again, repeat from memory, at least five times, the series from Building
+to Good Princess, and back from Good Princess to Building, reciting as
+fast 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 the
+name "Carlo." It is a sound which we call a name, and which we apply to
+one person to distinguish that person from all others, as in this case
+Pocahontas is used to distinguish the daughter of Powhattan from all
+other Indian women. She knew who was meant when that name was applied to
+her. But the name Pocahontas does not indicate that she was wise or
+unwise, learned or unlearned, tall or short, old or young. In saving the
+life 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 all
+this, and now when we think of Pocahontas, we are apt to remember that
+she was a good Princess for saving Smith's life. The connection between
+these words I call Concurrence. We have thought of these words together,
+and the mind by its own operation has cemented them together, so that
+when we think of one it is apt to make us remember the other.
+_Concurrence means that which has been accidentally, or as cause and
+effect, conjoined in our experience._ Between the words or ideas thus
+conjoined, there is, strictly speaking, neither Inclusion or Exclusion.
+Whenever there are unrelated things which the mind holds together simply
+because it has occupied itself with them, then we have a case of
+concurrence to be represented by Con. Other examples: "Harrison,
+Tippecanoe;" "Columbus, America;" "Washington, Cherry Tree;" "Andrew
+Jackson, 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 memories
+by the Law of Concurrence. When we recall the name of Pocahontas, we are
+apt to revive also the name of Capt. John Smith and _vice versa_.
+Another case:--A gentleman was present at Ford's Theatre in Washington
+when John Wilkes Booth shot Abraham Lincoln. Just a moment before, he
+recognised the odour of a hyacinth held by a lady in front of him. The
+next 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 thinking
+of that scene, nor could Lincoln's assassination be mentioned in his
+presence without his instantly thinking of hyacinth. Nothing could have
+been more purely _accidental_ than the quick succession of the sensation
+of the odour and the murder of the President. But they were _experienced
+together_ or nearly together. They became cemented together, so that the
+revival 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, or
+name Smith may also be a general term applicable to many classes of
+persons, as _coppersmith_, _goldsmith_, _silversmith_, &c. When we think
+of _Capt. John_ Smith we use the word as a proper name. But when we
+think of Smith and Anvil we use the word Smith in its general sense. In
+either case it is an act of Concurrence. Smiths use anvils. We have
+thought of these words together, and that mental act has had a tendency
+to unite them together.
+
+    =Anvil.= } In. by A. & C.
+    =Heavy.= }
+
+Anvil is a _concrete thing_ that possesses the attribute heaviness; and
+heavy is an abstract term that applies to heavy things, but does not
+state what they are. The idea or thought of heaviness is _common_ to
+both words, and therefore it is a case of In., and as one term is
+concrete 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 the
+action of gravity in their case. Gravitation, whatever that is, is what
+makes them tend toward the earth. We may say it is a Cause, and as we
+think of Cause producing Effect, and Effect as produced by Cause, such
+cases are _thought of together_, or almost simultaneously, and hence we
+have a case of Concurrence.
+
+    =Gravitation.=      } Con.
+    =Sir Isaac Newton.= }
+
+There is no In. or Ex. here, but Con. We have read or heard that Newton
+discovered the Law of Gravitation. We have exercised our minds in regard
+to these two words, in thinking of them together, and that is
+concurrence.
+
+    =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 the
+light, which set fire to most valuable manuscripts. They burned up. When
+Newton returned and discovered what his pet had done, he exclaimed, "O!
+Diamond, Diamond, thou little knowest what thou hast done." The name
+Diamond becomes thus vividly associated in our minds with the
+forbearance of the great Newton. We cannot forget it. We hold them
+together 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 great
+numbers wherever it prevails.
+
+    =Cholera.= } Con.
+    =Terror.=  }
+
+Concurrence includes all cases of Cause and Effect, Instrument or Means
+to End, Person by whom or Thing by which, &c. Cholera causes terror.
+Terror is the _effect_ of the existence of the cholera. Now carefully
+read over the eleven words just considered, and think out the relations
+between 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, and
+from Terror to Building, the same number of times.
+
+For further training, let each pupil recite the foregoing series of
+thirty words forward and backward two or three times per day for an
+entire month. He need not stop further study, but whatever else he
+learns 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 a
+pair of words exemplify all three Laws, as plough and sword. The
+relation between them may be In., since both of them are _cutting_
+instruments; one cuts and hacks human beings and the other cuts and
+turns over the soil. It may be Ex., in a metaphorical sense, as one is
+the 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 beating
+swords 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 to
+20 times. This reading secures scarcely anything more than a _succession
+of sights to the eye_ or _sounds to the ear_. No _study_ of the words is
+required. The _action_ of the _intellect_ is not invoked. It is the
+_mere sensuous_ impression of Eye or Ear or both together that holds the
+words together, and thus _many or endless_ repetitions are required to
+memorise 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 series
+or a large part of it many times, the series is slowly read over once or
+several times _by pairs_, only two words at a time, but the method of
+_acquirement_ is precisely the same as in the former rote process. Let
+us look at this last proceeding in detail. (1) It is usually applied
+only where there is a _natural suggestiveness_ between each pair of
+words. (2) But no previous study is prescribed in regard to what
+_constitutes_ this suggestiveness, nor are the _varieties_ of it set
+forth and required to be mastered. (3) But above all, no _study_ of the
+_pairs of words themselves_ is insisted upon. On the contrary, all such
+study is emphatically deprecated. The mind is not allowed to be
+_directed_ to anything in _particular_ in reading over the pairs. It
+must 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 but
+intellectual dawdling? A method of Vacuity pure and simple--the exact
+opposite of Mental Assimilation. (4) If in reading over many times an
+entire series, only the ear and eye are mainly affected and the
+_intellect is left to wander_, much more must it wander here. In running
+over many words, the intellect might be arrested by chance. But here
+the series consisting of two words only and all attempt to occupy or
+engage the intellect being purposely avoided, and nothing being done to
+enchain the attention to the consideration of the meaning or sounds of
+the two words, or the _relation_ between them, the intellect wanders
+away from want of occupation. If when we wish to retain in our memories
+a paragraph of fine sentiment or lucid reasoning, we find our attention
+wanders, 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 stimulus
+or motive for examining the words or for _finding the relation_ between
+them, but on the contrary we are forbidden to interfere with the
+spontaneous action of the mind. The _intellect might be abolished_ so
+far as its _participation_ in such an operation is concerned. What is
+absorbed in such a case is absorbed intuitively and blindly. Hence we
+see that what is accomplished by these two processes of _rote_ learning
+is weak impressions upon the memory and a distinct cultivation of mind
+wandering.
+
+This method of _rote_ learning by pairs was invented and first taught by
+Thomas Hallworth in New York in 1822. His method was adopted without
+acknowledgment by Carl Otto in Germany and Austria, and his followers in
+England and America.[A]
+
+[A] These followers make a great boast of learning a series of
+suggestive words in pairs and without interfering with the mind's action
+in doing so, when they are clearly indebted to Thomas Hallworth for this
+inadequate method, yet they never have the grace to acknowledge their
+indebtedness.
+
+3. The opposite of these two methods of _rote_ learning is my method,
+which injects an _active process_ between each pair of words. Each pair
+of words is appraised and dovetailed by the Laws of Memory. And hence
+the reader can notice the _fundamental difference_ between all other
+methods and mine. My method is to keep the mind in an _assimilating,
+absorbing condition when trying to learn_ by making the Intellect stay
+with 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, it
+was kept in an _active_ state. The _intellect_ was directed by the will
+into 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 the
+most vivid _First Impressions_ always result from the action of the
+_intellect_ upon the sensuous _stimuli_ from ear and eye. _Intellectual
+Assimilation_ is a proper name for my methods.
+
+4. The Three Laws are Forms or Modes of Mental Assimilation. But when
+used _consciously_ for any length of time, they operate much more
+efficaciously than formerly--and they greatly increase the
+Impressionability and Revivability--as any student can affirm who
+faithfully carries out my instructions, and then his General Memory
+becomes 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 of
+Attention must not omit to learn and practise the following exercise
+_precisely as I prescribe_. He will experience great satisfaction in
+carrying out my directions to the letter, because his conformity in this
+and in other respects will bring the reward of a NEW MEMORY power almost
+immediately. And if he were to disregard my directions, he will have no
+one to blame but himself.
+
+He must write down the first two words, "Ice" and "Slippery," the latter
+word under the former. Let him ascertain the exact relation between
+these words. He will find that "Ice" is a concrete word, and "Slippery"
+indicates a quality of "Ice" and of other things. He places opposite the
+abbreviation In., by A. and C. In a similar way he proceeds to write
+down one word at a time, and at once ascertaining its relation to the
+previous word, and indicating that relation by the appropriate
+abbreviation. When he has analysed ten words in this painstaking manner
+he must recall them backward and forward from memory at least five
+times, and each time faster than the other.
+
+Let him deal with the next ten in a similar manner in all respects, and
+then let him repeat the twenty words both ways at least five times, and
+so on till he has analysed, learned and recited the entire one hundred
+words; and, finally, let him recite the one hundred words both ways at
+least once a day for thirty days, in connection with the Building Series
+and the Presidential Series and Series of English Sovereigns hereafter
+given.
+
+As the result of this Analysis and recitals, the pupil will make these
+Laws 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 poor
+learner of my system, because he acts on hasty inferences of his own
+instead of attending to my long-tried and never-failing methods. To
+illustrate: Instead of _analysing the above series in pairs_, and
+_discovering_ and _noting_ the _relation_ between each pair as I
+require, _he reads over the entire series_. His previous study of the
+Memory Laws has, however, so impressed his mind with their influence
+that 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 read
+the series in pairs, but without analysis, without trying to ascertain
+and realise the exact relation between the words_. This is the method of
+Vacuity or Dawdling formerly mentioned. But his study of the three Laws
+in learning the Building Series has so sharpened and quickened his
+appreciation of In., Ex., and Con., that he _learned the one hundred
+words in this wrong_ way _very readily_.
+
+_But why should he not follow my directions?_ Why not pursue my plan and
+thereby acquire the _full power_ of my system instead of the small
+portion of that power gained by disregarding my direction? On the other
+hand, pupils of only average natural ability are very apt to follow my
+directions to the letter and thereby acquire an amount of Memory
+Improvement which the above gifted, but non-complying pupil, seems
+unable to understand.
+
+If a person is afflicted with a _very_ bad memory in any or all
+respects, and particularly if this memory weakness is traceable to
+_mind-wandering_, or if it co-exist with the latter infirmity, such a
+person may find it best to make a series of from _one hundred to five
+hundred words_ on the model of the foregoing series, and learn the same
+and _recite it daily both ways_ for a month or more in addition to the
+prescribed exercises, and if any trace of mind-wandering remain after
+that, let him make and memorise another series of the same extent and
+practise 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 has
+just 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 takes
+place_ shortly after the listening, as that is like a continuation of
+the original experience.
+
+
+TRAINING THE INTELLECT TO STAY WITH THE SENSES.
+
+_Attention is the Will directing the Intellect into some particular
+channel and keeping it there._ There are virtually two processes
+involved in Attention. The Intellect is directed into a particular
+channel, but to keep it there, all intruders must be excluded. To
+illustrate. A student attempts to learn a proposition in Geometry. To do
+this he must keep his mind on the printed explanations, and if his
+thoughts attempt to fly away, he must repress that attempt. To guide his
+mind into the channel of the printed exposition, he calls into play the
+Directory power of the attention. To prevent intruders or extruders from
+withdrawing his mind from the text, he exercises the Inhibitory function
+of the Attention.
+
+To fully understand what takes place when trying to study, let the pupil
+recall that there are three sources of knowledge.
+
+First: The Senses carry into his mind reports from the outside
+world--Sensation--sight of the letters, words and sentences, &c. Second:
+The Intellect operates on these undigested elementary Sense-reports, or
+Sensations, and find _relations_ among them. This is Perception, or
+relations among Sensations. Third: The mind acts on the _perceived
+relations_ and finds relations among them. This is Reason or relations
+among relations.
+
+Now the geometrical student in reading the printed instructions to
+himself or in reading them aloud, might simply occupy his _eye_, or _eye
+and 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 question
+for us to answer in our own case is--shall it co-operate with the senses
+or the matter before us, or shall it wander away?
+
+What the geometrical student requires and what we all require in such
+cases is to _compel the Intellect to stay with the Senses, and follow
+the 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 compels
+this co-operation. And one of the processes which is most of all
+effective in TRAINING the Intellect to obey the Will and thereby to stay
+with the Senses (where it is not a case of pure reflection), and thereby
+to institute and develop the Habit of the activity of the Intellect
+co-operating with the action of the mere senses, is practice in the use
+of the Laws of In., Ex., and Con. To illustrate: In reciting the last
+training example of one hundred words, the Directory power is exercised
+and then the Inhibitory power is brought into play, and so on
+_alternately_. Suppose the reciter has got to "Signatures." If he does
+not inhibit or exclude from his mind the word "Petition" he can make no
+advance. If he dwells upon "Petition" he will never reach "Cygnet." But
+if 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 the
+Directory and Inhibitory functions to co-operate in recalling the entire
+Series, and notice how many distinct and separate times he has exerted
+the Directory function and how many times the Inhibitory function in
+reciting 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 I
+require_, he is sure to greatly strengthen his Attention and thereby
+habituate the intellect to stay with the senses and thereby help to
+banish mind-wandering. And when the Intellect is thus trained into the
+Habit of staying with the sense of sight or hearing in reading or
+listening, the geometrical or other student can keep his mind on the
+subject before him until it is mastered.
+
+
+IMPORTANT CHARACTERISTICS OF ANALYSIS.
+
+It sometimes happens that we wish to quickly learn five or twenty Proper
+Names, the whole or part of which are _entirely new_ to us, as a list of
+members of a committee, a series of facts in science, &c. We can usually
+do this by Analysis.
+
+Recollective Analysis, or Analysis for the purpose of helping to learn
+by heart, is not an originating or _manufacturing_ process. It simply
+_finds_ relation _already existing_ between the words or the ideas which
+the words suggest or evoke. But where there is _no existing relation_
+between the words or ideas, it is a case for Synthesis, to be taught
+hereafter.
+
+The highest Analysis relates to _objects_, or rather to the _ideas_ we
+have of them, and the lowest to _mere words_, to mere articulated
+sounds, or their written or printed representatives. The great body of
+examples and illustrations in my lessons pertain to ideas; but in the
+list of twenty-four Presidents I deal with the proper Names as words
+only, as words or articulated sounds--words which are nearly devoid of
+meaning except as marks or sounds for naming persons, or as words
+containing syllables which may have a general meaning in other
+applications. 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 was
+succeeded by Rutherford B. Hayes. The initial syllables of Ulysses and
+of Rutherford make an inclusion by sound. The "U" of Ulysses is
+pronounced 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 Ruth
+as a long "u;" but if it be considered to be a short sound of "u," it is
+only a weak case of In. by s. But if the pupil shuts his eyes, such
+inclusions will not be observed. It is true that such application is not
+so 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_, and
+on 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, that
+they _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 a
+particular idea and the word used to stand for it. Not only do different
+nations use different _words_ or _sounds_ to arouse the _same_ thought,
+but different words in the same language are sometimes used to portray
+practically _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 organ
+of sight. To the eyesight they are obviously unlike. It may be well to
+remark that in imposing a name in the first place, _a reason_ may exist
+why that name is given, as Albus (white) was given to the mountains,
+now more euphoniously called Alps, because they were white or
+snow-crowned; but Alps does not _mean_ white to the moderns. The word
+now merely indicates or points out the mountains so called. A word may
+survive and take a new meaning after its original meaning is no longer
+ascertainable.
+
+The _context_ helps us to know which meaning of the word was intended
+when the word is spoken, and the context and spelling tell the same
+thing when writing or print is used. Take the words "Hounds, Bark." Here
+Bark means the cry or yelp of the dogs. But in "Tree, Bark," the Bark of
+the tree is suggested. Yet the word Bark is spelled precisely the same
+in both cases. The word spelled "Bark" is really used to express two
+different things and the context generally tells which is meant in any
+particular case.
+
+Individual _letters_ become so strongly associated with a particular
+meaning that although the vocal value is exactly the same, yet the one
+spelling goes to one man and the other to a different man. "Spenser"
+would never suggest to a learned man the author of the "Philosophy of
+Evolution," nor would "Spencer" ever suggest the author of the "Fairie
+Queen." "Mr. Mil" would never mean "John Stuart Mill," although the
+words "Mil" and "Mill" are pronounced exactly alike. We sometimes cannot
+recall a Proper Name, yet we feel sure that it begins or ends with S or
+K or L, or that a certain other letter is in the middle of the word. We
+usually find that we were right. In these cases _our clue to the entire
+word was found in only one letter of it_.
+
+Noticing that the _same letter is in common to two words_, although _all
+the other letters may be different_, is one case of Inclusion by
+spelling. Take an example: President John Tyler was followed by
+President James K. Polk. Analyse the two names--Tyler and Polk. The
+letter "l" alone is common to the two names. Here is one _letter_ found
+in totally unlike contexts. If this fact is _noticed_, it cannot but
+help hold those two names together. The exercise of learning the names
+of 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 the
+Presidents than to learn that order by the only other method the pupil
+has heretofore known, viz., _endless repetition_. When the pupil thinks
+a relation may be weak, let him consider that a weak relation _thought
+about_ is a hundred-fold stronger than _mere_ repetition _without any
+thinking at all_. It is either _thoughtless_ repetition, or _thoughtful
+Analysis_ 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, the
+Kings of England and of the American Presidents is to learn them in
+their places in History, as parts of the Historical order of events to
+which they belong, as facts in the chain of causes and effects.
+
+Their Terms, Administrations, or Reigns are, however, used by historians
+as landmarks, and to follow the historians to the best advantage, it may
+be desirable to know the series as such, as a useful preparation for the
+study of the Times and age. But whatever the advantages of knowing the
+order of the American Presidents, I deal with it here _solely_ for the
+_training_ effect in Analysis and as an example of a method of dealing
+with any list of _mere_ names.
+
+The mode of dealing with this Presidential series will show how all
+similar Series may be handled during the period of the pupil's training.
+I divide the series or list of the twenty-four American Presidents into
+three Groups: the first Group containing _seven_ names, the second
+having _eight_ names, and the third having _nine_ names. The number of
+names 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 able
+to analyse this Group of names with the greatest ease. Let him try, and
+if he fail, then let him study my Analysis as given below. Points of
+Analysis 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 his
+own 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. by
+sound, imperfect but adequate if _noticed_.
+
+    =Thomas JefferSON.=  } In.
+    =James MadiSON.=     }
+
+Both names terminating with the same syllable, "son", makes a clear case
+of In. by sound and spelling.
+
+    =JAMES Madison.=     } In.
+    =JAMES Monroe.=      }
+
+This pair of names furnishes an example of perfect In. by sound and
+spelling 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 Washington
+to Andrew Jackson at least five times, each time recalling and realizing
+how each pair of names was linked together. After this let the list be
+recalled several times forward and backward, and more rapidly each
+time, without recalling the analysis.
+
+
+REMARKS.
+
+1. This group may well be termed the "Long-Term Group," since all of the
+seven Presidents except John Adams and his son, John Q. Adams, served
+two terms.
+
+2. Three of the members of this group died after the close of their
+terms of office, on the _natal day_ of the Republic, viz., John Adams
+and Thomas Jefferson, on the _4th of July_, 1826, and James Monroe on
+the _4th of July_, 1831.
+
+3. This group also might be called the "J" group, since the initial
+letter of the Christian name or surname of every member of it begins
+with "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 William
+belonged 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 furnished
+by 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 in
+common. John and James is a case of Con., for both occur together many
+times 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 James
+Buchanan several times, and at each recall let him also recall the
+_relation_ which bound the pairs together, and then let him recall the
+series from Washington to Buchanan, both forward and backward, without
+consciously reviving the relations.
+
+
+REMARKS.
+
+1. This may be called the "Single Term Group," since none of the group
+served more than one term.
+
+2. The group is notable for the fact that it is the only one in which
+two 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" in
+both, but not pronounced alike. This must be _noticed_, as it is a weak
+In.
+
+    =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 in
+sound. It must be _noticed_, as it is the weakest of all. A stronger tie
+has heretofore been given.
+
+    =Rutherford B. HAYes.=  } Con.
+    =James A. GarFIELD.=    }
+
+There is a strong association between Hay of _Hay_es and and the field
+of 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 are
+alphabetically 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 to
+separate, are opposites, hence it is also an example of Exclusion.
+
+Let the student, as in the case of the other groups, recall this list
+several times, and each time revive the relation by which each pair of
+names was cemented together, and after this let him recall this list
+several times both ways without reviving the cementing relations, and
+finally let him recall several times, both ways, the entire series of
+Presidents from Washington to Cleveland, and from Cleveland to
+Washington.
+
+
+REMARKS.
+
+1. This group furnishes the notable fact that two Presidents (Lincoln
+and Garfield) were assassinated while in office.
+
+2. Another peculiarity of this group is that, for the first time since
+the days of Washington, there was a widespread discussion and effort
+made to push the claims of a President (Grant) for a third term.
+
+3. This group contains the name of the grandson (Benjamin Harrison) of
+William Henry Harrison, of the second group. The only other instance of
+relationship between the Presidents was in the case of John Adams and
+his 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 a
+President are separated by the full term of another President (Benjamin
+Harrison).
+
+
+
+
+ENGLISH SOVEREIGNS.
+
+A UNIQUE EXERCISE.
+
+
+The method here used of memorising the order of the English sovereigns
+from William�I., the Conqueror, to Victoria possesses the following
+novelties:--
+
+(1) We learn the order of the entire series of thirty-seven sovereigns
+by means of the relations, direct and indirect, which we establish with
+the reigning sovereign, Victoria.
+
+(2) The precise credit is claimed for this method which it is entitled
+to receive. In a list of proper names we sometimes have several surnames
+alike, with usually a difference of Christian names, as in the
+presidential series we have--_William Henry_ Harrison and _Benjamin_
+Harrison, and _John_ Adams and _John Quincy_ Adams, and we also
+sometimes 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 the
+differences indicated by _ordinal_ numbers, as George�I., George�II.,
+George�III., George�IV. This order of the English Kings is most
+extraordinary, neither the Popes of Rome, nor the French, nor any other
+list of kings, furnishing any parallel in more than a few incidents. It
+is these unique coincidences and recurrences that make it so easy to
+find relations between these sovereigns. This method is not applicable
+to the American Presidents, Prime Ministers of England, or hardly any
+other series.
+
+(3) No accidental relations of parts of names is resorted to, as was
+done in the case of the American Presidents.
+
+(4) The series is so taught that it can be recited forwards and
+backwards--the only true test of learning any series.
+
+(5) The series is completely worked out and nothing is left to chance or
+possible mistakes so liable to be committed by novices in dealing for
+the first time with a new process that has to be applied to many
+details.
+
+(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 are
+occasionally reviewed and _identified_, its recital both ways once or
+twice a day for a month helps to develop the Attention as well as the
+Assimilative powers.
+
+(8) The _exact name_ of each Sovereign is learned. The student relies on
+real relations and names, and not on unidentified jingles of threes and
+threes and twos and twos, like three Edwards and three Henrys and two
+Edwards and two Henrys, with the inevitable necessity of having
+afterwards to learn _which_ Edward and _which_ Henry was meant, &c. But
+summations 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 the
+words of a foreign language. When we begin to learn such words they are
+wholly unknown to us. But in learning ordinary series of names or prose
+or poetry by heart, all the names and words used may be equally well
+known by us; but it is mainly the _order_ in which these occur that we
+wish to memorise, and we begin at the beginning and proceed as we learn
+on from the Better Known or Best Known. In the list of American
+Presidents the series extends back to a little more than a century; but
+in the case of the English Sovereigns, when we begin with the Conqueror,
+the series extends back to 1066--upwards of 800 years--and, although in
+such a series the names of all the Sovereigns may be known, yet the
+latest is vastly better known to us than the earliest. In such a case it
+may be most useful to begin with the Best Known.
+
+(10) Fortunately in this case the Best Known Sovereign is a PIVOT around
+which all the other Sovereigns are directly or indirectly related.
+_How_, we will proceed to show. Something of the method will be
+intimated 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 is
+an independent Queen, since she has never shared sovereignty with
+anyone; but Mary, of "William�III. and Mary," was not an independent
+Queen, because she did share the Sovereign Power with her husband.
+Hereafter, when I use the word Queen I mean an independent Queen, except
+when Mary, of "William�III. and Mary," is mentioned, and her name will
+be used only in Connection with William�III. England has had only four
+independent 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_, or
+I. [In.] Again, _Queen_ Elizabeth was followed by _King_ James, making a
+clear case of Ex. Again, Anne, the _third_ queen, was preceded by Wm.
+the _Third_, or III., and Mary [In.] And these _two_ co-equal
+Sovereigns were preceded by James the _Second_, or II. [In., between
+cardinal number _two_ and the ordinal number _Second_]. This series of
+Queens concludes with Victoria the _fourth_ Queen, who was preceded by
+William the _Fourth_, or IV. [In.], and William the _Fourth_, or IV.,
+was preceded by George the _Fourth_, or IV. [In.]; and George�IV. by
+George�III., and he by George�II., and he by George�I.,--a concurrence
+reversed, 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 very
+beginning of the series--Con.
+
+Now let us recall in the forward and reverse order what we have learned
+so far. William�I., William�II., Edward�VI., Mary, Elizabeth, James�I.,
+James�II., William�III. and Mary, Anne, George�I., George�II., George
+III., George�IV., William�IV., and Victoria, and the order reversed is
+Victoria, 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 usually
+called the Commonwealth, we see that between Elizabeth and William�III.
+and Mary, are four monarchs, the two James and the two Charles. We
+have already learned that Elizabeth was followed by James�I. and that
+William�III. and Mary were preceded by James�II. Hence we see that the
+two Charles must come _between_ the two James, and, of course, that
+Charles I. must precede Charles�II., and that the order of these four
+monarchs _must_ be James�I., Charles�I., Charles�II., and James�II.--a
+plain case of Con. reversed. We saw that there were two of these four
+monarchs 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), the
+Parliament (the House of Commons) abolished the kingly office and House
+of Lords, and appointed a Council of State of 41 members, which with the
+House of Commons was to be the government. Intermediate then between
+Charles�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 beginning
+and close of these intermediates, and between them came Oliver Cromwell
+and his son, Richard Cromwell. Charles�I., followed by Council of State
+and Parliament, made a case of Exclusion and the Council of State and
+Parliament, followed by the Protector Oliver Cromwell, gives another
+example of Ex. and a case of In. between Oliver Cromwell and his son
+Richard, who inherited the protectorate, but a case of Ex. again between
+the powerful Oliver and his weak son Richard, and another example of Ex.
+between the protectorate of Richard Cromwell and the Council of State
+and Parliament, and another between the latter and the full-fledged
+monarchy of Charles�II.
+
+Now review what we have learned so far and we have William�I., William
+II., Edward�VI., Mary, Elizabeth, James�I., Charles�I., Council of State
+and Parliament, Oliver Cromwell, Richard Cromwell, Council of State and
+Parliament, Charles�II., James�II., William�III. and Mary, Anne, George
+I., 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, James
+II., 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 between
+William�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., is
+followed by Henry the Second, or II. [Con.], with the _first_ and only
+Stephen as the _first_ single intermediary [In.]. Returning to Edward
+VI., we see that he, the _last_ Edward, is preceded by Henry�VIII., or
+the _last_ Henry [In.] We also notice that Edward�VI. is preceded by
+Henry�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 are
+three series of kings completed--eight Henrys, six Edwards, and three
+Richards. Making the three Richards _reference_ points we can easily fix
+the 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 that
+Richard�II. is preceded by Edward�I., Edward�II., and Edward�III., or
+three Edwards, and followed by Henry�IV., Henry�V., and Henry�VI., or
+three Henrys, and that Richard�III. is preceded by Edward�IV. and Edward
+V., or two Edwards, and followed by Henry�VII. and Henry�VIII., or two
+Henrys.
+
+Recalling the succession from William�I. to Edward�VI., we have William
+I., William�II., Henry�I., Stephen, Henry�II., Richard�I., John, Henry
+III., Edward�I., Edward�II., Edward�III., Richard�II., Henry�IV., Henry
+V., Henry�VI., Edward�IV., Edward�V., Richard�III., Henry�VII., Henry
+VIII., 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 William
+I.
+
+We conclude with the recital both ways of the thirty-seven Sovereigns
+from 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 instantaneous
+apprehension which always reward the studious use of In., Ex., and Con.,
+they can, amongst other new achievements, always remember and never
+forget figures and dates.
+
+_Pike's Peak_, the most famous in the chain known as the Rocky Mountains
+in 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, and
+that the last figure is half of fourteen, or 7 In. by W. and P., making
+14,147. Of course, one who is not practised in analogies, in discovering
+similarities and finding differences would not have noticed any
+peculiarity in these figures which would enable him to remember them.
+Few people ever notice any relations among numbers. But any possible
+figures or dates always possess relations to the mind trained in In.,
+Ex., and Con.
+
+_Fujiyama_, the noted volcano of Japan, is twelve thousand three hundred
+and sixty-five feet high. Does any pupil who has mastered the first
+lesson and who is expert in the use of In., Ex., and Con., fail to
+notice that here we have the disguised statement that the height of this
+mountain is expressed in the number of months and days of the year,
+12,365�feet high? These figures drop into that mould and henceforth are
+remembered without difficulty. These are remarkable coincidences no
+doubt, but are not all sets of figures similarly impressive coincidences
+to the trained eye, and the _active_, _thinking_ and _assimilative_
+mind?
+
+No reader of English history has failed to notice the three sixes in the
+date of the Great Fire in London, _viz._, 1666. The "three sixes" are
+generally resorted to as a signal for fire companies to turn out in full
+force; yet such a coincidence of figures in a distant date makes a
+slight impression compared to the vividness of events that happened in
+the year of our birth, the year of graduation from school, the year of
+marriage, and the year of the death of relatives, &c., &c. Keep a small
+blank 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 classify
+them and otherwise study them under the eye. You will soon be astonished
+at 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 have
+67 and 65--a difference of 2 only. The two groups of 672 and 265 have
+the figure�2 at the end of the first group, and another 2 at the
+beginning 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 three
+figures each. The first two figures of the first group are 38, and the
+first two figures of the second group are 40--a difference of 2. Two
+taken from 8 leaves 6, or the third figure of the first group, and 2
+added to the first figure of the second group makes 6. The 40 ends with
+a cypher, and it is a case of Syn. In. that the last figure of the
+second group or the third figure of it should likewise be a cypher.
+Besides, those who know anything at all about the population of Sydney
+must know that it is vastly more than 38,640, and hence that there must
+be another cypher after 40, making the total of 386,400.
+
+The population of Melbourne is 490,912. Here we have 4 at the beginning
+and half of 4 or 2 at the end of the six figures. The four interior
+figures, viz., 9091 is a clear case of Con.--or 90 and 91. Then again 91
+ending with 1, the next figure is 2--a case of sequence or Con. But
+490,912 is the population of the city of Melbourne with its suburbs. The
+"city" itself contains only 73,361 inhabitants, 73 reversed becomes
+37--or only 1 more than 36. This 1 placed at the end of or after 36
+makes the 361. Now 37 reversed is 73, and then follows 361, making the
+total to be 73,361.
+
+Let the attentive pupil observe that this method does not give any set
+of rules for thinking in the same manner in regard to different sets or
+example of numbers. That would be impossible. Thinking or finding
+relations amongst the objects of thought must be differently worked out
+in each case, since the figures themselves are differently grouped.
+
+The foregoing cases in regard to population will suffice for those who
+live in the Australian colonies, and to others they will teach the
+method of handling such cases, and leave them the pleasure of working
+out the process in regard to the population where they reside, or other
+application of the method they may wish to make.
+
+Great encouragement is found in the circumstance that after considerable
+practice 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 principles
+were involved, or the same figures occur in different dates with regard
+to 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 same
+events, conspicuously opposite views held by the same man at different
+periods, or by different men who were noticeably similar in some other
+respects, or antithesis as to the character or difference in the
+nationality [if the two nations are frequent foes] of different men in
+whose careers, date of birth, or what not, there was something
+distinctly parallel--Egbert, first King of England, died�837. William
+IV., last King of England, died�1837. What a vivid exclusion here for
+instance: Abraham died�1821 B.C., and Napoleon Bonaparte died�1821�A.D.
+
+CONCURRENCES are found in events that occur on the same date or nearly
+so, or follow each other somewhat closely.
+
+Charles Darwin, who advocated evolution, now popular with scientists in
+every quarter of the globe, and Sir H. Cole, who first advocated
+International Exhibitions, now popular in every part of the world
+[Inclusion] were born in the same year 1809 [Concurrence] and died in
+the same year 1882 [Concurrence].
+
+Garibaldi [the Italian] and Skobeleff [the Russian] [Exclusion, being of
+different countries], both great and recklessly patriotic generals
+[Inclusion] and both favourites in France [Inclusion], died in the same
+year, 1882 [Concurrence]. Longfellow and Rossetti, both English-speaking
+poets [Inclusion] who had closely studied Dante [Inclusion] died in the
+same year, 1882 [Concurrence].
+
+Haydn, the great composer, was born in 1732, and died in 1809; this date
+corresponds to that of the birth [Exclusion and Concurrence] of another
+famous composer [Inclusion], Mendelssohn, who himself died in 1847, the
+same year as O'Connell.
+
+Lamarck [1744-1829], advocated a theory of development nearly
+resembling the Darwinian Theory of the Origin of Species [In.]. This he
+did in 1809, the year in which Charles Darwin was born [Con.]. Darwin's
+writings have altered the opinions of many as to the Creation, and the
+year of his birth was that of the death of Haydn, the composer of the
+Oratorio "The Creation." [Con. and Ex.].
+
+John Baptiste Robinet taught the gradual development of all forms of
+existence from a single creative cause. He died in 1820, the year in
+which Herbert Spencer, the English Apostle of Evolution, was born [In.,
+Ex., and Con.].
+
+Galileo, founder of Modern Astronomy, born in 1564--Shakespeare's birth
+year [Con.]--died in 1642, the very year in which Sir Isaac Newton was
+born. Galileo's theory was not proved but merely made probable, until
+the existence of the laws of gravitation was established, and it was
+Newton who discovered gravitation. This is an instance of Inclusion as
+to the men, of Exclusion and Concurrence as to date of birth and death.
+
+Two prominent _literati_ [Inclusion], one a Frenchman the other an
+Englishman [Exclusion], well-known for the pomposity and sonority of
+their style of writing [Inclusion], were born in the same year, 1709,
+and died the same year 1784, a double Concurrence--Lefranc de
+Pompignan--[pompous In. by S.], and Samuel Johnson.
+
+General Foy, an _orator_ and artillery officer, fond of literature, was
+born the same year [Concurrence] 1775, as the _orator_ [Inclusion],
+Daniel O'Connell. He died in 1825, the same year [Concurrence] as
+Paul-Louis Courier, who was also an artillery officer [Inclusion], fond
+of literature [Inclusion], and moreover, like O'Connell, a violent
+pamphleteer [Inclusion].
+
+Two illustrious, uncompromising characters [Inclusion], both brilliant
+composers [Inclusion], the one musical, the other literary, the one a
+representative of the music of the future, the other of the obsolete
+polemic of the past [Exclusion], Richard Wagner and Louis Veuillot, were
+born in the same year, 1813, and died in the same year, 1883. The last
+point is a double Concurrence.
+
+Two foremost harbingers of modern thought [Inclusion], Voltaire and
+J.�J. Rousseau, died in 1778--[Concurrence]. Both gained for themselves
+the reputation of having been the most reckless antagonists of
+Christianity [Inclusion]. And still the one dedicated a church to the
+service of God, whilst the other in his "Emile" wrote a vindication of
+Christianity [Exclusion as to each of them, Inclusion as to both of
+them].
+
+A little practice makes the pupil prompt in dealing with any figures
+whatever. Take the height of Mount Everest, which is 29,002�feet. We
+have all heard that it is more than five miles high. Let us test this
+statement. There are 5,280�feet in a mile, multiply 5,280 by 5, and we
+have 26,400. Hence we see that Mount Everest being 29,002�feet high must
+be 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 that
+Mount Everest is 5� miles high lacking 38�feet, or that if we add
+38�feet to its height of 29,002, it would then be exactly 5��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 Edition
+of 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 our
+memories? We can begin with whichever date we prefer. If we add
+together the figures of the year of his birth, 1564, they make 16. All
+the dates hereafter considered occurred in 1600, &c. We can thus
+disregard the first 16 and consider only the last two figures which
+constitute the fraction of a century.
+
+Let us begin with his death in 1616 in the _sixteens_. Is not this a
+vivid collocation of figures? Can we forget it as applied to the great
+dramatist? Now if we double the last 16, it gives us the date of the
+second Folio in [16]32 and 32 reversed gives us the date of the first
+Folio. Again, seven years after his death ["seven ages of man"] his
+first Folio was published in 1623. The second Folio was published in
+1632 or 23 reversed, and the third Folio in 1664, or 32 doubled, and
+just 100 years after his birth in 1564. His birth might also be
+remembered as occurring in the same year as that of the great astronomer
+Galileo. The fourth Folio appeared in 1685 or 21�years after the third
+Folio. This period measures the years that bring man's majority or full
+age.
+
+Attention to the facts of reading will be secured by increased power of
+Concentration, and a familiarity with In., Ex., and Con. will enable us
+to assimilate all dates and figures by numeric thinking with the
+greatest promptitude, especially the longer or larger series.
+
+Try the case of Noah's Flood, 2348�B.C. Here the figures pass by a unit
+at a time from 2[3] to 4, and then by doubling the 4 we have the last
+figure 8--making altogether 2348. Another method of dealing with this
+date 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 us
+find the other figures. Noah's three sons and their wives make three
+pairs 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 figure
+4. Finally the total number of human beings who entered the ark were
+4�pairs or _eight_ persons. This gives the figure 8. Thus we have the
+entire set of figures, 2348�B.C. Take the date of the creation
+according to the accepted biblical chronology as 4004�B.C. We could say
+the date has _four_ figures, that the expression of it begins and ends
+with the figure 4, and that the two intermediates are nought, or
+cyphers; or that the figures are expressed by 40 and _forty reversed_ as
+40-04--or 4004.
+
+
+A SCIENTIFIC EXPERIMENT.
+
+Having met several persons who claimed that they always remembered
+figures by reasoning about them [whatever that may have meant], and yet
+all such persons having shown an inability to remember many dates or
+numbers, I inferred that they were honestly mistaken in supposing that
+they could remember numbers, or else that such a method was not adapted
+to their idiosyncrasies. At that time, I did not suspect that their
+failure may have arisen from lack of _training_ in In., Ex., and Con.
+From the circumstance that I myself could use this method with
+promptitude and certainty, I determined to test it in a strictly
+scientific way.
+
+I made the experiment two years ago, and all my experience since has
+corroborated the conclusion then arrived at.
+
+I experimented with the two groups of 20 pupils each. Neither knew any
+method of dealing with dates and numbers. The first group had had no
+training in In., Ex., and Con.; the second group had been well practised
+in those laws. I then gave each member of each group several very
+difficult cases of dates and numbers to be memorised--one example
+containing 24 figures. To save time and space in exposition, I have
+heretofore only mentioned 12 figures, or the half of the amount. All of
+the first group failed except one. He, however, could not memorise the
+24 figures. All of the second group handled all the new examples with
+success, and only two of them met with much difficulty in dealing with
+the 24 figures.
+
+Since this decisive experiment, I have heartily recommended the method
+of finding relations amongst the numbers themselves, to all who are
+proficient in the use of In., Ex., and Con.
+
+The example of 24 figures must conclude this exposition. They represent
+respectively the number of the day of the month in which the first
+Saturday in each month falls in 1895 and 1896. To one without practice
+in applying analysis to figures, there seems no hope of memorising this
+long 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 2
+groups of 12 figures each and number the first group, divided into four
+sections, thus:--
+
+    (1)    (2)    (3)    (4)
+    522,   641,   637,   527.
+
+Now bring the first and fourth groups into relation, and you see at once
+that the fourth group is larger than the first group by only _five_.
+Bringing the _second_ group into relation with the _third_ group, we
+find they differ only by _four_. Again: the third group is larger than
+the fourth by 100 and by 10, that is 527 becomes 637, the seven alone
+remaining steadfast. Beginning with the fourth group and passing to the
+third group we have the fourth group with 110 added. The second group is
+the third group with only four added, and the first group is the fourth
+group with only five subtracted. Thinking out these relations you can
+recall the groups as groups or the separate figures of each group or the
+entire 12 figures either forwards or backwards--and you have achieved
+this 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 notice
+that it is larger by two--and considering the second group with the
+fourth group, we find that the second group is as much and one more
+above 400 as the fourth is below 400. Other minor matters could be
+noticed, as that the first two figures of each group are respectively
+41--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 represents
+the number of the day of the month to which it belongs on which
+the first Saturday in that month falls. The figures for 1895 are
+522--641--637--527. The first Saturday in January, 1895, falls on the
+_fifth_ day of January, hence the second Saturday must be 5�+�7�= the
+12th day of January; the third Saturday the 19th, and the fourth
+Saturday 26th. It is easy to know on what day of the _week_ any day in
+January falls. Suppose you ask on what week day the 25th of January
+falls? You know the 26th is Saturday, and hence the 25th must be the day
+preceding the 26th, to wit, Friday, the 25th. Suppose you ask on what
+week day the 9th of January falls. You know the 12th is Saturday (the
+second Saturday). You now count backward thus: 12 is Saturday, 11 must
+be Friday, 10 Thursday, 9 must be Wednesday. The _first_ Saturday in
+January, 1895, is the 5th; of February, the 2nd; of March, the 2nd; of
+April, the 6th; of May, the 4th, &c., &c. And we can tell on what week
+day any day of any of the other months falls.
+
+
+EXERCISES.
+
+1.--The Ratio of the Circumference of the circle to its diameter is
+expressed by the integer 3 and 708 decimals, of which I give only eight.
+Learning these nine figures is good practice in numeric
+thinking--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 seen
+from the fact that notwithstanding my elaborate handling of the
+processes of learning prose and poetry by heart, I often receive
+requests to send some indication of how I would learn a particular
+chapter or selection by heart! But a chapter consists of paragraphs and
+paragraphs of sentences. Learning the desired passages by heart is done
+by applying the methods here so profusely illustrated to the successive
+sentences of the chapter or selection, until practice and training in
+these methods will make their further application unnecessary.
+
+In pursuance of my plan to keep the mind in an ASSIMILATING condition
+when trying to learn and to further aid in making the intellect stay and
+work with the senses, I proceed to furnish a Training Method for
+committing prose and poetry to memory.
+
+_Endless repetition or repeating a sentence to be memorised over and
+over again_ is the usual process. After one perusal, however, the mind
+in such a case has sated its curiosity in regard to the meaning of the
+sentence and each subsequent repetition for the purpose of fixing it in
+the memory merely makes an impression upon the eye or ear or both, and
+the intellect, being unoccupied, naturally wanders away. Hence, learning
+by _rote_ promotes _mind-wandering_: for the Attention always wanders
+unless wooed to its work by all-engrossing interest in the subject which
+in case of a weak power of Attention is rarely sufficient, or by =the
+stimulating character of the process of acquirement= which is made use
+of. In the Method about to be given, the intellect is agreeably
+occupied, and thereby a Habit of Attention is promoted.
+
+The justification for this Method is found in the Psychological maxim
+that the intellect can assimilate a simple idea more easily than a
+complex idea, and a few ideas at a time than many ideas.
+
+The process of this New Method of Decomposition and Recomposition is as
+follows:--Find the _shortest sentence or phrase that makes sense_ in the
+sentence to be memorised. Add to this short sentence or phrase,
+_modifiers_ found in the original sentence, always italicising each new
+addition--one at a time--until the original sentence is finally
+restored. Suppose we wish to memorise Bacon's definition of education:
+"_Education is the cultivation of a just and legitimate familiarity
+betwixt the mind and things._" Begin with the briefest sentence and then
+go 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 the
+cultivation of a just _and legitimate_ familiarity betwixt the mind and
+things. In this process, the sentence is first taken to pieces, and then
+reconstructed. Finding the lowest terms, "Education is cultivation," we
+proceed step by step to add modifiers until the original sentence is
+fully restored.
+
+Each time we make an addition, we recite _so much_ of the original
+sentence as has hitherto been used, in connection with the _new
+modifiers_ laying _special emphasis_ on the new matter as represented by
+the italic words. The intellect is thus kept compulsorily and
+delightfully occupied from the start to the finish. It seeks the
+shortest phrase or sentence and adds successively all the modifiers,
+making no omissions. This analyzing and synthesizing process--_this
+taking 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 strengthened
+and mind-wandering diminished and the natural Memory strengthened in
+both its Stages.
+
+This process admits usually of several applications in the case of a
+long sentence. In the foregoing example, it might have proceeded thus:
+1. Education is a familiarity. 2. Education is the familiarity _betwixt
+the mind and things_. 3. Education is the _cultivation_ of a familiarity
+betwixt the mind and things. 4. Education is the cultivation of _just_
+familiarity betwixt the mind and things. 5. Education is the cultivation
+of a just _and legitimate_ familiarity betwixt the mind and things. Or
+we might have taken this course: 1. Education is a familiarity. 2.
+Education is a familiarity _betwixt the mind and things_. 3. Education
+is a _just_ familiarity betwixt the mind and things. 4. Education is a
+just _and legitimate_ familiarity betwixt the mind and things. 5.
+Education is _the cultivation_ of a just and legitimate familiarity
+betwixt 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 particular
+channel and keeping it there." 1. Attention is the will. 2. Attention is
+the will _directing the intellect_. 3. Attention is the will directing
+the intellect _into a channel_. 4. Attention is the will directing the
+intellect into _some_ channel. 5. Attention is the will directing the
+intellect into some _particular_ channel. 6. Attention is the will
+directing the intellect into some particular channel _and keeping it
+there_. Or we may take this course: 1. Attention is directing the
+intellect. 2. Attention is directing the intellect _into a channel_. 3.
+Attention is directing the intellect into _some_ channel. 4. Attention
+is directing the intellect into some _particular_ channel. 5. Attention
+is directing the intellect into some particular channel _and keeping it
+there_. 6. Attention is the _will_ directing the intellect into some
+particular channel and keeping it there.
+
+
+A LONG LEGAL DEFINITION.
+
+"An estate upon condition is one which depends upon the happening or not
+happening of some uncertain event whereby the estate may be either
+originally created or enlarged or finally defeated."
+
+1. An estate is one. 2. An estate _upon condition_ is one. 3. An estate
+upon condition is one _which depends upon the happening of some event_.
+4. An estate upon condition is one which depends upon the happening _or
+not happening_ of some event. 5. An estate upon condition is one which
+depends upon the happening or not happening of some _uncertain_ event.
+6. An estate upon condition is one which depends upon the happening or
+not happening of some uncertain event _whereby the estate may be created
+or enlarged or defeated_. 7. An estate upon condition is one which
+depends upon the happening or not happening of some uncertain event
+whereby the estate may be _either_ created or enlarged or defeated. 8.
+An estate upon condition is one which depends upon the happening or not
+happening of some uncertain event whereby the estate may be either
+_originally_ created or enlarged or defeated. 9. An estate upon
+condition is one which depends upon the happening or not happening of
+some uncertain event whereby the estate may be either originally created
+or 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 it
+is applied to single sentences, that he is apt to work at it too long
+at a time. Let him not at the outset analyse and reconstruct more than
+from 3 to 4 sentences at one sitting or lesson, but let him do what he
+attempts in the most thorough manner, and after a time he will not find
+it 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's
+recreation.
+
+4. Attention is adjusting the observer to the object in order to seize
+it in its unity and diversity.
+
+5. Assimilative Memory is the Habit of so receiving and absorbing
+impressions and ideas that they or their representatives shall be ready
+for revival or recall whenever wanted.
+
+
+INTERROGATIVE ANALYSIS USED FOR SHORT SENTENCES.
+
+Interrogative Analysis or intellectual Inquisition is another and most
+effective mode of inciting the intellect to pass from a passive into an
+active =assimilating= condition when trying to learn by heart as well as
+to help create the habit of the intellect staying with the senses. The
+process consists of two parts: (1) _To not only ask a question on every
+important word in the sentence to be memorised_, but, (2) _to repeat the
+entire sentence in reply to each question, while specially emphasising_
+that word of the sentence which constitutes the _answer_ to the
+question. 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 a
+smile 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! thou
+pendulum 'twixt a _smile_ and tear." 4. 'Twixt a smile and what else is
+man said to be a pendulum? "Man! thou pendulum 'twixt a smile _and
+tear_." 5. By what word is the relation between "pendulum" and "a smile
+and tear" described? "Man! thou pendulum _'twixt_ a smile and tear." 6.
+Is the pendulum which man is said to be 'twixt a smile and tear
+addressed 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 the
+ordinary question and answer method. In the latter procedure, a question
+is asked and the answer is given by "yes" or "no," or by the use of one
+or more words of the sentence. To illustrate: What is "man" called in
+this 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 is
+possible informing the question and the whole of it in each reply_; and
+in _question and reply_ the _word_ that _constitutes the point of both_
+is to be especially _emphasized_, and in this way _the mind is exercised
+on each word of the sentence twice_ (once in question and once in
+answer), and _each word of the sentence is emphasized in reference to
+the whole of the sentence_. And in all these separate steps it is
+impossible for the mind to remain in a passive state, but must be
+_active_ and _absorbing_ throughout, and thereby a most vivid =first
+impression= is secured, and the remembrance of it assured.
+
+Besides the habit of exhaustively considering and weighing a sentence
+which is created by this method, it not only secures the faithful
+recollection of the passages to which it is applied, but it gives
+another great advantage. What usually makes a person dull in
+conversation? Setting aside timidity, we find that well-informed persons
+are sometimes good listeners, but no talkers. Why is this? In
+conversation their minds are apt to remain in a _recipient passive_
+state. Hence no trains of thought arise in their own minds. And having
+nothing in their minds which seeks utterance, they remain quiet. Now the
+practice of Interrogative Analysis compels such persons to
+interrogate--to propose questions--to think. And when such mental
+activity becomes strong, it will break out in conversations by
+interrogatories 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 pupils
+to ask questions on their tasks. The reason is that their pupils remain
+in a passive state of mind. Had they been thoroughly drilled in
+Interrogative Analysis as I teach it, they would quickly have questions
+to ask on all subjects.
+
+I show them _how_ to interrogate. They cannot help practising this
+method. They commence with the first word of a sentence and go on to the
+last. And from the numerous examples I give, they see exactly how this
+is to be done in all other cases. But if I had merely told them to ask
+questions on the sentence to be learned, they would have had no guide or
+rule of procedure to follow. As I fully illustrate my Method the pupil
+at once knows how to proceed, and he gains confidence in his ability to
+use the method every time he tries it, and at length the Habit of active
+thinking has been formed, and he is almost sure to be an interrogator
+and 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. I
+deal with it by the Analytic-Synthetic, and also by the Interrogative
+Analysis 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. The
+Devil hath not an arrow _for the heart_. 4. The Devil hath not an arrow
+for the heart _like a voice_. 5. The Devil hath not an arrow for the
+heart like a _sweet_ voice. 6. The Devil hath not, _in his choice_, an
+arrow 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. The
+Devil hath not, in _all_ his quiver's choice, an arrow for the heart
+like a sweet voice.
+
+
+THE SAME BY INTERROGATIVE ANALYSIS.
+
+1. _Who_ hath not in all his quiver's choice an arrow for the heart like
+a sweet voice? The _Devil_ hath not, in all his quiver's choice, an
+arrow for the heart like a sweet voice. 2. Hath the Devil in all his
+quiver's choice an arrow for the heart like a sweet voice? The Devil
+hath _not_, in all his quiver's choice, an arrow for the heart like a
+sweet voice. 3. What hath not the Devil in all his quiver's choice for
+the 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 all
+his quiver's choice an arrow like a sweet voice? The Devil hath not, in
+all 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 an
+arrow for the heart? The Devil hath not, in all his quiver's choice, an
+arrow for the heart _like a sweet voice_. 6. Like what kind of a voice
+hath 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 heart
+like a _sweet voice_.
+
+   "A bad workman blames his tools."
+
+Who blames his tools? A _bad workman_ blames his tools. What kind of a
+workman blames his tools? A _bad_ workman blames his tools. What bad man
+blames his tools? A bad _workman_ blames his tools. How does a bad
+workman treat his tools? A bad workman _blames_ his tools. Whose tools
+does a bad workman blame? A bad workman blames _his_ tools. What things
+belonging 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 do
+judgments operate on interest? Judgments _draw_ interest at six
+per�cent. What do judgments draw? Judgments draw _interest_ at six
+per�cent. At what rate do judgments draw interest? Judgments draw
+interest at _six_ per�cent. A part of what sum is the interest of six
+dollars 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. Was
+effort the price of success? Effort _is_ the price of success. What
+bearing has effort on success? Effort is _the price_ of success. Effort
+is 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 a
+scratched face. Does truth ever go without a scratched face? Truth
+_seldom_ goes without a scratched face. What does truth seldom do
+without 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 goes
+without a _scratched face_. What kind of a face is spoken of? Truth
+seldom goes without a _scratched_ face. Without what scratched thing
+does 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 the
+examples given under the Analytic-Synthetic Method. This will give the
+needful additional practice. But let him not attempt too much at any one
+time. Three to four examples thoroughly studied are quite sufficient for
+one 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 all
+about, to learn its aim and _mode of development_ and its
+_peculiarities_, and not least of all, to look up and note down in
+writing the _meaning of unfamiliar_ words.
+
+2. In this poem the average reader might have to consult the dictionary
+for the precise meaning of "Crystalline" [clear, unalloyed], "Runic"
+[old-fashioned, mystical], "Tintinnabulation" [bell-ringing], "Monody"
+[a monotonous sound], "Ghouls" [imaginary evil beings supposed to prey
+upon human bodies], and "P�an" [a song of triumph]. The pupil should
+understand that except in the rare cases where mere sound helps us, we
+learn wholly through the _meaning_ of the words and their _relations_
+between the meanings, and therefore if he fails to know the import of
+any word or words in a selection, he cannot receive the full benefit of
+the methods taught in this System.
+
+3. The reader finds that there are four stanzas in this poem, each
+dealing with a different kind of bell, _viz._: Silver, Golden, Brazen
+and Iron bells.
+
+4. It is always best to fix in memory the order of paragraphs or of
+stanzas the moment the opportunity occurs for that purpose, and here,
+before attempting to memorise the stanzas themselves, let the order of
+them be fixed.
+
+5. The order of the bells is first "silver," second "golden," third
+"brazen," and fourth "iron." How establish this order in mind? Silver
+and gold are the precious metals used for coins. They occur here in the
+order of their value, "silver" being first and the cheaper, and "gold"
+the second and the most valuable of all. Next we have "brazen," which
+resembles "gold" in colour, and fourth and last we have "iron," the
+cheapest of the four--silver, gold, brass and iron. If this analysis of
+the order of the subject-matter of the stanzas is retained, the student
+is ready to take account of other things which his first perusal of the
+poem has taught him.
+
+6. Before doing so, however, let us notice a method of the old
+Mnemonics, which is still taught and which should never be resorted to.
+It is their story-telling method. A story or narrative is invented for
+the purpose of helping the student, as it is claimed, to memorise it. In
+this poem we find there are four stanzas, each occupied with a different
+kind of bell. To help remember that the order of the bells is silver,
+gold, brass and iron, the old Mnemonics advises us to invent a
+story--the following will answer: A couple of lovers once took a
+sleigh-ride, the horses carrying _silver_ bells. After a time they
+marry, when wedding or _golden_ bells are used. Later on their house is
+on fire, when alarm or _brazen_ bells are brought into requisition, and
+last 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 it
+as such, but as a memory-aid it is always unreliable, since it is
+something _in addition_ to the matter to be remembered and forming no
+part of it, the invented story, if remembered at all, is apt to be
+recalled as an integral part of the selection itself.
+
+7. In this first perusal the reader has noticed that there is a _certain
+uniformity of construction_ in the first line of each stanza, as in the
+first stanza we have: "Hear the sledges with the bells--silver bells;"
+in the second, "Hear the mellow wedding bells--golden bells;" in the
+third, "Hear the loud alarum bells--brazen bells;" and in the fourth and
+last, "Hear the tolling of the bells--iron bells."
+
+8. The reader has also observed that the second line in each stanza
+contains a reflection in the form of an exclamation on the function or
+result of the uses of the bells spoken of, as in the second line of the
+first stanza we see: "What a world of merriment their melody foretells;"
+in the second stanza the second line gives us, "What a world of
+happiness their harmony foretells;" the second line of the third stanza
+reads as follows: "What a tale of terror, now, their turbulency tells;"
+and in the fourth stanza the second line runs thus: "What a world of
+solemn thought their monody compels."
+
+9. Other points of resemblance [In.], or of unlikeness [Ex.], were
+noticed in the reader's first perusal of this poem, and these, as well
+as those already remarked upon, will greatly facilitate his learning the
+exact 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 and
+poetry by the _rote_ method--the method of repeating the sentences over
+and over again almost endlessly till ear or eye retains the exact
+language.
+
+Now, if the reader has gained a _clear conception_ of the
+Analytic-Synthetic and Interrogative Analysis methods, he is sure to be
+convinced of their undoubted superiority to the _rote_ method. And if he
+must needs learn Poe's "Bells" before to-morrow night, he would probably
+spend most of the intervening time in trying to learn it by the
+discredited _rote_ method, and most likely fail in the attempt, while he
+is satisfied in theory that he could memorise it by one of my methods in
+three hours, or in half of that time. The difficulty in his case is to
+induce him to exert his willpower long enough to practise my methods in
+learning not a few detached sentences, but an entire poem of 50 or 200
+lines; but if he does this in one instance, he effectually breaks down
+the old bad habit of endless unassimilating repetition and introduces a
+good habit instead. He will then learn Poe's "Bells" by my methods in
+one-tenth, if not one-fiftieth, part of the time it would take him to do
+it by the _rote_ method.
+
+11. I here produce the poem in the hope that every one who studies my
+System will learn it by the Analytic-Synthetic method, and when he has
+learned the first stanza he should then glance at my Analysis of it
+which follows the poem and compare his work with mine. Let him then
+learn the rest of the poem--and thereafter, as a genuine exercise of
+his _reviving_ power and as a training in attention, let him recall it
+as often as once a week for as many weeks as his desire for improvement
+continues, 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 p�an from the bells!
+    And his merry bosom swells with the p�an of the bells!
+    And he dances and he yells;
+    Keeping time, time, time, in a sort of Runic rhyme,
+    To the p�an 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 the
+idiosyncrasies of different students. One way is as follows:--"Hear the
+sledges with the bells--silver bells." Applying this method, we have--1.
+Hear the sledges; 2. Hear the sledges _with the bells_; 3. Hear the
+sledges with the bells--_bells_; 4. Hear the sledges with the
+bells--_silver_ bells. Or, if we use the Interrogatory Analysis Method
+we could proceed thus: 1. What act of the mind do we exercise in regard
+to the sledges with the bells--silver bells? "_Hear_ the sledges with
+the bells--silver bells." 2. What kind of a vehicle do we hear with the
+bells? "Hear _the sledges_ with the bells--silver bells." 3. What is it
+we hear in connection with the sledges? "Hear the sledges with _the
+bells_--silver _bells_." 4. What kind of bells do we hear? "Hear the
+sledges with the bells--_silver_ bells."
+
+We advance to the second line, which is a reflection on the facts stated
+in the first line. The two lines are thus connected through the
+operation of cause, or occasion. [Con.] "What a world of merriment their
+melody foretells." We will henceforth only use the Analytic-Synthetic
+Method. 1. Melody foretells. 2. _Their_ melody foretells. 3. _What
+merriment_ their melody foretells. 4. What _a world_ of merriment their
+melody foretells. Having seen that the second line grows out of the
+first, 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 icy
+air of night." Melody means "a succession of agreeable musical sounds."
+It is a general term--"tinkle, tinkle, tinkle," means a species of
+musical sounds, the sounds of the bells. Thus we see that these two
+lines bear towards each other the relation of genus and species. This
+relation carefully noticed will tend to hold the lines together. Let us
+now 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 the
+night. 5. How they tinkle, tinkle, _tinkle_ in the night. 6. How they
+tinkle, tinkle, tinkle, in the _air of_ night. 7. How they tinkle,
+tinkle, tinkle in the _icy_ air of night. Now let us recall all the
+lines 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 connection
+with the fifth line, and in the expression of the Analysis, we can print
+the first word of the fifth line with a capital letter. The two lines
+are:
+
+    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 directly
+connected with "stars" of the fourth line by Concurrence. This observed
+relation will tend to cement the lines together. Using our Method we
+say: 1. Stars oversprinkle. 2. _While the_ stars oversprinkle. 3. While
+the stars oversprinkle _the heavens_. 4. While the stars oversprinkle
+_All the heavens_. 5. While the stars _that_ oversprinkle All the
+heavens. 6. While the stars that oversprinkle All the heavens _seem to
+twinkle_. 7. While the stars that oversprinkle All the heavens seem to
+twinkle _with delight_. 8. While the stars that oversprinkle All the
+heavens seem to twinkle with a _crystalline_ delight. So far we have
+learned 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 sort
+of Runic rhyme." We observe that as "time" is here repeated three times,
+so "tinkle" was repeated three times in the third line. We must have
+observed, 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 as
+grammatical 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. Keeping
+time, time, time in a _sort_ of rhyme. 5. Keeping time, time, time in a
+sort 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. The
+tintinnabulation wells. 2. The tintinnabulation _that_ wells. 3. The
+tintinnabulation that _musically_ wells. 4. The tintinnabulation that
+_so_ musically wells. 5. _To_ the tintinnabulation that so musically
+wells. Wells from what? From the bells, bells--occurring altogether six
+times more. This makes the eighth line. But some pupils say at once, "I
+can 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 say
+bells _four_ times, as bells, bells, bells, bells. Then, of course, they
+can 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--bells
+being taken in their utmost generality, viz., _musical_ action. But in
+the ninth or last line we have the very specific action of the bells, to
+wit: "From the _jingling_ and the _tinkling_ of the bells." We can make
+a short analysis, which is always better than unthinking repetition, as:
+1. From the bells. 2. From the _jingling_ of the bells. 3. From the
+jingling _and the tinkling_ of the bells. The seventh, eighth, and ninth
+lines 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 these
+last three by the previous six, and we have the first stanza as
+follows:--
+
+    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 of
+bells, and having dealt with the first or "silver" bells, we know that
+the next or second stanza is concerned with the "golden" bells.
+Similarly, when we finish the second stanza, we know that the third
+stanza deals with the "brazen" bells, and the last with the "iron"
+bells.
+
+No further hints need be offered except perhaps in regard to the last
+ten lines of the last stanza.
+
+Notice the coincidences, the resemblances, or Inclusions, the
+Exclusions, and the Concurrences. "Keeping time, time, time, in a sort
+of Runic rhyme," occurs three times--but on the third appearance of that
+phrase, there is a change which must be observed; for it bears this
+form: "Keeping time, time, time, _as he knells, knells, knells, in a
+happy_ Runic rhyme." But the main difficulty with most students seems to
+be to remember _the number of times_ the word "bells" is repeated in the
+different lines. We must keep to the text and not resort to any foreign
+matter to help the feeble memory. The words _p�an_, _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 the
+last line "bells" is found once, and the words "moaning" and "groaning"
+appear. Memorise these seven words by Analysis, to wit: p�an, throbbing,
+sobbing, rolling, tolling, moaning and groaning. Thus _p�an_--a song of
+triumph--might cause heart _throbbing_, an inward act accompanied in the
+present instance by _sobbing_, and this outward manifestation of grief
+would be intensified by the _rolling_ of the bells and their _tolling_.
+_Moaning_ and _groaning_ are figurative expressions for the moaning and
+groaning of the mourners.
+
+Now the figures 2, 4, 1, 4, 8, 1 (easily learned by analysis as 2, 4, 1
+and 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 words
+just learned. Opposite the line where _tolling_ occurs we have marked 8,
+since "bells" occurs in that line five times and three times in the
+next line, where no other word is found.
+
+       Keeping time, time, time, in a sort of Runic rhyme,
+    2. To the _p�an_ 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 number
+of times the word "bells" occurs in each line. There are other
+legitimate ways to assist a poor memory to master these lines, but
+whatever 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 all
+difficult selections do, numerous opportunities for applying Analysis to
+fix the lines in memory. Hence it should be _mastered_ and often recited
+by all who would learn to memorise poetry or prose, in, at the very
+least, _one-fifth_ of the time required by the old mind-wandering
+process 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 not
+yet mastered NUMERIC THINKING. The pupil will appreciate its practical
+value the moment he masters the key to it.
+
+This is given in the next few pages, and it will be found to be easy of
+comprehension and interesting to a surprising degree.
+
+The whole thing is in a nutshell. Numbers, as such, are abstractions and
+hard to be remembered. To make them hard to forget, we translate them
+into words or phrases. These are easily remembered and they always
+instantly _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, together
+with w] have _no numerical_ value assigned to them, we turn dates or any
+numbers into translating _words_, which will always tell us precisely
+the 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 can
+learn _how it is done_ by only _one thoughtful_ perusal.
+
+The questions at the bottom of each page constitute an invaluable aid to
+test the accuracy of his knowledge and the correctness of his
+inferences.
+
+   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 by
+r, 5 by l, 6 by sh, j, ch, or g^soft as in the first g of George, 7
+g^hard as in Gorge, k, c^hard as in _c_ane, q, or ng, 8 by f or v, and 9
+by b or p.
+
+Ample practice in translating the sounded consonants of words into
+figures, or of figures into the sounded consonants of words will now be
+given. If the reader can _remember_ the foregoing consonant equivalents
+of figures in connection with the tabulated Figure Alphabet on the 74th
+page of this lesson, he can at once pass on through the book. If not, he
+must carefully study the intervening pages with painstaking--for when
+once learned, no further difficulty can arise.
+
+The tabulated Figure Alphabet on the 74th page of this lesson expresses
+the consonant values of the nought and nine digits in perpendicular
+columns, as under nought (0) are placed _s_, _z_, and _c_^soft; under
+nine are placed _b_ and _p_; under six are placed _sh_, _j_, _ch_, and
+_g_^soft, &c. Only those who possess first-rate natural memories can
+learn the equivalents of the sounded consonants in figures from this
+table. But when learned in this way, the pupil requires much practice in
+translating words into figures and figures into words. Even this
+exceptional pupil had better carefully study the ensuing examples.
+
+The first thing to be done is to learn _which_ consonants are used to
+stand 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 we
+do not give the vowels [a, e, i, o, u], or w, or y, _any number value
+whatever_.
+
+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 a
+cipher [0]. S�=�0, and the vowel "e" and the consonant "w" have _no figure
+value_. 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 half
+attached to the top half, it would make a nought (=0=). _So it is easy to
+remember that S represents =0=._ C^soft as in _cease_ has the same sound
+as S, and should therefore stand for the same figure, _viz._, 0; and Z
+is a cognate of S--that is, it is _made by the same organs of speech in
+the same position_ as when making S, only it is an undertone, and S is a
+whispered letter. Besides Z should represent =0= because it begins the
+word Zero--C^soft should also stand for =0= for the additional reason that
+C^soft begins the word cipher. _In translating a word into figures we
+always turn S, Z, or C^soft into nought (0); in turning figures into
+words 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 no
+figure 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" has
+no 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 the
+figure 1, and when we want to represent 1, by letters, we translate it
+into 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_ in
+several languages. Ai{r}�=�4. A and i are vowels, and count for no figure
+value 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 figure
+value, do not change the numerical value of the word; therefore the
+figure 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 LETTER
+VALUES 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 no
+figure 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 THE
+LETTER EQUIVALENTS OF 7 IN THE INITIAL CONSONANTS OF THE PHRASE:
+(Seven), {G}reat {K}ings {C}ame {Q}uarrelli{ng}. We thus use the
+termination "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 figure
+value, 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. This
+first "{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" TO
+BE AN ELONGATED 8, AND "V" IS A COGNATE OF "F," hence equivalent to the
+same number; as, Wi{f}e�=�8, Wo{v}e�=�8. The vowels, although used in
+the words, have no figure values, neither do "w," "y," or "h," when not
+a 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 would
+indicate the figure value of 9, in the initial consonants of
+"{b}eautiful {p}eacocks." {B}ee�=�9, and the two vowels "ee" have no
+figure 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 the
+initial consonants of the ten subsequent phrases following the
+figures:--
+
+    "{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 the
+figures_. Another way to fix these values in mind for permanent use is
+to turn _words into figures_, as in going through an ordinary
+spelling-book. This practice quickly enables you to _turn figures into
+words_, and to translate them back into figures. Facility will be
+attained 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 the
+words "ringer" (474), "linger" (5774), and "ginger" (6264). The first
+syllable of "linger" rhymes with the first of "ringer" and not with the
+first of "ginger;" it rhymes with "ring" and not with "gin;" and if the
+first syllable of "ringer" is 47, the first of "linger" must be 57; but
+the 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 with
+decimals.
+
+[As a rule, it is better not to use words _beginning_ with S, except to
+translate _decimals_ and _fractions_, and Date-words where a _doubt_
+might otherwise arise (unless in a phrase like "To see Jiji," "delay a
+spy," &c.); and in case of the _decimals_, S, as the _initial_ letter,
+means (not 0, but) the decimal point. (1) If there is an integer
+followed by a decimal, two separate words are used; the decimal-word
+begins with S, thus: 945.51�= barley sold; 71.3412�= "good Samaritan."
+(2) If it is a decimal by itself, the S indicates the decimal point
+only; .01�=�society; .02�=�Susan; .94�=�sparrow. (3) If it is a vulgar
+fraction, the words translating numerator and denominator begin with S,
+and the S's are not counted, the numerator-word coming first, and the
+denominator-word last; thus 5/12�= sell Satan.]
+
+As to Date-words, just _before_ the Christian Era you may use an initial
+S [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 _Anno
+Domini_--in the year of our Lord]; Soar�=�4�B.C., and Rue�=�4�A.D. In a
+Date-word like Trial, to express 145�B.C., no doubt could arise; if the
+Pupil knows the contemporary history, he could not imagine it could be
+290 later, or 145�A.D. If he fears he might not remember that it was
+B.C. he could remove all doubt by using the word Stroll, or any other
+word 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 the
+greatest satisfaction and profit. If he has not mastered it, let him
+carefully review the foregoing pages of this chapter, and then he can
+advance 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 are
+used to represent each of the numbers, you simply write at the side of
+the numbers to be turned into words the consonants which stand for them;
+and using any vowels you please, you find out by experimenting what
+words can translate the figures. Suppose you wish to find out what words
+will translate the date of the settlement of Jamestown, Va., 1607. You
+place the figures under each other as below, and then you place at the
+right 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 represent
+1607; 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, opposite
+1; 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 explanations
+heretofore given. A little practice will enable you to dispense with
+writing down the figures and the consonants which represent them; but at
+first 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 relation
+of In., Ex., or Con., to the event itself, that word or phrase is
+synthetic and is dealt with hereafter._
+
+Nearly all the translating words given in this section so far are
+synthetic. "The coughing," sustains no relation of In., Ex., or Con., to
+the adoption of the Constitution of the U.�S., and is therefore
+relegated to the next chapter for the method of cementing it to that
+event if we were obliged to use that phrase.
+
+Synthesis will be sometimes hereafter resorted to to connect in our
+minds an event to its date. When this will be necessary, the sequel will
+show.
+
+
+ANALYTIC DATE AND NUMBER WORDS.
+
+_When the word or phrase which translates the date or number sustains
+the relation of In., Ex., or Con., to the event or fact itself, that
+word or phrase is analytic, and is memorised by merely assimilating that
+relation._
+
+Different ways of expressing figures by words, phrases, or sentences
+that 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 oldest
+Collegiate Institution in America--really introduced "the chum age" in
+America. The formula for the date of its foundation in 1636 may be
+thus 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 four
+hundred 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 OR
+SENTENCES ARE USED.
+
+Caius Julius C�sar was born 100�B.C., and he died 44�B.C. His birth may
+be expressed by the phrase, (1) "{Th}e (0) {S}tripling (0) {C}�sar;" and
+his death by a phrase which declares that his death was the remote
+result 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 places
+as if they were single words, using only the initial consonant of the
+first 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 Dutch
+in 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 be
+analytically 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 of
+1880, may be expressed through the initial consonants of the following
+sentence: "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," or
+50,189,209.
+
+The _exact_ population of the United States declared in June, 1890,
+commonly called the _census of "ninety,"_ was stated as _sixty-two
+millions 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, or
+for 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 and
+Indians 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 be
+67,000,000 [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. Several
+different ways of expressing the _same date_ will be given in a few
+cases.
+
+It is often convenient for a teacher, and others, to recall the number
+of a page of a book in which a citation is found. In Prof. William
+James's Psychology Abridged for Schools and Colleges, the chapter on
+Habit begins on p.�134, or "(1) {Th}e (3) {M}ould (4) {R}ules;" the
+chapter 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 on
+p.�253, or (2) "{N}ow (5) He{l}p (3) {M}emory;" and that on Memory on
+p.�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 and
+present century it is usual to indicate the last two figures of the
+date. 64, therefore, is all we need express. Formula: Sheridan's ride in
+1864--(64) {Ch}ee{r}s; or, (64) {Sh}e{r}idan. The Pennsylvania Whisky
+Rebellion took place in 1794; or, (94) {B}{r}ewery.
+
+4. SOMETIMES THE FIRST AND LAST CONSONANTS OF A WORD ARE USED, AND
+SOMETIMES TWO CONSONANTS IN THE MIDDLE OF A WORD.
+
+These devices are rarely resorted to, but if ever used, they must be
+thoroughly assimilated. Battle of Waterloo was fought in 1815; 15 may be
+found 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 different
+dates; as, its first two consonants for one date and its two middle, or
+its first and last consonants, to express another date.
+
+6. _Never fail to carefully analyse the relations between the fact or
+event and its date or number word._
+
+SUBJECT TO THE EXCEPTIONS HEREAFTER NAMED, ALL DATES AND NUMBERS SHOULD
+BE EXACTLY EXPRESSED IN THE DATE OR NUMBER WORDS.
+
+Alexander the Great was born 356�B.C. and died in a drunken debauch
+323�B.C. His birth: (3) {M}acedonia's (5) A{l}exander a (6) {Ch}ild. His
+death: A (3) {M}acedonian's (2) I{n}ebriation (3) {M}ortal. Several
+mnemonists of the old school have for the past forty years used the
+phrase "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, when
+they found their father lying on the ground in a fit of intoxication,
+could have no pertinence when applied to the Creator, to the creation
+in general, or to the creation of this world in particular. A
+self-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 figures
+of the date should be expressed in the date words. {M}a{r}{s} expresses
+340 and could be used to indicate the invention of cannon in (1) 340 by
+one who knew that Mars was the name of the god of war in classic
+mythology. The formula would be: "Invention of cannon: (1) 340
+{M}a{r}{s}." But this term would have no mnemonic significance to one who
+knows the word Mars as meaning only one of the planets. Hence the
+danger--ever to be avoided--of using classical allusions in teaching the
+average student. A (3) {m}artial (4) O{r}gan (0) {S}ways, or {m}urderous
+a{r}tillery {s}tarted.
+
+_Second Exception._--From A.D.�1700 to the present moment, the last two
+figures must be expressed in the date words. Many examples will
+hereafter illustrate this exception. In very rare cases, the expression
+of the last figure in the date word will suffice. We know that Ralph
+Waldo Emerson and Oliver Wendell Holmes [author of the Autocrat of the
+Breakfast Table] were born towards the beginning of this century, the
+former in 1803 and the latter in 1809. The following formulas would give
+the date of their birth: Ralph Waldo (180)3 E{m}erson; Oliver Wendell
+Holmes (180)9 "{B}reakfast."
+
+_Third Exception._--In cases where there is no practical utility in
+comparing one very large number with another, as in the case of the
+distances of the planets from the sun, mere round numbers may suffice,
+yet astronomers must know such numbers with exactness. But in regard to
+all mundane affairs, the pupil must throw off the character of scholar
+and assume the license of children, if he attempts to express large
+numbers, as of populations, &c., by "guessing," or, what is the same
+thing, by only giving round numbers. The Brooklyn Suspension Bridge is
+5989�feet long, and the Forth Bridge, which crosses the Firth of Forth
+in Scotland, is 8296�feet long. Now, instead of saying that the former
+is _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 latter
+is _about or somewhere in the neighbourhood_ of 8000�feet long, why not
+be 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 poor
+memories, as I have had, can realise the fact that in most cases of poor
+memories _the facts themselves are often possessed_, but are mostly
+_unrecallable_ when wanted. I have tried to teach pupils how to find
+analytic 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 other
+hand, I have always found that these failures become successes after a
+thorough practical training in In., Ex., and Con., such as I have
+already given. In fact, I never had a pupil who became proficient in the
+use of In., Ex., and Con., who did not arrive at the use of analytic
+number words without any specific directions from me. But I think, on
+the whole, that it is the better way to _combine_ direct and specific
+training in analytic number words, with a previous exhaustive general
+drill in In., Ex., and Con.
+
+The rules hereafter given must be carefully studied and every example
+painstakingly examined. After studying my formulas let the pupil
+endeavour in _each case_ to find a better one himself. If the pupil acts
+on my advice, he will know how to be always _sure_ to think of the
+needful related or including facts for finding analytic date words,
+phrases, or sentences.
+
+The different processes for dealing with dates or numbers may be
+classified 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 like
+the charlatanry which has disgraced many former memory systems to allow
+the pupil to suppose that it frequently happens. A glance at the event,
+word, or description will quickly tell him if it represents the
+necessary figures, and if it do not, he must resort to an analytic date
+word, or phrase, or sentence, whichever he finds most suitable for him.
+No one figure alphabet contains the advantages of all others. Each has
+special 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 the
+date or number._ "I{l}l-u{s}a{g}e" expresses the date of the death of
+Columbus 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 not
+apply to any one who had been ill-used?" Certainly not. It applies only
+to an ill-used man whose date (birth or death, &c.) was in 1506. If he
+knows 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 next
+paragraph.
+
+Six distinguished persons were born in 1809, yet the date of the birth
+of each is easily fixed: Darwin, whose principal work was called "Origin
+of Species;" Gladstone, noted for his vigorous eloquence; Lincoln, who
+was conspicuous as a binder together of separated States; Tennyson, who
+was chosen as Poet-Laureate, and who was born at Somersby, England;
+Felix Mendelssohn-Bartholdy, who early displayed a musical genius, and
+whose first oratorio was called "St. Paul;" Elizabeth Barrett Browning
+[_n�e_ Elizabeth Barrett], whose poems are distinguished for their
+subjectivity. The analytic formulas for these different persons born in
+the 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 a
+precocious boy: or the single word (06) {S}a{g}e. As he was a great
+worker 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 analytically
+express the date._
+
+The analytic number words, phrases, and sentences which one retains most
+easily are those which he has made himself. Formulas prepared by others
+are 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 of
+the event, and they sometimes offer a wider range for selection of the
+needed consonants; but care must be taken to avoid ambiguity. To
+indicate 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 also
+assassinated, the formula in its _meaning_ would equally apply to the
+latter. If, however, we know that Garfield was born in 1831, the
+ambiguity 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 of
+Buchanan, Pierce and Fillmore, but it would express the birth-date only
+of 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 apply
+to 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 analytic
+sentences where _all the sounded consonants_ are used. But a greater
+_variety_ of sentences might be found, or _one_ sentence be more readily
+found 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. Other
+specific analytic phrases for this event may easily be found by the
+student.
+
+The superiority of analytic phrases where _all_ the sounded consonants
+are used, over the analytic sentences, where only the initial consonants
+are employed, may be seen in the case of the number of men who enlisted
+in behalf of the Federal Government in the late war. The number was _two
+millions, three hundred and twenty thousand, eight hundred and
+fifty-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 sounded
+consonants 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 that
+a condensed, brief statement, if clear and definite, makes a more vivid
+impression than a longer one, we shall find that a short analytic phrase
+is better for the memory than an analytic sentence, and an analytic
+single word than a phrase. But a short analytic phrase, or a short
+analytic sentence, is usually necessary, owing to our ignorance of the
+subject 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 _we
+are ignorant_ of all the facts which would give us significant or
+analytic date-words; and (3) where we know the needful pertinent facts
+with which analytic words could be formed, but we cannot _recall_ them
+for use. In these three cases Synthesis must be used. I will now give
+and illustrate the rules for the prompt finding of _analytic date or
+number words_.
+
+The _preparation_ for thus remembering numbers without effort is the
+only 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 and
+number words promptly.
+
+(1) SUCH A MASTERY OF THE FIGURE ALPHABET THAT THE CONSONANT EQUIVALENTS
+OF THE CIPHER AND NINE DIGITS ARE AT INSTANT COMMAND, AND NEVER HAVE TO
+BE LOOKED UP WHEN YOU HAVE TO DEAL WITH FIGURES.
+
+Pumps were invented in 1425. A student who thinks 2 is to be translated
+by "m" instead of "n," translates the dates by these phrases, _viz._,
+"Drum a whale," or "Trim oil," or "To ram a wall." As these phrases
+sustain the relation neither of In., Ex., or Con. to the fact, they are
+hard to be remembered; and if remembered, they mislead. The student who
+has mastered the Fig. Alphabet remembers that "n" stands for 2, and if
+he 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} a
+we{l}l (1425)," or (1) Wa{t}er (4) {r}aised (2) i{n} a (5) ho{l}low. How
+could he forget the date?
+
+Tea was first used in Europe in 1601. The unobserving student imagines
+that 6 is translated by g^hard, k, c^hard, q, or ng, and so he
+translates 1601 into "Ou{tc}a{st}," (1701); a mistake of 100 years, and,
+besides, "Outcast" is wholly unconnected with the introduction of tea
+into 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 first
+introduced into Europe--{T}ea {ch}e{s}{t} (1601)." The figure phrase
+bears the relation of In. and Con. to the event, and cannot be forgotten.
+Besides many people believe that tea helps digestion, and such persons
+would find an analytic date-word thus: "Tea first used in
+Europe--{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's
+steamboat "Clermont" was launched in 1807. Such a pupil translates that
+date by the phrase, "{D}e{f}ie{s} i{c}e" (1800). Here "c" is soft and
+represents 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 easily
+outrun the "scow," the phrase is easily remembered.
+
+An impatient pupil who never learns anything thoroughly often disregards
+the rule about _silent_ consonants. Braddock and most of his men were
+killed by the Indians in 1755. This date this pupil translates by the
+phrase, "Dock knell all" (17255). He overlooks the fact that 17 was
+expressed by "Dock," and no one out of a mad-house can tell how he came
+to add "knell all," unless he had forgotten that he had provided for the
+7 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 unindustrious
+pupil imagines that "p" represents 8, and not "f" or "v," and translates
+1845 into "{T}o {p}ou{r} oi{l}" (1945). The diligent student finds an
+analytic 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 Figure
+Alphabet must be _mastered_ before the attempt is made to deal with
+dates and numbers.
+
+(2) THE PUPIL MUST POSSESS SUCH A MASTERY OF THE SUBJECT MATTER THAT HE
+CAN INSTANTLY RECALL FACTS RELATING THERETO ON THE LINES OF IN., EX.,
+AND CON. If he lacks such knowledge he had better deal with dates and
+numbers which he must remember by synthesis [hereafter], or by Numeric
+Thinking, rather than strive in vain to find _analytic_ date and number
+words.
+
+   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 not
+know that the tongue is moved in different ways to pronounce the
+distinctive sounds of different languages, he might not think of this
+analytic translation of (1750), "{T}o{ng}ue a{l}l way{s}."
+
+The population of Kentucky according to the last census (1880) was
+1,648,690. Those who do not know the Kentuckians raise fine saddle and
+race horses, many of which are bays, might not think of the analytic
+phrases, "{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 do
+not know how cruelly coachmen often treat the horses under their charge
+might 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 not
+know that this park was recently created, might not think of the
+analytic 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 could
+easily find an analytic phrase, if he thinks of the act of delivering or
+handing 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 awkwardly
+constructed, it is very easy to memorise it by the analytic-synthetic
+method; as (1) They unpack. (2) They unpack _money_. (3) They unpack
+money _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 year
+of 1881-82 was 1,280,636,200. If the student knows that the Central Post
+Office of London is a very large building, he could instantly find the
+analytic 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 by
+fire, we shall readily find an analytic phrase by means of which we can
+certainly 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 by
+the phrase, "From labor to refreshment," in the masonic ritual, will at
+once 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 can
+find figures to translate "Odd" or "Fellows," or any other fact
+pertaining to the Order, and you have the analytic phrase, "A{l}l
+ha{p}py 'O{d}d' {f}a{c}e{s}."
+
+There have been granted 428,212 patents in the United States. Can you
+find any word pertaining to patents in those figures? "We he{r}e
+i{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 an
+analytic 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). An
+analytic phrase founded on any conspicuous characteristic of the
+population, 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 this
+lesson will find that he can have the great satisfaction of always being
+exact 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_ careful
+analytic perusal. If the relation is not understood in any case, a
+glance at the explanations which follow the series of Presidents will
+remove 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 a
+second term. The second term always began four years after the beginning
+of the first term.
+
+[+] Those who were Presidents for less than four years died in office
+and were succeeded by Vice-Presidents. President Lincoln was murdered
+forty days after the commencement of his second term of office, when
+Vice-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 of
+Presidents from Washington to Grover Cleveland, and to have recited it
+forwards and backwards many times. Now let him learn the dates of their
+accession to office, and then let him recite the series both ways in
+connection 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 the
+pupil to find his own analytic date-words, yet, as many may not have the
+time to do so while studying this lesson, I append a few explanations of
+the facts on which the above analytic date-words are founded.
+
+"'Fabian' was applied to the military tactics of Washington, on some
+occasions, when he imitated the policy of Quintus Fabius Maximus
+Verrucosus, a Roman General who not daring to hazard a battle against
+Hannibal, harassed his army by marches, counter-marches, and
+ambuscades." "Bickerings" were incessant during John Adams's
+administration between his own supporters and the faction of Hamilton.
+"Steed"--Jefferson rode on horseback to the Capitol to take his oath of
+office as President. Arrived there he dismounted and fastened his steed
+to an elm-tree, since known as Jefferson's tree. He did this to
+signalise his disapprobation of royalty, and his preference for
+democratic equality. "Speculative" were the celebrated "Madison Papers."
+"Doctrine"--the Monroe doctrine declared that no foreign power should
+acquire additional dominion in America. "Unlucky" was correctly applied
+to John Quincy Adams's administration. See Barnes's U.�S. His.,
+p.�175. "Unwhipped"--Jackson always came off victorious in all his
+duels and military campaigns. "Mocked"--Van Buren was appointed by
+Jackson as U.�S. Minister to England. The United States Senate rejected
+his nomination. This political insult secured much sympathy for him,
+and helped to make him President. "Hard-cider" was a party watchword
+during Harrison's campaign for the Presidency. "Rudderless"--Tyler
+often changed his political views, and finally turned against
+the United States Government, of which he had been Chief Executive.
+"Realm-extender"--during Polk's administration the United States
+acquired the territory embracing California, Arizona, New
+Mexico, 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 in
+the distance. "Lecompton" constitution of Kansas was a pro-slavery
+document which Buchanan favoured. "Agitation" preceded and attended
+Lincoln's inauguration, and finally culminated in the civil war.
+"Shall"--Johnson made use of the imperative "shall" in regard to the
+removal of Edwin M. Stanton, for which attempt he was afterward sought
+to be impeached. "Chapultepec" was the battle in which Grant entered
+upon that career of military achievement which secured him two
+Presidential terms. "Cocoa" was characteristic of the drinks allowed at
+Hayes's table at the White House. No wine was tolerated. "Fatal" was
+Guiteau's shot to Garfield. "After"--although Tyler, Fillmore, Johnson,
+and Arthur became Presidents on the death of their chiefs, yet only
+Arthur succeeded to the Presidency in 1881, which is indicated by the
+first two consonants of "After." "Flood"--Cleveland vetoed an
+unprecedented number of bills during his term. There was a "flood" of
+them. "Fibrous" applies metaphorically to mental qualities; it means
+strong, sinewy--high talents, just below genius. "Boom" refers, of
+course, to the large amount of support which Cleveland obtained on his
+second 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 be
+given, and from 1700�A.D. to date only the last two figures require to
+be given. It is better for the pupil to find his own phrases. A slight
+acquaintance with English History will make all the formulas here given
+easily 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 that
+on his death his kingdom should go to Duke William of Normandy. (2)
+William�II. early directed a goldsmith to decorate his father's grave
+with gold and silver ornaments. (3) Henry�I. was called Beauclerc, or
+fine Scholar. (4) Stephen had produced a false witness to swear that the
+late 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 made
+during the late troubles. (6) Richard punished the people who had
+befriended him against his father. (7) Arthur had the best right to the
+throne, but John imprisoned and murdered him. (8) Henry�III. was crowned
+at 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 my
+groom." (10) Gaveston was the king's comrade and favourite, and was
+finally beheaded by the indignant barons. (11) Edward�III. erected
+Windsor Castle. (12) The king's poll-tax collector was killed by Wat
+Tyler. (13) A successful Scottish war was this monarch's first
+achievement. (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 at
+Towton; 40,000 men were slain. (17) Edward�V. was only thirteen years
+old. The Lord Protector, Duke of Gloucester, threw him, with his
+brother, into the Tower and caused them to be murdered. (18) Richard's
+affected modesty is conspicuously brought out in Shakespeare's tragedy
+of Richard�III. (19) Henry�VII., to quell forever the hostility of the
+rival 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 will
+that a council of sixteen should govern during Edward's minority. (22)
+Mary was fond of her husband, who cared little for her, and unlucky in
+her advisers. (23) Elizabeth showed the natural arbitrariness of her
+disposition in her vetoes. In one year--1597--she refused the royal
+assent to 48 bills passed by the Commons. (24) James�I. was the first
+Scottish king that reigned over England. (25) Charles�I. lost his life
+in the attempt to act independent of the Commons. (26) If anyone thinks
+that Charles was not rightfully beheaded, he could make the phrase--(6)
+{Ch}arles (4) w{r}ongfully (9) {b}eheaded. (27) The phrase is obviously
+true. (28) The phrase gives the exact date of Richard Cromwell's
+accession and the word "offspring" means Richard Cromwell. (29) A Junta
+here means the "council." (30) Charles Second was called the "merry"
+monarch. (31) Parliament at once voted James�II. nearly two million
+pounds sterling per annum for life. (32) William and Mary were
+co�rdinate sovereigns. (33) Anne was truly "submissive" or easily
+influenced. (34 and 35) Green intimates that George�I. and George�II.
+hardly affected the course of events--the former followed the advice of
+his ministers and the latter of his wife Caroline. (36) George�III. was
+emphatically a sovereign. (37) George�IV. had tried ineffectually to get
+rid of his wife; her death at last released him. (38) William�IV. had
+been a midshipman in the navy. (39) Victoria has certainly proved
+herself 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 IN
+THAT PRACTICAL CHARACTER AND WORKING POWER OF THEM WHICH I TEACH, THAT
+HE CAN INSTANTLY APPLY THEM TO THE EVERY-DAY AFFAIRS AND ORDINARY
+OCCURRENCES AND EVENTS OF LIFE.
+
+If you know that the number of square[E] miles in the area of the State
+of New York runs into _thousands_, and you wish to remember that the
+_exact number_ of thousands is 47, you could accomplish this object if
+you found a word which spells 47, and is at the same time connected by
+In., Ex., or Con. to New York. You try the varieties of Inclusion; and
+in 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; thus
+you cannot _see_ the name of New York or _think of it_ without having
+conclusive evidence of the number of thousands of square miles the State
+contains.
+
+[E] See Lippincott's Gazetteer, p.�1573.
+
+The title of a subject, the name or description of an event or date, can
+always 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 of
+the United States which are called "York." If the context makes an
+otherwise indefinite thing definite, it is sufficient.
+
+_Analytic date and number words do not have to be memorised._--Seeing is
+believing, and, in this case, _remembering_ too. If you thoroughly
+master my system you can find, in most cases, analytic date and number
+words without any difficulty, and by means of them you can remember
+_thousands_ of dates and sets of figures, when without the system you
+could have remembered only five or ten of them.
+
+Suppose in your haste you failed to notice that "York" spells 47, and
+you then proceed to try Inclusion by Genus and Species; regarding York
+as the general word, you would find _New_ York as a species or kind of
+York; the same with Yorkshire, Yorktown, York Minster, etc. In this way
+you would, if your mastery of the Figure Alphabet were perfect, scarcely
+fail to notice that York spells 47; but if you fail, you then try
+Inclusion by Whole and Part, and run over the political divisions of the
+State until you come to {R}o{ck}land County, and there you find in its
+first two consonants the letters "r" and "ck" (the equivalent of "k" in
+sound). These consonants spell 47. You would find the same consonants in
+the County of He{r}{k}imer.
+
+Suppose, however, that from unfamiliarity with the Figure Alphabet, or
+from 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 by
+Abstract and Concrete, and regarding the State of New York as the
+Concrete, and the Abstract or characterizing epithet "{r}o{ck}y" as
+applicable to New York, you would then find in that word "{r}o{ck}y" the
+number 47.
+
+If you did fail, you would try Exclusion, and you would find nothing
+which 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 the
+surface, and what is below the surface as the opposite of it. In the
+latter case you would find in the words "E{r}ie {C}anal," which is a
+great artificial channel running through a part of the State, the
+letters "r" and "c" hard, which spell 47. A more exact Exclusion might
+be found in the word "{r}i{ng}," which spells 47. For if we consider the
+shape of the boundary of New York we would see that in no vague sense a
+ring, as a circle, is the opposite of it.
+
+But suppose that from a chronic absent-mindedness or an overworked
+brain, or downright bad physical health or insufficient knowledge of the
+system, you failed to see 47 in any of the foregoing cases, you would
+try Concurrence. Considering that the State of New York is largely
+agricultural, 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 a
+political sense, the word "{r}i{ng}s" gives 47, as New York has been
+celebrated for them.
+
+All that the student requires is _one_ analytic word. I have gone
+through the varieties of Inclusion, through Exclusion, and Concurrence,
+merely to show _how to find_ analytic words and not because more than
+one 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 that
+Shakespeare wrote. You know it is less than 50; but you wish to remember
+the exact number--it was 37. You experiment; you try the varieties of
+Inclusion, and among the rest you try Whole and Part; you find in the
+first two consonants of the name {M}a{c}beth the figures 37; but if you
+did not notice that {M}a{c}beth afforded you the means of always
+remembering that the Shakespeare Plays numbered 37, you would try
+Exclusion perhaps. If you look upon the attempt to ascribe the
+authorship of the Shakespeare Plays to Bacon as a {m}o{ck}ery you would
+find in the first two consonants of that word the figures 37 through the
+operation of Exclusion; and if you recollect that the character of
+Shylock 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 his
+name 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 evinced
+the 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 signed
+for by him in his ambitious hopes--expresses his birth-date by Con. His
+death occurred in 1821. "E{n}{d}" (21) or "U{n}{d}one" (21) expresses
+his death-date by synonymous Inclusion. "{N}a{t}ivity" (21) indicates it
+by Ex. Since he died from cancer in the stomach, he could retain very
+little 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, he
+was blue-eyed, hawk-nosed, slender, and ungainly, "{Ch}u{b}by" (69), by
+Ex., expresses his birth-date. A more vivid concurrence can scarcely be
+imagined, 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 date
+of his death by only one year too many. But a means of remembrance that
+requires readjustment or modification can seldom be relied upon, except
+by those who are practised in Higher Analysis. He was 83 years old when
+he 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 illness
+carried him off. Hence "I{l}l{n}ess" (52) is a fact connected with his
+death by Con.
+
+These elaborate illustrations must indicate to any student how to apply
+the laws of In., Ex., and Con., so as to find analytic date and number
+words. Cases of Ex. give good practice, but are rarely ever necessary.
+
+
+MISCELLANEOUS EXAMPLES.
+
+_Inclusion_, as applied to the events of life possesses the same variety
+as in regard to words. In dates of the last and present century, the
+expression of the _last two figures_ is sufficient. William Cullen
+Bryant was born in 1794. '94 is found in the name {B}{r}yant, a case of
+Synonymous Inclusion. Aaron Burr killed Alexander Hamilton in a duel in
+1804. As we know it was about the beginning of this century, this
+translation of the 4 indicates the exact date and is found in Aa{r}on
+and 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 in
+the word {Sh}e{r}man [or by two words: (6) {Sh}erman (4) {R}avaging]. In
+dates previous to the last century, the last three figures must be
+expressed. Movable types were invented in 1438. We know it was not
+A.D.�438, but was 1438; a mistake of 1,000 years is not possible. If we
+translate 438 it will mean to us the same as 1438. 438 is found in the
+analytic 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 mechanism
+to receive sounds to the Phonograph; for both processes utilize
+vibrations, and are therefore from similarity of functions "Cognate"
+methods. How any one could forget analytic date-words is more than I can
+understand, 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 is
+found in "{T}u{b}" by Exclusion, as the most opposite to a steam-driven
+ship. Andrew Johnson was advanced to the Presidency on the death of
+Abraham 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 by
+Exclusion the birth of George Washington in 1732, as indicating a
+youthful quality the opposite of that which he manifested, and by two
+words: (3) A{m}erica's (2) I{n}fant. Other examples are given in
+subsequent pages.
+
+_Concurrence_ finds incidents or concomitants of a fact or event,
+something that by accident became connected with it. It may be a
+forerunner or successor, the cause or consequence, or a contemporaneous
+fact, etc.
+
+William Cullen Bryant, from a fall, died in 1878. The last two figures
+78 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 middle
+name of Bryant. When Jefferson became Vice-President, in 1797, he wore
+the 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 by
+Concurrence 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 find
+these figures in "{Ch}a{n}{c}e," which by Concurrence describes the risk
+they ran. The Telephone was invented in 1877. Whoever has listened to
+the telephone to identify a speaker, and heard others talking in the
+shrill tones that strike upon the ear, is apt to think of the cackling
+of hens, and "{C}a{ck}le" expresses the date 77.
+
+Jefferson Davis disguised himself in the hood, shawl, and dress of his
+wife in 1865. "{Sh}aw{l}" by Concurrence expresses that date. The
+Constitution of the United States was _adopted_ in 1787, which spells
+"{Th}e {G}i{v}i{ng}." To adopt the Constitution, it required the States
+to give their assent. They _gave_ the Federal Government all the power
+it possessed. "{Th}e {G}i{v}i{ng}" is therefore a case of Concurrence. A
+circumstance 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 College
+was founded in 1636, which spells "{T}ea{ch} {M}u{ch}." Whether we take
+this phrase as describing the object or result of founding that college,
+it is a case of Concurrence. A college is sometimes called a seat of
+learning. Yale College was founded in 1701, which spells "{T}oo{k} a
+{s}ea{t}." This phrase describes the locating of the college, and is
+therefore a relation by Concurrence.
+
+(4) THE PUPIL MUST SEEK _ANALYTIC_ WORDS WHICH ARE _APPROXIMATELY
+SPECIFIC_, AS BIRTH-DATE WORDS MUST, WHERE POSSIBLE, RELATE TO BIRTH OR
+JUVENILE EVENTS; MARRIAGE-DATE WORDS, TO EVENTS CONNECTED NEARLY OR
+REMOTELY WITH THE MARRIAGE; DATE WORDS FOR ANY OTHER EVENT IN LIFE OR
+FACT IN HISTORY SHOULD, DIRECTLY OR INDIRECTLY, RELATE TO SUCH EVENT
+OR FACT; AND, FINALLY, DEATH-DATE WORDS SHOULD REFER TO INCIDENTS WHICH
+PRECEDED, ACCOMPANIED, OR FOLLOWED THE FACT OF THE DEATH.
+
+This rule, theoretically correct, must be very liberally interpreted in
+practice. This lesson furnishes numerous illustrative examples.
+
+As shown heretofore, _the pupil must know the facts_, and the System
+will then help him to fix their date.
+
+A pupil had loaned money to a horse-dealer who lived at No. 715 of a
+certain street. He knew the house well, yet he could not recollect the
+number 715. At length he thought of "{C}a{t}t{l}e" as a figure word to
+enable him to remember the number. Yet the word is general and
+apparently unconnected with the house, as it was not a stable but a
+boarding-house. Yet, as cattle and horse are species of the genus
+domestic animal, and cattle would recall horses and horse-dealer, he did
+right to use that term, and it served him well. At first he instantly
+recalled the word "cattle" whenever he thought of the horse-dealer's
+residence, and at once 715 was given him. After a time, he directly
+recalled 715 without first thinking of "cattle." This is always the case
+where 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 not
+used the phrase "(7) {C}ollect (1) {Th}e (5) {L}oan," which was the
+object 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 single
+word, with another a phrase, and with another a sentence, is most
+serviceable. He had other borrowers who lived at other places. Why could
+this phrase "Collect the loan," which would apply in its meaning to the
+case of others, remind him of this particular debtor's home? Because, if
+he had consciously devised that phrase to identify this debtor's
+address, 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 helps
+revive the facts_.
+
+I do not, for instance, undertake in this lesson to teach the pupil that
+Washington never left America but once, when he accompanied his invalid
+brother to Barbadoes in 1751, in search of health. But if he knows these
+facts, my method helps him retain the date, by using those facts for
+this 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 in
+all countries and in all ages, and is therefore a word of the most
+general character and of the most extended application. How, then, can
+it have any _special_ significance in this case? Because by knowing the
+facts, in the first place, as "health" was the object of the visit of
+Washington and his brother; and seeking for a date word which spells
+(17)51, the pupil has discovered that this general word "health" spells
+that date; and, as the pupil has applied the word "health" to this date
+and to no other, he has thus made the general word specific for his
+purpose. Because "tonic" is a health promoter, and "island" is a help to
+recall 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." But
+either the single word or phrase becomes specific, if the facts of the
+case are assimilated, and then by the pupil are applied to furnish a
+date word.
+
+
+BIOGRAPHY, HISTORY, AND SCIENCE.
+
+Much of the substance and pith of historic eras can be expressed in the
+analytic words, phrases, or sentences with which their dates are
+enunciated. If the foregoing and subsequent examples are carefully, not
+hurriedly, studied, the student can readily hereafter retain a great
+deal of the significance of facts, events, or epochs by his infallible
+recollection 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 express
+the 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 water
+supplies there, told me the true population is 817,564, which he fixed
+by 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. of
+India =�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}iving
+Au{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 an
+equal bulk of some other body taken as a standard. This standard is
+usually 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; or
+I{n}dia's {P}eak I{s} {C}ertainly U{n}equalled.--This is the highest
+mountain 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 what
+Mountain is meant if we omit the first syllable "kin." Hence we can use
+the 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 not
+know the Latitude and Longitude of the chief Cities of the
+World.
+
+    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.'s
+patronage when the Professor lectured in Calcutta. As his system is the
+foe 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 through
+studies which they cannot comprehend, and which, therefore, create
+chronic habits of Inattention; and if the idea of numbers and their
+elementary processes are _objectively_ taught, until habits of sure
+enumeration and calculation are formed, then, when the child reaches
+maturity, he will rarely if ever require any conscious aid in
+remembering a series of 2, 3, 4, or more figures.
+
+Meantime, a thorough training in this system tends to do away with the
+injurious effects of false mental habits; to set the Memory and
+Attention at work in a natural way, and greatly strengthen both; and
+while learning a large number of dates in a short time, or many figures
+in one series may still require the use of the System, unless the
+Numeric Thinking prior to this chapter has been mastered, yet, in the
+ordinary way of meeting figures in reading, study, or business, there
+will seldom occur any _necessity_ for resorting to the method taught in
+this lesson.
+
+
+WHAT MUST BE DONE FOR AN ACQUIRED ATTENTION.
+
+In the case of those who have not inherited, but who have _acquired_, a
+great power of Attention, a decided _benefit_ will ensue, however, if
+throughout life they occasionally use the System in regard to numbers
+and in learning prose and poetry by the Analytic-Synthetic and
+Interrogative 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 originally
+acquired, it requires considerable effort to _continue_ that power. The
+unnumbered objects of thought which civilization constantly brings
+before the mind, without giving any opportunity for a mastery of many of
+them; the fierce rivalries of interest, and the enervating habits of
+body which are constantly being formed or perpetuated--all alike and
+together tend to break down an acquired power of Attention. It is said
+that Alexander Hamilton used to go through the demonstrations of
+Euclid's Geometry before the commencement of each Session of the early
+Congress. For what purpose? In order to be able to make use of
+geometrical knowledge in debate? Certainly not. He reviewed this study
+to stiffen the back-bone of his power of Attention. And he possessed
+this power in an extraordinary degree by nature. I am not suggesting any
+such severe course of self-discipline. But if the pupil whose
+_attention was formerly weak_ will never allow a date to come before him
+without fixing it in mind by my method, and if he will also occasionally
+learn by heart a passage of prose or poetry by my _assimilating_
+methods, he will train his Attention in a pleasanter and more effective
+way than Hamilton did his by his studies in Euclid--besides making
+himself conspicuously accurate where most men are notoriously
+inaccurate.
+
+[It is a most misleading mistake to suppose that the principles of the
+following or either of the previous chapters are to be _consciously and
+constantly_ used by the pupil, whether he be a student or a man of
+business. It is only used at all during the training period--rarely
+afterwards. But during the training period, I desire the pupil to make
+as much use of the devices and principles of the system as he possibly
+can--and the more he uses them the sooner he no longer has occasion to
+use 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 twelfth
+President of the United States, but he could always readily recall his
+nick-name, "Rough and Ready." In this case there was no _revivable_
+connection established in his mind between the _name_ Zachary Taylor and
+the 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 enable
+this Congressman to readily recall the name Zachary Taylor was to
+_establish_ or _make a revivable connection_ between the name Zachary
+Taylor and the image of him, or some characteristic of him, as it was
+known to that Congressman; or to connect the well-remembered name "Rough
+and Ready" to the usually forgotten name Zachary Taylor. This would be a
+_device_ for helping him to revive this hitherto unrecallable name. But
+another and better way to aid him would be to STRENGTHEN his REVIVING
+POWER GENERALLY, so that he could readily recall the name Zachary Taylor
+as well as his other previous experiences; for there is no doubt that he
+had a _record_ in his mind of the name Zachary Taylor; for whenever he
+failed to recall it, he _recognised_ it the moment he saw it, or it was
+mentioned in his presence. This proved that he _knew_ the name but could
+not _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 device
+resorted to in each separate case to help make a more vivid First
+Impression. Nearly all Memory Systems hitherto taught have only been
+such Devices; of little benefit except in the cases where they have been
+_actually applied_--mere temporary appliances, and many of them of
+doubtful value, devoid of any strengthening power. (2) By a Method of
+Memory TRAINING. This is the unique character of my System. It is used
+as a device during the process of developing the latent powers of the
+Memory and the Attention, but the _result of its use_ is to so
+strengthen the Memory that, as a Device it is no longer required. As a
+trainer my System operates in three ways. (1) It increases the general
+_Impressionability_, so that all First Impressions must be more vivid
+than they have ever been before. (2) It increases the general
+_Revivability_, so that First Impressions are more under the control of
+the will, and can be afterward recalled when desired. (3) It compels the
+Intellect to stay with the senses and thereby it abolishes
+mind-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 Impressions
+are made in all cases, that is enough. This opinion implies a limited
+acquaintance with the different kind of memories. In some cases where a
+person is troubled with chronic forgetfulness, a vivid First Impression
+may be received, and no recollection of it will long survive. That a
+vivid impression was received is proved by the fact that, shortly after
+the occurrence, his memory of the details of it is possibly nearly
+perfect, and yet, after the lapse of a few days, or weeks, or months,
+the recollection of every trace of the occurrence has vanished. After
+the total oblivion of the matter in his waking moments, he will
+sometimes recall all the details of the affair in a dream. This is
+demonstration irresistible that the trouble in this case lies, not in
+receiving vivid First Impressions, but in the weakness of his reviving
+power. In fact, some memories are much oftener weak from deficiency in
+reviving power than from feebleness of first impressions. If, however,
+Impressionability be increased to the highest degree in all cases, and
+Revivability be strengthened to the same extent, all memories will be
+good, however bad some of them may theretofore have been in any or in
+all respects.
+
+
+MODES OF ESTABLISHING CONNECTIONS.
+
+RECOLLECTIVE ANALYSIS is used to memorise a series of words or facts
+between every pair of which the relation of In., Ex., or Con. exists. It
+equally applies to a single pair of such words or facts.
+
+RECOLLECTIVE SYNTHESIS OR THOUGHTIVE UNIFICATION is used where _no
+relation exists_.
+
+A _revivable_ connection is established in such cases by means of a
+Correlation which always consists of one or more unifying intermediates.
+And the words, hitherto un-united, which are thus cemented together, are
+called Extremes.
+
+We had experience in learning the Series in the first chapter that the
+application of the Laws of In., Ex., and Con. enable us to memorise
+those 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_ have
+committed to memory such Series by mere _rote_ or _repetition_, and not
+one in a hundred could have learnt to say them backwards by _rote_
+alone. Yet my Pupils easily learn them both ways, because Analysis
+affords the highest possible AID to the Natural Memory. In fact, the
+_deepest_ and _most abiding_ impression that can be made upon the
+Natural Memory is by impressing it with _relations_ of In., Ex., or
+Con.; because these are the Memory-Senses (if the phrase be allowed),
+these are the Eyes, Ears, Touch, Taste, and Smell of the Memory: and we
+have only to impress the _Memory_ according to the laws of its own
+nature and the _Memory_ will RETAIN the impression. This is exactly what
+my Art does: for I translate every case of Synthesis into an Analytic
+series by supplying one or more _Memory-intermediates_ that grow out of
+the "Extremes," each one of which is an instance of In., Ex., or
+Con.--Thus, every example of Synthesis is a =developed or extended
+Analysis=. To make this translation from Synthesis into Analysis requires
+no intellectual ingenuity--no constructive power of imagination--but
+only a _recall to consciousness_, through In., Ex., or Con., of what we
+already _know_ about the "Extremes." I call a specimen of developed
+Analysis 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 the
+old-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) between
+each 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 Analysis
+and 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 their
+intellectual operations have been twisted out of the natural order by
+perversities of early education; but even in these cases the _diligent_
+student will be able--usually before these pages are finished--at once
+to correlate any word whatever to any or all the words in any
+dictionary. A learned Professor declared that no person unacquainted
+with 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 connect
+them. She promptly replied, "MOON--(1) Honey-moon--(3) Kissing--(1)
+Buss--(1) OMNIBUS." A moment after, she gave another: "MOON--(1) Full
+Moon--(1) 'Full inside'--(3) OMNIBUS." Once more: "MOON--(1)
+Moonlight--(1) Lightning--(3) 'Conductor'--(3) OMNIBUS." Another pupil
+imagined 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 cannot
+soon 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 through
+which you must think as the _Best Known_, in order to recall it--many
+instances will be given in this lesson:--or, (2) SERIAL FACTS, which
+must be remembered in the _exact order_ in which they were presented to
+the mind--illustrated by many examples in this Lesson.
+
+NEVER FORGET that this System serves two distinct purposes: (1) That it
+is a Device for memorising any Isolated Fact or Serial Facts by means of
+mere Analysis, otherwise called Instantaneous Assimilation or memorised
+Correlations, as well as by other means. (2) And that by memorising and
+repeating for a considerable period Analytic Series, and especially by
+_making_ and _memorising_ one's own Correlations, it is an unequalled
+system of Memory-TRAINING. Let the ambitious Pupil =learn as many
+examples as I give in the lessons in order to so strengthen his natural
+memory 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 with
+genuine 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--Synthesis
+applies connecting intermediates where no relations previously existed,
+and then Analysis characterizes the relations introduced by the
+cementing intermediates.
+
+Even in the First Exercises the Series are Synthetic. Every pair of
+words of which such Series consists exemplifies the relations either of
+Inclusion, Exclusion, or Concurrence. I used to call that Lesson
+Recollective Analysis, because in it the pupil is engaged in
+familiarising himself with those Laws of Assimilation, and in
+_discovering_ and _declaring_ the character of the relations between the
+words of such Synthetic Series. He commits to memory such a series by
+_thinking_ of the relations between the words. A minor object is to
+memorise the Series--but a greater and higher object never lost sight of
+in these Lessons is to train the Memory and Attention. And let the pupil
+clearly notice _how_ this training comes about. Merely running over a
+Series--two words at a time--without discriminating the _kind_ and
+_quality_ of the relations between the words--hoping that the mind
+unpractised in the Laws of Assimilation will intuitively feel those
+relations, constitutes no training of the Memory. Such reading neither
+strengthens the old power nor develops any new power. It is a blind act
+of unconscious absorption, however little be absorbed. But if the mind
+_acts_ in such cases and _tries to find_ and _characterise_ the
+relations, then the appreciation of the relations of In., Ex., and Con.,
+is quickened and invigorated and becomes in time so intensified that
+those relations are thereafter almost automatically felt, and the
+impression they make on the Memory, henceforth, is the most vivid
+possible.
+
+   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 the
+function of Synthesis. Since "extremes" are words with no relation
+between 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 of
+such 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 might
+have noticed that "mitral" ends with the letter "l," and that the word
+"left" begins with the letter "l"--as "l" belongs to both of these
+words, here would be a case of analysis. Such a device, however, could
+never be erected into a rule, for it is founded on accident only, and
+cannot be used in all cases. How much more vivid to many persons in this
+example 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 after
+subtracting an angle from _one_ right-angle. Take 60�degrees from
+90�degrees, and we have the complement 30�degrees--a _Supplement_ is
+what remains after subtracting an angle from two right-angles. Take
+120�degrees from 180�degrees and we have the supplement 60�degrees. How
+to remember that "Complement" relates to one right-angle, and
+"Supplement" relates to two right-angles, is a difficulty for a poor
+memory. Looking at the accidents of the subject, we see that Supplement
+and two right-angles have a relation in this, that Supplement begins
+with S and two begins with _T_. S ... T. Hence we must remember that
+Supplement relates to _T_wo right-angles, and, of course, the word
+Complement to one right-angle.
+
+Or to use the Synthetic Method: "_Complement_ (compliment) ... praise
+bestowed ... 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 ... _two
+right-angles_).
+
+I could give many other illustrations of the narrow scope of this Method
+of Accidents, though _genuine within that scope_, and how, in _all_
+cases, by the Synthetic Method we can find in the facts _to be
+remembered_ the means of their recollection. One case more: In regard to
+memorising the statement that "the Posterior Nerve of the Spinal Column
+is Sensory, and the Anterior Nerve is Motor," using this Method of
+Accidents, "You observe that Posterior and Sensory go together, and that
+Anterior and Motor go together. The initial letters of Posterior and
+Sensory are P and S, and the initial letters of Anterior and Motor are A
+and M. By considering that A and M are in the upper part of the Alphabet
+and P and S are in the lower part of it, you will be sure to remember
+that Anterior is associated with Motor and Posterior with Sensory." I
+admit that the _first time_ one hears this elaborate method applied the
+novelty of the principle of it might make an impression; but, after
+that, the method would probably fail from its lengthy exposition;
+because it is difficult to retain the _steps of an argument_ in a weak
+Memory and therefore such a method cannot certainly act as a _Means for
+Aiding_ the Memory. How do I manage this case? By correlating Posterior
+to Sensory, thus: _Posterior_ ... Post-Mortem ... Insensible ...
+_Sensory_; or Anterior to Motor, thus: _Anterior_ ... Ant ... disturbed
+anthill ... commotion ... _Motor_; or _Anterior_ ... antediluvian ...
+rush of water ... water-power ... _Motor_. In uniting the two
+unconnected "Extremes" together by means of a _developed Analysis
+memorised_, 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_. The
+intermediates 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 Memory
+be weak_, repeat from _memory_ the intermediates forwards and backwards,
+as:--ANCHOR ... _sheet-anchor_ ... _sheet_ ... _bed_ ...
+BOLSTER--BOLSTER ... _bed_ ... _sheet_ ... _sheet-anchor_ ... ANCHOR, at
+least three times each way. These six repetitions from memory, three
+forward and three back, are only required _at first_. In a short time
+you will infallibly remember every Correlation _you make_; at last, the
+memory will become so strong, that you will no longer have to make
+Correlations at all. After you have repeated the Correlation, then
+repeat the two extremes, thus--"Anchor" ... "Bolster." "Bolster" ...
+"Anchor." "Bolster" ... "Anchor." "Anchor" ... "Bolster."
+
+Nothing else is so easy to memorise as a Correlation, for a Correlation
+is 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 primordial
+Psychological Sequence of Ideas in which one includes another, excludes
+another, or in which one idea has been so often or so vividly united
+with another in past experience that the two are inseparably connected
+in memory--and a little practice in making and _memorising_ these
+Correlations 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 injury
+to the cause of public or self-education than the too prevalent opinion
+amongst teachers generally that "physiological retentiveness" is the
+memory's sole reliance _in all stages of life_. It is nearly the sole
+reliance in infancy, and a partial reliance in youth. But when an
+accumulation of experiences and a fair command of language have been
+gained, new acquisitions are henceforward principally made by _the
+affiliation_ of one idea upon or with another or _the making of
+associations between ideas already established_.
+
+And, if this be so, then memory must be very greatly improvable, since
+no mental power is susceptible of so much improvement as assimilative
+association.
+
+A good memory, whether natural or acquired, belongs to quick and vivid
+_associability_ and _revivability_ rather than to mere inherent and
+perpetual physiological _record making_.
+
+After a certain number of experiences the child learns the appearance of
+a square. All his future experiences, however varied, of squares become
+affiliated upon, or connected with the record of this original square.
+If each new square had to be separately impressed on the brain as a
+distinct and independent physiological record, it would take as much
+time and trouble to learn every new square as it did to learn the first
+square. But the _instant_ recognition of every square after learning the
+first one shows that the old brain record is used in the case of each
+new experience of squares or that the new square is interpreted by the
+old or original record through the Laws of Association. Again: Taking
+the prefixes _com._, _de._, _im._, _op._, _re._, _sup._, &c., which are
+used in thousands of cases, and the suffixes _ment_, _sion_, _ible_,
+_ibility_, &c., also used in thousands of words, and using these in
+connexion 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 or
+more words of which Press constitutes the base, and must a new record be
+also made for each of the prefixes and suffixes in the thousands of
+combinations in which they occur? No one believes any such absurdity.
+
+If space permitted it would be easy to offer additional considerations
+tending to show that after infancy and early youth new acquisitions are
+mainly made by combinations and recombinations of ideas already
+possessed, and not by new and independent records physiologically
+reimpressed 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 the
+relations between the words by writing in the figures 1, 2, or 3, and he
+should pursue the same course with his own correlations.
+
+3. Ofttimes "extremes" are in different planes of thought, so
+occasionally three intermediates are necessary to cement them; two are
+often required; but after considerable practice in making correlations
+one 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 not
+refer back to any except its _immediate_ antecedent, never to its second
+or third antecedent. A pupil wrote:--_Short steps_ ... stepson ... real
+son ... more a son ... _Morrison_. Here, "more a son" refers to the
+comparison between "real son" and "stepson," but the latter is the
+second antecedent so the correlation is a defective one. He might have
+said: _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 after
+that, 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 the
+intermediates must be the simplest elements, either sensations or
+perceptions [relations among sensations] or abstractions [relations
+among relations], or one of these with either of the others, always
+exemplifying either In., Ex., or Con.
+
+7. My correlations are good for me, but they may not be so vivid to
+others, especially where the concurrences are used. To fix the date of
+Magna Charta (1215), the pupil could memorise this Correlation--MAGNA
+CHARTA ... King John ... Jew's teeth ... DENTAL. But if the pupil did
+not know _before_ that King John had granted that charter, and if he did
+not also know the story about the extraction of the Jew's teeth to make
+him pay the royal exaction, there would be no concurrence as to the
+first word and second, or second and third, and if he learned the
+Correlation it would be by mere repetition without aid from Analysis. In
+such a case he would make and memorise his own Correlation, perhaps
+thus: MAGNA CHARTA ... magnify ... diminish ... DWINDLE. When a pupil
+makes his own Correlations, every concurrence he uses is a _real_
+concurrence to him, and so with his Ins. and Exs. This is a decisive
+reason why the Pupil should merely look upon my Correlations as models,
+but make and memorise his _own_ Correlations in all cases, as being more
+vivid to _him_ and, therefore, more certainly remembered, as well as
+more effectively strengthening the Memory in both its Stages.
+
+8. Vivid Ins. by _meaning_ are better than Ins. by S. (the latter when
+used, should be as perfect as possible). EAR ... EEL makes a weak In. by
+S. to some persons, but it would make a much more vivid first impression
+to most persons to deal with them in this way: EAR ... (w)ring ... twist
+... wriggle ... EEL. But "Bivou_ac_ ... _aq_ueduct" is a perfect In. by
+S. as to the last syllable of the former and the first syllable of the
+latter, since those syllables are pronounced exactly alike. We may
+connect 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 useful
+purpose of fixing specific facts in the memory, yet the MAIN OBJECT in
+making and memorising Correlations is to develop the latent power of the
+Natural Memory to such a degree that all facts are hereafter remembered
+without the aid of conscious Correlations.
+
+11. Never try to find _analytic_ date or number words until you _know
+the material facts connected with the date or number_ before you. The
+student wishes to fix the date of Voltaire's birth, in 1694. "The
+Shaper" and "The Giber" occur to him. If he is ignorant of the facts of
+Voltaire'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) ... mocking
+dissector ... (1) ... {Th}e {G}i{b}e{r} (1694)." If he had known that
+Voltaire 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 a
+terrible 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, he
+might think of "{T}e{r}ra{p}i{n}" (a large tide-water turtle, abounding
+in Maryland), and correlate thus: "Discovery of America ... (1) ...
+Maryland ... (3) ... {T}e{r}ra{p}i{n} (1492)." But if he remembers that
+Con. 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 a
+blessing to the Old as well as the New World, he would say: "Discovery
+of America ... (3) {T}{r}ue {B}oo{n} (1492)." Or, if he considers that the
+moment America was made known to Europe the whole of the Western
+Continent was open to every new-comer, he would find analytic date-words
+thus: "Discovery of America ... (3) ... {D}oo{r} o{p}e{n} (1492)." If he
+merely wants to fix the fraction 92, he could use the first two
+consonants of the name of one of his ships, and say: "Discovery of
+America ... {P}i{n}ta (1492)."
+
+
+ISOLATED FACTS.
+
+Correlate an _Isolated Fact_ to something (to some fact in its
+environment or _entourage_ that is BEST KNOWN and) which you are sure to
+THINK 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 name
+when introduced. If not quite sure, ask for it. (2) _Pronounce_ the
+_name aloud_ whilst _looking at_ the person. Do this several times, if
+possible. The object is to produce a concurrence or connection between
+the _sight-image of the Person_ and a _sound-image of his Name_. (3) To
+help the ear for sound, always pronounce everyone's name aloud whenever
+you meet him. This helps nature. These directions carried out never fail
+to make a pupil perfect in remembering proper names.
+
+To remember PROPER NAMES in the absence of the person, correlate the
+Person's Name to the name of some Peculiarity of the Person (as the BEST
+KNOWN and) which you are sure to THINK of whenever you think of the
+Person. If you _memorise_ the Correlation, you will recall the Name
+whenever 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 certain
+to think of, and which will enable you to recall the name, _provided_
+you cement by a memorised Correlation the "Best Known" to the name
+itself; in fact, a similarity of sound _alone_ and _by itself_ is likely
+to mislead you into reviving itself instead of the name. A celebrated
+Member of Parliament (who in the days of his youth, before he had
+greatly tested Mnemonics, gave a high opinion of its value) was to
+deliver an address at the Birkbeck Institution, some years ago. Having
+difficulty in remembering proper names, he thought he would _fix_ the
+name of its founder in his memory by the Mnemonical device of finding a
+word that sounded like it; he said to himself, "It reminds me of
+'Pinchbeck.'" He commenced as follows: "Before coming to the subject on
+which I am to speak this evening, I desire to pay a deserved tribute of
+praise to the founder of this great Institution, the celebrated Mr.
+PINCHBECK." A shout of laughter revealed to him that Mnemonics may get
+us into trouble, and fail to help us out: he could not remember the real
+name, 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 could
+have remembered the name Birkbeck--which he was afraid he would
+forget--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. If
+he had memorised either of these Correlations, or one of his own, by
+repeating the intermediates forwards and backwards two or three times,
+and then recalled the two extremes, "Founder," "Birkbeck," several
+times, the moment he thought of Founder, he would instantly have
+recalled Birkbeck, one extreme recalling the other without the
+intermediates being recalled. When one has received only a third of the
+benefit of this System as a Memory-TRAINER, the mere _making_ of a
+Correlation ensures remembering two extremes together without thinking
+of 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 several
+times aloud and sometimes _spelled_ it. This produced a vivid first
+impression of the man's _name_; but it did not _connect_ the name to the
+man who bore it. People who have adopted the Johnsonian Method
+sometimes remember the name but apply it to the wrong person, because
+they did not establish any relation between the name and the man to whom
+it belonged.]
+
+
+EXERCISES IN CORRELATING.
+
+Make 20 of your own Correlations between faces and names (or between
+words and meanings), using some of the extremes given by me, and, as
+other extremes (words, &c., of your own selection, or) names and faces
+of 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 M�ller 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 so
+that hereafter one will recall the other, the teachers of other Memory
+Systems say: "What can I invent to tie them together--what story can I
+contrive--what foreign extraneous matter can I introduce--what mental
+picture can I imagine, no matter how unnatural or false the
+juxtaposition may be, or what argument or comparison can I originate--no
+matter how far-fetched and fanciful it may be, to help hold these
+'Extremes' together?" They do not reflect that all these mnemonical
+outside and imported schemes must _also_ be remembered, and that being
+in the form of sentences expressing loose relation of mere physical
+juxtapositions or the complex relations invented by constructive
+imagination or subtle intellect, they are, to most, more difficult to
+recollect than the extremes would be without these ponderous aids.
+Hence, in their professed attempt to aid the memory, they really impose
+a _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_ about
+the "Extremes." The first intermediate of a correlation is _directly_
+connected through In., Ex., or Con., with the first "Extreme," and the
+last intermediate with the last "Extreme," and the intervening
+intermediate (if there be one) with the other two, and thus, the
+_intermediates being already in the memory_, and not the result of
+invention or ingenuity, my Method of Correlation is purely and solely a
+MEMORY process. In this way, I use the MEMORY TO HELP THE MEMORY, I use
+the _reviving_ power of the memory to make a vivid FIRST IMPRESSION
+between two hitherto unconnected "Extremes." I add nothing to the
+"Extremes," import nothing from abroad in regard to them, invent
+nothing. I simply _arouse_, _re-waken_ to consciousness, _what is
+already stored away_ in the memory in regard to those "Extremes," and,
+by reciting the Correlation a few times forwards and backwards, cement
+the "Extremes" themselves so vividly together, that henceforth one
+"Extreme" revives the other "Extreme" without the recall of the
+intermediates.
+
+And in the chapter on Recollective Analysis, and also in the previous
+part of this chapter, I have given the attentive student such a
+familiarity with the Memory Laws of In., Ex., and Con., that he can make
+Correlations as easily as he breathes.
+
+When learning prose or poetry by means of endless repetitions to
+acquire, and endless views to retain, the mind soon wanders, and thus
+discontinuity is promoted; but, in reciting a Correlation forwards _and
+backwards_ from memory, the mind cannot wander, and thus the continuity
+is 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 the
+memory is exercised in conformity to Memory's own laws; and in
+_memorising_ the Correlations both stages of memory are most vividly
+impressed. Thus, making and memorising the Correlations TRAINS both
+Memory and Continuity. And if to this training process there be added
+the habit of Assimilation which the use of the Analytic-Synthetic and
+Interrogative Analysis Methods of learning Prose and Poetry by heart
+imparts, as well as my other training methods, then the NEW memory thus
+acquired _will not demand the further use of the System any more than
+the adult swimmer will need the plank by which as a boy he learned to
+swim_.
+
+   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 between
+the French and English Languages," compiled by Charles Turrell,
+Professor of Languages, and published in 1828, contains the words which
+are the _same_ in each language (alphabet, banquet, couplet, &c.), and
+those almost the same--"Letters necessary in English, and superfluous in
+French, are included in a parenthesis, thus Bag(g)age. Letters necessary
+in French, and superfluous in English are printed in Italics, thus
+Hom_m_age." At first sight it seems as if this plan were a good one (and
+some still recommend it[H]). But of the words which are the same in both
+languages, some of them have meanings one rarely if ever needs to
+express, while others are seldom seen except in Dictionaries, so the
+student who uses this method does not make much _useful_ progress. The
+Rev. W. Healy, of Johnstown (Kilkenny), long before he had finished my
+course of lessons, stated: "_I wrote out the French words that
+correspond to the English of everything around us and that are in common
+use, and found that by the aid of Rec. Syn. I could commit them much
+faster than the time taken to write them out._"
+
+[H] The "New Memory-Aiding French Vocabulary" by Albert Tondu, published
+by Hachett et Cie, London, in 1881, is a somewhat similar work to
+Charles Turrell's.
+
+The words he had made himself familiar with were those most frequently
+met with in reading, and useful in speaking and writing.
+
+Mr. D. Nasmith employed a clerk in finding the number of occurrences of
+the same word in three books. Some words occurred thousands of times,
+and others only five, or fewer. The words which frequently occurred he
+arranged in order, the commonest first, and compiled exercises to suit
+them. 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, a
+useful knowledge of German (or French) can be rapidly acquired.
+
+A pupil who had a very slight acquaintance with French learned an
+Analytic Series of French words, asking a French friend the meaning and
+pronunciation of the words unfamiliar to him. By doing this he in about
+an hour learned the spelling, pronunciation, and meaning of nearly 100
+French words. Since then he has been extending the exercise, and in that
+way he has learned 1,000 French words. In doing so he is strengthening
+his memory by exercising it in accordance with its own laws, increasing
+the control his will has over his attention, and extending his French
+vocabulary.
+
+   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 the
+Definition as the BEST KNOWN to the Unfamiliar or Foreign Word, and
+memorise the Correlation. In the case of Foreign Words, the last
+Intermediate is necessarily a case of Inclusion by sound. Sometimes
+there is In. by sight or by sound between a part or the whole of the
+English 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 of
+a correlation in such cases if he notice the analytic relation. The
+French word _Anachor�te_ might have for its equivalent by sound either
+"_Anna_," or "_Core_," or "_Ate_," or "_Anna goes late_," or "_Ann a
+core ate_," or "_Anna's cold hate_," and perhaps to some of my readers
+it would seem like something else. _Cravache_ might sound like "_Crack
+of lash_." Pupils often disagree as to what is good Inclusion by sound;
+let each use what suits himself, and not trouble about other people's
+ears. _In. by sound, or by sense, or by spelling_, is sufficient even if
+it refers to _only one syllable_.
+
+  ENGLISH.     INTERMEDIATES.                                   GREEK.
+  Merchant ... market ... emporium ...                          emporos
+  Move     ... move on ... next stage ... next-of-kin ...       kine�
+  True     ... naked truth ... pith of the matter ... pithy ... pithanos
+  Course   ... coarse hair ... camel hair ... dromedary ...     dromos
+  Servant  ... light fare ... dole out
+               [maid ... bride ... dowry] ...                   doulos
+  Tanner   ... leather ... leather purse ... disburse ...       burseus
+  Cup      ... tea-cup ... tea-pot ...                          pot�rion
+  Fetters  ... criminal ... desperate ...                       desmos
+  Fragile  ... thin ... rapier ... "thrust us" ...              thraustos
+  ----         glass houses ... "throw stones"                  ----
+  Fruit    ... fruit-knife ... fish-knife ... carp ...          karpos
+  Round    ... fat ... stout ... strong ...                     strongylos
+  Bride    ... fair ... fairy ... forest nymph ...              nymph�
+  Pearl    ... Necklace ... sweetheart ... Sweet Margery ...    margarit�s
+  Bread    ... baker ... baker's art ...                        artos
+  Marry    ... lottery of life ... risky game ...               game�
+  Join     ... engaged--[suited ... apt] ... apt to disagree ...apt�
+  Culprit  ... cull ... select a few ... few gone ...           pheug�n
+  Milk     ... milky way ... galaxy ...                         gala
+  Drink    ... water ... small leak ... pinhole ...             pin�
+  Suffer
+  hunger   ... ng of hunger ... pining away ...                 peina�
+  Time     ... watch ... chronometer ...                        chronos
+  ----         Father Time ... old age ... old crony            ----
+  Deliver  ... capture ... lasso ...                            apalass�
+  Spread   ... Christmas feast ... deck a church ...
+               dye a spire ...                                  diaspeir�
+  Uncover  ... bare ... bare foot ... a Kaliph's toe ...        ekkalypt�
+  Shut     ... shut out ... severe weather ... bad climate ...  klei�
+  I judge  ... condemn ... refute ... refuse ... cry "no" ...   krin�
+  Found    ... establish ... fix ... fasten thus ... tie so ... ktiz�
+  Soldier  ... art of war ... strategy ...                      strati�t�s
+
+   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 (or
+from the same root) occurs to you, use it; but do not spend time hunting
+for derivations. Unfamiliar words are no help; do not think the word
+"panification" will help you to "panis," because it is an English word
+meaning "bread-making," and you are an Englishman. You would be much
+wiser to try to remember the English "panification" by the aid of the
+Latin "panis," than _vice-versa_, that is, if any mortal ever does want
+to 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 ...                l�ssig
+  Dangerous  ... storm ... steamboat fare ...                  gef�hrlich
+  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 ...                         R�be
+  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    ... assafoetida ... fish bait ...               b�ton
+  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 ...                t�te
+  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 ... fus�e ...            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 ...            fid�le
+  ----       ... faithfulness ... fidelity ...               ----
+  Pity       ... pitying ... misery ...                      mis�ricorde
+  Misfortune ... missing train ... mail hour ...             malheur
+  Hang fire  ... fire engine ... "haste" ... tear along
+                 too ...                                     faire longfeu
+  Star       ... diamond ... ball dress ... toilet ...       �toile
+  ----       ... Star ... Inn ... hotel ...                  ----
+  Cake       ... cheesecake ... mouse ... cat ...            gateau
+  Sword      ... soldier ... soldier's pay ...               �p�e
+  ----       ... war ... misery ... happy ...                ----
+  Book       ... pages ... leaves ... [See Latin] ...        livre
+  Castle     ... ruined ... shattered ...                    ch�teau
+  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 ...                  pani�ra
+    "        ... casket ... ring ... bull ... bellow ...       corbello
+  Gold       ... nugget ... ore ...                            �ro
+  His        ... his own ... zone ... bind ... sew ...         su�
+  Thy        ... thy face ... head ... foot ... toe ...        tu�
+  Uncle      ... "Dutch uncle" ... Holland ... Zuyder Zee ...  Zio
+  Pius       ... church ... pew ...                            Pio
+  Month      ... Month of May ... mace ...                     m�se
+  Made       ... servant-maid ... cook ... fat ...             f�tto
+
+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 Correlated
+to 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 its
+tonnage (or destined port) on the other.
+
+To remember _Dates_ of _Birth_ and _Death_ (&c.) of men, correlate the
+SURNAME AS BEST KNOWN to the word expressing the date of BIRTH, and
+correlate the BIRTH-WORD to the DEATH [&c.] word:--
+
+Do not look for Analytic Date-words in the following cases until you
+have first memorised my Correlations or your own. You can then review
+the examples and easily find Analytic Date-words if you are
+_sufficiently acquainted_ with the facts of the cases, as: Lord
+Beaconsfield (18)05, {S}a{l}ient.[J] Here is a supposed Analytic formula
+by English Liberals, of Gladstone's birth:--Gladstone--"{S}u{p}reme"
+(18)09; by Foreigners--"{S}u{p}ereminent;" by Tories, "{S}{p}oliator;" by
+Home Rulers--"{S}u{p}porter;" by Parnellites--"A{s}{p}erser;" by
+Churchmen--"{S}{p}iritual;" by Agnostics--"{S}u{p}erstitious;" by
+Unionists--"{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 the
+attention." Recall his threat when coughed down on the occasion of his
+maiden 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}oe{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 could
+not have been the year 9 of the Christian Era, and as it was somewhere
+about the beginning of this century, the figure 9 makes an indefinite
+impression definite and exact.
+
+Learning dates and other figures by Synthesis is never recommended
+except where the pupil is ignorant of the subject matter and cannot in
+consequence use Analytic Substitution. Synthesis power has a good
+training 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 in
+alphabetical order, for instance, and yet a different order could be
+given. Lists of exceptions in Grammar are usually stated in the
+alphabetical order, yet if the component parts or words of the list are
+remembered, the alphabetical order is of no consequence. One teacher has
+re-arranged Series in Foreign Grammars in such a manner that he finds a
+natural suggestiveness between the words. No doubt such a re-arrangement
+can be made, but I question whether his doing it for another would help
+the latter much. For the pupil to benefit, he should re-adjust the
+Series 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. At
+best, when found, they will be weak; but, by correlating the series
+together, my Pupils make a strong and vivid relation between all of the
+words of a Series to be memorised, and at the same time exercise
+attention 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 of
+certain 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 _endless
+repetition_, 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 in
+order to learn it more easily. Yet such a Series can be learned by
+correlating 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 occur
+in nature, thus:--Violet, Indigo, Blue, Green, Yellow, Orange, Red. The
+unconscionable word VIBGYOR has been given as a means, through the
+initial letters of the colour words, to enable us to remember those
+words, and ROYGBIV to enable us to remember the Series backwards. To
+such a pass are educators driven when they lack my Universal Method of
+cementing Extremes. We know the Series both ways if we Correlate the
+words, 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 English
+Sovereigns, as of the American Presidents, or of any other list of
+Rulers, is to deal with them only in the course of reading. When met
+with in History, all the facts are before the reader, and, if he fails
+to hold the _order of succession_ clearly in mind in any case, he can
+easily correlate the Names together. And if he fails to retain some of
+the dates, he can readily make forgetfulness impossible by correlating
+names 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 infallibly
+remember that the date of the beheading of Charles�I. was 1649. The
+formula is "Charles�I.--{T}oo {sh}a{r}{p} (1649)." If the reader's
+memory-training is imperfect, and he is ignorant of the facts, he had
+better correlate. If his memory-education is complete, and the facts are
+within his knowledge, he will need no aid, or he will use analytic
+date-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 remember
+the order of succession of the Kings, he can refresh his recollection by
+turning 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_ to
+which he will Correlate an _isolated fact_.
+
+The following anecdote is taken from the ERA ALMANACK, 1882, p.�36. The
+actor, whose name was Taylor, could not remember the name assigned to
+him in his part of the play. We shall see how Mnemonics helped him.
+
+ASSOCIATION OF IDEAS.--Macready was once victimised in _Virginius_. The
+Numitorius could not remember the name given him in the play. "You will
+remember 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's
+hand?"
+
+_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 mere
+In. by sound, like the word "Numbers" which Macready proposed, and which
+is really _not a genuine In. by sound_, is of little service to a poor
+memory. A Correlation would have been much better.
+
+To any conceivable "_Isolated Fact_" you can find a _Best Known_ to
+which you can correlate it, and thereby always have it at command. This
+is true, even in cases of _anticipatory_ memory. Instead of tying a
+string round your finger to remind you to buy something when you get to
+the bazaar, and when you get there forgetting to notice the string or
+forgetting what the string was intended to remind you of, correlate the
+name of what you wish to purchase to the name of something you are sure
+to _think_ of at the place you are going to, and memorise the
+Correlation. When you see the _Best Known_, the thing you correlated to
+it will at once occur to mind. I will add only one more illustration:--A
+commercial traveller was in the habit of putting his watch under his
+pillow, and also in the habit of forgetting that he put it there! After
+losing two watches in this way, he came to me to improve his memory, and
+asked me if my System could aid him to think of his watch and where he
+had put it. "Infallibly," I replied, "if there is anything you can
+mention which you are _certain_ to think of when you get up, such as
+boots, trousers, hat, &c." "There is one thing," he rejoined, "I am more
+certain to think of than any article of clothing. I always think what a
+shame 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' to
+it ... thus: 'GET UP'--Spring up--Watch Spring--WATCH." After a tour
+of four months he reported he had always thought of his watch the moment
+he awoke.
+
+
+SPEAKING WITHOUT WRITTEN OR PRINTED NOTES.
+
+After the clergyman has decided on his text, or the speaker on any
+subject he has selected for his special topic, the next step is to
+_think it out_--to make his plan--his mode of development of his
+ideas--their order and sequence, illustrations, &c. All this will
+constitute an outline--the SKELETON OF THE DISCOURSE. This should
+usually be _committed to paper_. If he possesses the requisite command
+of language to enable him to express his views, all he now requires to
+do 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 is
+merely rehearsing fervour a week or more old; but, having the exact
+order of ideas in his memory, he can proceed to speak on each
+_successive_ topic until he has exhausted all the points and
+illustrations that he had intended to use.
+
+A young clergyman is very apt to imagine that he will correlate together
+20 to 100 propositions in every discourse--a theoretical conjecture
+never verified in fact. In _practice_, he will find that he will very
+rarely correlate more than ten propositions together, and he will
+correlate sub-propositions, citations, or illustrations to the
+respective propositions to which they belong. Instead of correlations,
+_he may unite his propositions together by analysis_. Each person will
+manage this matter as he finds most convenient to himself; or, if he
+desires to literally memorise his discourses, he can do so in the manner
+pointed out in learning sentences, or by two or three careful perusals.
+But, by one who speaks without notes is generally understood one who has
+only memorised his leading ideas, and it is always a judicious practice
+for a beginner to rehearse his leading topics and their amplifications
+in 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 it
+before the public_. This private discipline is all the more necessary in
+the early stages of extempore speaking--if the speaker is at all
+troubled by nervous anxieties or mind-wandering.
+
+Suppose a teacher of the Art of Expression has studied Moses True
+Brown's [see his Synthetic Philosophy of Expression] reduction
+of Delsarte's Nine Laws of Gesture to Brown's One Law of
+Correspondence--and suppose this teacher wishes to explain to his class,
+or to an audience, how Mr. Brown proceeded. If he desires to do this
+without notes, he must memorise the order of those Nine Laws; they are
+abstractly stated and difficult to correlate, but it can be done. The
+Laws 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 discourse
+together, and so memorise his correlations that he can recall the series
+in 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 one
+after the other. When he has finished his explanation of the reduction
+of the three Forms of Motion [Concentric, Poise, and Eccentric] to the
+Law of Correspondence, he can proceed to the consideration of the
+sub-topics under Velocity, and so on. When he has fixed the other of his
+topics in mind, he has a mental chart or map to guide him in his
+exposition, 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 understand
+what 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, and
+the facial; two directed backwards, the occipital and the posterior
+auricular; and three extending upwards, the ascending pharyngeal branch,
+together with the temporal and internal maxillary, the two terminal
+branches into which the artery divides."
+
+Dissect, or study a model or diagram of these branch arteries, and then
+the 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 familiarise
+yourself by diligent dissection with the aspects of the muscles and the
+actual facts of their attachments. It is possible to memorise their
+origins and insertions by my System, merely from their written
+descriptions; but this is not _learning_. It is a vicious system of
+cramming, which can do no good. When you have thoroughly familiarised
+yourself with the actual facts proceed to fix these facts in your
+memory by my System. In dealing with facts of such complexity as the
+origin and insertion of muscles, it may be needful to have free recourse
+to the assistance of homophones, &c. In the whole of anatomy there is no
+task so difficult as that of learning the precise attachments of the
+muscles 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 no
+substitute for _dissection and experiment_. You can get a COMPREHENSION
+of anatomical facts only by _actual experience_, and to attempt to
+require an _understanding_ of them from books is to substitute a
+knowledge of words for a knowledge of things.
+
+The following will indicate one way in which you may proceed in
+memorising 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 of
+the third, fourth, fifth, and sixth dorsal vertebr�, and superiorly to
+the transverse processes of the first two or three cervical vertebr�."
+
+    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 the
+attachment is to the Spinous processes, and the word Image indicates
+that the vertebr� implicated are the third to the sixth. The second pair
+show that the transverse processes, from the first to the third, are
+those into which the muscle is inserted.
+
+"The SPLENIUS CAPITIS arises from the spines of the seventh cervical and
+two upper dorsal vertebr� and from the ligamentum nuch�. It is inserted
+into the lower and back part of the mastoid process, and into the outer
+part 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 NUCH�.
+    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 have
+taken laudanum or any other preparation of opium ... OPIUM ... opium
+eater ... intemperate ... _brandy_ ... _wine_ ... beverage ... _coffee_
+... cough ... cold ... camphorated spirit ... _camphor_.
+
+Mucilage, camphor, and oil may be taken to neutralize
+cantharides:--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 tipsy
+man:--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 ... _animal
+charcoal_.
+
+   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 of
+the 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, Hydrochloric
+Acid] ... alkali ... lemon kali ... effervescing draught ... citrate of
+magnesia ... _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 freshly
+precipitated 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 ... _Artificial
+respiration_ ... perspiration ... hot ... _cold effusion_ ... exposed to
+wet ... rust ... _fresh precipitated oxide of iron_.]
+
+Soap and Sulphide of Potassium are antidotes against arsenic and other
+metallic 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 of
+Potassium and Chloral Hydrate_ ... organic compound ... heated organic
+compound ... 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 causes
+profuse perspiration].
+
+
+THE TWELVE PAIRS OF CRANIAL NERVES.
+
+The following list is worked out for practice _much more fully_ than a
+medical student would do if he were learning the list in his studies.
+The medical student would doubtless first objectively identify these
+nerves in dissection, and then use correlations to help him remember
+those which his natural memory could not carry. If not a medical
+student, my pupil may omit this and the previous examples from Quain's
+Anatomy.
+
+
+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 ... optical
+glass ... OPTIC (2nd pair) ... optician ... eyeglass ... _sight_ ...
+eye-witness ... ocular demonstration ... OCCULO MOTOR (3rd pair) ocular
+motions ... _move the eye many ways_ ... tear in the eye ... TROCHLEAR
+or 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 (6th
+pair) ... sent out ... see out ... _moves the eye outwards_ ... face
+outwards ... FACIAL (7th pair--motor to muscles of expression) ... face
+... audience ... AUDITORY (8th pair, sensory for hearing and
+equilibration) ... 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 known
+as proteids, and each is composed of carbon, hydrogen, oxygen and
+nitrogen.
+
+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., or
+in Daily Life, with which the System cannot cope--thus proving the
+greatest saver of Labour and Time if the pupil makes an application of
+it 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 general
+view of my meaning. I will reproduce most of those views here, premising
+that I have never suggested that books are to be _learned by heart_, but
+only the _important_, _useful_ portions of them--such as are new to the
+reader and which he may desire to retain.
+
+I do not mean such books as Bradshaw's Guide, the London Post-Office
+Directory, or any other mere collection of names, addresses, statistics,
+&c., which one may have occasion to _consult_, but which it would be the
+mere bravado of Memory to learn by heart--though even this is possible
+enough to the master of my System. What is one's object in reading a
+book? 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 a
+book, there will be fewer new ideas in it than in one with which he is
+unacquainted. Now, what do I mean by Learning either of these books in
+one reading? I mean exactly what I say. All that you desire to remember
+shall 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_ or
+endless repetition. A celebrated Coach in Anatomy says that no one can
+learn Anatomy until he has learned and _forgotten_ it from three to
+seven times! In learning any book in this way, each sentence would be
+repeated over and over again, and then reviewed and _re_learnt and
+forgotten and learned again! And then at last the Pupil if he possesses
+a first-rate _cramming_ memory might answer questions on it. In learning
+a book by _rote_, the number of times that each sentence and section is
+repeated, if actually written out and printed, would doubtless cover
+5,000 to 50,000 or more pages!--and even then the Pupil passes his
+examination, if he really does "pass," partly by luck and partly by
+merit; all his life he is constantly referring to it, and repeating it,
+and studying it, over and over again--showing really that he possesses
+little more than a Reference Memory in regard to it! But let us be
+candid and confess the truth; tens of thousands every year and during
+successive years try the various professions--law, medicine, divinity,
+or sciences, history, &c., &c., and utterly fail to "pass," even
+respectably, because they lack the extraordinary sensuous MEMORY
+necessary to acquire knowledge by _rote_.
+
+It is only the exceptionally powerful natural memories that win at
+exacting examinations by _rote_--even then their learning is soon
+forgotten, unless it is _perpetually renewed_.
+
+(2) The other mode of learning any book in the thorough manner I have
+indicated, 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 technical
+work, is by my Method. In fact, I believe no one can learn any book so
+thoroughly by _rote_, even if he possesses a marvellous Natural Memory
+and if he peruse it ever so many times, as my Pupils can by my method in
+a single perusal. Let the reader note that my System has two important
+aspects--(1) It is a Device or Method of memorising or learning any
+facts whatever--prose, poetry, dates, data, formul� and facts and
+principles of the sciences, &c., &c., &c., or anything whatsoever to be
+remembered. (2) There is another equally, if not _more_ important aspect
+of it, namely, as a _Trainer or Strengthener of the Natural Memory_ to
+any extent the pupil wishes to carry it. And the Natural Memory is so
+strengthened by the use of the System, that as a Device, the System is
+no longer required. You then remember from your new Memory-power without
+taking any pains to remember, and I am happy to add that the diligent
+student can derive the full benefit of the System as a Memory Trainer by
+learning the lessons in the way I point out.
+
+Now, those who have thus derived the _full benefit_ of the System, both
+as a Device for memorising and also as a Memory Trainer, _are the
+persons who can learn a book in one reading_. "Reading" is used by
+Coaches in a technical sense; that is, synonymous with "thorough study."
+By a "single" or "one reading," I mean a single careful perusal _in
+conformity to the requirements of my System_. I do not mean that they
+can do this and doze during the process.
+
+I now reproduce most of the plan always adopted in dealing with books
+whose contents, or the unfamiliar portions of them are to be mastered.
+
+(1) You will not read the book with the _rapidity_ with which some young
+ladies are said to devour the latest novel. They are often suspected of
+skipping pages at a time in order to discover the different stages of a
+plot, until a thoroughly aroused curiosity compels them to hasten at
+once to the last chapter to fall upon the denouement. This is not the
+style of perusal I contemplate.
+
+(2) Nor is it to be supposed because you understand the method that it
+will therefore work itself. It has to be _applied_ carefully and
+methodically _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 in
+vastly less time than would be possible for them without the System, and
+the study is a pleasure instead of a task. On the other hand, those who
+are in the possession of poor health or of weak concentration, or who
+are overburdened with business anxieties, domestic cares or competitive
+worries, would very seldom, if ever, master any book in the ordinary way
+by _mere repetition_. These persons are extremely unfavourably situated
+to do justice to the System, and it costs them more time and trouble to
+master a book than the former class. A student admitted that he had
+carefully read a manual of English History completely through _sixteen_
+times, and then failed in the examination. To have obtained a lasting
+knowledge of this History by my method would probably have occupied him
+as long as he was formerly engaged in _two or three_ of the sixteen
+fruitless perusals of it. There is, however, only one difference between
+this unfortunate student and the great majority of those who succeed in
+the examinations through _cramming_. He forgot all his historical
+knowledge _before_ the examination--they usually forget theirs shortly
+_after_. In fact, a student or a man in advanced years who has really
+mastered 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 are
+usually only REFERENCE memories. They know where to _find_ the coveted
+knowledge, 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 _really
+knows_ the contents of it, and he is thus enabled to devote to other
+purposes _an enormous amount of time in the future_ that other people
+have to spend in _perpetually refreshing_ their superficial
+acquirements. Moreover, the average student who has carried out _all_ my
+instructions can even _now_ learn as much by my Method in any stated
+time 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 been
+pressed for time, or who has been in a panic about an impending
+examination, or who has been too much troubled with Discontinuity, too
+ill in general health, or too idle, to do more than superficially glance
+at my lessons--if any such person doubts his competency to accomplish as
+much as the diligent student of average ability has done, then let him
+turn back and really and truly MASTER my System [for he does not even
+KNOW what my System is until he has faithfully carried out to the very
+letter all my instructions, unless he has been a pupil of my oral
+lectures], and then and not before he will probably find that the
+achievements of the average diligent student of my System are quite
+within the easy range and scope of his own powers.
+
+(3) In regard to the _subject matter_ of the book, you do not care to
+occupy yourself with what you are _already familiar_ with, and in most
+books there are a great many things that you already know. In many
+works, too, there is a great deal of padding-matter inserted to increase
+the bulk of the book, and possessing no permanent interest. The
+expositions and explanations which enable you to _understand_ the new
+matter usually take up a large part of the book, and sometimes much the
+largest part of it, and are not to be memorised, but only understood
+with a sole view to appreciate the valuable and important parts of the
+book--these expositions can be learned if desired--but they usually
+serve only a preliminary purpose. There is also very much
+_repetition_--the same matter in new dress, is reintroduced for sake of
+additional comments or applications. You do not trouble yourself with
+these iterations. The contents of a book which demand your attention are
+the IDEAS which are NEW to you, or the NEW USES made of familiar ideas.
+
+Students who have not learned to exercise any independent thought often
+confess that in reading any book they are always in a maze. One thing
+seems just as important as another. To them the wheat looks exactly like
+the chaff. As an illustration that the power of Analysis is entirely
+wanting in many cases, I may mention that I once received a letter in
+which the writer had literally copied one of my column advertisements,
+and then added, "Please send me what relates to the above!" A modicum of
+mental training would have led him to say, "Kindly send me your
+Prospectus."
+
+
+LEARN FIRST TO MAKE ABSTRACTS OF WHAT IS NEW TO YOU.
+
+A great authority on education says: "Any work that deserves thorough
+study, 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, new
+to the reader, such as the student must master.
+
+If you are thinking of making an Abstract of a particular book, awaken
+the utmost interest in regard to it before you begin. Are you sure that
+it is worthy of thorough study? Is it the last or best work on the
+subject? And if you advance, note in a separate memorandum book your
+criticisms on the author's method and the soundness of his views. These
+criticisms will help keep up your interest in the Abstract, and at the
+close enable you to suggest modifications, additions, excisions, or a
+refutation.
+
+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 Stuart
+Mill's Logic, and then compare his work with the Analysis of this same
+chapter by the Rev. A.�H. Killick (published by Longmans), and he will
+at once see the enormous difference between the essentials and the
+non-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 occupies
+two to five pages. But do not reverse the process and read Mr. Killick's
+Analysis first and then make your Abstract. The latter, however, is _the
+easier_, _the usual_, and _the useless_ method. Let the student continue
+this comparison till he attains very nearly the brevity and
+discrimination displayed by Mr. Killick. Or, if he prefers History, let
+him write a summary of any chapter of Green's "Short History of the
+English People," and then compare his digest with Mr. C.�W.�A. Tait's
+Analysis of the same chapter (now bound up with Green's History, as
+lately published in England). It would be a capital training for the
+student to abstract the whole of Green's work and compare his abridgment
+of each chapter with that of Mr. Tait. After considerable practice in
+this way in making Abstracts and _comparing his work with that of such
+Masterly Abstractors_ as Dr. Killick and Mr. Tait, the student who needs
+this training is prepared to make abstracts of his own text-books.
+
+Any other work of which an Abstract is published will serve the student
+as well as the above. There were formerly published Abstracts of several
+law books. And there may be other works whose abstracts are available to
+the ambitious student.
+
+Abstracts would be very amusing if they did not indicate an almost
+total failure of educational training in the matter of _thinking for
+one's self_. Recently a Pupil brought me a work on Physiology, written
+for general readers, and pointing to a paragraph in it that occupied
+nearly a whole page, exclaimed, "The only way I can make an abstract of
+that paragraph is to _learn it by heart_!" A glance at it showed me that
+I could express the gist and pith of it in the following sentence:--"The
+pulse beats 81�times per minute when you are standing, 71�times when
+sitting, and 66�times when lying down." After a re-perusal of the
+paragraph he remarked, "You are right. That is all one cares to remember
+in that long passage." To his request for me to memorise the Abstract, I
+replied by asking what is the "Best Known" in it. Why, "pulse," of
+course. It is merely occupied with the _number of times_ the pulse beats
+per minute in different positions of the body. Now correlate (memorising
+your correlations as you proceed) "pulse" to "standing," and "standing"
+to a word expressing 81 ({f}ee{t}); "sitting" to a word that translates
+71 ({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 not
+be correlated together. Pulse ... beating ... fighting ... stand-up
+fight ... 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 to
+distinguish the main ideas from the subordinate ones, and he will then
+know when reading a book what to attend to and what to reject. Try a
+short essay first, then a longer one; and at last, when you are familiar
+with the method, attack any book, and you will cope with it
+successfully. Not much practice in this way will be required to enable
+you to know, from a glance at the _table of contents_, just what to
+assail and what to disregard. And in all your _first_ attempts in
+reading a technical work, make out an Abstract of each chapter in
+writing, and then deal only with this Abstract. Whenever the Subject is
+not treated in a desultory manner, but with logical precision, you will
+soon be able to find Suggestive or Prompting Words in the Sequence of
+Ideas and in the successive Links in the Chain of Thought that runs
+through the exposition. If there is no such Sequence of Ideas or Chain
+of Thought running through it, it may serve as an amusement, but is
+little likely to command serious study. _In a short time_ you will be
+able, in the language of Dr. Johnson, "to tear out the heart of any
+book." Hazlitt said that Coleridge rarely read a book through, "but
+would plunge into the marrow of a new volume and feed on all the
+nutritious matter with surprising rapidity, grasping the thought of the
+author and following out his reasonings to consequences of which he
+never dreamt." Such a result is rarely attained even by the ablest of
+men--but it is the ultimate goal at which every student should aim--an
+aim in which he will be largely assisted by the ART OF ASSIMILATIVE
+MEMORY.
+
+There are four methods of learning abstracts: one is by Synthesis; the
+other is by the Analytic-Synthetic Method, the third is mostly by
+Assimilative Analysis, and the fourth method is by the memory developed
+and trained by the System, but which is not consciously used.
+
+(1) It is the novelties of Fact, Opinion, Illustration, &c., set forth
+in your Abstract that you correlate together, thus: You correlate the
+Title of the First Chapter to the Title of the Book; next, the Titles of
+the Chapters to each other; and then you correlate, in each chapter, the
+first leading idea or proposition to the title of the chapter, the
+second leading idea to the first, &c., &c. In this way you will proceed
+until you have absorbed all the _new ideas_, _facts_, _statistics_ or
+_illustrations_, or whatever you wish to retain. You can then test
+yourself on the work by calling to mind whatever you have thus cemented
+together. 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 in
+learning by heart selections in Prose or Poetry, and same method can be
+used in memorising an Abstract of such parts of a book as are new to the
+reader. This method, too, once used in addition to what has been done by
+the 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 recommended
+to those only whose natural memories are not yet made powerfully
+retentive by the System as a Memory-TRAINER. If, however, a Pupil
+possesses a good natural memory and a mastery of the System as a Device
+for memorising, and he has also greatly added to the power of his
+Concentration as well as his memory by doing all the exercises, he _will
+not use my System, even in the reading of the first book, except now and
+then_--certainly _not_ constantly, but _only occasionally_. Although not
+necessary in case of memories made strong by the System, yet I do most
+earnestly recommend the most gifted and highly endowed to deal with
+_one_ book in the above thorough-going manner. As for instance, Herbert
+Spencer's little work on Education [four short essays]. Dr. Charles
+Mercier, who next to Herbert Spencer is the most original and clear
+sighted Psychologist in England, presents, in a work entitled "Sanity
+and Insanity," a scarcely equalled example of lucid exposition and
+logical development. Whichever one is selected it should be fairly and
+honestly handled by my method. The gain to Intellectual Comprehension
+from having carefully abstracted one book, and the gain to the memory
+from having made and memorised the Abstract, will produce results that
+will last through life, and make all subsequent acquisitions more easy
+and delightful, and make all further abstracts probably unnecessary.
+
+
+HOW TO LEARN A LONG SERIES OF UNCONNECTED FACTS IN THE SCIENCES OR
+EVENTS IN HISTORY, CHAPTERS IN BOOKS, OR THE CONTENTS OF BOOKS.
+
+1. It is useless for the pupil to attempt to learn the exercise here
+given unless he has carefully studied the Building, Ice, Presidential,
+and English Sovereign Series. The _meaning_ of In., Ex., and Con. can be
+understood in application to the facts of life, the events of History
+and the principles and details of the Arts and Sciences, only by a
+complete mastery of all that precedes this exercise.
+
+2. Let the pupil learn only _ten_ facts, propositions or statements at
+each of the first few sittings, and then, as he adds ten more, let him
+recite from memory all that he has previously learned of this exercise.
+The _cementing relations_ of In., Ex., and Con., which bind the events
+together, must in each case be first found by the student himself, and
+afterwards, and not before, let him glance at my analysis which follows
+this 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 would
+make one of interest mostly or mainly to doctors, and similarly with
+educators, statesmen, editors, &c., &c. But I have selected events with
+a view to find the most difficult cases to deal with and with no other
+view, and if the pupil masters these, all other work hereafter will be
+easy to him.
+
+4. This method can be promptly used, provided the pupil does not attempt
+to 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 six
+Exercises is enough for any one session or sitting.
+
+5. Between a pair of _words_ it may be difficult sometimes to find
+either 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 of
+the cementing relations. Relations which to me are strong, may seem weak
+to some pupils. No two persons would find the same relation in some
+cases, but, however different the solutions may be, they must always
+verify In., Ex., or Con.
+
+6. The Int. Analysis, the Analytic-Synthetic, or the mere Analytic
+method, will enable the pupil to memorise the statement or sentence
+which describes the fact whenever any aid is necessary.
+
+7. This Method can be readily applied to events in ancient or modern
+times, or to an accumulation of facts in the sciences, &c.
+
+8. If we were to express only the year the formula would in most cases
+be different. To indicate the month and the day of the month, a
+consistent phrase must be used.
+
+
+
+
+ONE HUNDRED EVENTS OF THE VICTORIAN ERA, LEARNED BY ONE CAREFUL READING
+OR 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'�tat                       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 events
+forwards and the reverse way several times from memory. And then let him
+similarly 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. The
+pupil should look upon my formulas as models merely, and make his own
+whenever possible. In all the events belonging to this century, we have
+only to deal with the last two figures--(3) {M}odel (7) {Q}ueen gives
+the date of (18)37. The rule in regard to the month and the day of the
+month is very easily applied. A separate word for each figure except for
+the three months [October, November and December] where there are two
+figures 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, express
+October, 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., mean
+December, the twelfth month. A {M}odel {Q}ueen {J}ust i{n} {s}eason--Just
+in 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 for
+the next three months, whenever he wishes to fix anything in mind, not
+apply the methods of the system to it, but concentrate his thoughts upon
+it with the utmost intensity so that his improved power of assimilation
+will seize upon it with an unreleasing grasp, and, then, when the three
+months period has passed, he will find that he has consolidated the
+Habit of Attention and Memory.
+
+
+
+
+
+End of the Project Gutenberg EBook of Assimilative Memory, by 
+Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
+*** END OF THIS PROJECT GUTENBERG EBOOK ASSIMILATIVE MEMORY ***
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+***** This file should be named 25354-8.txt or 25354-8.zip *****
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+
+The Project Gutenberg EBook of Assimilative Memory, by 
+Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Assimilative Memory
+       or, How to Attend and Never Forget
+
+Author: Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
+Release Date: May 6, 2008 [EBook #25354]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK ASSIMILATIVE MEMORY ***
+
+
+
+
+Produced by Barbara Tozier, Bill Tozier, Laura Wisewell
+and the Online Distributed Proofreading Team at
+http://www.pgdp.net
+
+
+
+
+
+
+</pre>
+
+<div class="transnote">
+<h4 style="font-variant:normal;">Transcriber&#8217;s note</h4>
+
+<p><strong>Printer errors:</strong> A number of printer errors have been corrected.  These are marked by light underlining and a title attribute which can be accessed by hovering with the mouse. For example, <ins class="corr" title="Original read &lsquo;txet.&rsquo;">text</ins>.
+
+Inconsistent hyphenation and inconsistent use of -ise and -ize spellings have been left as in the original.</p>
+
+<p><strong>Layout:</strong> The exercises which are here given in shaded boxes were in the original book provided in the footnote-space at the bottom of pages.  So they often occured mid-paragraph; here they have been moved to a more appropriate place.
+These lists, and those on pages <a href="#p92">92</a>&ndash;<a href="#p94">94</a> and <a href="#p167">167</a>, were originally wrapped rather than placing each item on a new line.  They have been unwrapped to aid legibility.
+The styling of chapter and section headings was inconsistent in the original. Here we have retained the use of capitals or small-capitals, and have decided to mark those headings occurring in the Table of Contents as chapter headings, and make a best guess as to the logical level of the other headings used.</p>
+
+<p><strong>Greek:</strong> The Greek words on <a href="#p129">page 129</a> are exactly as in the original, with no attempt made to correct errors.  Some browsers may not display accented Greek letters, but a transliteration of the whole word can be accessed by hovering with the mouse. For example, <span lang="el" xml:lang="el" title=
+  "emporos">&#7956;&mu;&pi;&omicron;&rho;&omicron;&sigmaf;</span>.</p>
+
+
+<p><strong>Accessibility:</strong> Expansions of abbreviations have been provided using the &lt;abbr&gt; tag, and changes in language are marked.
+The book contains many words in which some though not all of the letters are in italics, for example <i>S</i>wo<i>rdsm</i>a<i>n</i>.  This may cause problems for some screenreaders.  If necessary, one might edit the file to remove all &lt;i&gt;&hellip;&lt;/i&gt; markup: emphasis of other words will not be lost, since they have been marked instead using &lt;em&gt;.
+The following accesskeys are provided:</p>
+
+<ul>
+
+<li><a name="accesskeys" id="accesskeys"></a>0 <a href="#accesskeys" accesskey="0">This list of accesskeys</a></li>
+
+<li>1 <a href="#start" accesskey="1">Start of book</a></li>
+
+<li>2 <a href="#p1" accesskey="2">Skip book&#8217;s frontmatter.</a></li>
+
+<li>3 <a href="#CONTENTS" rel="contents" title="Contents." accesskey="3">Table of Contents</a></li>
+
+</ul>
+</div>
+
+<div class="figcenter" style="width:400px">
+<a name="start" id="start"></a>
+<img src="images/frontis.jpg" width="400" height="552" alt="Man with moustache, looking left. Signature &lsquo;A. Loisette&rsquo; below." />
+<p class="caption">(MARCUS DWIGHT LARROWE)</p>
+</div>
+
+<hr class="major" />
+
+<h1><big>ASSIMILATIVE MEMORY</big><br />
+<br />
+<small>OR<br />
+<br />
+HOW TO ATTEND AND NEVER FORGET</small></h1>
+
+<p class="title">
+<small>BY</small>
+<br />
+<big>PROF<ins class="corr" title="Transcriber&#8217;s note: Original omitted this dot.">.&nbsp;</ins>A. LOISETTE</big></p>
+
+<p class="title">FUNK &amp; WAGNALLS COMPANY<br />
+NEW YORK AND LONDON<br />
+1899</p>
+
+<hr class="major" />
+
+
+<p class="copy smcap">
+Copyright, 1896, by<br />
+IDA M. LARROWE-LOISETTE</p>
+<hr class="copy" />
+<p class="copy"><i>All Rights Reserved</i></p>
+
+<p class="copy smcap">Entered at Stationer&#8217;s Hall, 1896.</p>
+<hr class="copy" />
+<p class="copy"><i>All Rights Reserved.</i></p>
+<p class="copy">
+<i>Printed in the United States of America.</i><br />
+</p>
+
+
+
+<hr />
+<h2><a name="PREFACE" id="PREFACE"></a>PREFACE.</h2>
+
+
+<p><span class="smcap">Prof. A.&nbsp;Loisette</span> wishes to call the attention of those who are now for
+the first time becoming acquainted with his System of Memory Training,
+that he was the first teacher of a Memory System to announce and to
+insist that Memory is not a <em>separate faculty</em> whose office it is to
+carry the recollective burdens of the other faculties&mdash;but that Memory
+is a Physiological and Psychological property of each mental act, and
+that such act retains the traces and history of its own action, and that
+there are as many memories as there are kinds of mental action, and
+that, therefore, Memory is always concrete, although, for convenience
+sake, we do speak of it in the abstract, and that consequently all
+Memory improvement means <em>improvement of the Action</em> or <em>Manner</em> of
+action of the Mental powers, and that what he imparts is the right way
+to <strong class="smcap">use</strong> the Intellect and Attention&mdash;and that hence his System does make
+and must make better observers, clearer and more consecutive thinkers,
+and sounder reasoners as well as surer rememberers; that in short the
+fundamental principle of his System is Learn by Thinking, and that his
+achievements as a mind-trainer are completed when he has helped the
+student of his System to acquire the Habit of Attention and the Habit of
+Thinking on that to which he is attending on all occasions, which two
+Habits combined constitute the Habit of Assimilation, and that when this
+Habit of Assimilation is thus established in the pupil&#8217;s mind, the
+System as such is no longer consciously used.</p>
+
+
+
+
+
+<hr />
+<h2><a name="CONTENTS" id="CONTENTS"></a>TABLE OF CONTENTS. <a href="#p1" style="font-size:x-small; font-weight:normal; position:absolute; right:10%;">Skip &rarr;</a></h2>
+
+
+<p class="toc">&nbsp;<span class="ralign allsc">PAGE</span></p>
+<ol class="toc">
+<li>&mdash;<a href="#FUNDAMENTAL-PRINCIPLES"><strong class="smcap">Fundamental Principles of Assimilative Memory.</strong></a> <a class="ralign" href="#p1">1</a> </li>
+
+<li>&mdash;<a href="#THE-BRAIN-TONIC-EFFECT"><strong class="smcap">Brain Tonic</strong></a>; or, The stimulating Power of the Method. <a class="ralign" href="#p6">6</a> </li>
+
+<li>&mdash;<a href="#TRAINING-THE-INTELLECT">Educating the Intellect to stay with the senses of Sight and
+Hearing</a>; or, Cure of Mind Wandering. <a class="ralign" href="#p20"><ins class="corr" title="Transcriber&#8217;s note: Actually page 20.">15</ins></a> </li>
+
+<li>&mdash;<a href="#HOW-TO-LEARN-PROPER-NAMES">Learning any Series of Proper Names</a>&mdash;American Presidents. <a class="ralign" href="#p25">25</a> </li>
+
+<li>&mdash;<a href="#ENGLISH-SOVEREIGNS">The Unique Case of the English Sovereigns</a>&mdash;How to learn their
+Succession quickly. <a class="ralign" href="#p31">31</a> </li>
+
+<li>&mdash;<a href="#NUMERIC-THINKING"><strong class="smcap">Numeric Thinking</strong></a>; or, Learning the longest sets of figures
+almost instantly. <a class="ralign" href="#p38">38</a> </li>
+
+<li>&mdash;<a href="#HOW-TO-LEARN-PROSE-AND-POETRY"><strong class="smcap">Decomposition or Recomposition, and Intellectual Inquisition</strong></a>;
+or, How to learn Prose and Poetry by heart, with numerous
+examples, including Poe&#8217;s Bells. <a class="ralign" href="#p47">47</a> </li>
+
+<li>&mdash;<a href="#ANALYTIC-SUBSTITUTIONS"><strong class="smcap">Analytic Substitutions</strong></a>; 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. <a class="ralign" href="#p66">66</a> </li>
+
+<li>&mdash;<a href="#THOUGHTIVE-UNIFICATIONS"><strong class="smcap">Thoughtive Unifications</strong></a>; 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. <a class="ralign" href="#p109">109</a> </li>
+
+<li>&mdash;<a href="#BOOKS-LEARNED-IN-ONE-READING"><strong class="smcap">Acme of Acquisition</strong></a>; 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. <a class="ralign" href="#p149">149</a> </li>
+
+<li>&mdash;<a href="#One_Hundred_Events_of_the_Victorian_Era">Learning one hundred facts in the Victorian Era</a>, with dates
+of year, month, and day of each in one thoughtive perusal.
+<a class="ralign" href="#p159">159</a> </li>
+</ol>
+
+
+
+<hr />
+<h1><span class="num" title="Page&nbsp;1">&zwnj;</span><a name="p1" id="p1"></a>ASSIMILATIVE MEMORY.</h1>
+
+
+
+<hr />
+<h2><a name="FUNDAMENTAL-PRINCIPLES" id="FUNDAMENTAL-PRINCIPLES"></a>FUNDAMENTAL PRINCIPLES.</h2>
+
+
+<p><span class="smcap">What</span> is the basic principle of my system? It is, <em>Learn</em> by <em>Thinking</em>.
+What is <em>Attention</em>? It is the will directing the activity of the
+<em>intellect</em> into some particular channel <em>and keeping it there</em>. It is
+the opposite of mind-wandering. What is thinking? It consists in
+<em>finding relations</em> between the objects of thought with an <em>immediate
+awareness</em> of those relations.</p>
+
+<p>What is the Sensuous memory? It is association through the eye or ear of
+a <em>succession</em> of sights or sounds without any reflection or
+consideration of the units of the succession, or what they stand for, or
+represent. It is learning by <em>rote</em>&mdash;mere repetition&mdash;mere brainless or
+thoughtless repetition&mdash;a mode of learning that is not lasting&mdash;and
+always causes or promotes mind-wandering.</p>
+
+<p>What is Assimilative memory? It is the <em>habit</em> of so <em>receiving</em> and
+<em>absorbing</em> impressions or ideas that they or their representatives
+shall be <em>ready for revival or recall whenever wanted</em>. It is learning
+through relations&mdash;by thinking&mdash;from grasping the ideas or thoughts&mdash;the
+meaning and the comprehension of the subject matter. This mode of
+learning promotes attention and prevents mind-wandering.</p>
+
+<p>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 to
+the<span class="num" title="Page&nbsp;2">&zwnj;</span><a name="p2" id="p2"></a> number composing the procession, their style of costume or dress,
+the orderliness or otherwise of their march, the shape and form of the
+musical instruments in the hands of the band, and the appearance of the
+officer in charge on horseback. Into your ears went impressions of the
+sound of the tramp and tread of the soldiers, the tune played by the
+band, and any commands uttered by the officer. These impressions
+commingling in your brain made up your experience of the passing of the
+procession&mdash;your first and only experience of it at <em>that</em> time. I call
+this the First Stage of the Memory&mdash;the stage of the <em>First Impression</em>,
+which is always the precursor of the Second Stage.</p>
+
+<p>What is the Second Stage of the Memory? This moment you recall what? Not
+the procession itself; for it is no longer in existence. You saw and
+heard it then, but you do not see or hear it now. You only recall the
+impression left upon your mind by the procession. A ray of Consciousness
+is passed over that impression and you re-read it, you re-awaken the
+record. This is the Second Stage of the Memory&mdash;the <em>revival</em> of the
+previous experience&mdash;the recall to consciousness of the First
+Impression. The First Impression with no power to revive it afterward,
+gives no memory. However great the power of Revival, there is no memory
+unless there was a First Impression. There are three conditions of
+memory&mdash;(1) Impression. (2) Its Preservation. (3) Its Revival. We are
+mainly concerned here with the Impression and its Revival.</p>
+
+<p>There are (<em>five</em>) kinds of memories rising from the natural aptitudes
+of different individuals&mdash;(1) First Impressions are apt to be feeble and
+the power to revive them weak&mdash;a poor memory. (2) First Impressions are
+usually weak but the power to revive them is strong&mdash;still a poor
+memory. (3) First Impressions are usually vivid but the power to revive
+them is weak&mdash;a poor memory. (4) First Impressions on all subjects are
+strong and the power to revive them is strong&mdash;a first-class memory. (5)
+First Impressions in some particulars are very strong and the reviving
+power in regard to them is very strong&mdash;a good memory for these
+particulars, or a memory good for mathematics,<span class="num" title="Page&nbsp;3">&zwnj;</span><a name="p3" id="p3"></a> or music, or faces, or
+reciting, or languages, <abbr title="et cetera">&amp;c.</abbr>, but usually weak in most other respects.</p>
+
+<p><strong class="smcap">Since we are to learn by thinking we must at the outset learn the
+definition of the three Laws of Thinking.</strong></p>
+
+
+<h3>THREE LAWS OF MEMORY OR OF THINKING.</h3>
+
+<p><em>The first and principal thing the pupil requires to do in this lesson
+after learning the definition of the following Three Laws&mdash;is to be able
+to clearly understand the examples under each Law, and whether they
+verify or illustrate that Law.</em></p>
+
+<ol style="list-style-type:upper-roman;">
+<li><dfn class="smcap">INCLUSION</dfn> indicates that there is an <em>overlapping</em> of <em>meaning</em>
+between two words, or that there is a <em>prominent idea</em> or
+<em>sound</em> that belongs to both alike, or that a similar fact or
+property belongs to two events or things as, to enumerate a
+few classes:&mdash;
+
+<ul>
+<li><dfn class="smcap">Whole and Part.</dfn>&mdash;(Earth,&nbsp;Poles.) (Ship,&nbsp;Rudder.)
+(Forest,&nbsp;Trees.) (Air,&nbsp;Oxygen.) (House,&nbsp;Parlor.)
+(Clock,&nbsp;Pendulum.) (Knife,&nbsp;Blade.) (India,&nbsp;Punjab.) (14,&nbsp;7.)
+(24,&nbsp;12.)</li>
+
+<li><dfn class="smcap">Genus and Species.</dfn>&mdash;(Animal,&nbsp;Man.) (Plant,&nbsp;Thyme.)
+(Fish,&nbsp;Salmon.) (Tree,&nbsp;Oak.) (Game,&nbsp;Pheasant.)
+(Dog,&nbsp;Retriever.) (Universal Evolution,&nbsp;Natural Selection.)
+(Silver Lining,&nbsp;Relief of Lucknow.) (Empress
+Queen,&nbsp;Victoria.) (Money,&nbsp;Cash.)</li>
+
+<li><dfn class="smcap">Abstract and Concrete.</dfn>&mdash;[The same Quality appears both in the
+Adjective and in the Substantive.]&mdash;(Dough,&nbsp;Soft.)
+(Empty,&nbsp;Drum.) (Lion,&nbsp;Strong.) (Eagle,&nbsp;Swift.)
+(Courage,&nbsp;Hero.) (Glass,&nbsp;Smoothness.) (Gold,&nbsp;Ductility.)
+(Sunshine,&nbsp;Light.) (Fire,&nbsp;Warmth.)</li>
+
+<li><dfn class="smcap">Similarity of Sound.</dfn>&mdash;(Emperor,&nbsp;Empty.)
+(Salvation,&nbsp;Salamander.) (Hallelujah,&nbsp;Hallucination.)
+(Cat,&nbsp;Catastrophe.) (Top,&nbsp;Topsy.) [Inclusion by sound is not
+punning.]</li>
+
+<li><dfn class="smcap">Simple Inclusion</dfn> embraces cases not found in either of the
+foregoing classes, but where there is <em>something in common</em>
+between the pairs, as (Church,&nbsp;Temple.) (Pocket,&nbsp;Black
+Hole.)</li>
+</ul></li>
+
+<li><span class="num" title="Page&nbsp;4">&zwnj;</span><a name="p4" id="p4"></a><dfn class="smcap">EXCLUSION</dfn> means <em>Antithesis</em>. 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,&nbsp;Poverty.) (Hot,&nbsp;Cold.) (Old,&nbsp;Young.)
+(Damp,&nbsp;Dry.) (Life,&nbsp;Death.) (Love,&nbsp;Hate.) (Joy,&nbsp;Sorrow.)
+(Courage,&nbsp;Cowardice.) (Health,&nbsp;Sickness.) (Righteous,&nbsp;Wicked.)
+(Beauty,&nbsp;Ugliness.) (Peace,&nbsp;War.)</li>
+
+<li><dfn class="smcap">CONCURRENCE</dfn> is the sequence or co-existence of impressions or ideas
+that have been either accidentally or causally together.&mdash;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,&nbsp;Newton,&nbsp;Apple.) (Dives,&nbsp;Lazarus,&nbsp;Abraham,&nbsp;Bosom.)
+(Pipe,&nbsp;Tobacco.) (Michaelmas,&nbsp;Goose.) (Columbus,&nbsp;America.) (Bartholomew
+Diaz,&nbsp;Cape of Good Hope.) (Grandmother,&nbsp;Knitting.) (Socrates,&nbsp;Hemlock.)
+(Bruce,&nbsp;Spider.) (Nelson,&nbsp;Trafalgar.)
+(Demosthenes,&nbsp;Seashore,&nbsp;Stammering,&nbsp;Pebbles.) (Job,&nbsp;Patience.)
+(Wedding,&nbsp;Slippers,&nbsp;Cake.) (Wellington,&nbsp;Bonaparte,&nbsp;Waterloo.)
+(Depression,&nbsp;Fall of Silver.) (Lightning,&nbsp;Thunder.)</li>
+</ol>
+
+<p>[In the case of the following pairs, one word has been so often
+appropriated to the other, that there seems to be something in common in
+the meaning of the terms&mdash;but it is not so, they are mere cases of
+Concurrence, but of almost indissoluble Concurrence. For instance, a man
+might examine a &ldquo;spade&rdquo; in all its parts and might even make one after a
+model, and not even know what &ldquo;dig&rdquo; means. The mention of &ldquo;dig&rdquo; is as
+likely to make us think of pickaxe as of spade. &ldquo;Spade&rdquo; does not mean
+&ldquo;dig,&rdquo; nor does &ldquo;dig&rdquo; mean spade. &ldquo;Dig&rdquo; merely means the <em>action</em> of the
+&ldquo;spade,&rdquo; or the <em>use</em> to which it is put. Hence this pair of words does
+not furnish an example of Inclusion. But as &ldquo;dig&rdquo; is frequently
+appropriated to &ldquo;spade&rdquo;&mdash;as we have often thought of those words
+together&mdash;this is a case of strong Concurrence. The term &ldquo;swoop&rdquo; is
+almost<span class="num" title="Page&nbsp;5">&zwnj;</span><a name="p5" id="p5"></a> exclusively applied to &ldquo;eagle.&rdquo; A certain action or movement of
+the eagle is termed swooping. But &ldquo;eagle&rdquo; does not mean &ldquo;swoop,&rdquo; nor
+does &ldquo;swoop&rdquo; mean &ldquo;eagle.&rdquo; We always think of &ldquo;eagle&rdquo; when we think of
+&ldquo;swoop,&rdquo; but we do not often think of &ldquo;swoop&rdquo; when we think of &ldquo;eagle.&rdquo;
+It is not <abbr title="Inclusion">In<ins class="corr" title="Transcriber&#8217;s note: Original omitted the period.">.</ins></abbr>, but <abbr title="Concurrence">Con.</abbr><ins class="corr" title="Transcriber&#8217;s note: Original omitted the closing bracket.">]</ins></p>
+
+<p>(Spade,&nbsp;Dig.) (Razor,&nbsp;Shaving.) (Coffin,&nbsp;Burial.) (Chair,&nbsp;Sitting.)
+(Scythe,&nbsp;Cut.) (Sword,&nbsp;Wound.) (Pen,&nbsp;Write.) (Ears,&nbsp;Hearing.)
+(Road,&nbsp;Travel.) (Food,&nbsp;Eating.) (Paper,&nbsp;Write.) (Wine,&nbsp;Drink.)
+(Worm,&nbsp;Crawl.) (Bird,&nbsp;Fly.) (Eagle,&nbsp;Swoop.) (Hawk,&nbsp;Hover.) (Ram,&nbsp;Butt.)
+(Teeth,&nbsp;Gnash.) (Wheel,&nbsp;Turn.) <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></p>
+
+
+
+<hr />
+<h2><span class="num" title="Page&nbsp;6">&zwnj;</span><a name="p6" id="p6"></a><a name="THE-BRAIN-TONIC-EFFECT" id="THE-BRAIN-TONIC-EFFECT"></a>THE BRAIN TONIC EFFECT OF THE LAWS OF MEMORY RIGHTLY APPLIED.</h2>
+
+<h3>FIRST LAW OF MEMORY.</h3>
+
+
+<div class="fleft">
+<strong class="pair">Building.</strong>
+<strong class="pair">Dwelling.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by <abbr title="Genus">G.</abbr> &amp; <abbr title="Species">S.</abbr></span>
+</div>
+
+<p class="after">If we examine the <em>meaning</em> of these two words&mdash;Building and Dwelling,
+we find that both indicate <em>structures made by man</em>. This idea is
+<em>common</em> to both. Now when we find that two words express the same
+thought, either completely or partially, we say that it is a case of
+Inclusion, because the pair of words contains or includes the same idea.
+Inclusion is the first law of memory.</p>
+
+<p>There are several kinds of Inclusion. What variety have we here? Let us
+see. Building applies to many kinds of structures; <em>house</em>, <em>stable</em>,
+<em>church</em>, <em>depot</em>, <em>store</em>, etc. It is applicable to all of these in a
+general way, but it designates none of them. But dwelling means a
+<em>special</em> kind of structure&mdash;<em>a building occupied by man</em>&mdash;a place to
+live in. This pair of words therefore illustrates Inclusion by Genus and
+Species, indicated by the abridgement, <abbr title="Inclusion">In.</abbr> <abbr title="Genus">G.</abbr> &amp; <abbr title="Species">S.</abbr> or simply by <abbr title="Inclusion">In.</abbr>
+Other examples: &ldquo;Planet, Mars;&rdquo; &ldquo;Mountain, Vesuvius;&rdquo; &ldquo;River,
+Mississippi;&rdquo; &ldquo;Building Material, Potsdam Sandstone;&rdquo; &ldquo;Fruit, Peaches.&rdquo;</p>
+
+<p>We may for convenience include in this class, cases of the Genus and the
+<em>Individual</em> as &ldquo;Man and George Washington;&rdquo; &ldquo;Judge, <abbr title="Honorable">Hon.</abbr> John Gibson;&rdquo;
+&ldquo;New Yorker, <abbr title="Honorable">Hon.</abbr> W.&nbsp;W. Astor;&rdquo; and cases of Species and the Individual,
+as, &ldquo;Frenchman and Guizot;&rdquo; &ldquo;American, Abraham Lincoln.&rdquo; And also
+Co-equal Species under a common Genus, as under &ldquo;Receiver&rdquo; we may
+include &ldquo;Can&rdquo;<span class="num" title="Page&nbsp;7">&zwnj;</span><a name="p7" id="p7"></a> and &ldquo;Bin&rdquo;&mdash;under carnivorous birds we may include the
+Eagle and the Hawk. &ldquo;Head-Covering, Hat, Cap;&rdquo; &ldquo;Hand-covering, Gloves,
+Mittens;&rdquo; &ldquo;Foot-covering, Boot, Shoe.&rdquo;</p>
+
+<div class="fleft">
+<strong class="pair">Dwelling.</strong>
+<strong class="pair">House.</strong>
+<big>}</big>
+<span>Synonymous <abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after"><em>Inhabitability by man</em> is the thought common to both of these words.
+Being <em>nearly alike</em> in meaning, we call them a case of Synonymous
+Inclusion, indicated by &ldquo;<abbr title="Synonymous Inclusion">Syn. In.</abbr>&rdquo; Other cases: &ldquo;Near, Close to;&rdquo;
+&ldquo;Likeness, Resemblance;&rdquo; &ldquo;Lift, Raise;&rdquo; &ldquo;Meaning, Signification;&rdquo; &ldquo;John,
+Jack;&rdquo; &ldquo;James, Jim;&rdquo; &ldquo;Elizabeth, Bessy;&rdquo; &ldquo;Margaret, Maggy;&rdquo; &ldquo;Gertrude,
+Gertie;&rdquo; &ldquo;Ellen, Nellie.&rdquo;</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">House.&nbsp;</strong>
+<strong class="pair">Parlor.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by Whole &amp; Part.</span>
+</div>
+
+<p class="after">Another case of Inclusion. House is the whole containing as it does the
+<em>parlor</em>, <em>dining-room</em>, <em>kitchen</em>, <em>bedroom</em>, etc. Parlor is a <em>part</em>
+of the whole house. Hence this pair of words illustrates Inclusion by
+Whole &amp; Part designated by <abbr title="Inclusion">In.</abbr> <abbr title="Whole and Part">W. &amp; P.</abbr>, or merely by <abbr title="Inclusion">In.</abbr> We may include
+in this class for convenience <em>the material and the product</em> as
+&ldquo;Bureau,&nbsp;Oak;&rdquo; &ldquo;Tower,&nbsp;Brick;&rdquo; &ldquo;Harness,&nbsp;Leather.&rdquo; Other cases:
+&ldquo;Wagon,&nbsp;Wheel;&rdquo; &ldquo;Razor,&nbsp;Blade;&rdquo; &ldquo;Table,&nbsp;Legs;&rdquo; &ldquo;United States of North
+America, New York<ins class="corr" title="Transcriber&#8217;s note: Original had a period instead of a semi-colon.">;&rdquo;</ins> &ldquo;State,&nbsp;County;&rdquo; &ldquo;City,&nbsp;Street;&rdquo;
+&ldquo;Bird,&nbsp;Feathers;&rdquo; &ldquo;Year,&nbsp;Month;&rdquo; &ldquo;Week,&nbsp;Sunday;&rdquo; &ldquo;Engine,&nbsp;Boiler;&rdquo;
+&ldquo;100,&nbsp;50;&rdquo; &ldquo;10,&nbsp;5,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">PARlor.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">PARtridge.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by <abbr title="Sight and sound">S. &amp; s.</abbr></span>
+</div>
+
+<p class="after">Here we see that there is nothing in common in the <em>meaning</em> of the
+words, but there is the syllable &ldquo;Par&rdquo; belonging to both alike. It is
+the same in <em>spelling</em> in both words, and virtually the same in
+<em>pronunciation</em>, the same by Sight and by sound, represented by <abbr title="Inclusion">In.</abbr> by
+capital S for <abbr title="Inclusion">In.</abbr> by sight, and <abbr title="Inclusion">In.</abbr> by small s for <abbr title="Inclusion">In.</abbr> by sound, or
+merely by <abbr title="Inclusion">In.</abbr> Examples: &ldquo;Nice,&nbsp;Gneiss;&rdquo; &ldquo;Pole,&nbsp;Polarity;&rdquo;
+&ldquo;Popular,&nbsp;Popgun;&rdquo; &ldquo;Jeffer<i>son</i>,&nbsp;Madi<i>son</i>.&rdquo;</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Partridge.</strong>
+<strong class="pair">Feathers.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by <abbr title="Whole and Part">W. &amp; P.</abbr></span>
+</div>
+
+<p class="after">Partridge is the name of the bird and feathers constitute <em>part</em> of the
+Partridge. Other cases: &ldquo;Coat,&nbsp;Buttons;&rdquo; &ldquo;Elephant,<span class="num" title="Page&nbsp;8">&zwnj;</span><a name="p8" id="p8"></a>&nbsp;Trunk;&rdquo;
+&ldquo;Bottle,&nbsp;Neck;&rdquo; &ldquo;Pen,&nbsp;Nib;&rdquo; &ldquo;South Africa, Cape Colony.&rdquo;</p>
+
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Feathers.</strong>
+<strong class="pair">Light.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by <abbr title="Abstract and Concrete">A. &amp; C.</abbr></span>
+</div>
+
+<p class="after">Feathers are <em>things</em> perceived by touch and sight. They imply the
+quality of <em>lightness</em>, but say nothing about that quality. Light has
+several meanings. Here taken in connection with feathers, it means
+nearly destitute of weight, or the quality of lightness. It is an
+abstract term that describes an attribute, but feathers are things and
+therefore concrete. Hence the pair of words illustrate Inclusion by
+Abstract and Concrete, and is indicated by <abbr title="Inclusion">In.</abbr> by <abbr title="Abstract and Concrete">A. and C.</abbr>, or merely
+by <abbr title="Inclusion">In.</abbr> Other examples: &ldquo;Sour,&nbsp;Vinegar;&rdquo; &ldquo;Sweet,&nbsp;Sugar;&rdquo; &ldquo;Coward,&nbsp;Fear;&rdquo;
+&ldquo;Swiftness, Express train,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">LIGHT.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">LIGHTerman.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by <abbr title="Sight and sound">S. &amp; s.</abbr></span>
+</div>
+
+<p class="after">As before remarked, &ldquo;Light&rdquo; has several meanings. Here it means that
+which <em>enables us to see</em>. &ldquo;Lighterman&rdquo; is the man who works upon a boat
+called a &ldquo;Lighter.&rdquo; There is nothing in common in the meaning of this
+pair of words, but the word or syllable &ldquo;Light&rdquo; belongs to both alike.
+It is <abbr title="Inclusion">In.</abbr> by Sight and sound. Other cases: &ldquo;Dark,&nbsp;Darkness;&rdquo;
+&ldquo;Starch,&nbsp;March;&rdquo; &ldquo;Rage,&nbsp;Forage;&rdquo; &ldquo;Barber,&nbsp;Barbarism,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">LighterMAN.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">Lord MANsfield.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by <abbr title="Sight">S.</abbr></span>
+</div>
+
+<p class="after">Here the word or syllable &ldquo;man&rdquo; appears in both cases. In the former it
+signifies the man that manages a Lighter, and in the latter it was
+primitively connected with Field, as &ldquo;A Man&#8217;s Field.&rdquo; After a time it
+became Mansfield. It is a perfect case of <abbr title="Inclusion">In.</abbr> by <abbr title="Sight and sound">S. and s.</abbr> Other cases:
+&ldquo;Tempest,&nbsp;Temperature;&rdquo; &ldquo;Antepenult,&nbsp;Antediluvians.&rdquo;</p>
+
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Lord MansFIELD.</strong>
+<strong class="pair">FIELDhand.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by <abbr title="Sight and sound">S. &amp; s.</abbr></span>
+</div>
+
+<p class="after">As &ldquo;Field&rdquo; belongs to both words, it is a case of perfect <abbr title="Inclusion">In.</abbr> by <abbr title="Sight and sound">S. and
+s.</abbr> Other cases: &ldquo;Regiment,&nbsp;Compliment;&rdquo; &ldquo;Sell,&nbsp;Selfish;&rdquo;
+&ldquo;Miniature,&nbsp;Mint,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+<p>Now let the pupil read over very thoughtfully the ten words just
+examined, and <em>recall</em> the <em>relation</em> which we found to exist between
+every pair of them.</p>
+
+
+<ul class="small">
+<li><span class="num" title="Page&nbsp;9">&zwnj;</span><a name="p9" id="p9"></a>Building.</li>
+<li>Dwelling.</li>
+<li>House.</li>
+<li>Parlor.</li>
+<li>Partridge.</li>
+<li>Feathers.</li>
+<li>Light.</li>
+<li>Lighterman.</li>
+<li>Lord Mansfield.</li>
+<li>Fieldhand.</li>
+</ul>
+
+<p>Having finished the reading, let the pupil close the lesson, or put it
+out of sight and endeavour to recall the ten words from Building to
+Fieldhand from memory. He will find no difficulty in doing so. He
+learned the series by heart without any suspicion that he was committing
+it to memory.</p>
+
+<p>Now let him realise how he did this. It was because he made use of the
+cementing Laws of the Memory. He sought out and found the relations
+between the words. By <em>thinking</em> of those relations, he <em>exercised</em> his
+intellect on those words in a double way&mdash;the <em>meaning</em> and the <em>sound</em>
+of the words were considered and then the <em>similarities</em> of meaning and
+of sound were noticed. A vivid <em>First Impression</em> was thus received from
+the words themselves and from the relations between them and an easy and
+certain recall thereby assured.</p>
+
+<p>Now <em>recall</em> the series in an inverse order, beginning with &ldquo;Fieldhand,&rdquo;
+and going back to &ldquo;Building.&rdquo; You do it easily, because each word was
+cemented to its predecessor and its successor, and hence it makes no
+difference whether you go forward or backward. When, however, you learn
+by <em>rote</em> you know the task as you learned it, and not in the reverse
+way. Before proceeding, repeat the ten words from memory, from
+&ldquo;Building&rdquo; to &ldquo;Fieldhand,&rdquo; and the reverse way, at least five times;
+each time, if possible, more rapidly than before. These repetitions are
+not to <em>learn</em> the series; for this has been done already, but it is to
+consolidate the effect of learning it in the right way.</p>
+
+
+<h3><span class="num" title="Page&nbsp;10">&zwnj;</span><a name="p10" id="p10"></a>SECOND LAW OF MEMORY.</h3>
+
+<div class="fleft">
+<strong class="pair">Fieldhand.&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">Millionnaire.</strong>
+<big>}</big>
+<span><abbr title="Exclusion">Ex.</abbr></span>
+</div>
+
+<p class="after">A fieldhand is a labourer who lives by the sweat of his brow, and eats
+not what he does not earn. A Millionnaire is at the opposite pole, and
+can have a superabundance of all things. It is a case of opposition.
+<em>Where two ideas pertain to one and the same idea, but occupy opposite
+relations in regard to it, it is a case of Exclusion.</em> The means of
+subsistence is the common idea and Fieldhand and Millionnaire occupy
+opposite positions in respect to that idea. Other examples: &ldquo;Upper,
+Under;&rdquo; &ldquo;Above, Beneath;&rdquo; &ldquo;Before, After;&rdquo; &ldquo;Entrance, Exit;&rdquo; &ldquo;Appear,
+Vanish;&rdquo; &ldquo;Cheap, Dear;&rdquo; &ldquo;Empty, Full;&rdquo; &ldquo;<abbr title="Colonel">Col.</abbr> Ingersoll, Talmage;&rdquo;
+&ldquo;Washington, Arnold;&rdquo; &ldquo;Minnehaha, Minneboohoo.&rdquo;</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Millionnaire.</strong>
+<strong class="pair">Pauper.</strong>
+<big>}</big>
+<span><abbr title="Exclusion">Ex.</abbr></span>
+</div>
+
+<p class="after">Here is opposition between millionnaire and pauper. It is a case of <abbr title="Exclusion">Ex.</abbr>
+Other examples: &ldquo;Superfluity, Scarcity;&rdquo; &ldquo;Fertile, Barren;&rdquo; &ldquo;Sorrow,
+Happiness;&rdquo; &ldquo;Straight, Crooked;&rdquo; &ldquo;Irregular, Circle;&rdquo; &ldquo;Prompt, Tardy;&rdquo;
+&ldquo;Liberal, Stingy;&rdquo; &ldquo;Wide, Narrow;&rdquo; &ldquo;Open, Shut;&rdquo; &ldquo;Inclusion, Exclusion;&rdquo;
+&ldquo;Beginning, End;&rdquo; &ldquo;Industry, Idleness;&rdquo; &ldquo;Addition, Subtraction;&rdquo;
+&ldquo;Infernal, Celestial;&rdquo; &ldquo;Cellar, Garret;&rdquo; &ldquo;Miser, Spend-thrift;&rdquo;
+&ldquo;Assimilation, Learning by <em>rote</em>,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Pauper.</strong>
+<strong class="pair">Wealth.</strong>
+<big>}</big>
+<span><abbr title="Exclusion">Ex.</abbr></span>
+</div>
+
+<p class="after">Here is the extreme of opposition. The state or condition of destitution
+of the pauper is contrasted with the state or condition of being over
+supplied. Other examples: &ldquo;Insufficient, Enough;&rdquo; &ldquo;Work, Play;&rdquo; &ldquo;Crying,
+Laughing;&rdquo; &ldquo;Awkward, Graceful;&rdquo; &ldquo;In, Out;&rdquo; &ldquo;East, West;&rdquo; &ldquo;North, South;&rdquo;
+&ldquo;Saint, Sinner;&rdquo; &ldquo;Fast, Slow,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">WEALTH.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">CommonWEALTH.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by <abbr title="Sight and sound">S. &amp; s.</abbr></span>
+</div>
+
+<p class="after">If &ldquo;Wealth&rdquo; is taken as &ldquo;Private&rdquo; or individual, and &ldquo;Commonwealth&rdquo; be
+taken in its derivative sense, as &ldquo;wealth in common,&rdquo; or, the &ldquo;public
+wealth,&rdquo;<span class="num" title="Page&nbsp;11">&zwnj;</span><a name="p11" id="p11"></a> then this would be a case of Exclusion. If &ldquo;Wealth&rdquo; is taken
+as the condition of great abundance, and &ldquo;Commonwealth&rdquo; as the political
+body, known as a State, then this is a case of Inclusion by sight, or by
+sound, the word &ldquo;wealth&rdquo; belonging to both alike.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">COMMONwealth.</strong>
+<strong class="pair">UNcommon.</strong>
+<big>}</big>
+<span><abbr title="Exclusion">Ex.</abbr></span>
+</div>
+
+<p class="after">Considering &ldquo;Common&rdquo; in relation with &ldquo;Uncommon&rdquo; we have Exclusion. In
+the previous pair, we used wealth of commonwealth to make a relation
+with the simple word wealth. Here we use the first two syllables of the
+word to contrast with <i>un</i>common.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Uncommon.</strong>
+<strong class="pair">Rare.</strong>
+<big>}</big>
+<span><abbr title="Synonymous">Syn.</abbr> Inclusion.</span>
+</div>
+
+<p class="after">These words are nearly <em>alike in meaning</em>. Other examples: &ldquo;Choice,
+Preference;&rdquo; &ldquo;Resolute, Determined;&rdquo; &ldquo;Economical, Frugal;&rdquo; &ldquo;Ugly,
+Ill-looking;&rdquo; &ldquo;Insane, Mad;&rdquo; &ldquo;Lie, Untruth;&rdquo; &ldquo;Reliable, Trustworthy;&rdquo;
+&ldquo;Air, Atmosphere;&rdquo; &ldquo;Resident, Dweller,&rdquo; etc.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Rare.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">Well done.</strong>
+<big>}</big>
+<span><abbr title="Exclusion">Ex.</abbr></span>
+</div>
+
+<p class="after">This pair requires careful notice. &ldquo;Rare&rdquo; with reference to &ldquo;Uncommon&rdquo;
+means <em>unusual</em>, <em>seldom met</em>, or <em>unfrequent</em>; but considered in
+reference to &ldquo;well done,&rdquo; it means <em>partially cooked</em> or <em>underdone</em>.
+This, then, is a clear case of Exclusion. Other examples: &ldquo;Men whose
+heads do grow beneath their shoulders, and men whose shoulders do grow
+beneath their heads;&rdquo; &ldquo;Cushion, Mule&#8217;s Hoof;&rdquo; &ldquo;Ungoverned, Henpecked;&rdquo;
+&ldquo;Bed of Ease, Hornet&#8217;s Nest;&rdquo; &ldquo;Waltz, Breakdown.&rdquo;</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Well done.&nbsp;&nbsp;</strong>
+<strong class="pair">Badly done.</strong>
+<big>}</big>
+<span><abbr title="Exclusion">Ex.</abbr></span>
+</div>
+
+<p class="after">A clear case of Exclusion. They are both &ldquo;done,&rdquo; but one is done &ldquo;well,&rdquo;
+and the other &ldquo;badly done,&rdquo; or the opposite of well.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Badly done.</strong>
+<strong class="pair">Good.</strong>
+<big>}</big>
+<span><abbr title="Exclusion">Ex.</abbr></span>
+</div>
+
+<p class="after">A relation is sometimes found between one word and a part of another
+word or phrase. Here &ldquo;Bad&rdquo; is the opposite of &ldquo;Good.&rdquo;</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Good.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">Good Princess.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by <abbr title="Genus">G.</abbr> &amp; <abbr title="Species">S.</abbr></span>
+</div>
+
+<p class="after">&ldquo;Good&rdquo; covers all cases, whatsoever, of its kind, but &ldquo;Good Princess&rdquo; is
+a particular kind of species of good things or<span class="num" title="Page&nbsp;12">&zwnj;</span><a name="p12" id="p12"></a> persons. Examples:
+&ldquo;Snake, Copperhead;&rdquo; &ldquo;Spider, Tarantula;&rdquo; &ldquo;Horse, Dray horse,&rdquo; etc.</p>
+
+<p>Now carefully read over the eleven words, and <em>recall</em> or ascertain the
+relations between them:</p>
+
+<ul class="small">
+<li>Fieldhand.</li>
+<li>Millionnaire.</li>
+<li>Pauper.</li>
+<li>Wealth.</li>
+<li>Commonwealth.</li>
+<li>Uncommon.</li>
+<li>Rare.</li>
+<li>Well done.</li>
+<li>Badly done.</li>
+<li>Good.</li>
+<li>Good Princess.</li>
+</ul>
+
+<p>When you have <em>carefully realised the relations</em> between these words,
+lay aside the lesson and recall the entire series from memory,
+proceeding from Fieldhand to Good Princess, and back from Good Princess
+to Fieldhand. Do this five times&mdash;<em>each time from memory and more
+rapidly than before</em>.</p>
+
+<p>Again, repeat from memory, at least five times, the series from Building
+to Good Princess, and back from Good Princess to Building, reciting as
+fast as possible each time.</p>
+
+
+<h3>THIRD AND LAST LAW OF MEMORY.</h3>
+
+<div class="fleft">
+<strong class="pair">Good Princess.</strong>
+<strong class="pair">Pocahontas.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> &amp; <abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">A proper name as such has little meaning. It is usually a mere <em>sound</em>
+to which the person that bears it answers as the dog responds to the
+name &ldquo;Carlo.&rdquo; It is a sound which we call a name, and which we apply to
+one person to distinguish that person from all others, as in this case
+Pocahontas is used to distinguish the daughter of Powhattan from all
+other Indian women. She knew who was meant when that name was applied to
+her. But the name Pocahontas does not indicate that she was wise or
+unwise, learned or unlearned, tall or short, old or young. In saving
+the life of <abbr title="Captain">Capt.</abbr> John Smith she became entitled to be called a &ldquo;<em>Good</em>
+Princess.&rdquo;<span class="num" title="Page&nbsp;13">&zwnj;</span><a name="p13" id="p13"></a> In this case it would be <abbr title="Inclusion">In.</abbr> by <abbr title="Genus">G.</abbr> &amp; <abbr title="Species">S.</abbr> We have heard of all
+this, and now when we think of Pocahontas, we are apt to remember that
+she was a good Princess for saving Smith&#8217;s life. The connection between
+these words I call Concurrence. We have thought of these words together,
+and the mind by its own operation has cemented them together, so that
+when we think of one it is apt to make us remember the other.
+<em>Concurrence means that which has been accidentally, or as cause and
+effect, conjoined in our experience.</em> Between the words or ideas thus
+conjoined, there is, strictly speaking, neither Inclusion or Exclusion.
+Whenever there are unrelated things which the mind holds together simply
+because it has occupied itself with them, then we have a case of
+concurrence to be represented by <abbr title="Concurrence">Con.</abbr> Other examples: &ldquo;Harrison,
+Tippecanoe;&rdquo; &ldquo;Columbus, America;&rdquo; &ldquo;Washington, Cherry Tree;&rdquo; &ldquo;Andrew
+Jackson, To the Victors belong the Spoils;&rdquo; &ldquo;Newton, Gravitation;&rdquo;
+&ldquo;Garfield, Guiteau;&rdquo; &ldquo;Gladstone, Home Rule,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Pocahontas.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair"><abbr title="Captain">Capt.</abbr> John Smith.</strong>
+<big>}</big>
+<span><abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">We have read the story of the rescue of Smith by Pocahontas. We have
+<em>thought of these names together</em> and they have united in our memories
+by the Law of Concurrence. When we recall the name of Pocahontas, we are
+apt to revive also the name of <abbr title="Captain">Capt.</abbr> John Smith and <i lang="la" xml:lang="la">vice versa</i>.
+Another case:&mdash;A gentleman was present at Ford&#8217;s Theatre in Washington
+when John Wilkes Booth shot Abraham Lincoln. Just a moment before, he
+recognised the odour of a hyacinth held by a lady in front of him. The
+next 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 thinking
+of that scene, nor could Lincoln&#8217;s assassination be mentioned in his
+presence without his instantly thinking of hyacinth. Nothing could have
+been more purely <em>accidental</em> than the quick succession of the sensation
+of the odour and the murder of the President. But they were <em>experienced
+together</em> or nearly together. They became cemented together, so that
+the revival of one is apt to call up the other, and this is concurrence.</p>
+
+<div class="clear"></div>
+<div class="fleft"><span class="num" title="Page&nbsp;14">&zwnj;</span><a name="p14" id="p14"></a>
+<strong class="pair"><abbr title="Captain">Capt.</abbr> John Smith.</strong>
+<strong class="pair">Anvil.</strong>
+<big>}</big>
+<span><abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">A proper name may be also used in other relations. The word, sound, or
+name Smith may also be a general term applicable to many classes of
+persons, as <em>coppersmith</em>, <em>goldsmith</em>, <em>silversmith</em>, <abbr title="et cetera">&amp;c.</abbr> When we think
+of <em><abbr title="Captain">Capt.</abbr> John</em> Smith we use the word as a proper name. But when we
+think of Smith and Anvil we use the word Smith in its general sense. In
+either case it is an act of Concurrence. Smiths use anvils. We have
+thought of these words together, and that mental act has had a tendency
+to unite them together.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Anvil.&nbsp;&nbsp;</strong>
+<strong class="pair">Heavy.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> by <abbr title="Abstract and Concrete">A. &amp; C.</abbr></span>
+</div>
+
+<p class="after">Anvil is a <em>concrete thing</em> that possesses the attribute heaviness; and
+heavy is an abstract term that applies to heavy things, but does not
+state what they are. The idea or thought of heaviness is <em>common</em> to
+both words, and therefore it is a case of <abbr title="Inclusion">In.</abbr>, and as one term is
+concrete and the other abstract, it is a case of <abbr title="Inclusion">In.</abbr> by <abbr title="Abstract and Concrete">A. &amp; C.</abbr></p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Heavy.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">Gravitation.</strong>
+<big>}</big>
+<span><abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">Things are heavy that press toward the earth, in consequence of the
+action of gravity in their case. Gravitation, whatever that is, is what
+makes them tend toward the earth. We may say it is a Cause, and as we
+think of Cause producing Effect, and Effect as produced by Cause, such
+cases are <em>thought of together</em>, or almost simultaneously, and hence we
+have a case of Concurrence.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Gravitation.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">Sir Isaac Newton.</strong>
+<big>}</big>
+<span><abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">There is no <abbr title="Inclusion">In.</abbr> or <abbr title="Exclusion">Ex.</abbr> here, but <abbr title="Concurrence">Con.</abbr> We have read or heard that Newton
+discovered the Law of Gravitation. We have exercised our minds in regard
+to these two words, in thinking of them together, and that is
+concurrence.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Sir Isaac Newton.</strong>
+<strong class="pair">&ldquo;Diamond.&rdquo;</strong>
+<big>}</big>
+<span><abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">Newton went out of his library on one occasion, leaving his pet dog
+&ldquo;Diamond&rdquo; in the room. The dog jumped up on to the table, overturned the
+light, which set fire to most valuable manuscripts. They burned up. When
+Newton returned and discovered what his pet had done, he exclaimed, &ldquo;O!
+Diamond, Diamond, thou little knowest what thou hast done.&rdquo; The<span class="num" title="Page&nbsp;15">&zwnj;</span><a name="p15" id="p15"></a> name
+Diamond becomes thus vividly associated in our minds with the
+forbearance of the great Newton. We cannot forget it. We hold them
+together hereafter by <abbr title="Concurrence">Con.</abbr></p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Diamond.</strong>
+<strong class="pair">Dying.</strong>
+<big>}</big>
+<span><abbr title="Inclusion by sound">In. by s.</abbr></span>
+</div>
+
+<p class="after">A plain case of Inclusion by sound.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Dying.&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">Cholera.</strong>
+<big>}</big>
+<span><abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">We know that cholera <em>causes</em> numerous deaths; that people die in great
+numbers wherever it prevails.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Cholera.</strong>
+<strong class="pair">Terror.</strong>
+<big>}</big>
+<span><abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">Concurrence includes all cases of Cause and Effect, Instrument or Means
+to End, Person by whom or Thing by which, <abbr title="et cetera">&amp;c.</abbr> Cholera causes terror.
+Terror is the <em>effect</em> of the existence of the cholera. Now carefully
+read over the eleven words just considered, and think out the relations
+between them.</p>
+
+<ul class="small">
+<li>Good Princess.</li>
+<li>Pocahontas.</li>
+<li><abbr title="Captain">Capt.</abbr> John Smith.</li>
+<li>Anvil.</li>
+<li>Heavy.</li>
+<li>Gravitation.</li>
+<li>Sir Isaac Newton.</li>
+<li>&ldquo;Diamond.&rdquo;</li>
+<li>Dying.</li>
+<li>Cholera.</li>
+<li>Terror.</li>
+</ul>
+
+<p>Now recite them from memory at least five times forward and backward,
+and then recite the entire thirty words from Building to Terror, and
+from Terror to Building, the same number of times.</p>
+
+<p>For further training, let each pupil recite the foregoing series of
+thirty words forward and backward two or three times per day for an
+entire month. He need not stop further study, but whatever else he
+learns let him at least practise this daily recital for one month.</p>
+
+
+<h3>REMARKS ON THE THREE LAWS.</h3>
+
+<p>1. Since words have different meanings, we may sometimes find that a
+pair of words exemplify all three Laws, as plough and sword. The
+relation between them may be <abbr title="Inclusion">In.</abbr>,<span class="num" title="Page&nbsp;16">&zwnj;</span><a name="p16" id="p16"></a> since both of them are <em>cutting</em>
+instruments; one cuts and hacks human beings and the other cuts and
+turns over the soil. It may be <abbr title="Exclusion">Ex.</abbr>, in a metaphorical sense, as one is
+the emblem of peace and the other of war, and it may be <abbr title="Concurrence">Con.</abbr>, as we have
+<em>often thought of them together</em> as we read in the Bible of beating
+swords into ploughshares.</p>
+
+<p>2. Learning a series of words by heart by thinking of the <em>Relations</em>
+between them is wholly unlike learning it by <em>rote</em>. In the latter case,
+three or five words at a time or all ten words are read over from 10 to
+20 times. This reading secures scarcely anything more than a <em>succession
+of sights to the eye</em> or <em>sounds to the ear</em>. No <em>study</em> of the words is
+required. The <em>action</em> of the <em>intellect</em> is not invoked. It is the
+<em>mere sensuous</em> impression of Eye or Ear or both together that holds the
+words together, and thus <em>many or endless</em> repetitions are required to
+memorise a series which a <em>conscious thoughtful use of those Laws</em>
+enables us to learn by <em>one painstaking</em> perusal.</p>
+
+<p>Another way of learning such a series by <em>rote</em>, is to limit the
+<em>extent</em> of the repetitions. Instead of reading over the entire series
+or a large part of it many times, the series is slowly read over once or
+several times <em>by pairs</em>, only two words at a time, but the method of
+<em>acquirement</em> is precisely the same as in the former rote process. Let
+us look at this last proceeding in detail. (1) It is usually applied
+only where there is a <em>natural suggestiveness</em> between each pair of
+words. (2) But no previous study is prescribed in regard to what
+<em>constitutes</em> this suggestiveness, nor are the <em>varieties</em> of it set
+forth and required to be mastered. (3) But above all, no <em>study</em> of the
+<em>pairs of words themselves</em> is insisted upon. On the contrary, all such
+study is emphatically deprecated. The mind is not allowed to be
+<em>directed</em> to anything in <em>particular</em> in reading over the pairs. It
+must be <em>left</em> without a <em>rudder</em> or guide to float wherever it listeth.
+It is not to be &ldquo;interfered with&rdquo; by our will. What is this but
+intellectual dawdling? A method of Vacuity pure and simple&mdash;the exact
+opposite of Mental Assimilation. (4) If in reading over many times an
+entire series, only the ear and eye are mainly affected and the
+<em>intellect is left to wander</em>, much more must it wander here. In
+running over many words, the intellect might be arrested by chance. But
+here the<span class="num" title="Page&nbsp;17">&zwnj;</span><a name="p17" id="p17"></a> series consisting of two words only and all attempt to occupy
+or engage the intellect being purposely avoided, and nothing being done
+to enchain the attention to the consideration of the meaning or sounds
+of the two words, or the <em>relation</em> between them, the intellect wanders
+away from want of occupation. If when we wish to retain in our memories
+a paragraph of fine sentiment or lucid reasoning, we find our attention
+wanders, 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 stimulus
+or motive for examining the words or for <em>finding the relation</em> between
+them, but on the contrary we are forbidden to interfere with the
+spontaneous action of the mind. The <em>intellect might be abolished</em> so
+far as its <em>participation</em> in such an operation is concerned. What is
+absorbed in such a case is absorbed intuitively and blindly. Hence we
+see that what is accomplished by these two processes of <em>rote</em> learning
+is weak impressions upon the memory and a distinct cultivation of mind
+wandering.</p>
+
+<p>This method of <em>rote</em> learning by pairs was invented and first taught by
+Thomas Hallworth in New York in 1822. His method was adopted without
+acknowledgment by Carl Otto in Germany and Austria, and his followers in
+England and America.<a name="Anchor-A" id="Anchor-A"></a><a href="#Footnote-A" class="fnanchor" title="Go to footnote A."><span> Footnote </span>[A]</a></p>
+
+<p>3. The opposite of these two methods of <em>rote</em> learning is my method,
+which injects an <em>active process</em> between each pair of words. Each pair
+of words is appraised and dovetailed by the Laws of Memory. And hence
+the reader can notice the <em>fundamental difference</em> between all other
+methods and mine. My method is to keep the mind in an <em>assimilating,
+absorbing condition when trying to learn</em> by making the Intellect stay
+with the Senses. In the process of <em>endless repetition</em> or learning by
+<em>rote</em> as evinced in the two methods above given, the mind is in a
+<em>passive</em> state. But when learning the above series by <em>my</em> method, it
+was kept in an <em>active</em> state. The <em>intellect</em> was directed by the will
+into certain<span class="num" title="Page&nbsp;18">&zwnj;</span><a name="p18" id="p18"></a> channels and kept there. It was <em>searching</em> for what was
+<em>in common</em> or <em>different</em> between the pairs of words. It was <em>noting</em>
+points of likeness and classifying them. <em>This is thinking.</em> And the
+most vivid <em>First Impressions</em> always result from the action of the
+<em>intellect</em> upon the sensuous <em>stimuli</em> from ear and eye. <em>Intellectual
+Assimilation</em> is a proper name for my methods.</p>
+
+<p>4. The Three Laws are Forms or Modes of Mental Assimilation. But when
+used <em>consciously</em> for any length of time, they operate much more
+efficaciously than formerly&mdash;and they greatly increase the
+Impressionability and Revivability&mdash;as any student can affirm who
+faithfully carries out my instructions, and then his General Memory
+becomes largely improved without a conscious use of my method.</p>
+
+
+<h3>A TRAINING EXERCISE IN ATTENTION.</h3>
+
+<p>Whoever wishes to increase his permanent Memory power and his power of
+Attention must not omit to learn and practise the following exercise
+<em>precisely as I prescribe</em>. He will experience great satisfaction in
+carrying out my directions to the letter, because his conformity in this
+and in other respects will bring the reward of a <strong class="smcap">new memory</strong> power almost
+immediately. And if he were to disregard my directions, he will have no
+one to blame but himself.</p>
+
+<p>He must write down the first two words, &ldquo;Ice&rdquo; and &ldquo;Slippery,&rdquo; the latter
+word under the former. Let him ascertain the exact relation between
+these words. He will find that &ldquo;Ice&rdquo; is a concrete word, and &ldquo;Slippery&rdquo;
+indicates a quality of &ldquo;Ice&rdquo; and of other things. He places opposite the
+abbreviation <abbr title="Inclusion">In.</abbr>, by <abbr title="Abstract and Concrete">A. and C.</abbr> In a similar way he proceeds to write
+down one word at a time, and at once ascertaining its relation to the
+previous word, and indicating that relation by the appropriate
+abbreviation. When he has analysed ten words in this painstaking manner
+he must recall them backward and forward from memory at least five
+times, and each time faster than the other.</p>
+
+<p>Let him deal with the next ten in a similar manner in all respects, and
+then let him repeat the twenty words both ways at least five times, and
+so on till he has analysed,<span class="num" title="Page&nbsp;19">&zwnj;</span><a name="p19" id="p19"></a> learned and recited the entire one hundred
+words; and, finally, let him recite the one hundred words both ways at
+least once a day for thirty days, in connection with the Building Series
+and the Presidential Series and Series of English Sovereigns hereafter
+given.</p>
+
+<p>As the result of this Analysis and recitals, the pupil will make these
+Laws of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr> <em>operate hereafter in an unconscious manner</em>,
+with a power a hundred-fold greater than before practising this method.</p>
+
+<table class="lists" summary="List of words to memorise in order.">
+<tr>
+<td><a name="ice" id="ice"></a><ul>
+<li>Ice.</li>
+<li>Slippery.</li>
+<li>Smooth.</li>
+<li>Rough.</li>
+<li>Ruffian.</li>
+<li>Prison.</li>
+<li>Crime.</li>
+<li>Crimea.</li>
+<li>War.</li>
+<li>Army.</li>
+<li>Navy.</li>
+<li>Ship.</li>
+<li>Sail.</li>
+<li>Auction.</li>
+<li>Bid.</li>
+<li>Competition.</li>
+<li>Petition.</li>
+<li>Signatures.</li>
+<li>Cygnet.</li>
+<li>Net.</li>
+<li>Ensnare.</li>
+<li>Capture.</li>
+<li>Cap.</li>
+<li>Gun.</li>
+<li>Hunter.</li>
+</ul>
+</td><td>
+<ul>
+<li>Hounds.</li>
+<li>Bark.</li>
+<li>Tree.</li>
+<li>Woods.</li>
+<li>Prairie.</li>
+<li>Air.</li>
+<li>Wind.</li>
+<li>Hurricane.</li>
+<li>Reign.</li>
+<li>Governor.</li>
+<li>Steam-engine.</li>
+<li>Newspaper.</li>
+<li>Ream.</li>
+<li>Quire.</li>
+<li>Inquire.</li>
+<li>Inquest.</li>
+<li>Jury.</li>
+<li>Decide.</li>
+<li>Cider.</li>
+<li>Apple.</li>
+<li>Orchard.</li>
+<li>Charred.</li>
+<li>Burned.</li>
+<li>Stove.</li>
+<li>Fire.</li>
+</ul>
+</td><td>
+<ul>
+<li>Hose.</li>
+<li>Rose.</li>
+<li>Bush.</li>
+<li>Guerilla.</li>
+<li>Rill.</li>
+<li>Water-power.</li>
+<li>Manufacture.</li>
+<li>Man.</li>
+<li>Manager.</li>
+<li>Conductor.</li>
+<li>Cars.</li>
+<li>Track.</li>
+<li>Trotting.</li>
+<li>Fair.</li>
+<li>Foul.</li>
+<li>Chanticleer.</li>
+<li>Chandelier.</li>
+<li>Gas.</li>
+<li>Coal.</li>
+<li>Mine.</li>
+<li>Shaft.</li>
+<li>Arrow.</li>
+<li>Quiver.</li>
+<li>Indian.</li>
+<li>Black-Hawk.</li>
+</ul>
+</td><td>
+<ul>
+<li>Chicken.</li>
+<li>Feathers.</li>
+<li>Down.</li>
+<li>Up.</li>
+<li>Upstart.</li>
+<li>Begin.</li>
+<li>Bee.</li>
+<li>Honey.</li>
+<li>Hives.</li>
+<li>Wives.</li>
+<li>Mormon.</li>
+<li>Brigham Young.</li>
+<li>Old.</li>
+<li>Cold.</li>
+<li>Winter.</li>
+<li>Summer.</li>
+<li>Ft. Sumter.</li>
+<li>Stone.</li>
+<li>Mason.</li>
+<li>Maize.</li>
+<li>Fodder.</li>
+<li>Cattle.</li>
+<li>Catalogue.</li>
+<li>Log.</li>
+<li>Saw-mill.</li>
+</ul>
+</td></tr>
+</table>
+
+<p>I occasionally find that a bright, highly-gifted person makes a poor
+learner of my system, because he acts on hasty inferences of his own
+instead of attending to my long-tried and never-failing methods. To
+illustrate: Instead of <em>analysing the above series in pairs</em>, and
+<em>discovering</em> and <em>noting</em> the <em>relation</em> between each pair as I
+require, <em>he reads over the entire series</em>. His previous study of the
+Memory Laws has, however, so impressed his mind with their influence
+that he is able to retain this series after only two or three perusals.
+Or, instead of reading over the entire series, he may even <i>slowly read
+the series in pairs,<span class="num" title="Page&nbsp;20">&zwnj;</span><a name="p20" id="p20"></a> but without analysis, without trying to ascertain
+and realise the exact relation between the words</i>. This is the method of
+Vacuity or Dawdling formerly mentioned. But his study of the three Laws
+in learning the Building Series has so sharpened and quickened his
+appreciation of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>, that he <em>learned the one hundred
+words in this wrong <em>way</em> very readily</em>.</p>
+
+<p><em>But why should he not follow my directions?</em> Why not pursue my plan and
+thereby acquire the <em>full power</em> of my system instead of the small
+portion of that power gained by disregarding my direction? On the other
+hand, pupils of only average natural ability are very apt to follow my
+directions to the letter and thereby acquire an amount of Memory
+Improvement which the above gifted, but non-complying pupil, seems
+unable to understand.</p>
+
+<p>If a person is afflicted with a <em>very</em> bad memory in any or all
+respects, and particularly if this memory weakness is traceable to
+<em>mind-wandering</em>, or if it co-exist with the latter infirmity, such a
+person may find it best to make a series of from <em>one hundred to five
+hundred words</em> on the model of the foregoing series, and learn the same
+and <em>recite it daily both ways</em> for a month or more in addition to the
+prescribed exercises, and if any trace of mind-wandering remain after
+that, let him make and memorise another series of the same extent and
+practise it for the same period. The <em>worst cases of mind-wandering</em> and
+<em>of weak memories</em> always yield to this training treatment.</p>
+
+<p>In like manner, but in much inferior degree, <em>the recital of what has
+just been heard</em>, such as anecdotes, narratives, contents of plays,
+lectures, <abbr title="et cetera">&amp;c.</abbr>, not only tends to fix the recited matter in the memory,
+but also to strengthen the memory generally, <em>provided the recital takes
+place</em> shortly after the listening, as that is like a continuation of
+the original experience. <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></p>
+
+<hr />
+<h2><a name="TRAINING-THE-INTELLECT" id="TRAINING-THE-INTELLECT"></a>TRAINING THE INTELLECT TO STAY WITH THE SENSES.</h2>
+
+<p><em>Attention is the Will directing the Intellect into some particular
+channel and keeping it there.</em> There are virtually two processes
+involved in Attention. The Intellect is<span class="num" title="Page&nbsp;21">&zwnj;</span><a name="p21" id="p21"></a> directed into a particular
+channel, but to keep it there, all intruders must be excluded. To
+illustrate. A student attempts to learn a proposition in Geometry. To do
+this he must keep his mind on the printed explanations, and if his
+thoughts attempt to fly away, he must repress that attempt. To guide his
+mind into the channel of the printed exposition, he calls into play the
+Directory power of the attention. To prevent intruders or extruders from
+withdrawing his mind from the text, he exercises the Inhibitory function
+of the Attention.</p>
+
+<p>To fully understand what takes place when trying to study, let the pupil
+recall that there are three sources of knowledge.</p>
+
+<p>First: The Senses carry into his mind reports from the outside
+world&mdash;Sensation&mdash;sight of the letters, words and sentences, <abbr title="et cetera">&amp;c.</abbr> Second:
+The Intellect operates on these undigested elementary Sense-reports, or
+Sensations, and find <em>relations</em> among them. This is Perception, or
+relations among Sensations. Third: The mind acts on the <em>perceived
+relations</em> and finds relations among them. This is Reason or relations
+among relations.</p>
+
+<p>Now the geometrical student in reading the printed instructions to
+himself or in reading them aloud, might simply occupy his <em>eye</em>, or <em>eye
+and ear</em> with them and his Reason might soar away to other subjects,
+climes or ages.</p>
+
+<p>Remember that the Intellect is always active and busy, and the question
+for us to answer in our own case is&mdash;shall it co-operate with the senses
+or the matter before us, or shall it wander away?</p>
+
+<p>What the geometrical student requires and what we all require in such
+cases is to <em>compel the Intellect to stay with the Senses, and follow
+the printed train of thought</em>.</p>
+
+<p>Interest in the subject helps to secure this co-operation. And the
+<em>Process or Method of study</em>, if it be an Assimilating one, also compels
+this co-operation. And one of the processes which is most of all
+effective in <strong class="smcap">training</strong> the Intellect to obey the Will and thereby to stay
+with the Senses (where it is not a case of pure reflection), and thereby
+to institute and develop the Habit of the activity of the Intellect
+co-operating with the action of the mere senses, is practice in the use
+of the Laws of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and<span class="num" title="Page&nbsp;22">&zwnj;</span><a name="p22" id="p22"></a> <abbr title="Concurrence">Con.</abbr> To illustrate: In reciting the last
+training example of one hundred words, the Directory power is exercised
+and then the Inhibitory power is brought into play, and so on
+<em>alternately</em>. Suppose the reciter has got to &ldquo;Signatures.&rdquo; If he does
+not inhibit or exclude from his mind the word &ldquo;Petition&rdquo; he can make no
+advance. If he dwells upon &ldquo;Petition&rdquo; he will never reach &ldquo;Cygnet.&rdquo; But
+if he inhibits &ldquo;Petition&rdquo; his Directory power sends him on to &ldquo;Cygnet,&rdquo;
+and then inhibiting &ldquo;Signatures&rdquo; he proceeds from &ldquo;Cygnet&rdquo; to &ldquo;Net,&rdquo;
+<abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr> In this most simple, elementary way he exercises and trains the
+Directory and Inhibitory functions to co-operate in recalling the entire
+Series, and notice how many distinct and separate times he has exerted
+the Directory function and how many times the Inhibitory function in
+reciting a short series. And if <em>he has learned</em> this and other Series
+<em>as I direct</em> and then <em>recites them forward and backward as long as I
+require</em>, he is sure to greatly strengthen his Attention and thereby
+habituate the intellect to stay with the senses and thereby help to
+banish mind-wandering. And when the Intellect is thus trained into the
+Habit of staying with the sense of sight or hearing in reading or
+listening, the geometrical or other student can keep his mind on the
+subject before him until it is mastered.</p>
+
+
+<h3>IMPORTANT CHARACTERISTICS OF ANALYSIS.</h3>
+
+<p>It sometimes happens that we wish to quickly learn five or twenty Proper
+Names, the whole or part of which are <em>entirely new</em> to us, as a list of
+members of a committee, a series of facts in science, <abbr title="et cetera">&amp;c.</abbr> We can usually
+do this by Analysis.</p>
+
+<p>Recollective Analysis, or Analysis for the purpose of helping to learn
+by heart, is not an originating or <em>manufacturing</em> process. It simply
+<em>finds</em> relation <em>already existing</em> between the words or the ideas which
+the words suggest or evoke. But where there is <em>no existing relation</em>
+between the words or ideas, it is a case for Synthesis, to be taught
+hereafter.</p>
+
+<p>The highest Analysis relates to <em>objects</em>, or rather to the <em>ideas</em> we
+have of them, and the lowest to <em>mere words</em>, to<span class="num" title="Page&nbsp;23">&zwnj;</span><a name="p23" id="p23"></a> mere articulated
+sounds, or their written or printed representatives. The great body of
+examples and illustrations in my lessons pertain to ideas; but in the
+list of twenty-four Presidents I deal with the proper Names as words
+only, as words or articulated sounds&mdash;words which are nearly devoid of
+meaning except as marks or sounds for naming persons, or as words
+containing syllables which may have a general meaning in other
+applications. I need scarcely add that the Laws of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>
+apply to words merely as well as to the ideas which are, of course,
+suggested by the words. Let me illustrate: Ulysses S. Grant was
+succeeded by Rutherford B. Hayes. The initial syllables of Ulysses and
+of Rutherford make an inclusion by sound. The &ldquo;U&rdquo; of Ulysses is
+pronounced as if spelled &ldquo;You.&rdquo; We then have in effect &ldquo;You&rdquo; and &ldquo;Ru,&rdquo;
+or &ldquo;You&rdquo; and &ldquo;Ruth&rdquo;&mdash;when we are supposed to pronounce the &ldquo;u&rdquo; in Ruth
+as a long &ldquo;u;&rdquo; but if it be considered to be a short sound of &ldquo;u,&rdquo; it is
+only a weak case of <abbr title="Inclusion by sound.">In. by s.</abbr> But if the pupil shuts his eyes, such
+inclusions will not be observed. It is true that such application is not
+so high or grand as when they govern ideas, but it is equally <em>genuine</em>.
+It is only a lower stratum, but still it is a part of <i lang="la" xml:lang="la">terra firma</i>, and
+on no account is it to be ignored.</p>
+
+<p><em>Ideas are never words</em> nor are <em>words ever ideas</em>, but words become so
+<em>associated</em> with ideas by habit, or by the Law of Concurrence, that
+they <em>arouse certain ideas</em> whenever they are used. They are used as
+<em>signs</em> of ideas&mdash;as the means of communicating them. There is rarely,
+if ever, any <em>necessary</em> connection that we can discover between a
+particular idea and the word used to stand for it. Not only do different
+nations use different <em>words</em> or <em>sounds</em> to arouse the <em>same</em> thought,
+but different words in the same language are sometimes used to portray
+practically <em>the same idea</em>, as in the case of Mariner, Sailor, Seaman,
+Jack Tar, Navigator, Skipper, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr> Nor is this all&mdash;the <em>same sound</em>
+may awaken different ideas, as &ldquo;I&rdquo; and &ldquo;Eye.&rdquo; In the first case &ldquo;I&rdquo;
+stands for the person using it, and in the last case it means the organ
+of sight. To the eyesight they are obviously unlike. It may be well to
+remark that in imposing a name in the first place, <em>a reason</em> may exist
+why<span class="num" title="Page&nbsp;24">&zwnj;</span><a name="p24" id="p24"></a> that name is given, as Albus (white) was given to the mountains, now
+more euphoniously called Alps, because they were white or snow-crowned;
+but Alps does not <em>mean</em> white to the moderns. The word now merely
+indicates or points out the mountains so called. A word may survive and
+take a new meaning after its original meaning is no longer
+ascertainable.</p>
+
+<p>The <em>context</em> helps us to know which meaning of the word was intended
+when the word is spoken, and the context and spelling tell the same
+thing when writing or print is used. Take the words &ldquo;Hounds, Bark.&rdquo; Here
+Bark means the cry or yelp of the dogs. But in &ldquo;Tree, Bark,&rdquo; the Bark of
+the tree is suggested. Yet the word Bark is spelled precisely the same
+in both cases. The word spelled &ldquo;Bark&rdquo; is really used to express two
+different things and the context generally tells which is meant in any
+particular case.</p>
+
+<p>Individual <em>letters</em> become so strongly associated with a particular
+meaning that although the vocal value is exactly the same, yet the one
+spelling goes to one man and the other to a different man. &ldquo;Spenser&rdquo;
+would never suggest to a learned man the author of the &ldquo;Philosophy of
+Evolution,&rdquo; nor would &ldquo;Spencer&rdquo; ever suggest the author of the &ldquo;Fairie
+Queen.&rdquo; &ldquo;Mr. Mil&rdquo; would never mean &ldquo;John Stuart Mill,&rdquo; although the
+words &ldquo;Mil&rdquo; and &ldquo;Mill&rdquo; are pronounced exactly alike. We sometimes cannot
+recall a Proper Name, yet we feel sure that it begins or ends with S or
+K or L, or that a certain other letter is in the middle of the word. We
+usually find that we were right. In these cases <em>our clue to the entire
+word was found in only one letter of it</em>.</p>
+
+<p>Noticing that the <em>same letter is in common to two words</em>, although <em>all
+the other letters may be different</em>, is one case of Inclusion by
+spelling. Take an example: President John Tyler was followed by
+President James K. Polk. Analyse the two names&mdash;Tyler and Polk. The
+letter &ldquo;l&rdquo; alone is common to the two names. Here is one <em>letter</em> found
+in totally unlike contexts. If this fact is <em>noticed</em>, it cannot but
+help hold those two names together. The exercise of learning the names
+of the twenty-four Presidents is a good one for this purpose. It has a
+<em>training</em> value entirely apart<span class="num" title="Page&nbsp;25">&zwnj;</span><a name="p25" id="p25"></a> from its practical value in that case.
+And I give it for its <em>training</em> value alone.</p>
+
+<p>It is infinitely better for him to learn by analysis the <em>order</em> of the
+Presidents than to learn that order by the only other method the pupil
+has heretofore known, viz., <em>endless repetition</em>. When the pupil thinks
+a relation may be weak, let him consider that a weak relation <em>thought
+about</em> is a hundred-fold stronger than <em>mere</em> repetition <em>without any
+thinking at all</em>. It is either <em>thoughtless</em> repetition, or <em>thoughtful
+Analysis</em> that he must use. <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></p>
+
+
+
+<hr />
+<h2><a name="HOW-TO-LEARN-PROPER-NAMES" id="HOW-TO-LEARN-PROPER-NAMES"></a>HOW TO LEARN PROPER NAMES IN A CERTAIN ORDER OF SUCCESSION.</h2>
+
+
+<p>The true way to learn such lists as those of the Popes of Rome, the
+Kings of England and of the American Presidents is to learn them in
+their places in History, as parts of the Historical order of events to
+which they belong, as facts in the chain of causes and effects.</p>
+
+<p>Their Terms, Administrations, or Reigns are, however, used by historians
+as landmarks, and to follow the historians to the best advantage, it may
+be desirable to know the series as such, as a useful preparation for the
+study of the Times and age. But whatever the advantages of knowing the
+order of the American Presidents, I deal with it here <em>solely</em> for the
+<em>training</em> effect in Analysis and as an example of a method of dealing
+with any list of <em>mere</em> names.</p>
+
+<p>The mode of dealing with this Presidential series will show how all
+similar Series may be handled during the period of the pupil&#8217;s training.
+I divide the series or list of the twenty-four American Presidents into
+three Groups: the first Group containing <em>seven</em> names, the second
+having <em>eight</em> names, and the third having <em>nine</em> names. The number of
+names in each Group is easily remembered: 7, 8 and 9.</p>
+
+<p>The first Group contains the names of</p>
+
+<ul class="smcap small">
+<li>George Washington,</li>
+<li>John Adams,</li>
+<li>Thomas Jefferson,</li>
+<li>James Madison,</li>
+<li>James Monroe,</li>
+<li>John Q. Adams,</li>
+<li>Andrew Jackson.</li>
+</ul>
+
+<p><span class="num" title="Page&nbsp;26">&zwnj;</span><a name="p26" id="p26"></a>If the student has mastered the previous exercises, he ought to be able
+to analyse this Group of names with the greatest ease. Let him try, and
+if he fail, then let him study my Analysis as given below. Points of
+Analysis that appear weak to me may be strong for him, or <i lang="la" xml:lang="la">vice versa</i>.
+At all events, let him if possible learn each of the three Groups by his
+own Analysis, looking at my work afterwards.</p>
+
+
+<h3>FIRST GROUP.
+<br />
+<small><i>Period of Organisation and Consolidation.</i></small></h3>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">George WashingTON.</strong>
+<strong class="pair">JOHN Adams.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">&ldquo;Ton&rdquo; and &ldquo;John&rdquo; make a fairly good <abbr title="Inclusion">In.</abbr> by sound.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">JOHN Adams.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">THOMas Jefferson.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">&ldquo;John&rdquo; and &ldquo;Thom&rdquo; (the &ldquo;h&rdquo; is silent in both names) make an <abbr title="Inclusion">In.</abbr> by
+sound, imperfect but adequate if <em>noticed</em>.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Thomas JefferSON.</strong>
+<strong class="pair">James MadiSON.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">Both names terminating with the same syllable, &ldquo;son&rdquo;, makes a clear case
+of <abbr title="Inclusion">In.</abbr> by sound and spelling.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">JAMES Madison.</strong>
+<strong class="pair">JAMES Monroe.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">This pair of names furnishes an example of perfect <abbr title="Inclusion">In.</abbr> by sound and
+spelling in the Christian names.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">James MONroe.&nbsp;&nbsp;</strong>
+<strong class="pair">JOHN Q. Adams.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">&ldquo;Mon&rdquo; and &ldquo;John&rdquo; give us a good <abbr title="Inclusion">In.</abbr> by sound.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">JOHN Q. Adams.&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">Andrew JACKson.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">&ldquo;Jack&rdquo; is a nickname for John&mdash;a case of Synonymous <abbr title="Inclusion">In.</abbr></p>
+
+<p>Now let the pupil repeat from memory the series from George Washington
+to Andrew Jackson at least five times, each time recalling and
+realizing how each pair of names was linked together. After this let the
+list be recalled<span class="num" title="Page&nbsp;27">&zwnj;</span><a name="p27" id="p27"></a> several times forward and backward, and more rapidly
+each time, without recalling the analysis.</p>
+
+
+<h4>Remarks.</h4>
+
+<p>1. This group may well be termed the &ldquo;Long-Term Group,&rdquo; since all of the
+seven Presidents except John Adams and his son, John Q. Adams, served
+two terms.</p>
+
+<p>2. Three of the members of this group died after the close of their
+terms of office, on the <em>natal day</em> of the Republic, viz., John Adams
+and Thomas Jefferson, on the <em>4th of July</em>, 1826, and James Monroe on
+the <em>4th of July</em>, 1831.</p>
+
+<p>3. This group also might be called the &ldquo;J&rdquo; group, since the initial
+letter of the Christian name or surname of every member of it begins
+with &ldquo;J&rdquo; or its phonetic equivalent, soft G, as <i>G</i>eorge Washington,
+<i>J</i>ohn Adams, Thomas <i>J</i>efferson, <i>J</i>ames Madison, <i>J</i>ames Monroe,
+<i>J</i>ohn Q. Adams, and Andrew <i>J</i>ackson.</p>
+
+
+<h3>SECOND GROUP.
+<br />
+<small><i>Period of Territorial Expansion and the Growth of Internal Dissension.</i></small></h3>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">ANDREW Jackson.&nbsp;</strong>
+<strong class="pair">Martin VAN BUren.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">Two examples of <abbr title="Inclusion">In.</abbr>: &ldquo;An&rdquo; and &ldquo;Van&rdquo;, and &ldquo;rew&rdquo; and &ldquo;Bu.&rdquo;</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Martin Van BuREN.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">William HENry Harrison.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">A good Inclusion occurs in the case of &ldquo;ren&rdquo; and &ldquo;Hen.&rdquo; The name William
+belonged to no other of the twenty-four Presidents.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">William HENry Harrison.</strong>
+<strong class="pair">John TYler.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">A fair example of <abbr title="Inclusion">In.</abbr> by Sight [&ldquo;y&rdquo; occurs in both names] is furnished
+by the syllables &ldquo;ry&rdquo; and &ldquo;Ty.&rdquo;</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">John TyLer.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">James K. PoLk.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> &amp; <abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">The letter &ldquo;l&rdquo; belongs to both surnames but there is no other letter in
+common. John and James is a case of <abbr title="Concurrence">Con.</abbr>, for both occur together many
+times in the New Testament.</p>
+
+<div class="clear"></div>
+<div class="fleft"><span class="num" title="Page&nbsp;28">&zwnj;</span><a name="p28" id="p28"></a>
+<strong class="pair">James K. Polk.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">Zachary TAYlor.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">&ldquo;K&rdquo; is pronounced as if spelled &ldquo;Kay,&rdquo; a good <abbr title="Inclusion">In.</abbr> with &ldquo;Tay.&rdquo;</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">ZachARy Taylor.</strong>
+<strong class="pair">MillARd Fillmore.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">The letters &ldquo;ar&rdquo; occur in both the Christian names.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">MillARd Fillmore.</strong>
+<strong class="pair">FrANklin Pierce.</strong>
+<big>}</big>
+<span><abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">The &ldquo;ar&rdquo; of Millard and the &ldquo;an&rdquo; of Franklin is a case of <abbr title="Concurrence">Con.</abbr> reversed,
+<em>i.e.</em>, &ldquo;an&rdquo; and &ldquo;ar&rdquo; is <abbr title="Concurrence">Con.</abbr> since &ldquo;n&rdquo; precedes &ldquo;r&rdquo; in the Alphabet.
+Here the alphabetical order is reversed.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">FrANklin Pierce.&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">James BuchANAN.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">The &ldquo;an&rdquo; in Franklin is identical in spelling and in sound with the two
+&ldquo;ans&rdquo; in Buchanan.</p>
+
+<p>Let the student recall the series of names from Andrew Jackson to James
+Buchanan several times, and at each recall let him also recall the
+<em>relation</em> which bound the pairs together, and then let him recall the
+series from Washington to Buchanan, both forward and backward, without
+consciously reviving the relations.</p>
+
+
+<h4>Remarks.</h4>
+
+<p>1. This may be called the &ldquo;Single Term Group,&rdquo; since none of the group
+served more than one term.</p>
+
+<p>2. The group is notable for the fact that it is the only one in which
+two Presidents (William Henry Harrison and Zachary Taylor) died
+<em>natural</em> deaths while in office.</p>
+
+
+<h3>THIRD GROUP.
+<br />
+<small><i>Period of Civil War and Reconstruction.</i></small></h3>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">JAMes Buchanan.&nbsp;&nbsp;</strong>
+<strong class="pair">AbrahAM Lincoln.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">This pair of names furnishes an <abbr title="Inclusion">In.</abbr> by <em>spelling</em>, not sound, &ldquo;am&rdquo; in
+both, but not pronounced alike. This must be <em>noticed</em>, as it is a weak
+<abbr title="Inclusion">In.</abbr></p>
+
+<div class="clear"></div>
+<div class="fleft"><span class="num" title="Page&nbsp;29">&zwnj;</span><a name="p29" id="p29"></a>
+<strong class="pair">Abraham LinCOLN.</strong>
+<strong class="pair">Andrew JOHNson.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">The &ldquo;l&rdquo; in &ldquo;coln,&rdquo; and the &ldquo;h&rdquo; in &ldquo;John&rdquo; are silent. It is a case of <abbr title="Inclusion">In.</abbr>
+by sound. To the ear the sound of &ldquo;<abbr title="Concurrence">Con.</abbr>&rdquo; is like that of &ldquo;Jon.&rdquo;</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">ANdrew Johnson.</strong>
+<strong class="pair">Ulysses S. GrANt.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">&ldquo;An&rdquo; in Andrew and in Grant has the same sound.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">UlyssES S. Grant.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">Rutherford B. HayES.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">&ldquo;Es&rdquo; in Ulyss<i>es</i> and in Hay<i>es</i> is the same in <em>spelling</em>&mdash;but not in
+sound. It must be <em>noticed</em>, as it is the weakest of all. A stronger tie
+has heretofore been given.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Rutherford B. HAYes.</strong>
+<strong class="pair">James A. GarFIELD.</strong>
+<big>}</big>
+<span><abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">There is a strong association between Hay of <i>Hay</i>es and and the field
+of Gar<i>field</i>, as in the familiar word &ldquo;Hayfield.&rdquo;</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">James A. GARfield.</strong>
+<strong class="pair">Chester A. ARthur.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">In &ldquo;Gar&rdquo; and &ldquo;Ar&rdquo; there is a strong <abbr title="Inclusion">In.</abbr> by sound.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Chester A. ArTHUR.</strong>
+<strong class="pair">GroVER Cleveland.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr></span>
+</div>
+
+<p class="after">Between &ldquo;thur&rdquo; and &ldquo;ver&rdquo; there is a clear <abbr title="Inclusion">In.</abbr> by sound.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">Grover ClevelANd.&nbsp;&nbsp;&nbsp;</strong>
+<strong class="pair">BenjAMin Harrison.</strong>
+<big>}</big>
+<span><abbr title="Concurrence">Con.</abbr></span>
+</div>
+
+<p class="after">There is a fair <abbr title="Inclusion">In.</abbr> by sound between &ldquo;an&rdquo; and &ldquo;am;&rdquo; but as they are
+alphabetically reversed, it makes a case of <abbr title="Concurrence">Con.</abbr> reversed.</p>
+
+<div class="clear"></div>
+<div class="fleft">
+<strong class="pair">BenjAMin Harrison.</strong>
+<strong class="pair">Grover ClevelANd.</strong>
+<big>}</big>
+<span><abbr title="Inclusion">In.</abbr> &amp; <abbr title="Exclusion">Ex.</abbr></span>
+</div>
+
+<p class="after">Here &ldquo;am&rdquo; and &ldquo;an&rdquo; occur in alphabetical order, and is a case of <abbr title="Inclusion">In.</abbr>,
+and &ldquo;jam,&rdquo; meaning pressing together, and &ldquo;cle(a)ve&rdquo; meaning to
+separate, are opposites, hence it is also an example of Exclusion.</p>
+
+<p>Let the student, as in the case of the other groups, recall this list
+several times, and each time revive the relation by which each pair of
+names was cemented together, and<span class="num" title="Page&nbsp;30">&zwnj;</span><a name="p30" id="p30"></a> after this let him recall this list
+several times both ways without reviving the cementing relations, and
+finally let him recall several times, both ways, the entire series of
+Presidents from Washington to Cleveland, and from Cleveland to
+Washington.</p>
+
+
+<h4>Remarks.</h4>
+
+<p>1. This group furnishes the notable fact that two Presidents (Lincoln
+and Garfield) were assassinated while in office.</p>
+
+<p>2. Another peculiarity of this group is that, for the first time since
+the days of Washington, there was a widespread discussion and effort
+made to push the claims of a President (Grant) for a third term.</p>
+
+<p>3. This group contains the name of the grandson (Benjamin Harrison) of
+William Henry Harrison, of the second group. The only other instance of
+relationship between the Presidents was in the case of John Adams and
+his son, John Quincy Adams of the first group.</p>
+
+<p>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.</p>
+
+<p>5. Grover Cleveland affords the first instance where the two terms of a
+President are separated by the full term of another President (Benjamin
+Harrison). <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></p>
+
+
+
+<hr />
+<h2><span class="num" title="Page&nbsp;31">&zwnj;</span><a name="p31" id="p31"></a><a name="ENGLISH-SOVEREIGNS" id="ENGLISH-SOVEREIGNS"></a>ENGLISH SOVEREIGNS.
+<br />
+<small>A UNIQUE EXERCISE.</small></h2>
+
+
+<p>The method here used of memorising the order of the English sovereigns
+from William&nbsp;<abbr title="the 1st">I.</abbr>, the Conqueror, to Victoria possesses the following
+novelties:&mdash;</p>
+
+<p>(1) We learn the order of the entire series of thirty-seven sovereigns
+by means of the relations, direct and indirect, which we establish with
+the reigning sovereign, Victoria.</p>
+
+<p>(2) The precise credit is claimed for this method which it is entitled
+to receive. In a list of proper names we sometimes have several surnames
+alike, with usually a difference of Christian names, as in the
+presidential series we have&mdash;<em>William Henry</em> Harrison and <em>Benjamin</em>
+Harrison, and <em>John</em> Adams and <em>John Quincy</em> Adams, and we also
+sometimes have the same Christian names prefixed to different surnames,
+as James <em>Madison</em> and James <em>Monroe</em>. But in the Sovereigns of England,
+from William&nbsp;<abbr title="the 1st">I.</abbr> to Victoria, we have many Christian names alike, and the
+differences indicated by <em>ordinal</em> numbers, as George&nbsp;<abbr title="the 1st">I.</abbr>, George&nbsp;<abbr title="the 2nd">II.</abbr>,
+George&nbsp;<abbr title="the 3rd">III.</abbr>, George&nbsp;<abbr title="the 4th">IV.</abbr> This order of the English Kings is most
+extraordinary, neither the Popes of Rome, nor the French, nor any other
+list of kings, furnishing any parallel in more than a few incidents. It
+is these unique coincidences and recurrences that make it so easy to
+find relations between these sovereigns. This method is not applicable
+to the American Presidents, Prime Ministers of England, or hardly any
+other series.</p>
+
+<p>(3) No accidental relations of parts of names is resorted to, as was
+done in the case of the American Presidents.</p>
+
+<p>(4) The series is so taught that it can be recited forwards<span class="num" title="Page&nbsp;32">&zwnj;</span><a name="p32" id="p32"></a> and
+backwards&mdash;the only true test of learning any series.</p>
+
+<p>(5) The series is completely worked out and nothing is left to chance or
+possible mistakes so liable to be committed by novices in dealing for
+the first time with a new process that has to be applied to many
+details.</p>
+
+<p>(6) When the series is carefully studied and the relations painstakingly
+<em>characterised</em>, it is quickly learned and it is hard to forget.</p>
+
+<p>(7) When the series is learned by this method and the relations are
+occasionally reviewed and <em>identified</em>, its recital both ways once or
+twice a day for a month helps to develop the Attention as well as the
+Assimilative powers.</p>
+
+<p>(8) The <em>exact name</em> of each Sovereign is learned. The student relies on
+real relations and names, and not on unidentified jingles of threes and
+threes and twos and twos, like three Edwards and three Henrys and two
+Edwards and two Henrys, with the inevitable necessity of having
+afterwards to learn <em>which</em> Edward and <em>which</em> Henry was meant, <abbr title="et cetera">&amp;c.</abbr> But
+summations can follow specifications.</p>
+
+<p>(9) Pestalozzi [1745&ndash;1827] taught that we must proceed from the &ldquo;known&rdquo;
+to the &ldquo;unknown;&rdquo; but this principle mainly applies to learning the
+words of a foreign language. When we begin to learn such words they are
+wholly unknown to us. But in learning ordinary series of names or prose
+or poetry by heart, all the names and words used may be equally well
+known by us; but it is mainly the <em>order</em> in which these occur that we
+wish to memorise, and we begin at the beginning and proceed as we learn
+on from the Better Known or Best Known. In the list of American
+Presidents the series extends back to a little more than a century; but
+in the case of the English Sovereigns, when we begin with the Conqueror,
+the series extends back to 1066&mdash;upwards of 800 years&mdash;and, although in
+such a series the names of all the Sovereigns may be known, yet the
+latest is vastly better known to us than the earliest. In such a case it
+may be most useful to begin with the Best Known.</p>
+
+<p>(10) Fortunately in this case the Best Known Sovereign is a <strong class="smcap">pivot</strong>
+around which all the other Sovereigns are directly or indirectly
+related. <em>How</em>, we will proceed to show.<span class="num" title="Page&nbsp;33">&zwnj;</span><a name="p33" id="p33"></a> Something of the method will be
+intimated by the difference of type and spaces between the names:&mdash;</p>
+
+
+<table class="lists" summary="List of English Sovereigns in order.">
+<tr><td>
+<ul>
+<li>William&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>William&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>Stephen.</li>
+<li>Henry&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>&nbsp;</li>
+<li>Richard&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>&nbsp;</li>
+<li>John.</li>
+<li>Henry&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>&nbsp;</li>
+<li>Richard&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>&nbsp;</li>
+<li>Henry&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 5th">V.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 6th">VI.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 5th">V.</abbr></li>
+<li>&nbsp;</li>
+<li>Richard&nbsp;<abbr title="the 3rd">III.</abbr></li>
+</ul>
+</td><td>
+<ul>
+<li>Henry&nbsp;<abbr title="the 7th">VII.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 8th">VIII.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 6th">VI.</abbr></li>
+<li><em>Mary.</em></li>
+<li><em>Elizabeth.</em></li>
+<li>James&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>Charles&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>Council of State and Parliament.</li>
+<li>Oliver Cromwell.</li>
+<li>Richard Cromwell.</li>
+<li>Council of State and Parliament.</li>
+<li>Charles&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>James&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>William&nbsp;<abbr title="the 3rd">III.</abbr> and Mary.</li>
+<li><em>Anne.</em></li>
+<li>Henry&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>George&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>George&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>George&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>George&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>William&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>VICTORIA.</li>
+</ul>
+</td></tr>
+</table>
+
+<p>We begin with the Best Known, or Victoria, and we take note that she is
+an independent Queen, since she has never shared sovereignty with
+anyone; but Mary, of &ldquo;William&nbsp;<abbr title="the 3rd">III.</abbr> and Mary,&rdquo; was not an independent
+Queen, because she did share the Sovereign Power with her husband.
+Hereafter, when I use the word Queen I mean an independent Queen, except
+when Mary, of &ldquo;William&nbsp;<abbr title="the 3rd">III.</abbr> and Mary,&rdquo; is mentioned, and her name will
+be used only in Connection with William&nbsp;<abbr title="the 3rd">III.</abbr> England has had only four
+independent Queens, namely, Mary [Tudor], Elizabeth, Anne, and Victoria.</p>
+
+<p>(<abbr title="1.">I.</abbr>) Victoria is the <em>last</em> queen and Mary was the <em>first</em> queen
+[Exclusion between <em>first</em> and <em>last</em>, or <abbr title="Exclusion">Ex.</abbr>], and Mary, <em>first</em> queen,
+was preceded by the <em>last</em> Edward, or Edward&nbsp;<abbr title="the 6th">VI.</abbr> [<abbr title="Exclusion">Ex.</abbr>] And Mary, the
+<em>first</em> queen, was followed by the the <em>first</em> and only Elizabeth [<abbr title="Inclusion">In.</abbr>]
+And the <em>first</em> and only Elizabeth was followed by James the <em>First</em>, or
+I. [<abbr title="Inclusion">In.</abbr>] Again, <em>Queen</em> Elizabeth was followed by <em>King</em> James, making
+a clear case of <abbr title="Exclusion">Ex.</abbr> Again, Anne, the <em>third</em> queen, was preceded by <abbr title="William">Wm.</abbr>
+the <em>Third</em>, or III., and Mary [<abbr title="Inclusion">In.</abbr>]<span class="num" title="Page&nbsp;34">&zwnj;</span><a name="p34" id="p34"></a> And these <em>two</em> co-equal Sovereigns
+were preceded by James the <em>Second</em>, or II. [<abbr title="Inclusion">In.</abbr>, between cardinal
+number <em>two</em> and the ordinal number <em>Second</em>]. This series of Queens
+concludes with Victoria the <em>fourth</em> Queen, who was preceded by William
+the <em>Fourth</em>, or IV. [<abbr title="Inclusion">In.</abbr>], and William the <em>Fourth</em>, or IV., was
+preceded by George the <em>Fourth</em>, or IV. [<abbr title="Inclusion">In.</abbr>]; and George&nbsp;<abbr title="the 4th">IV.</abbr> by
+George&nbsp;<abbr title="the 3rd">III.</abbr>, and he by George&nbsp;<abbr title="the 2nd">II.</abbr>, and he by George&nbsp;<abbr title="the 1st">I.</abbr>,&mdash;a concurrence
+reversed, and William&nbsp;<abbr title="the 4th">IV.</abbr> was preceded, as we have seen, by William&nbsp;<abbr title="the 3rd">III.</abbr>
+and Mary&mdash;and William&nbsp;<abbr title="the 3rd">III.</abbr> by William&nbsp;<abbr title="the 2nd">II.</abbr>, and William&nbsp;<abbr title="the 1st">I.</abbr> at the very
+beginning of the series&mdash;<abbr title="Concurrence">Con.</abbr></p>
+
+<p>Now let us recall in the forward and reverse order what we have learned
+so far. William&nbsp;<abbr title="the 1st">I.</abbr>, William&nbsp;<abbr title="the 2nd">II.</abbr>, Edward&nbsp;<abbr title="the 6th">VI.</abbr>, Mary, Elizabeth, James&nbsp;<abbr title="the 1st">I.</abbr>,
+James&nbsp;<abbr title="the 2nd">II.</abbr>, William&nbsp;<abbr title="the 3rd">III.</abbr> and Mary, Anne, George&nbsp;<abbr title="the 1st">I.</abbr>, George&nbsp;<abbr title="the 2nd">II.</abbr>,
+George&nbsp;<abbr title="the 3rd">III.</abbr>, George&nbsp;<abbr title="the 4th">IV.</abbr>, William&nbsp;<abbr title="the 4th">IV.</abbr>, and Victoria, and the order
+reversed is Victoria, William&nbsp;<abbr title="the 4th">IV.</abbr>, George&nbsp;<abbr title="the 4th">IV.</abbr>, George&nbsp;<abbr title="the 3rd">III.</abbr>, George&nbsp;<abbr title="the 2nd">II.</abbr>,
+George&nbsp;<abbr title="the 1st">I.</abbr>, Anne, William&nbsp;<abbr title="the 3rd">III.</abbr> and Mary, James&nbsp;<abbr title="the 2nd">II.</abbr>, James&nbsp;<abbr title="the 1st">I.</abbr>, Elizabeth,
+Mary, Edward&nbsp;<abbr title="the 6th">VI.</abbr>, William&nbsp;<abbr title="the 2nd">II.</abbr>, William&nbsp;<abbr title="the 1st">I.</abbr></p>
+
+<p>(<abbr title="2.">II.</abbr>) Disregarding for the moment the four periods of what is usually
+called the Commonwealth, we see that between Elizabeth and William&nbsp;<abbr title="the 3rd">III.</abbr>
+and Mary, are four monarchs, the two James and the two Charles. We have
+already learned that Elizabeth was followed by James&nbsp;<abbr title="the 1st">I.</abbr> and that
+William&nbsp;<abbr title="the 3rd">III.</abbr> and Mary were preceded by James&nbsp;<abbr title="the 2nd">II.</abbr> Hence we see that the
+two Charles must come <em>between</em> the two James, and, of course, that
+Charles&nbsp;<abbr title="the 1st">I.</abbr> must precede Charles&nbsp;<abbr title="the 2nd">II.</abbr>, and that the order of these four
+monarchs <em>must</em> be James&nbsp;<abbr title="the 1st">I.</abbr>, Charles&nbsp;<abbr title="the 1st">I.</abbr>, Charles&nbsp;<abbr title="the 2nd">II.</abbr>, and James&nbsp;<abbr title="the 2nd">II.</abbr>&mdash;a
+plain case of <abbr title="Concurrence">Con.</abbr> reversed. We saw that there were two of these four
+monarchs before the Commonwealth; there must then be two after it,
+making James&nbsp;<abbr title="the 1st">I.</abbr> and Charles&nbsp;<abbr title="the 1st">I.</abbr> before the Commonwealth and Charles&nbsp;<abbr title="the 2nd">II.</abbr>
+and James&nbsp;<abbr title="the 2nd">II.</abbr> after it.</p>
+
+<p>On the day that Charles&nbsp;<abbr title="the 1st">I.</abbr> was executed (January&nbsp;30, 1649), the
+Parliament (the House of Commons) abolished the kingly office and House
+of Lords, and appointed a Council of State of 41 members, which with the
+House of Commons was to be the government. Intermediate then between
+Charles&nbsp;<abbr title="the 1st">I.</abbr> and Charles&nbsp;<abbr title="the 2nd">II.</abbr> there came&mdash;</p>
+
+<ul class="small">
+<li><span class="num" title="Page&nbsp;35">&zwnj;</span><a name="p35" id="p35"></a>Council of State and Parliament.</li>
+<li>Oliver Cromwell.</li>
+<li>Richard Cromwell.</li>
+<li>Council of State and Parliament.</li>
+</ul>
+
+<p>Here we see there was a Council of State and Parliament at the beginning
+and close of these intermediates, and between them came Oliver Cromwell
+and his son, Richard Cromwell. Charles&nbsp;<abbr title="the 1st">I.</abbr>, followed by Council of State
+and Parliament, made a case of Exclusion and the Council of State and
+Parliament, followed by the Protector Oliver Cromwell, gives another
+example of <abbr title="Exclusion">Ex.</abbr> and a case of <abbr title="Inclusion">In.</abbr> between Oliver Cromwell and his son
+Richard, who inherited the protectorate, but a case of <abbr title="Exclusion">Ex.</abbr> again between
+the powerful Oliver and his weak son Richard, and another example of <abbr title="Exclusion">Ex.</abbr>
+between the protectorate of Richard Cromwell and the Council of State
+and Parliament, and another between the latter and the full-fledged
+monarchy of Charles&nbsp;<abbr title="the 2nd">II.</abbr></p>
+
+<p>Now review what we have learned so far and we have William&nbsp;<abbr title="the 1st">I.</abbr>,
+William&nbsp;<abbr title="the 2nd">II.</abbr>, Edward&nbsp;<abbr title="the 6th">VI.</abbr>, Mary, Elizabeth, James&nbsp;<abbr title="the 1st">I.</abbr>, Charles&nbsp;<abbr title="the 1st">I.</abbr>, Council
+of State and Parliament, Oliver Cromwell, Richard Cromwell, Council of
+State and Parliament, Charles&nbsp;<abbr title="the 2nd">II.</abbr>, James&nbsp;<abbr title="the 2nd">II.</abbr>, William&nbsp;<abbr title="the 3rd">III.</abbr> and Mary,
+Anne, George&nbsp;<abbr title="the 1st">I.</abbr>, George&nbsp;<abbr title="the 2nd">II.</abbr>, George&nbsp;<abbr title="the 3rd">III.</abbr>, George&nbsp;<abbr title="the 4th">IV.</abbr>, William&nbsp;<abbr title="the 4th">IV.</abbr>, and
+Victoria. Reverse the recital and we have Victoria, William&nbsp;<abbr title="the 4th">IV.</abbr>,
+George&nbsp;<abbr title="the 4th">IV.</abbr>, George&nbsp;<abbr title="the 3rd">III.</abbr>, George&nbsp;<abbr title="the 2nd">II.</abbr>, George&nbsp;<abbr title="the 1st">I.</abbr>, Anne, William&nbsp;<abbr title="the 3rd">III.</abbr> and
+Mary, James&nbsp;<abbr title="the 2nd">II.</abbr>, Charles&nbsp;<abbr title="the 2nd">II.</abbr>, Council of State and Parliament, Richard
+Cromwell, Oliver Cromwell, Council of State and Parliament, Charles&nbsp;<abbr title="the 1st">I.</abbr>,
+James&nbsp;<abbr title="the 1st">I.</abbr>, Elizabeth, Mary, Edward&nbsp;<abbr title="the 6th">VI.</abbr>, William&nbsp;<abbr title="the 2nd">II.</abbr>, and William&nbsp;<abbr title="the 1st">I.</abbr></p>
+
+<p>(<abbr title="3.">III.</abbr>) We now proceed to learn the eighteen kings intermediate between
+William&nbsp;<abbr title="the 2nd">II.</abbr> and Edward&nbsp;<abbr title="the 6th">VI.</abbr> We notice at once that the <em>first</em> and <em>last</em>
+of these intermediates are the <em>first</em> and <em>last</em> Henrys [<abbr title="Exclusion">Ex.</abbr>], viz.,
+Henry&nbsp;<abbr title="the 1st">I.</abbr> and Henry&nbsp;<abbr title="the 8th">VIII.</abbr> We see also that Henry the <em>First</em>, or I., is
+followed by Henry the Second, or II. [<abbr title="Concurrence">Con.</abbr>], with the <em>first</em> and only
+Stephen as the <em>first</em> single intermediary [<abbr title="Inclusion">In.</abbr>]. Returning to
+Edward&nbsp;<abbr title="the 6th">VI.</abbr>, we see that he, the <em>last</em> Edward, is preceded by
+Henry&nbsp;<abbr title="the 8th">VIII.</abbr>, or the <em>last</em> Henry [<abbr title="Inclusion">In.</abbr>] We also notice that Edward&nbsp;<abbr title="the 6th">VI.</abbr> is
+preceded by Henry&nbsp;<abbr title="the 6th">VI.</abbr>, and<span class="num" title="Page&nbsp;36">&zwnj;</span><a name="p36" id="p36"></a> Henry&nbsp;<abbr title="the 6th">VI.</abbr> by Henry&nbsp;<abbr title="the 3rd">III.</abbr>, or the half of six
+[<abbr title="Inclusion">In.</abbr> by <abbr title="Whole and Part">W. and P.</abbr>]. Finally we observe that between William&nbsp;<abbr title="the 2nd">II.</abbr> and
+Mary, there are three series of kings completed&mdash;eight Henrys, six
+Edwards, and three Richards. Making the three Richards <em>reference</em>
+points we can easily fix the residue of the eighteen kings for we see
+that Richard&nbsp;<abbr title="the 1st">I.</abbr> or the <em>First</em>, is preceded by Henry&nbsp;<abbr title="the 2nd">II.</abbr> and followed by
+Henry&nbsp;<abbr title="the 3rd">III.</abbr>, with the <em>first</em> and only John as the <em>second</em> single
+intermediary [<abbr title="Inclusion">In.</abbr>] and that Richard&nbsp;<abbr title="the 2nd">II.</abbr> is preceded by Edward&nbsp;<abbr title="the 1st">I.</abbr>,
+Edward&nbsp;<abbr title="the 2nd">II.</abbr>, and Edward&nbsp;<abbr title="the 3rd">III.</abbr>, or three Edwards, and followed by
+Henry&nbsp;<abbr title="the 4th">IV.</abbr>, Henry&nbsp;<abbr title="the 5th">V.</abbr>, and Henry&nbsp;<abbr title="the 6th">VI.</abbr>, or three Henrys, and that
+Richard&nbsp;<abbr title="the 3rd">III.</abbr> is preceded by Edward&nbsp;<abbr title="the 4th">IV.</abbr> and Edward&nbsp;<abbr title="the 5th">V.</abbr>, or two Edwards,
+and followed by Henry&nbsp;<abbr title="the 7th">VII.</abbr> and Henry&nbsp;<abbr title="the 8th">VIII.</abbr>, or two Henrys.</p>
+
+<p>Recalling the succession from William&nbsp;<abbr title="the 1st">I.</abbr> to Edward&nbsp;<abbr title="the 6th">VI.</abbr>, we have
+William&nbsp;<abbr title="the 1st">I.</abbr>, William&nbsp;<abbr title="the 2nd">II.</abbr>, Henry&nbsp;<abbr title="the 1st">I.</abbr>, Stephen, Henry&nbsp;<abbr title="the 2nd">II.</abbr>, Richard&nbsp;<abbr title="the 1st">I.</abbr>, John,
+Henry&nbsp;<abbr title="the 3rd">III.</abbr>, Edward&nbsp;<abbr title="the 1st">I.</abbr>, Edward&nbsp;<abbr title="the 2nd">II.</abbr>, Edward&nbsp;<abbr title="the 3rd">III.</abbr>, Richard&nbsp;<abbr title="the 2nd">II.</abbr>, Henry&nbsp;<abbr title="the 4th">IV.</abbr>,
+Henry&nbsp;<abbr title="the 5th">V.</abbr>, Henry&nbsp;<abbr title="the 6th">VI.</abbr>, Edward&nbsp;<abbr title="the 4th">IV.</abbr>, Edward&nbsp;<abbr title="the 5th">V.</abbr>, Richard&nbsp;<abbr title="the 3rd">III.</abbr>, Henry&nbsp;<abbr title="the 7th">VII.</abbr>,
+Henry&nbsp;<abbr title="the 8th">VIII.</abbr>, Edward&nbsp;<abbr title="the 6th">VI.</abbr> Reversing the order, we have Edward&nbsp;<abbr title="the 6th">VI.</abbr>,
+Henry&nbsp;<abbr title="the 8th">VIII.</abbr>, Henry&nbsp;<abbr title="the 7th">VII.</abbr>, Richard&nbsp;<abbr title="the 3rd">III.</abbr>, Edward&nbsp;<abbr title="the 5th">V.</abbr>, Edward&nbsp;<abbr title="the 4th">IV.</abbr>, Henry&nbsp;<abbr title="the 6th">VI.</abbr>,
+Henry&nbsp;<abbr title="the 5th">V.</abbr>, Henry&nbsp;<abbr title="the 4th">IV.</abbr>, Richard&nbsp;<abbr title="the 2nd">II.</abbr>, Edward&nbsp;<abbr title="the 3rd">III.</abbr>, Edward&nbsp;<abbr title="the 2nd">II.</abbr>, Edward&nbsp;<abbr title="the 1st">I.</abbr>,
+Henry&nbsp;<abbr title="the 3rd">III.</abbr>, John, Richard&nbsp;<abbr title="the 1st">I.</abbr>, Henry&nbsp;<abbr title="the 2nd">II.</abbr>, Stephen, Henry&nbsp;<abbr title="the 1st">I.</abbr>, William&nbsp;<abbr title="the 2nd">II.</abbr>,
+and William&nbsp;<abbr title="the 1st">I.</abbr></p>
+
+<p>We conclude with the recital both ways of the thirty-seven Sovereigns
+from William&nbsp;<abbr title="the 1st">I.</abbr> to Victoria.</p>
+
+<table class="lists" summary="List of English Sovereigns in order, backwards and forwards.">
+<tr><td><ul>
+<li>William&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>William&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>Stephen.</li>
+<li>Henry&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Richard&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>John.</li>
+<li>Henry&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>Richard&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 5th">V.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 6th">VI.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li><span class="num" title="Page&nbsp;37">&zwnj;</span><a name="p37" id="p37"></a>Edward&nbsp;<abbr title="the 5th">V.</abbr></li>
+<li>Richard&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 7th">VII.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 8th">VIII.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 6th">VI.</abbr></li>
+<li><strong class="smcap">Mary.</strong></li>
+<li><strong class="smcap">Elizabeth.</strong></li>
+<li>James&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>Charles&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>Council of State and Parliament.</li>
+<li>Oliver Cromwell.</li>
+<li>Richard Cromwell.</li>
+<li>Council of State and Parliament.</li>
+<li>Charles&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>James&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>William&nbsp;<abbr title="the 3rd">III.</abbr> and Mary.</li>
+<li><strong class="smcap">Anne.</strong></li>
+<li>George&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>George&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>George&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>George&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>William&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>VICTORIA.</li>
+</ul>
+</td><td>
+<ul>
+<li>VICTORIA.</li>
+<li>William&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>George&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>George&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>George&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>George&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li><strong class="smcap">Anne.</strong></li>
+<li>William&nbsp;<abbr title="the 3rd">III.</abbr> and Mary,</li>
+<li>James&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Charles&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Council of State and Parliament.</li>
+<li>Richard Cromwell.</li>
+<li>Oliver Cromwell.</li>
+<li>Council of State and Parliament<ins class="corr" title="Transcriber&#8217;s note: Original had a comma instead of a period.">.</ins></li>
+<li>Charles&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>James&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li><strong class="smcap">Elizabeth.</strong></li>
+<li><strong class="smcap">Mary.</strong></li>
+<li>Edward&nbsp;<abbr title="the 6th">VI.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 8th">VIII.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 7th">VII.</abbr></li>
+<li>Richard&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 5th">V.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 6th">VI.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 5th">V.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>Richard&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Edward&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>John.</li>
+<li>Richard&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>Henry&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>Stephen.</li>
+<li>Henry&nbsp;<abbr title="the 1st">I.</abbr></li>
+<li>William&nbsp;<abbr title="the 2nd">II.</abbr></li>
+<li>William&nbsp;<abbr title="the 1st">I.</abbr></li>
+</ul>
+ <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></td></tr>
+</table>
+
+
+
+<hr />
+<h2><span class="num" title="Page&nbsp;38">&zwnj;</span><a name="p38" id="p38"></a><a name="NUMERIC-THINKING" id="NUMERIC-THINKING"></a>NUMERIC THINKING.
+<br />
+<small>HOW TO NEVER FORGET FIGURES AND DATES.</small></h2>
+
+
+<p>When my pupils have gained the quick perception and instantaneous
+apprehension which always reward the studious use of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>,
+they can, amongst other new achievements, always remember and never
+forget figures and dates.</p>
+
+<p><em>Pike&#8217;s Peak</em>, the most famous in the chain known as the Rocky Mountains
+in America, is fourteen thousand one hundred and forty-seven feet high.
+Instantly, one who is trained in the use of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>,
+perceives that there are two fourteens [<abbr title="Synonymous Inclusion">Syn. In.</abbr>] in these figures, and
+that the last figure is half of fourteen, or 7 <abbr title="Inclusion">In.</abbr> by <abbr title="Whole and Part">W. and P.</abbr>, making
+14,147. Of course, one who is not practised in analogies, in discovering
+similarities and finding differences would not have noticed any
+peculiarity in these figures which would enable him to remember them.
+Few people ever notice any relations among numbers. But any possible
+figures or dates always possess relations to the mind trained in <abbr title="Inclusion">In.</abbr>,
+<abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr></p>
+
+<p><em>Fujiyama</em>, the noted volcano of Japan, is twelve thousand three hundred
+and sixty-five feet high. Does any pupil who has mastered the first
+lesson and who is expert in the use of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>, fail to
+notice that here we have the disguised statement that the height of this
+mountain is expressed in the number of months and days of the year,
+12,365&nbsp;feet high? These figures drop into that mould and henceforth are
+remembered without difficulty. These are remarkable coincidences no
+doubt, but are not all sets of figures similarly impressive
+coincidences to the trained eye, and the <em>active</em>, <em>thinking</em> and
+<em>assimilative</em> mind?</p>
+
+<p><span class="num" title="Page&nbsp;39">&zwnj;</span><a name="p39" id="p39"></a>No reader of English history has failed to notice the three sixes in the
+date of the Great Fire in London, <i lang="la" xml:lang="la">viz.</i>, 1666. The &ldquo;three sixes&rdquo; are
+generally resorted to as a signal for fire companies to turn out in full
+force; yet such a coincidence of figures in a distant date makes a
+slight impression compared to the vividness of events that happened in
+the year of our birth, the year of graduation from school, the year of
+marriage, and the year of the death of relatives, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr> Keep a small
+blank 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 classify
+them and otherwise study them under the eye. You will soon be astonished
+at the accumulation.</p>
+
+<p>The population of New Zealand, exclusive of natives, is 672,265.
+Bringing the first two figures into relation with the last two we have
+67 and 65&mdash;a difference of 2 only. The two groups of 672 and 265 have
+the figure&nbsp;2 at the end of the first group, and another 2 at the
+beginning of the second group. These two twos are in sequence (<abbr title="Concurrence">Con.</abbr>),
+and each of them expresses the difference between 67 and 65. <em>Thought</em>
+about in this way, or in any other, the series becomes fixed in mind,
+and will be hard to forget.</p>
+
+<p>The population of Sydney is 386,400. Here are two groups of three
+figures each. The first two figures of the first group are 38, and the
+first two figures of the second group are 40&mdash;a difference of 2. Two
+taken from 8 leaves 6, or the third figure of the first group, and 2
+added to the first figure of the second group makes 6. The 40 ends with
+a cypher, and it is a case of <abbr title="Synonymous Inclusion">Syn. In.</abbr> that the last figure of the
+second group or the third figure of it should likewise be a cypher.
+Besides, those who know anything at all about the population of Sydney
+must know that it is vastly more than 38,640, and hence that there must
+be another cypher after 40, making the total of 386,400.</p>
+
+<p>The population of Melbourne is 490,912. Here we have 4 at the beginning
+and half of 4 or 2 at the end of the six figures. The four interior
+figures, viz., 9091 is a clear case of <abbr title="Concurrence">Con.</abbr>&mdash;or 90 and 91. Then again 91
+ending with 1, the next figure is 2&mdash;a case of sequence or <abbr title="Concurrence">Con.</abbr> But
+490,912 is the population of the city of Melbourne with its suburbs. The
+&ldquo;city&rdquo; itself contains only 73,361 inhabitants,<span class="num" title="Page&nbsp;40">&zwnj;</span><a name="p40" id="p40"></a> 73 reversed becomes
+37&mdash;or only 1 more than 36. This 1 placed at the end of or after 36
+makes the 361. Now 37 reversed is 73, and then follows 361, making the
+total to be 73,361.</p>
+
+<p>Let the attentive pupil observe that this method does not give any set
+of rules for thinking in the same manner in regard to different sets or
+example of numbers. That would be impossible. Thinking or finding
+relations amongst the objects of thought must be differently worked out
+in each case, since the figures themselves are differently grouped.</p>
+
+<p>The foregoing cases in regard to population will suffice for those who
+live in the Australian colonies, and to others they will teach the
+method of handling such cases, and leave them the pleasure of working
+out the process in regard to the population where they reside, or other
+application of the method they may wish to make.</p>
+
+<p>Great encouragement is found in the circumstance that after considerable
+practice in dealing with numerous figures through <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>,
+new figures are self-remembered from the habit of assimilating numbers.
+They henceforth make more vivid impressions than formerly.</p>
+
+<p><dfn class="smcap">Inclusion</dfn> embraces cases where the same kind of facts or the principles
+were involved, or the same figures occur in different dates with regard
+to somewhat parallel facts&mdash;End of Augustus&#8217;s empire [death]
+14&nbsp;<span class="allsc">A.D.</span>&mdash;End of Charlemagne&#8217;s [death] 814&nbsp;<span class="allsc">A.D.</span>, and end of Napoleon&#8217;s
+[abdication] 1814&nbsp;<span class="allsc">A.D.</span></p>
+
+<p><dfn class="smcap">Exclusion</dfn> implies facts from the opposite sides relating to the same
+events, conspicuously opposite views held by the same man at different
+periods, or by different men who were noticeably similar in some other
+respects, or antithesis as to the character or difference in the
+nationality [if the two nations are frequent foes] of different men in
+whose careers, date of birth, or what not, there was something
+distinctly parallel&mdash;Egbert, first King of England, died&nbsp;837.
+William&nbsp;<abbr title="the 4th">IV.</abbr>, last King of England, died&nbsp;1837. What a vivid exclusion
+here for instance: Abraham died&nbsp;1821 <span class="allsc">B.C.</span>, and Napoleon Bonaparte
+died&nbsp;1821&nbsp;<span class="allsc">A.D.</span></p>
+
+<p><dfn class="smcap">Concurrences</dfn> are found in events that occur on the same date or nearly
+so, or follow each other somewhat closely.</p>
+
+<p><span class="num" title="Page&nbsp;41">&zwnj;</span><a name="p41" id="p41"></a>Charles Darwin, who advocated evolution, now popular with scientists in
+every quarter of the globe, and Sir H. Cole, who first advocated
+International Exhibitions, now popular in every part of the world
+[Inclusion] were born in the same year 1809 [Concurrence] and died in
+the same year 1882 [Concurrence]<ins class="corr" title="Transcriber&#8217;s note: Original placed this period inside the brackets.">.</ins></p>
+
+<p>Garibaldi [the Italian] and Skobeleff [the Russian] [Exclusion, being of
+different countries], both great and recklessly patriotic generals
+[Inclusion] and both favourites in France [Inclusion], died in the same
+year, 1882 [Concurrence]. Longfellow and Rossetti, both English-speaking
+poets [Inclusion] who had closely studied Dante [Inclusion] died in the
+same year, 1882 [Concurrence].</p>
+
+<p>Haydn, the great composer, was born in 1732, and died in 1809; this date
+corresponds to that of the birth [Exclusion and Concurrence] of another
+famous composer [Inclusion], Mendelssohn, who himself died in 1847, the
+same year as O&#8217;Connell.</p>
+
+<p><ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;Lamark&rsquo;.">Lamarck</ins> [1744&ndash;1829], advocated a theory of development nearly
+resembling the Darwinian Theory of the Origin of Species [<abbr title="Inclusion">In.</abbr>]. This he
+did in 1809, the year in which Charles Darwin was born [<abbr title="Concurrence">Con.</abbr>]. Darwin&#8217;s
+writings have altered the opinions of many as to the Creation, and the
+year of his birth was that of the death of Haydn, the composer of the
+Oratorio &ldquo;The Creation.&rdquo; [<abbr title="Concurrence">Con.</abbr> and <abbr title="Exclusion">Ex.</abbr>].</p>
+
+<p>John Baptiste Robinet taught the gradual development of all forms of
+existence from a single creative cause. He died in 1820, the year in
+which Herbert Spencer, the English Apostle of Evolution, was born [<abbr title="Inclusion">In.</abbr>,
+<abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>].</p>
+
+<p>Galileo, founder of Modern Astronomy, born in 1564&mdash;Shakespeare&#8217;s birth
+year [<abbr title="Concurrence">Con.</abbr>]&mdash;died in 1642, the very year in which Sir Isaac Newton was
+born. Galileo&#8217;s theory was not proved but merely made probable, until
+the existence of the laws of gravitation was established, and it was
+Newton who discovered gravitation. This is an instance of Inclusion as
+to the men, of Exclusion and Concurrence as to date of birth and death.</p>
+
+<p>Two prominent <i lang="la" xml:lang="la"><ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;litterati&rsquo;.">literati</ins></i> [Inclusion], one a Frenchman the other an
+Englishman [Exclusion], well-known for the pomposity and sonority of
+their style of writing [Inclusion], were born in the same year, 1709,
+and died the same year<span class="num" title="Page&nbsp;42">&zwnj;</span><a name="p42" id="p42"></a> 1784, a double Concurrence&mdash;Lefranc de
+Pompignan&mdash;[pompous <abbr title="Inclusion">In.</abbr> by <abbr title="Sight">S.</abbr>], and Samuel Johnson.</p>
+
+<p>General Foy, an <em>orator</em> and artillery officer, fond of literature, was
+born the same year [Concurrence] 1775, as the <em>orator</em> [Inclusion],
+Daniel O&#8217;Connell. He died in 1825, the same year [Concurrence] as
+Paul-Louis Courier, who was also an artillery officer [Inclusion], fond
+of literature [Inclusion], and moreover, like O&#8217;Connell, a violent
+pamphleteer [Inclusion].</p>
+
+<p>Two illustrious, uncompromising characters [Inclusion], both brilliant
+composers [Inclusion], the one musical, the other literary, the one a
+representative of the music of the future, the other of the obsolete
+polemic of the past [Exclusion], Richard Wagner and Louis Veuillot, were
+born in the same year, 1813, and died in the same year, 1883. The last
+point is a double Concurrence.</p>
+
+<p>Two foremost harbingers of modern thought [Inclusion], Voltaire and
+J.&nbsp;J. Rousseau, died in 1778&mdash;[Concurrence]. Both gained for themselves
+the reputation of having been the most reckless antagonists of
+Christianity [Inclusion]. And still the one dedicated a church to the
+service of God, whilst the other in his &ldquo;Emile&rdquo; wrote a vindication of
+Christianity [Exclusion as to each of them, Inclusion as to both of
+them].</p>
+
+<p>A little practice makes the pupil prompt in dealing with any figures
+whatever. Take the height of Mount Everest, which is 29,002&nbsp;feet. We
+have all heard that it is more than five miles high. Let us test this
+statement. There are 5,280&nbsp;feet in a mile, multiply 5,280 by 5, and we
+have 26,400. Hence we see that Mount Everest being 29,002&nbsp;feet high must
+be more than five miles high. Half of a mile is 5,280&nbsp;feet divided by 2,
+or 2,640&nbsp;feet. Add this to 26,400 and we have 29,040. Hence we see that
+Mount Everest is <abbr title="5 and a half">5&frac12;</abbr>&nbsp;miles high lacking 38&nbsp;feet, or that if we add
+38&nbsp;feet to its height of 29,002, it would then be exactly <abbr title="5 and a half">5&frac12;</abbr>&nbsp;miles high.
+Can we then forget that it is exactly 29,002&nbsp;feet high?</p>
+
+<p>Shakespeare was born in 1564 and died in 1616. The First Folio Edition
+of 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 our
+memories?<span class="num" title="Page&nbsp;43">&zwnj;</span><a name="p43" id="p43"></a> We can begin with whichever date we prefer. If we add together
+the figures of the year of his birth, 1564, they make 16. All the dates
+hereafter considered occurred in 1600, <abbr title="et cetera">&amp;c.</abbr> We can thus disregard the
+first 16 and consider only the last two figures which constitute the
+fraction of a century.</p>
+
+<p>Let us begin with his death in 1616 in the <em>sixteens</em>. Is not this a
+vivid collocation of figures? Can we forget it as applied to the great
+dramatist? Now if we double the last 16, it gives us the date of the
+second Folio in [16]32 and 32 reversed gives us the date of the first
+Folio. Again, seven years after his death [&ldquo;seven ages of man&rdquo;] his
+first Folio was published in 1623. The second Folio was published in
+1632 or 23 reversed, and the third Folio in 1664, or 32 doubled, and
+just 100 years after his birth in 1564. His birth might also be
+remembered as occurring in the same year as that of the great astronomer
+Galileo. The fourth Folio appeared in 1685 or 21&nbsp;years after the third
+Folio. This period measures the years that bring man&#8217;s majority or full
+age.</p>
+
+<p>Attention to the facts of reading will be secured by increased power of
+Concentration, and a familiarity with <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr> will enable us
+to assimilate all dates and figures by numeric thinking with the
+greatest promptitude, especially the longer or larger series.</p>
+
+<p>Try the case of Noah&#8217;s Flood, 2348&nbsp;<span class="allsc">B.C.</span> Here the figures pass by a unit
+at a time from 2[3] to 4, and then by doubling the 4 we have the last
+figure 8&mdash;making altogether 2348. Another method of dealing with this
+date is very instructive. Read the account in <abbr title="Genesis chapter 7 verses 9, 13 and 15.">Gen. ch.&nbsp;vii., vv. 9, 13,
+and 15.</abbr> Now we can proceed.</p>
+
+<p>They went into the Ark by <em>twos</em>. This gives the figure 2. Now let us
+find the other figures. Noah&#8217;s three sons and their wives make three
+pairs of persons, or <em>three</em> 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 figure
+4. Finally the total number of human beings who entered the ark were
+4&nbsp;pairs or <em>eight</em> persons. This gives the figure 8. Thus we have the
+entire set of figures, 2348&nbsp;<span class="allsc">B.C.</span> Take the date of the creation according<span class="num" title="Page&nbsp;44">&zwnj;</span><a name="p44" id="p44"></a>
+to the accepted biblical chronology as 4004&nbsp;<span class="allsc">B.C.</span> We could say the date
+has <em>four</em> figures, that the expression of it begins and ends with the
+figure 4, and that the two intermediates are nought, or cyphers; or that
+the figures are expressed by 40 and <em>forty reversed</em> as 40-04&mdash;or 4004.</p>
+
+
+<h3 class="smcap">A Scientific Experiment.</h3>
+
+<p>Having met several persons who claimed that they always remembered
+figures by reasoning about them [whatever that may have meant], and yet
+all such persons having shown an inability to remember many dates or
+numbers, I inferred that they were honestly mistaken in supposing that
+they could remember numbers, or else that such a method was not adapted
+to their idiosyncrasies. At that time, I did not suspect that their
+failure may have arisen from lack of <em>training</em> in <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>
+From the circumstance that I myself could use this method with
+promptitude and certainty, I determined to test it in a strictly
+scientific way.</p>
+
+<p>I made the experiment two years ago, and all my experience since has
+corroborated the conclusion then arrived at.</p>
+
+<p>I experimented with the two groups of 20 pupils each. Neither knew any
+method of dealing with dates and numbers. The first group had had no
+training in <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>; the second group had been well practised
+in those laws. I then gave each member of each group several very
+difficult cases of dates and numbers to be memorised&mdash;one example
+containing 24 figures. To save time and space in exposition, I have
+heretofore only mentioned 12 figures, or the half of the amount. All of
+the first group failed except one. He, however, could not memorise the
+24 figures. All of the second group handled all the new examples with
+success, and only two of them met with much difficulty in dealing with
+the 24 figures.</p>
+
+<p>Since this decisive experiment, I have heartily recommended the method
+of finding relations amongst the numbers themselves, to all who are
+proficient in the use of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr></p>
+
+<p>The example of 24 figures must conclude this exposition.<span class="num" title="Page&nbsp;45">&zwnj;</span><a name="p45" id="p45"></a> They represent
+respectively the number of the day of the month in which the first
+Saturday in each month falls in 1895 and 1896. To one without practice
+in applying analysis to figures, there seems no hope of memorising this
+long group of figures except by endless repetition. The 24 figures are</p>
+
+<p class="center">
+522641637527417426415375.
+</p>
+
+<p>Yet reflect a moment and all will be clear. Divide the 24 figures into 2
+groups of 12 figures each and number the first group, divided into four
+sections, thus:&mdash;</p>
+
+<table summary="The first 12 figures, grouped in threes.">
+<tr><th>(1)</th><th>(2)</th><th>(3)</th><th>(4)</th></tr>
+<tr><td>522,</td><td>641,</td><td>637,</td><td>527.</td></tr>
+</table>
+
+<p>Now bring the first and fourth groups into relation, and you see at once
+that the fourth group is larger than the first group by only <em>five</em>.
+Bringing the <em>second</em> group into relation with the <em>third</em> group, we
+find they differ only by <em>four</em>. Again: the third group is larger than
+the fourth by 100 and by 10, that is 527 becomes 637, the seven alone
+remaining steadfast. Beginning with the fourth group and passing to the
+third group we have the fourth group with 110 added. The second group is
+the third group with only four added, and the first group is the fourth
+group with only five subtracted. Thinking out these relations you can
+recall the groups as groups or the separate figures of each group or the
+entire 12 figures either forwards or backwards&mdash;and you have achieved
+this result by <em>Attention</em> and <em>Thought</em>.</p>
+
+<p>The other twelve figures are easily disposed of. They are 417426415375.
+Divided into groups of three figures each we have</p>
+
+<table summary="The second 12 figures, grouped in threes.">
+<tr><th>(1)</th><th>(2)</th><th>(3)</th><th>(4)</th></tr>
+<tr><td>417</td><td>426</td><td>415</td><td>375<ins class="corr" title="Transcriber&#8217;s note: Original omitted this period.">.</ins></td></tr>
+</table>
+
+<p>Bringing the first group into relation with the third group, we notice
+that it is larger by two&mdash;and considering the second group with the
+fourth group, we find that the second group is as much and one more
+above 400 as the fourth is below 400. Other minor matters could be
+noticed, as that the first two figures of each group are respectively
+41&mdash;42&mdash;41&mdash;37, and that the last figure in each group is 7&mdash;6&mdash;5&mdash;5.
+But these relations are hardly worth observing.</p>
+
+<p>Coming back to the first series, we know that each figure represents
+the number of the day of the month to which it belongs on which the
+first Saturday in that month falls.<span class="num" title="Page&nbsp;46">&zwnj;</span><a name="p46" id="p46"></a> The figures for 1895 are
+522&mdash;641&mdash;637&mdash;527. The first Saturday in January, 1895, falls on the
+<em>fifth</em> day of January, hence the second Saturday must be 5&nbsp;+&nbsp;7&nbsp;= the
+12th day of January; the third Saturday the 19th, and the fourth
+Saturday 26th. It is easy to know on what day of the <em>week</em> any day in
+January falls. Suppose you ask on what week day the 25th of January
+falls? You know the 26th is Saturday, and hence the 25th must be the day
+preceding the 26th, to wit, Friday, the 25th. Suppose you ask on what
+week day the 9th of January falls. You know the 12th is Saturday (the
+second Saturday). You now count backward thus: 12 is Saturday, 11 must
+be Friday, 10 Thursday, 9 must be Wednesday. The <em>first</em> Saturday in
+January, 1895, is the 5th; of February, the 2nd; of March, the 2nd; of
+April, the 6th; of May, the 4th, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr> And we can tell on what week
+day any day of any of the other months falls.</p>
+
+
+<h3 class="smcap">Exercises.</h3>
+
+<ol class="dashes">
+<li>&mdash;The Ratio of the Circumference of the circle to its diameter is
+expressed by the integer 3 and 708 decimals, of which I give only eight.
+Learning these nine figures is good practice in numeric
+thinking&mdash;3.14159265.</li>
+
+<li>&mdash;The Yellowstone National Park contains 2,294,740&nbsp;acres.</li>
+
+<li>&mdash;The Monster Chartist Petition contained 3,317,702 names. <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></li>
+</ol>
+
+
+<hr />
+<h2><span class="num" title="Page&nbsp;47">&zwnj;</span><a name="p47" id="p47"></a><a name="HOW-TO-LEARN-PROSE-AND-POETRY" id="HOW-TO-LEARN-PROSE-AND-POETRY"></a>HOW TO LEARN PROSE AND POETRY BY HEART.</h2>
+
+<h3>THE ANALYTIC SYNTHETIC METHOD APPLIED TO LONG SENTENCES.</h3>
+
+
+<p><span class="smcap">How</span> <em>unobservant</em> and wholly <em>unreliant</em> many pupils are may be seen
+from the fact that notwithstanding my elaborate handling of the
+processes of learning prose and poetry by heart, I often receive
+requests to send some indication of how I would learn a particular
+chapter or selection by heart! But a chapter consists of paragraphs and
+paragraphs of sentences. Learning the desired passages by heart is done
+by applying the methods here so profusely illustrated to the successive
+sentences of the chapter or selection, until practice and training in
+these methods will make their further application unnecessary.</p>
+
+<p>In pursuance of my plan to keep the mind in an <strong class="smcap">Assimilating</strong> condition
+when trying to learn and to further aid in making the intellect stay and
+work with the senses, I proceed to furnish a Training Method for
+committing prose and poetry to memory.</p>
+
+<p><em>Endless repetition or repeating a sentence to be memorised over and
+over again</em> is the usual process. After one perusal, however, the mind
+in such a case has sated its curiosity in regard to the meaning of the
+sentence and each subsequent repetition for the purpose of fixing it in
+the memory merely makes an impression upon the eye or ear or both, and
+the intellect, being unoccupied, naturally wanders away. Hence, learning
+by <em>rote</em> promotes <em>mind-wandering</em>: for the Attention always wanders
+unless wooed to its work by all-engrossing interest in the subject which
+in case of a weak power of Attention is rarely sufficient, or by <strong>the
+stimulating character of the process of acquirement</strong><span class="num" title="Page&nbsp;48">&zwnj;</span><a name="p48" id="p48"></a> which is made use
+of. In the Method about to be given, the intellect is agreeably
+occupied, and thereby a Habit of Attention is promoted.</p>
+
+<p>The justification for this Method is found in the Psychological maxim
+that the intellect can assimilate a simple idea more easily than a
+complex idea, and a few ideas at a time than many ideas.</p>
+
+<p>The process of this New Method of Decomposition and Recomposition is as
+follows:&mdash;Find the <em>shortest sentence or phrase that makes sense</em> in the
+sentence to be memorised. Add to this short sentence or phrase,
+<em>modifiers</em> found in the original sentence, always italicising each new
+addition&mdash;one at a time&mdash;until the original sentence is finally
+restored. Suppose we wish to memorise Bacon&#8217;s definition of education:
+&ldquo;<em>Education is the cultivation of a just and legitimate familiarity
+betwixt the mind and things.</em>&rdquo; Begin with the briefest sentence and then
+go on: 1. Education is cultivation. 2. Education is <em>the</em> cultivation
+<em>of a familiarity</em>. 3. Education is the cultivation of a familiarity
+<em>betwixt the mind and things</em>. 4. Education is the cultivation of a
+<em>just</em> familiarity betwixt the mind and things. 5. Education is the
+cultivation of a just <em>and legitimate</em> familiarity betwixt the mind and
+things. In this process, the sentence is first taken to pieces, and then
+reconstructed. Finding the lowest terms, &ldquo;Education is cultivation,&rdquo; we
+proceed step by step to add modifiers until the original sentence is
+fully restored.</p>
+
+<p>Each time we make an addition, we recite <em>so much</em> of the original
+sentence as has hitherto been used, in connection with the <em>new
+modifiers</em> laying <em>special emphasis</em> on the new matter as represented by
+the italic words. The intellect is thus kept compulsorily and
+delightfully occupied from the start to the finish. It seeks the
+shortest phrase or sentence and adds successively all the modifiers,
+making no omissions. This analyzing and synthesizing process&mdash;<em>this
+taking to pieces and then gradually building up</em> the original sentence,
+makes a deep and lasting First Impression.</p>
+
+<p>Every time this method is used the Attention ought to be strengthened
+and mind-wandering diminished and the natural Memory strengthened in
+both its Stages.</p>
+
+<p>This process admits usually of several applications in<span class="num" title="Page&nbsp;49">&zwnj;</span><a name="p49" id="p49"></a> the case of a
+long sentence. In the foregoing example, it might have proceeded thus:
+1. Education is a familiarity. 2. Education is the familiarity <em>betwixt
+the mind and things</em>. 3. Education is the <em>cultivation</em> of a familiarity
+betwixt the mind and things. 4. Education is the cultivation of <em>just</em>
+familiarity betwixt the mind and things. 5. Education is the cultivation
+of a just <em>and legitimate</em> familiarity betwixt the mind and things. Or
+we might have taken this course: 1. Education is a familiarity. 2.
+Education is a familiarity <em>betwixt the mind and things</em>. 3. Education
+is a <em>just</em> familiarity betwixt the mind and things. 4. Education is a
+just <em>and legitimate</em> familiarity betwixt the mind and things. 5.
+Education is <em>the cultivation</em> of a just and legitimate familiarity
+betwixt the mind and things.</p>
+
+<ol class="sidenote">
+<li>To keep the mind in an assimilating condition, what method
+is furnished?</li>
+<li>What is the usual process of memorising prose and
+poetry?</li>
+<li>After one perusal in such a process what takes place?</li>
+<li>Does learning by rote promote mind-wandering?</li>
+<li>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?</li>
+<li>How is the intellect occupied by using my method?</li>
+<li>Is the habit of Attention also promoted?</li>
+<li>Where is the justification of this method found?</li>
+<li>Can the intellect assimilate a simple idea more easily
+than a complex idea?</li>
+<li>Describe the process of learning by the Analytic Synthetic Method.</li>
+</ol>
+
+
+<h4>Another Example Fully Worked Out.</h4>
+
+<p>&ldquo;Attention is the will directing the intellect into some particular
+channel and keeping it there.&rdquo; 1. Attention is the will. 2. Attention is
+the will <em>directing the intellect</em>. 3. Attention is the will directing
+the intellect <em>into a channel</em>. 4. Attention is the will directing the
+intellect into <em>some</em> channel. 5. Attention is the will directing the
+intellect into some <em>particular</em> channel. 6. Attention is the will
+directing the intellect into some particular channel <em>and keeping it
+there</em>. Or we may take this course: 1. Attention is directing the
+intellect. 2. Attention is directing the intellect <em>into a channel</em>. 3.
+Attention is directing the intellect into <em>some</em> channel. 4. Attention
+is directing the intellect into some <em>particular</em> channel. 5. Attention
+is directing the intellect into some particular channel <i>and keeping<span class="num" title="Page&nbsp;50">&zwnj;</span><a name="p50" id="p50"></a> it
+there</i>. 6. Attention is the <em>will</em> directing the intellect into some
+particular channel and keeping it there.</p>
+
+
+<h4>A Long Legal Definition.</h4>
+
+<p>&ldquo;An estate upon condition is one which depends upon the happening or not
+happening of some uncertain event whereby the estate may be either
+originally created or enlarged or finally defeated.&rdquo;</p>
+
+<p>1. An estate is one. 2. An estate <em>upon condition</em> is one. 3. An estate
+upon condition is one <em>which depends upon the happening of some event</em>.
+4. An estate upon condition is one which depends upon the happening <em>or
+not happening</em> of some event. 5. An estate upon condition is one which
+depends upon the happening or not happening of some <em>uncertain</em> event.
+6. An estate upon condition is one which depends upon the happening or
+not happening of some uncertain event <em>whereby the estate may be created
+or enlarged or defeated</em>. 7. An estate upon condition is one which
+depends upon the happening or not happening of some uncertain event
+whereby the estate may be <em>either</em> created or enlarged or defeated. 8.
+An estate upon condition is one which depends upon the happening or not
+happening of some uncertain event whereby the estate may be either
+<em>originally</em> created or enlarged or defeated. 9. An estate upon
+condition is one which depends upon the happening or not happening of
+some uncertain event whereby the estate may be either originally created
+or enlarged or <em>finally</em> defeated.</p>
+
+<ol class="sidenote">
+<li>In this process, what is first done with a sentence?</li>
+<li>After a sentence is thus taken to pieces, what is then done with it?</li>
+<li>How do we proceed after finding the lowest terms?</li>
+<li>Do we revive any part of the original sentence each time we make
+an addition?</li>
+<li>How much of it?</li>
+<li>Is the intellect kept occupied in this way?</li>
+<li>Does this not make a deep and lasting first impression?</li>
+<li>Every time this is used what should be the result?</li>
+<li>Should the natural Memory be strengthened in both stages?</li>
+<li>Does this process admit of more than one application
+in the case of a long sentence?</li>
+</ol>
+
+
+<h4>Moderation Advised.</h4>
+
+<p>The practice of the above method is so attractive to a beginner when it
+is applied to single sentences, that he is apt<span class="num" title="Page&nbsp;51">&zwnj;</span><a name="p51" id="p51"></a> to work at it too long at
+a time. Let him not at the outset analyse and reconstruct more than from
+3 to 4 sentences at one sitting or lesson, but let him do what he
+attempts in the most thorough manner, and after a time he will not find
+it necessary to apply this method in future memorisations.</p>
+
+
+<h4>Examples for Practice.</h4>
+
+<ol>
+<li>A bachelor is a wild goose that tame geese envy.</li>
+
+<li>Law is a trap baited with promise of benefit or revenge.</li>
+
+<li>Conversation is the idle man&#8217;s business and the business man&#8217;s
+recreation.</li>
+
+<li>Attention is adjusting the observer to the object in order to seize
+it in its unity and diversity.</li>
+
+<li>Assimilative Memory is the Habit of so receiving and absorbing
+impressions and ideas that they or their representatives shall be ready
+for revival or recall whenever wanted.</li>
+</ol>
+
+<h3>INTERROGATIVE ANALYSIS USED FOR SHORT SENTENCES.</h3>
+
+<p>Interrogative Analysis or intellectual Inquisition is another and most
+effective mode of inciting the intellect to pass from a passive into an
+active <strong>assimilating</strong> condition when trying to learn by heart as well as
+to help create the habit of the intellect staying with the senses. The
+process consists of two parts: (1) <em>To not only ask a question on every
+important word in the sentence to be memorised</em>, but, (2) <em>to repeat the
+entire sentence in reply to each question, while specially emphasising</em>
+that word of the sentence which constitutes the <em>answer</em> to the
+question. Take the passage from Byron:&mdash;</p>
+
+<blockquote class="poem" style="width:18em;">
+<div class="stanza">
+<span class="i26">&ldquo;Man!<br /></span>
+<span class="i0">Thou pendulum &#8217;twixt a smile and tear.&rdquo;<br /></span>
+</div>
+</blockquote>
+
+<p>1. <em>Who</em> is a pendulum &#8217;twixt a smile and tear? &ldquo;<em>Man!</em> thou pendulum
+&#8217;twixt a smile and tear.&rdquo; 2. What function does man perform &#8217;twixt a
+smile and tear? &ldquo;Man! thou<span class="num" title="Page&nbsp;52">&zwnj;</span><a name="p52" id="p52"></a> <em>pendulum</em> &#8217;twixt a smile and tear.&rdquo; 3.
+&#8217;Twixt a tear and what else is man said to be a pendulum? &ldquo;Man! thou
+pendulum &#8217;twixt a <em>smile</em> and tear.&rdquo; 4. &#8217;Twixt a smile and what else is
+man said to be a pendulum? &ldquo;Man! thou pendulum &#8217;twixt a smile <em>and
+tear</em>.&rdquo; 5. By what word is the relation between &ldquo;pendulum&rdquo; and &ldquo;a smile
+and tear&rdquo; described? &ldquo;Man! thou pendulum <em>&#8217;twixt</em> a smile and tear.&rdquo; 6.
+Is the pendulum which man is said to be &#8217;twixt a smile and tear
+addressed in the first, second, or third person? &ldquo;Man! <em>thou</em> pendulum
+&#8217;twixt a smile and tear.&rdquo;</p>
+
+<p>The pupils will see that the above method is fundamentally unlike the
+ordinary question and answer method. In the latter procedure, a question
+is asked and the answer is given by &ldquo;yes&rdquo; or &ldquo;no,&rdquo; or by the use of one
+or more words of the sentence. To illustrate: What is &ldquo;man&rdquo; called in
+this passage? <abbr title="Answer">Ans.</abbr> A pendulum. What swings betwixt a smile and tear?
+<abbr title="Answer">Ans.</abbr> A pendulum, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr></p>
+
+<ol class="sidenote">
+<li>Define Interrogative Analysis.</li>
+<li>What does it incite the intellect to do?</li>
+<li>What does the process consist of? What are they?</li>
+</ol>
+
+<p>But in my Method the aim is <em>to repeat as much of the sentence as is
+possible informing the question and the whole of it in each reply</em>; and
+in <em>question and reply</em> the <em>word</em> that <em>constitutes the point of both</em>
+is to be especially <em>emphasized</em>, and in this way <em>the mind is exercised
+on each word of the sentence twice</em> (once in question and once in
+answer), and <em>each word of the sentence is emphasized in reference to
+the whole of the sentence</em>. And in all these separate steps it is
+impossible for the mind to remain in a passive state, but must be
+<em>active</em> and <em>absorbing</em> throughout, and thereby a most vivid <strong>first
+impression</strong> is secured, and the remembrance of it assured.</p>
+
+<p>Besides the habit of exhaustively considering and weighing a sentence
+which is created by this method, it not only secures the faithful
+recollection of the passages to which it is applied, but it gives
+another great advantage. What usually makes a person dull in
+conversation? Setting aside timidity, we find that well-informed persons
+are sometimes<span class="num" title="Page&nbsp;53">&zwnj;</span><a name="p53" id="p53"></a> good listeners, but no talkers. Why is this? In
+conversation their minds are apt to remain in a <em>recipient passive</em>
+state. Hence no trains of thought arise in their own minds. And having
+nothing in their minds which seeks utterance, they remain quiet. Now the
+practice of Interrogative Analysis compels such persons to
+interrogate&mdash;to propose questions&mdash;to think. And when such mental
+activity becomes strong, it will break out in conversations by
+interrogatories and critical and often original interesting remarks.</p>
+
+<ol class="sidenote">
+<li>Is this method like the ordinary question and answer method?</li>
+<li>How are answers given in the latter procedure?</li>
+<li>What is the aim in my method?</li>
+<li>How much of the sentence is repeated in each reply
+given to the question?</li>
+<li>What word is to be especially emphasised?</li>
+<li>How often is the mind exercised on each word of the sentence?</li>
+<li>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?</li>
+</ol>
+
+<p>Teachers often complain that they can never induce some of their pupils
+to ask questions on their tasks. The reason is that their pupils remain
+in a passive state of mind. Had they been thoroughly drilled in
+Interrogative Analysis as I teach it, they would quickly have questions
+to ask on all subjects.</p>
+
+<p>I show them <em>how</em> to interrogate. They cannot help practising this
+method. They commence with the first word of a sentence and go on to the
+last. And from the numerous examples I give, they see exactly how this
+is to be done in all other cases. But if I had merely told them to ask
+questions on the sentence to be learned, they would have had no guide or
+rule of procedure to follow. As I fully illustrate my Method the pupil
+at once knows how to proceed, and he gains confidence in his ability to
+use the method every time he tries it, and at length the Habit of active
+thinking has been formed, and he is almost sure to be an interrogator
+and thinker on all subjects.</p>
+
+<ol class="sidenote">
+<li>What is thereby secured?</li>
+<li>Is the remembrance of the first impression assured?</li>
+<li>What other great advantage does the method
+of Interrogative Analysis give?</li>
+<li>Are all well-informed persons good talkers?</li>
+<li>If not, why?</li>
+<li>In conversation, in what state are their minds apt to remain?</li>
+<li>Do any trains of thought arise in their own minds?</li>
+<li>What does the practice of Interrogative Analysis compel such
+persons to do?</li>
+<li>What do teachers often complain of?</li>
+<li>What is the cause?</li>
+<li>What does my method show them?</li>
+<li>Can they help practising it?</li>
+<li>Do I not fully illustrate my method?</li>
+<li>Does not the pupil gain confidence by practising this method?</li>
+<li>Does not the habit of active thinking thereby grow upon him?</li>
+</ol>
+
+<p>The following sentence will be made use of as an example for practice.
+I deal with it by the Analytic-Synthetic, and also by the Interrogative
+Analysis methods.</p>
+
+<blockquote class="poem" style="width:21em;">
+<div class="stanza">
+<span class="num" title="Page&nbsp;54">&zwnj;</span><a name="p54" id="p54"></a>
+<span class="i0" style="margin-left:1.6em;">&ldquo;The Devil hath not, in all his quiver&#8217;s choice,<br /></span>
+<span class="i0">An arrow for the heart like a sweet voice!&rdquo;<br /></span>
+</div>
+</blockquote>
+
+<p>1. The Devil hath an arrow. 2. The Devil hath <em>not</em> an arrow. 3. The
+Devil hath not an arrow <em>for the heart</em>. 4. The Devil hath not an arrow
+for the heart <em>like a voice</em>. 5. The Devil hath not an arrow for the
+heart like a <em>sweet</em> voice. 6. The Devil hath not, <em>in his choice</em>, an
+arrow for the heart like a sweet voice. 7. The Devil hath not, in his
+<em>quiver&#8217;s</em> choice, an arrow for the heart like a sweet voice. 8. The
+Devil hath not, in <em>all</em> his quiver&#8217;s choice, an arrow for the heart
+like a sweet voice.</p>
+
+
+<h4>The Same by Interrogative Analysis.</h4>
+
+<p>1. <em>Who</em> hath not in all his quiver&#8217;s choice an arrow for the heart like
+a sweet voice? The <em>Devil</em> hath not, in all his quiver&#8217;s choice, an
+arrow for the heart like a sweet voice. 2. Hath the Devil in all his
+quiver&#8217;s choice an arrow for the heart like a sweet voice? The Devil
+hath <em>not</em>, in all his quiver&#8217;s choice, an arrow for the heart like a
+sweet voice. 3. What hath not the Devil in all his quiver&#8217;s choice for
+the heart? The Devil hath not, in all his quiver&#8217;s choice, <em>an arrow</em>
+for the heart like a sweet voice. 4. For what hath not the Devil in all
+his quiver&#8217;s choice an arrow like a sweet voice? The Devil hath not, in
+all his quiver&#8217;s choice, an arrow <em>for the heart</em> like a sweet voice. 5.
+Like what sweet thing hath not the Devil in all his quiver&#8217;s choice an
+arrow for the heart? The Devil hath not, in all his quiver&#8217;s choice, an
+arrow for the heart <em>like a sweet voice</em>. 6. Like what kind of a voice
+hath not the Devil in all his quiver&#8217;s choice an arrow for the heart?
+The Devil hath not, in all his quiver&#8217;s choice, an arrow for the heart
+like a <em>sweet voice</em>.</p>
+
+<blockquote>
+<p>&ldquo;A bad workman blames his tools.&rdquo;</p>
+</blockquote>
+
+<p>Who blames his tools? A <em>bad workman</em> blames his tools. What kind of a
+workman blames his tools? A <em>bad</em> workman blames his tools. What bad man
+blames his tools? A bad <em>workman</em> blames his tools. How does a bad
+workman treat his tools? A bad workman <em>blames</em> his tools. Whose tools
+does a bad workman blame? A bad workman<span class="num" title="Page&nbsp;55">&zwnj;</span><a name="p55" id="p55"></a> blames <em>his</em> tools. What things
+belonging to a bad workman does he blame? A bad workman blames his
+<em>tools</em>.</p>
+
+<blockquote>
+<p>&ldquo;Judgments draw interest at six per&nbsp;cent.&rdquo;</p>
+</blockquote>
+
+<p>What draw interest? <em>Judgments</em> draw interest at six per&nbsp;cent. How do
+judgments operate on interest? Judgments <em>draw</em> interest at six
+per&nbsp;cent. What do judgments draw? Judgments draw <em>interest</em> at six
+per&nbsp;cent. At what rate do judgments draw interest? Judgments draw
+interest at <em>six</em> per&nbsp;cent. A part of what sum is the interest of six
+dollars which judgments draw? Judgments draw interest at six <em>per&nbsp;cent</em>.</p>
+
+<blockquote>
+<p>&ldquo;Effort is the price of success.&rdquo;</p>
+</blockquote>
+
+<p>What is the price of success? <em>Effort</em> is the price of success. Was
+effort the price of success? Effort <em>is</em> the price of success. What
+bearing has effort on success? Effort is <em>the price</em> of success. Effort
+is the price of what? Effort is the price of <em>success</em>.</p>
+
+<blockquote>
+<p>&ldquo;Truth seldom goes without a scratched face.&rdquo;</p>
+</blockquote>
+
+<p>What seldom goes without a scratched face? <em>Truth</em> seldom goes without a
+scratched face. Does truth ever go without a scratched face? Truth
+<em>seldom</em> goes without a scratched face. What does truth seldom do
+without a scratched face? Truth seldom <em>goes</em> without a scratched face.
+Does truth seldom go with a scratched face? Truth seldom goes <em>without</em>
+a scratched face. Truth seldom goes without what? Truth seldom goes
+without a <em>scratched face</em>. What kind of a face is spoken of? Truth
+seldom goes without a <em>scratched</em> face. Without what scratched thing
+does truth seldom go? Truth seldom goes without a scratched <em>face</em>.</p>
+
+
+<h4>Examples for Practice.</h4>
+
+<ol>
+<li>Instinct is inherited memory.</li>
+<li>Books are embalmed minds.</li>
+<li>Words are the fortresses of thought.</li>
+<li>A name denotes objects and connotes attributes.</li>
+<li>Force is depersonalised will.</li>
+<li>A somnambule only acts his dream.</li>
+<li>Attention is fixation of consciousness.</li>
+<li>Science is organised common sense.</li>
+</ol>
+
+<p><span class="num" title="Page&nbsp;56">&zwnj;</span><a name="p56" id="p56"></a>The student of Interrogative Analysis can apply this method to the
+examples given under the Analytic-Synthetic Method. This will give the
+needful additional practice. But let him not attempt too much at any one
+time. Three to four examples thoroughly studied are quite sufficient for
+one session or sitting.</p>
+
+
+<h3>POEMS LONG OR SHORT EASILY LEARNED BY HEART.
+<br />
+<span class="smcap">Poe&#8217;s &ldquo;Bells.&rdquo;</span></h3>
+
+<p>1. Before attempting to memorize any selections of Prose or Poetry,
+never fail <em>first to read it carefully</em> to ascertain what it is all
+about, to learn its aim and <em>mode of development</em> and its
+<em>peculiarities</em>, and not least of all, to look up and note down in
+writing the <em>meaning of unfamiliar</em> words.</p>
+
+<p>2. In this poem the average reader might have to consult the dictionary
+for the precise meaning of &ldquo;Crystalline&rdquo; [clear, unalloyed], &ldquo;Runic&rdquo;
+[old-fashioned, mystical], &ldquo;Tintinnabulation&rdquo; [bell-ringing], &ldquo;Monody&rdquo;
+[a monotonous sound], &ldquo;Ghouls&rdquo; [imaginary evil beings supposed to prey
+upon human bodies], and &ldquo;P&aelig;an&rdquo; [a song of triumph]. The pupil should
+understand that except in the rare cases where mere sound helps us, we
+learn wholly through the <em>meaning</em> of the words and their <em>relations</em>
+between the meanings, and therefore if he fails to know the import of
+any word or words in a selection, he cannot receive the full benefit of
+the methods taught in this System.</p>
+
+<p>3. The reader finds that there are four stanzas in this poem, each
+dealing with a different kind of bell, <i lang="la" xml:lang="la">viz.</i>: Silver, Golden, Brazen
+and Iron bells.</p>
+
+<p>4. It is always best to fix in memory the order of paragraphs or of
+stanzas the moment the opportunity occurs for that purpose, and here,
+before attempting to memorise the stanzas themselves, let the order of
+them be fixed.</p>
+
+<p>5. The order of the bells is first &ldquo;silver,&rdquo; second &ldquo;golden,&rdquo; third
+&ldquo;brazen,&rdquo; and fourth &ldquo;iron.&rdquo; How establish this order in mind? Silver
+and gold are the precious metals used for coins. They occur here in the
+order of<span class="num" title="Page&nbsp;57">&zwnj;</span><a name="p57" id="p57"></a> their value, &ldquo;silver&rdquo; being first and the cheaper, and &ldquo;gold&rdquo;
+the second and the most valuable of all. Next we have &ldquo;brazen,&rdquo; which
+resembles &ldquo;gold&rdquo; in colour, and fourth and last we have &ldquo;iron,&rdquo; the
+cheapest of the four&mdash;silver, gold, brass and iron. If this analysis of
+the order of the subject-matter of the stanzas is retained, the student
+is ready to take account of other things which his first perusal of the
+poem has taught him.</p>
+
+<p>6. Before doing so, however, let us notice a method of the old
+Mnemonics, which is still taught and which should never be resorted to.
+It is their story-telling method. A story or narrative is invented for
+the purpose of helping the student, as it is claimed, to memorise it. In
+this poem we find there are four stanzas, each occupied with a different
+kind of bell. To help remember that the order of the bells is silver,
+gold, brass and iron, the old Mnemonics advises us to invent a
+story&mdash;the following will answer: A couple of lovers once took a
+sleigh-ride, the horses carrying <em>silver</em> bells. After a time they
+marry, when wedding or <em>golden</em> bells are used. Later on their house is
+on fire, when alarm or <em>brazen</em> bells are brought into requisition, and
+last of all, one of the couple dies, when the <em>iron</em> bells were tolled.</p>
+
+<p>Whilst such a method is a novelty to the student, he might tolerate it
+as such, but as a memory-aid it is always unreliable, since it is
+something <em>in addition</em> to the matter to be remembered and forming no
+part of it, the invented story, if remembered at all, is apt to be
+recalled as an integral part of the selection itself.</p>
+
+<p>7. In this first perusal the reader has noticed that there is a <em>certain
+uniformity of construction</em> in the first line of each stanza, as in the
+first stanza we have: &ldquo;Hear the sledges with the bells&mdash;silver bells;&rdquo;
+in the second, &ldquo;Hear the mellow wedding bells&mdash;golden bells;&rdquo; in the
+third, &ldquo;Hear the loud alarum bells&mdash;brazen bells;&rdquo; and in the fourth and
+last, &ldquo;Hear the tolling of the bells&mdash;iron bells.&rdquo;</p>
+
+<p>8. The reader has also observed that the second line in each stanza
+contains a reflection in the form of an exclamation on the function or
+result of the uses of the bells spoken of, as in the second line of the
+first stanza we see: &ldquo;What a world of merriment their melody
+foretells;&rdquo; in the second stanza the second line gives us, &ldquo;What a world<span class="num" title="Page&nbsp;58">&zwnj;</span><a name="p58" id="p58"></a>
+of happiness their harmony foretells;&rdquo; the second line of the third
+stanza reads as follows: &ldquo;What a tale of terror, now, their turbulency
+tells;&rdquo; and in the fourth stanza the second line runs thus: &ldquo;What a
+world of solemn thought their monody compels.&rdquo;</p>
+
+<p>9. Other points of resemblance [<abbr title="Inclusion">In.</abbr>], or of unlikeness [<abbr title="Exclusion">Ex.</abbr>], were
+noticed in the reader&#8217;s first perusal of this poem, and these, as well
+as those already remarked upon, will greatly facilitate his learning the
+exact language of each stanza.</p>
+
+<p>10. Now comes the <em>test</em>. It is often said that habit is &ldquo;second&rdquo;
+nature. The Duke of Wellington more truly said: &ldquo;Habit is <em>ten times</em>
+nature.&rdquo; The reader early acquired the habit of learning prose and
+poetry by the <em>rote</em> method&mdash;the method of repeating the sentences over
+and over again almost endlessly till ear or eye retains the exact
+language.</p>
+
+<p>Now, if the reader has gained a <em>clear conception</em> of the
+Analytic-Synthetic and Interrogative Analysis methods, he is sure to be
+convinced of their undoubted superiority to the <em>rote</em> method. And if he
+must needs learn Poe&#8217;s &ldquo;Bells&rdquo; before to-morrow night, he would probably
+spend most of the intervening time in trying to learn it by the
+discredited <em>rote</em> method, and most likely fail in the attempt, while he
+is satisfied in theory that he could memorise it by one of my methods in
+three hours, or in half of that time. The difficulty in his case is to
+induce him to exert his willpower long enough to practise my methods in
+learning not a few detached sentences, but an entire poem of 50 or 200
+lines; but if he does this in one instance, he effectually breaks down
+the old bad habit of endless unassimilating repetition and introduces a
+good habit instead. He will then learn Poe&#8217;s &ldquo;Bells&rdquo; by my methods in
+one-tenth, if not one-fiftieth, part of the time it would take him to do
+it by the <em>rote</em> method.</p>
+
+<p>11. I here produce the poem in the hope that every one who studies my
+System will learn it by the Analytic-Synthetic method, and when he has
+learned the first stanza he should then glance at my Analysis of it
+which follows the poem and compare his work with mine. Let him then
+learn the rest of the poem&mdash;and thereafter, as a genuine<span class="num" title="Page&nbsp;59">&zwnj;</span><a name="p59" id="p59"></a> exercise of his
+<em>reviving</em> power and as a training in attention, let him recall it as
+often as once a week for as many weeks as his desire for improvement
+continues, or until the recital of it becomes merely automatic.</p>
+
+
+<blockquote class="poem" style="width: 33em;">
+<h4>THE BELLS.</h4>
+<div class="stanza">
+<span class="i2">Hear the sledges with the bells&mdash;silver bells&mdash;<br /></span>
+<span class="i0">What a world of merriment their melody foretells!<br /></span>
+<span class="i0">How they tinkle, tinkle, tinkle, in the icy air of night!<br /></span>
+<span class="i0">While the stars that oversprinkle<br /></span>
+<span class="i0">All the heavens seem to twinkle with a crystalline delight;<br /></span>
+<span class="i0">Keeping time, time, time, in a sort of Runic rhyme,<br /></span>
+<span class="i0">To the tintinnabulation that so musically wells<br /></span>
+<span class="i0">From the bells, bells, bells, bells, bells, bells, bells&mdash;<br /></span>
+<span class="i0">From the jingling and the tinkling of the bells.<br /></span>
+</div><div class="stanza">
+<span class="i2">Hear the mellow wedding-bells, golden bells!<br /></span>
+<span class="i0">What a world of happiness their harmony foretells&mdash;<br /></span>
+<span class="i0">Through the balmy air of night how they ring out their delight!<br /></span>
+<span class="i0">From the molten-golden notes, and all in tune,<br /></span>
+<span class="i0">What a liquid ditty floats<br /></span>
+<span class="i0">To the turtle-dove that listens, while she gloats on the moon!<br /></span>
+<span class="i0">Oh, from out the sounding cells,<br /></span>
+<span class="i0">What a gush of euphony voluminously wells!<br /></span>
+<span class="i0">How it swells! how it dwells<br /></span>
+<span class="i0">On the Future! how it tells of the rapture that impels<br /></span>
+<span class="i0">To the swinging and the ringing of the bells, bells, bells&mdash;<br /></span>
+<span class="i0">Of the bells, bells, bells, bells, bells, bells, bells&mdash;<br /></span>
+<span class="i0">To the rhyming and the chiming of the bells!<br /></span>
+</div><div class="stanza">
+<span class="i2">Hear the loud alarum bells&mdash;brazen bells!<br /></span>
+<span class="i0">What a tale of terror, now, their turbulency tells!<br /></span>
+<span class="i0">In the startled ear of night<br /></span>
+<span class="i0">How they scream out their affright!<br /></span>
+<span class="i0">Too much horrified to speak,<br /></span>
+<span class="i0">They can only shriek, shriek, out of tune,<br /></span>
+<span class="i0">In a clamorous appealing to the mercy of the fire,<br /></span>
+<span class="i0">In a mad expostulation with the deaf and frantic fire<br /></span>
+<span class="i0">Leaping higher, higher, higher, with a desperate desire,<br /></span>
+<span class="i0">And a resolute endeavor now&mdash;now to sit or never,<br /></span>
+<span class="i0">By the side of the pale-faced moon. Oh, the bells, bells, bells!<br /></span>
+<span class="i0">What a tale their terror tells of despair!<br /></span>
+<span class="i0">How they clang, and clash, and roar! What a horror they outpour<br /></span>
+<span class="i0">On the bosom of the palpitating air!<br /></span>
+<span class="i0">Yet the air, it fully knows,<br /></span>
+<span class="i0">By the twanging and the clanging,<br /></span>
+<span class="i0">How the danger ebbs and flows; yet the ear distinctly tells<br /></span>
+<span class="i0">In the jangling and the wrangling,<br /></span>
+<span class="num" title="Page&nbsp;60">&zwnj;</span><a name="p60" id="p60"></a>
+<span class="i0">How the danger sinks and swells,<br /></span>
+<span class="i0">By the sinking or the swelling in the anger of the bells&mdash;of the bells&mdash;<br /></span>
+<span class="i0">Of the bells, bells, bells, bells, bells, bells, bells&mdash;<br /></span>
+<span class="i0">In the clamor and the clangor of the bells!<br /></span>
+</div><div class="stanza">
+<span class="i2">Hear the tolling of the bells&mdash;iron bells!<br /></span>
+<span class="i0">What a world of solemn thought their monody compels!<br /></span>
+<span class="i0">In the silence of the night,<br /></span>
+<span class="i0">How we shiver with affright<br /></span>
+<span class="i0">At the melancholy menace of their tone!<br /></span>
+<span class="i0">For every sound that floats<br /></span>
+<span class="i0">From the rust within their throats is a groan.<br /></span>
+<span class="i0">And the people&mdash;ah, the people&mdash;<br /></span>
+<span class="i0">They that dwell up in the steeple, all alone!<br /></span>
+<span class="i0">And who tolling, tolling, tolling, in that muffled monotone,<br /></span>
+<span class="i0">Feel a glory in so rolling on the human heart a stone&mdash;<br /></span>
+<span class="i0">They are neither man nor woman&mdash;<br /></span>
+<span class="i0">They are neither brute nor human&mdash;they are Ghouls:<br /></span>
+<span class="i0">And their king it is who tolls;<br /></span>
+<span class="i0">And he rolls, rolls, rolls, rolls a p&aelig;an from the bells!<br /></span>
+<span class="i0">And his merry bosom swells with the p&aelig;an of the bells!<br /></span>
+<span class="i0">And he dances and he yells;<br /></span>
+<span class="i0">Keeping time, time, time, in a sort of Runic rhyme,<br /></span>
+<span class="i0">To the p&aelig;an of the bells&mdash;of the bells;<br /></span>
+<span class="i0">Keeping time, time, time, in a sort of Runic rhyme,<br /></span>
+<span class="i0">To the throbbing of the bells&mdash;of the bells, bells, bells,<br /></span>
+<span class="i0">To the sobbing of the bells; keeping time, time, time,<br /></span>
+<span class="i0">As he knells, knells, knells, in a happy Runic rhyme,<br /></span>
+<span class="i0">To the rolling of the bells&mdash;of the bells, bells, bells&mdash;<br /></span>
+<span class="i0">To the tolling of the bells, of the bells, bells, bells, bells, bells, bells, bells&mdash;<br /></span>
+<span class="i0">To the moaning and the groaning of the bells.<br /></span>
+</div>
+<p class="sig">Edgar A. Poe.</p>
+</blockquote>
+
+
+<h4>APPLICATION OF THE ANALYTIC-SYNTHETIC METHOD.</h4>
+
+<p>This method can be applied in several different ways according to the
+idiosyncrasies of different students. One way is as follows:&mdash;&ldquo;Hear the
+sledges with the bells&mdash;silver bells.&rdquo; Applying this method, we have&mdash;1.
+Hear the sledges; 2. Hear the sledges <em>with the bells</em>; 3. Hear the
+sledges with the bells&mdash;<em>bells</em>; 4. Hear the sledges with the
+bells&mdash;<em>silver</em> bells. Or, if we use the Interrogatory Analysis Method
+we could proceed thus: 1. What act of the mind do we exercise in regard
+to the sledges with the bells&mdash;silver bells? &ldquo;<em>Hear</em> the sledges with
+the bells&mdash;silver bells.&rdquo;<span class="num" title="Page&nbsp;61">&zwnj;</span><a name="p61" id="p61"></a> 2. What kind of a vehicle do we hear with the
+bells? &ldquo;Hear <em>the sledges</em> with the bells&mdash;silver bells.&rdquo; 3. What is it
+we hear in connection with the sledges? &ldquo;Hear the sledges with <em>the
+bells</em>&mdash;silver <em>bells</em>.&rdquo; 4. What kind of bells do we hear? &ldquo;Hear the
+sledges with the bells&mdash;<em>silver</em> bells.&rdquo;</p>
+
+<p>We advance to the second line, which is a reflection on the facts stated
+in the first line. The two lines are thus connected through the
+operation of cause, or occasion. [<abbr title="Concurrence">Con.</abbr>] &ldquo;What a world of merriment their
+melody foretells.&rdquo; We will henceforth only use the Analytic-Synthetic
+Method. 1. Melody foretells. 2. <em>Their</em> melody foretells. 3. <em>What
+merriment</em> their melody foretells. 4. What <em>a world</em> of merriment their
+melody foretells. Having seen that the second line grows out of the
+first, and having memorised both we can recall them together thus:</p>
+
+
+<ol class="poem" style="width: 33em;">
+<li>Hear the sledges with the bells&mdash;silver bells&mdash;</li>
+<li>What a world of merriment their melody <ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;fortells&rsquo;.">foretells</ins>!</li>
+</ol>
+
+<p>The third line runs thus: &ldquo;How they tinkle, tinkle, tinkle in the icy
+air of night.&rdquo; Melody means &ldquo;a succession of agreeable musical sounds.&rdquo;
+It is a general term&mdash;<ins class="corr" title="Transcriber&#8217;s note: Original lacked an opening quote mark.">&ldquo;</ins>tinkle, tinkle, tinkle,&rdquo; means a species of
+musical sounds, the sounds of the bells. Thus we see that these two
+lines bear towards each other the relation of genus and species. This
+relation carefully noticed will tend to hold the lines together. Let us
+now apply our Method: 1. They tinkle. 2. They tinkle <em>in the night</em>. 3.
+<em>How</em> they tinkle in the night. 4. How they tinkle, <em>tinkle</em> in the
+night. 5. How they tinkle, tinkle, <em>tinkle</em> in the night. 6. How they
+tinkle, tinkle, tinkle, in the <em>air of</em> night. 7. How they tinkle,
+tinkle, tinkle in the <em>icy</em> air of night. Now let us recall all the
+lines together, thus:</p>
+
+<ol class="poem" style="width: 33em;">
+<li>Hear the sledges with the bells&mdash;silver bells&mdash;</li>
+<li>What a world of merriment their melody foretells!</li>
+<li>How they tinkle, tinkle, tinkle in the icy air of night!</li>
+</ol>
+
+<p>The fourth line being very short had better be memorised in connection
+with the fifth line, and in the expression of the Analysis, we can print
+the first word of the fifth line with a capital letter. The two lines
+are:</p>
+
+<ol class="poem" style="width: 33em;" start="4">
+<li>While the stars that oversprinkle</li>
+<li>All the heavens, seem to twinkle with a crystalline delight.</li>
+</ol>
+
+<p><span class="num" title="Page&nbsp;62">&zwnj;</span><a name="p62" id="p62"></a>Before proceeding we may notice &ldquo;night&rdquo; of the third line is directly
+connected with &ldquo;stars&rdquo; of the fourth line by Concurrence. This observed
+relation will tend to cement the lines together. Using our Method we
+say: 1. Stars oversprinkle. 2. <em>While the</em> stars oversprinkle. 3. While
+the stars oversprinkle <em>the heavens</em>. 4. While the stars oversprinkle
+<em>All the heavens</em>. 5. While the stars <em>that</em> oversprinkle All the
+heavens. 6. While the stars that oversprinkle All the heavens <em>seem to
+twinkle</em>. 7. While the stars that oversprinkle All the heavens seem to
+twinkle <em>with delight</em>. 8. While the stars that oversprinkle All the
+heavens seem to twinkle with a <em>crystalline</em> delight. So far we have
+learned the following lines:</p>
+
+<ol class="poem" style="width: 33em;">
+<li>Hear the sledges with the bells&mdash;silver bells&mdash;</li>
+<li>What a world of merriment their melody foretells!</li>
+<li>How they tinkle, tinkle, tinkle in the icy air of night!</li>
+<li>While the stars that oversprinkle</li>
+<li>All the heavens, seem to twinkle with a crystalline delight.</li>
+</ol>
+
+<p>The <em>sixth</em> line is in these words: &ldquo;Keeping time, time, time, in a sort
+of Runic rhyme.&rdquo; We observe that as &ldquo;time&rdquo; is here repeated three times,
+so &ldquo;tinkle&rdquo; was repeated three times in the third line. We must have
+observed, too, that it is &ldquo;stars&rdquo; of the fourth line that are said to
+&ldquo;twinkle&rdquo; in the fifth line. The two lines are as closely connected as
+grammatical 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,
+<em>time</em>, in a rhyme. 3. Keeping time, time, <em>time</em> in a rhyme. 4. Keeping
+time, time, time in a <em>sort</em> of rhyme. 5. Keeping time, time, time in a
+sort of <em>Runic</em> rhyme.</p>
+
+<p>Let us now recall the six lines together.</p>
+
+<ol class="poem" style="width: 33em;">
+<li>Hear the sledges with the bells&mdash;silver bells&mdash;</li>
+<li>What a world of merriment their melody foretells!</li>
+<li>How they tinkle, tinkle, tinkle in the icy air of night!</li>
+<li>While the stars that oversprinkle</li>
+<li>All the heavens, seem to twinkle with a crystalline delight;</li>
+<li>Keeping time, time, time, in a sort of Runic rhyme.</li>
+</ol>
+
+<p>The seventh line is the continuation of the sixth. Keeping time to what?
+&ldquo;To the tintinnabulation that so musically<span class="num" title="Page&nbsp;63">&zwnj;</span><a name="p63" id="p63"></a> wells.&rdquo; 1. The
+tintinnabulation wells. 2. The tintinnabulation <em>that</em> wells. 3. The
+tintinnabulation that <em>musically</em> wells. 4. The tintinnabulation that
+<em>so</em> musically wells. 5. <em>To</em> the tintinnabulation that so musically
+wells. Wells from what? From the bells, bells&mdash;occurring altogether six
+times more. This makes the eighth line. But some pupils say at once, &ldquo;I
+can never be sure in reciting the line to recall bells only seven times,
+no more or less.&rdquo; These pupils will admit that they can be sure to say
+bells <em>four</em> times, as bells, bells, bells, bells. Then, of course, they
+can say bells <em>three</em> times more, making seven times altogether. Here,
+then, we have the seventh and eighth lines, as follows:</p>
+
+
+<ol class="poem" style="width: 33em;" start="7">
+<li>To the tintinnabulation that so musically wells</li>
+<li>From the bells, bells, bells, bells, bells, bells, bells&mdash;</li>
+</ol>
+
+<p>The ninth line is&mdash;&ldquo;From the jingling and the tinkling of the bells.&rdquo;</p>
+
+<p>In the eighth line we have &ldquo;bells&rdquo; seven times repeated in all&mdash;bells
+being taken in their utmost generality, viz., <em>musical</em> action. But in
+the ninth or last line we have the very specific action of the bells, to
+wit: &ldquo;From the <em>jingling</em> and the <em>tinkling</em> of the bells.&rdquo; We can make
+a short analysis, which is always better than unthinking repetition, as:
+1. From the bells. 2. From the <em>jingling</em> of the bells. 3. From the
+jingling <em>and the tinkling</em> of the bells. The seventh, eighth, and ninth
+lines are as follows:</p>
+
+
+<ol class="poem" style="width: 33em;" start="7">
+<li>To the tintinnabulation that so musically wells</li>
+<li>From the bells, bells, bells, bells, bells, bells, bells&mdash;</li>
+<li>From the jingling and the tinkling of the bells.</li>
+</ol>
+
+<p>Having already learned the first six lines, we have but to preface these
+last three by the previous six, and we have the first stanza as
+follows:&mdash;</p>
+
+
+<ol class="poem" style="width: 33em;">
+<li>Hear the sledges with the bells&mdash;silver bells&mdash;</li>
+<li>What a world of merriment their melody foretells!</li>
+<li>How they tinkle, tinkle, tinkle in the icy air of night!</li>
+<li>While the stars that oversprinkle</li>
+<li>All the heavens, seem to twinkle with a crystalline delight;</li>
+<li>Keeping time, time, time, in a sort of Runic rhyme,</li>
+<li>To the tintinnabulation that so musically wells</li>
+<li>From the bells, bells, bells, bells, bells, bells, bells&mdash;</li>
+<li>From the jingling and the tinkling of the bells.</li>
+</ol>
+
+<p><span class="num" title="Page&nbsp;64">&zwnj;</span><a name="p64" id="p64"></a>In a similar manner, the pupil can memorise the three remaining stanzas.</p>
+
+<p>Having heretofore learned the order of the four different kinds of
+bells, and having dealt with the first or &ldquo;silver&rdquo; bells, we know that
+the next or second stanza is concerned with the &ldquo;golden&rdquo; bells.
+Similarly, when we finish the second stanza, we know that the third
+stanza deals with the &ldquo;brazen&rdquo; bells, and the last with the &ldquo;iron&rdquo;
+bells.</p>
+
+<p>No further hints need be offered except perhaps in regard to the last
+ten lines of the last stanza.</p>
+
+<p>Notice the coincidences, the resemblances, or Inclusions, the
+Exclusions, and the Concurrences. &ldquo;Keeping time, time, time, in a sort
+of Runic rhyme,&rdquo; occurs three times&mdash;but on the third appearance of that
+phrase, there is a change which must be observed; for it bears this
+form: &ldquo;Keeping time, time, time, <em>as he knells, knells, knells, in a
+happy</em> Runic rhyme.&rdquo; But the main difficulty with most students seems to
+be to remember <em>the number of times</em> the word &ldquo;bells&rdquo; is repeated in the
+different lines. We must keep to the text and not resort to any foreign
+matter to help the feeble memory. The words <em>p&aelig;an</em>, <em>throbbing</em>,
+<em>sobbing</em>, <em>rolling</em> and <em>tolling</em> occur in the lines where the &ldquo;bells&rdquo;
+are mentioned (except in that next to the last line, where &ldquo;bells&rdquo;
+occurs three times, and there is no other word in that line), and in the
+last line &ldquo;bells&rdquo; is found once, and the words &ldquo;moaning&rdquo; and &ldquo;groaning&rdquo;
+appear. Memorise these seven words by Analysis, to wit: p&aelig;an, throbbing,
+sobbing, rolling, tolling, moaning and groaning. Thus <em>p&aelig;an</em>&mdash;a song of
+triumph&mdash;might cause heart <em>throbbing</em>, an inward act accompanied in the
+present instance by <em>sobbing</em>, and this outward manifestation of grief
+would be intensified by the <em>rolling</em> of the bells and their <em>tolling</em>.
+<em>Moaning</em> and <em>groaning</em> are figurative expressions for the moaning and
+groaning of the mourners.</p>
+
+<p>Now the figures 2, 4, 1, 4, 8, 1 (easily learned by analysis as 2, 4, 1
+and 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
+<em>number of times</em> the word &ldquo;bells&rdquo; occurs in connection with the words
+just learned. Opposite the line where <em>tolling</em> occurs we have marked 8,
+since<span class="num" title="Page&nbsp;65">&zwnj;</span><a name="p65" id="p65"></a> &ldquo;bells&rdquo; occurs in that line five times and three times in the next
+line, where no other word is found.</p>
+
+<table class="poem" style="width: 33em;" summary="">
+<tr>
+  <td></td>
+  <td>Keeping time, time, time, in a sort of Runic rhyme,</td>
+</tr>
+<tr>
+  <td>2.&nbsp;</td>
+  <td>To the <em>p&aelig;an</em> of the bells&mdash;of the
+  bells;</td>
+</tr>
+<tr>
+  <td></td>
+  <td>Keeping time, time, time, in a sort of Runic rhyme,</td>
+</tr>
+<tr>
+  <td>4.</td>
+  <td>To the <em>throbbing</em> of the bells, of the bells, bells,
+  bells,</td>
+</tr>
+<tr>
+  <td>1.</td>
+  <td>To the <em>sobbing</em> of the bells; keeping time, time,
+  time,</td>
+</tr>
+<tr>
+  <td></td>
+  <td>As he knells, knells, knells, in a happy Runic rhyme,</td>
+</tr>
+<tr>
+  <td>4.</td>
+  <td>To the <em>rolling</em> of the bells, of the bells, bells,
+  bells,</td>
+</tr>
+<tr>
+  <td>8.</td>
+  <td>To the <em>tolling</em> of the bells, of the bells, bells,
+  bells, bells, bells, bells, bells;</td>
+</tr>
+<tr>
+  <td>1.</td>
+  <td>To the <em>moaning</em> and the <em>groaning</em> of the
+  bells.</td>
+</tr>
+</table>
+
+<p>Carrying these suggestions to the text, they help fix the exact number
+of times the word &ldquo;bells&rdquo; occurs in each line. There are other
+legitimate ways to assist a poor memory to master these lines, but
+whatever is done let no one ever think of resorting to the unthoughtive,
+brainless process of endless repetition.</p>
+
+<p>Poe&#8217;s &ldquo;Bells,&rdquo; being a difficult selection to learn, furnishes, as all
+difficult selections do, numerous opportunities for applying Analysis to
+fix the lines in memory. Hence it should be <em>mastered</em> and often recited
+by all who would learn to memorise poetry or prose, in, at the very
+least, <em>one-fifth</em> of the time required by the old mind-wandering
+process of <em>rote</em> learning. <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></p>
+
+
+
+<hr />
+<h2><span class="num" title="Page&nbsp;66">&zwnj;</span><a name="p66" id="p66"></a><a name="ANALYTIC-SUBSTITUTIONS" id="ANALYTIC-SUBSTITUTIONS"></a>ANALYTIC SUBSTITUTIONS.
+<br />
+<small>ANOTHER METHOD FOR REMEMBERING DATES AND FIGURES.</small></h2>
+
+
+<p>This lesson in figures is given for the benefit of those who have not
+yet mastered <strong class="smcap">Numeric Thinking</strong>. The pupil will appreciate its practical
+value the moment he masters the key to it.</p>
+
+<p>This is given in the next few pages, and it will be found to be easy of
+comprehension and interesting to a surprising degree.</p>
+
+<p>The whole thing is in a nutshell. Numbers, as such, are abstractions and
+hard to be remembered. To make them hard to forget, we translate them
+into words or phrases. These are easily remembered and they always
+instantly <em>give back</em> the figures they stand for.</p>
+
+<p>We represent the figures 1, 2, 3, 4, 5, 6, 7, 8, 9, and 0, by certain
+<em>consonants</em>; and then, as the vowels [a, e, i, o, u, and y, together
+with w] have <em>no numerical</em> value assigned to them, we turn dates or any
+numbers into translating <em>words</em>, which will always tell us precisely
+the figures the words stand for.</p>
+
+<p>As this simple process enables us to remember any dates or numbers with
+<em>absolute certainty</em>, the pupil will be pleased to know that he can
+learn <em>how it is done</em> by only <em>one thoughtful</em> perusal.</p>
+
+<p>The questions at the bottom of each page constitute an invaluable aid to
+test the accuracy of his knowledge and the correctness of his
+inferences.</p>
+
+<ol class="sidenote">
+<li>Is it possible to exaggerate the importance of this lesson?</li>
+<li>When will the pupil appreciate its practical value?</li>
+<li>Where is this key given?</li>
+<li>Are numbers hard to remember?</li>
+<li>How do we make them hard to forget?</li>
+<li>By what are the figures represented?</li>
+<li>What letters have no numerical value assigned to them?</li>
+<li>What do the questions at the bottom of each page constitute?</li>
+</ol>
+
+<p><span class="num" title="Page&nbsp;67">&zwnj;</span><a name="p67" id="p67"></a>The nought and the nine digits are <em>represented</em> by the following
+<em>consonants</em> when they are <em>sounded</em> or <em>pronounced</em>; viz., 0 (nought)
+by s, z, or c<sup>soft</sup> as in cease, 1 by t, th, or d, 2 by n, 3 by m, 4 by
+r, 5 by l, 6 by sh, j, ch, or g<sup>soft</sup> as in the first g of George, 7
+g<sup>hard</sup> as in Gorge, k, c<sup>hard</sup> as in <i>c</i>ane, q, or ng, 8 by f or v,
+and 9 by b or p.</p>
+
+<p>Ample practice in translating the sounded consonants of words into
+figures, or of figures into the sounded consonants of words will now be
+given. If the reader can <em>remember</em> the foregoing consonant equivalents
+of figures in connection with the tabulated Figure Alphabet on the <a href="#p74">74th
+page</a> of this lesson, he can at once pass on through the book. If not, he
+must carefully study the intervening pages with painstaking&mdash;for when
+once learned, no further difficulty can arise.</p>
+
+<p>The tabulated Figure Alphabet on the 74th page of this lesson expresses
+the consonant values of the nought and nine digits in perpendicular
+columns, as under nought (0) are placed <em>s</em>, <em>z</em>, and <em>c</em><sup>soft</sup>; under
+nine are placed <em>b</em> and <em>p</em>; under six are placed <em>sh</em>, <em>j</em>, <em>ch</em>, and
+<em>g</em><sup>soft</sup>, <abbr title="et cetera">&amp;c.</abbr> Only those who possess first-rate natural memories can
+learn the equivalents of the sounded consonants in figures from this
+table. But when learned in this way, the pupil requires much practice in
+translating words into figures and figures into words. Even this
+exceptional pupil had better carefully study the ensuing examples.</p>
+
+<p>The first thing to be done is to learn <em>which</em> consonants are used to
+stand 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 we
+do not give the vowels [a, e, i, o, u], or w, or y, <em>any number value
+whatever</em>.</p>
+
+<p><strong class="smcap">We represent the nought or cypher [0] by the consonants s, z, or
+c<sup>soft</sup> [as in <em>cease</em>].</strong></p>
+
+<p>The figure value of &ldquo;sew,&rdquo; therefore equals or is represented by a
+cipher [0]. S&nbsp;=&nbsp;0, and the vowel &ldquo;e&rdquo; and the consonant &ldquo;w&rdquo; have <em>no figure
+value</em>. Cannot the<span class="num" title="Page&nbsp;68">&zwnj;</span><a name="p68" id="p68"></a> student understand at once that <i>S</i>ay&nbsp;=&nbsp;0, <i>S</i>ee&nbsp;=&nbsp;0,
+Ea<i>s</i>e&nbsp;=&nbsp;0, I<i>s</i>&nbsp;=&nbsp;0, and <i>Z</i>oe&nbsp;=&nbsp;0, and <i>S</i>ei<i>z</i>e&nbsp;=&nbsp;00, <i>S</i>i<i>z</i>e&nbsp;=&nbsp;00,
+<i>S</i>au<i>c</i>e&nbsp;=&nbsp;00?</p>
+
+<p>The following is another way of fixing in mind this first rule.</p>
+
+<p>If the capital letter <strong class="sf">S</strong> were cut into two parts, and the bottom half
+attached to the top half, it would make a nought (<strong>0</strong>). <i>So it is easy to
+remember that S represents <strong>0</strong>.</i> C<sup>soft</sup> as in <em>cease</em> has the same sound
+as S, and should therefore stand for the same figure, <i lang="la" xml:lang="la">viz.</i>, 0; and Z
+is a cognate of S&mdash;that is, it is <em>made by the same organs of speech in
+the same position</em> as when making S, only it is an undertone, and S is a
+whispered letter. Besides Z should represent <strong>0</strong> because it begins the
+word Zero&mdash;C<sup>soft</sup> should also stand for <strong>0</strong> for the additional reason
+that C<sup>soft</sup> begins the word cipher. <em>In translating a word into
+figures we always turn S, Z, or C<sup>soft</sup> into nought</em> (0); <em>in turning
+figures into words we always translate a nought</em> (0) <em>into S, Z, or
+C<sup>soft</sup>.</em></p>
+
+<ol class="sidenote">
+<li>What is the first thing to be done?</li>
+<li>What must the student remember in connection with vowels?</li>
+<li>By what do we represent the cipher?</li>
+<li>What other way is given for fixing the first rule in the mind?</li>
+<li>What is meant by a &ldquo;cognate&rdquo;?</li>
+<li>What kind of a letter is S?</li>
+</ol>
+
+<p><strong class="smcap">1 is represented by the consonant &ldquo;t,&rdquo; &ldquo;th,&rdquo; or &ldquo;d.&rdquo;</strong></p>
+
+<p><i>T</i>oy&nbsp;=&nbsp;1. As &ldquo;t&rdquo; stands for 1, and o and y are vowels, and have no
+figure value, the numerical value of Toy <em>must</em> be 1.</p>
+
+<p><i>Th</i>ee&nbsp;=&nbsp;1, <i>Th</i>ou&nbsp;=&nbsp;1, <i>D</i>ay&nbsp;=&nbsp;1, <i>D</i>ew&nbsp;=&nbsp;1, <i>Th</i>i<i>s</i>&nbsp;=&nbsp;10,
+<i>Th</i>u<i>s</i>&nbsp;=&nbsp;10, <i>D</i>oe<i>s</i>&nbsp;=&nbsp;10, <i>T</i>ie<i>s</i>&nbsp;=&nbsp;10, <i>T</i>oe<i>s</i>&nbsp;=&nbsp;10,
+<i>D</i>ee<i>d</i>&nbsp;=&nbsp;11, <i>D</i>o<i>th</i>&nbsp;=&nbsp;11, <i>T</i>o-<i>d</i>ay&nbsp;=&nbsp;11, <i>T</i>a<i>t</i>too<a name="Anchor-B" id="Anchor-B"></a><a href="#Footnote-B" class="fnanchor" title="Go to footnote B."><span> Footnote </span>[B]</a>&nbsp;=&nbsp;11,
+<i>T</i>u<i>t</i>&nbsp;=&nbsp;11, <i>T</i>oa<i>d</i>&nbsp;=&nbsp;11, <i>T</i>ie<i>d</i>&nbsp;=&nbsp;11, <i>S</i>a<i>t</i>&nbsp;=&nbsp;01, <i>S</i>ai<i>d</i>&nbsp;=&nbsp;01,
+<i>S</i>ea<i>t</i>= 01, <i>D</i>ay<i>s</i>&nbsp;=&nbsp;10, <i>T</i>oy<i>s</i>&nbsp;=&nbsp;10, <i>Th</i>e<i>s</i>e&nbsp;=&nbsp;10,
+<i>Th</i>o<i>s</i>e&nbsp;=&nbsp;10.</p>
+
+<p>&ldquo;t&rdquo; stands for 1, because it is made with <em>one</em> downward stroke. &ldquo;h&rdquo; has
+no figure value except when it is united with &ldquo;s&rdquo; or &ldquo;c&rdquo; in sh or ch,
+and therefore &ldquo;th&rdquo; <em>must</em> represent 1, and d, being the cognate of &ldquo;t,&rdquo;
+it is represented by 1. Hence we translate &ldquo;t,&rdquo; &ldquo;th,&rdquo; and &ldquo;d&rdquo; by the
+figure 1, and when we want to represent 1, by letters, we translate it
+into t, th, or d.</p>
+
+<p><span class="num" title="Page&nbsp;69">&zwnj;</span><a name="p69" id="p69"></a><strong class="smcap">2 is represented by &ldquo;n,&rdquo;</strong> because it is made by two downward strokes.
+<i>N</i>o&nbsp;=&nbsp;2, A<i>n</i>y&nbsp;=&nbsp;2, O<i>n</i>e&nbsp;=&nbsp;2, <i>N</i>oi<i>s</i>e&nbsp;=&nbsp;20, <i>N</i>i<i>c</i>e&nbsp;=&nbsp;20,
+<i>N</i>e<i>st</i>&nbsp;=&nbsp;201, <i>N</i>o<i>t</i>e&nbsp;=&nbsp;21, <i>Th</i>e<i>n</i>&nbsp;=&nbsp;12, <i>N</i>u<i>n</i>&nbsp;=&nbsp;22,
+<i>N</i>a<i>n</i>&nbsp;=&nbsp;22, <i>S</i>o<i>n</i>&nbsp;=&nbsp;02, <i>S</i>i<i>n</i>e&nbsp;=&nbsp;02, <i>Z</i>o<i>n</i>e&nbsp;=&nbsp;02, <i>N</i>i<i>n</i>e&nbsp;=&nbsp;22,
+<i>Z</i>e<i>n</i>o&nbsp;=&nbsp;02, <i>S</i>ow<i>n</i>&nbsp;=&nbsp;02.</p>
+
+<p><strong class="smcap">3 is represented by &ldquo;m,&rdquo;</strong> because the written m is made by <em>three</em>
+downward strokes. Ai<i>m</i>&nbsp;=&nbsp;3, <i>S</i>u<i>m</i>&nbsp;=&nbsp;03, <i>M</i>u<i>m</i>&nbsp;=&nbsp;33, <i>M</i>ai<i>m</i>&nbsp;=&nbsp;33,
+<i>M</i>o<i>n</i>ey&nbsp;=&nbsp;32, <i>M</i>o<i>th</i>&nbsp;=&nbsp;31, <i>M</i>oo<i>n</i>&nbsp;=&nbsp;32, <i>M</i>a<i>n</i>&nbsp;=&nbsp;32,
+<i>M</i>o<i>nth</i>&nbsp;=&nbsp;321, A<i>m</i>e<i>nds</i>&nbsp;=&nbsp;3210, <i>Th</i>i<i>n</i>&nbsp;=&nbsp;12, E<i>n</i>e<i>m</i>ie<i>s</i>&nbsp;=&nbsp;230,
+Ho<i>m</i>e&nbsp;=&nbsp;3.</p>
+
+<p><strong class="smcap">4 is represented by &ldquo;r,&rdquo;</strong> because it terminates the word <em>four</em> in
+several languages. Ai<i>r</i>&nbsp;=&nbsp;4. A and i are vowels, and count for no
+figure value in Air, and hence that word represents only the figure 4.
+Wi<i>r</i>e&nbsp;=&nbsp;4, <i>R</i>ow&nbsp;=&nbsp;4, Wo<i>rt</i>&nbsp;=&nbsp;41, W<i>r</i>a<i>th</i>&nbsp;=&nbsp;41, Wo<i>rth</i>&nbsp;=&nbsp;41,
+<i>R</i>i<i>d</i>e&nbsp;=&nbsp;41, Hei<i>rs</i>&nbsp;=&nbsp;40, <i>R</i>ui<i>ns</i>&nbsp;=&nbsp;420, <i>R</i>oa<i>st</i>&nbsp;=&nbsp;401,
+<i>R</i>u<i>m</i>&nbsp;=&nbsp;43, <i>R</i>oa<i>r</i>&nbsp;=&nbsp;44, <i>S</i>au<i>c</i>e<i>r</i>&nbsp;=&nbsp;004,
+<i>S</i>wo<i>rdsm</i>a<i>n</i>&nbsp;=&nbsp;041032, <i>R</i>a<i>z</i>o<i>rs</i>&nbsp;=&nbsp;4040, A<i>r</i>i<i>s</i>e<i>n</i>&nbsp;=&nbsp;402,
+He<i>rm</i>i<i>ts</i>&nbsp;=&nbsp;4310.</p>
+
+<ol class="sidenote">
+<li>In translating a word into figures, what do we always do?</li>
+<li>By what letters is the figure 1 represented?</li>
+<li>Why does &ldquo;t&rdquo; stand for 1?</li>
+<li>When does the letter &ldquo;h&rdquo; have a figure value?</li>
+<li>By what is 2 represented?</li>
+<li>Why?</li>
+<li>How do we represent 3?</li>
+<li>Why?</li>
+<li>By what consonant is 4 represented?</li>
+<li>Why?</li>
+</ol>
+
+<p><strong class="smcap">5 is represented by &ldquo;l,&rdquo;</strong> because in the Roman alphabet L stood for 50,
+and we disregard the cipher and make it stand for 5 only&mdash;as, Oi<i>l</i>&nbsp;=&nbsp;5.
+O and i, being vowels, may be <em>used</em> in a word, but having no figure
+value, do not change the numerical value of the word; therefore the
+figure value of &ldquo;oi<i>l</i>&rdquo; is 5, the same as though the &ldquo;l&rdquo; stood alone.
+<i>L</i>ay&nbsp;=&nbsp;5, <i>L</i>aw&nbsp;=&nbsp;5, Ho<i>l</i>y&nbsp;=&nbsp;5, Awhi<i>l</i>e&nbsp;=&nbsp;5, Whee<i>l</i>&nbsp;=&nbsp;5,
+<i>L</i>i<i>t</i>&nbsp;=&nbsp;51, Wea<i>lth</i>&nbsp;=&nbsp;51, <i>L</i>a<i>d</i>&nbsp;=&nbsp;51, <i>S</i>o<i>l</i>o&nbsp;=&nbsp;05,
+<i>S</i>a<i>l</i>e<i>s</i>&nbsp;=&nbsp;050, <i>Sl</i>owe<i>r</i>&nbsp;=&nbsp;054, <i>L</i>a<i>n</i>e&nbsp;=&nbsp;52, A<i>l</i>o<i>n</i>e&nbsp;=&nbsp;52,
+<i>L</i>a<i>m</i>a&nbsp;=&nbsp;53, Ea<i>rl</i>ie<i>r</i>&nbsp;=&nbsp;454, Who<i>l</i>e<i>s</i>a<i>l</i>e&nbsp;=&nbsp;505,
+U<i>nm</i>i<i>l</i>i<i>t</i>a<i>r</i>y<i>n</i>e<i>s</i>s&nbsp;=&nbsp;2351420.</p>
+
+<p><strong class="smcap">6 is represented by &ldquo;sh,&rdquo; &ldquo;j,&rdquo; &ldquo;ch,&rdquo; and &ldquo;g<sup>soft</sup>.&rdquo; We have the letter
+values of 6, through the initial consonants of the phrase</strong>: (Six), <i>Sh</i>y
+<i>J</i>ewesses C<i>h</i>ose <i>G</i>eorge. In the following words, the vowels have no
+figure value, hence in translation are never counted. <i>Sh</i>ow&nbsp;=&nbsp;6,
+<i>J</i>oy&nbsp;=&nbsp;6, Ha<i>tch</i>&nbsp;=&nbsp;6, Hu<i>g</i>e&nbsp;=&nbsp;6, <i>S</i>a<i>g</i>e&nbsp;=&nbsp;06, <i>Ch</i>ea<i>ts</i>&nbsp;=&nbsp;610,
+<i>Sh</i>e<i>d</i>&nbsp;=&nbsp;61, <i>Sh</i>ea<i>th</i>&nbsp;=&nbsp;61, <i>Sh</i>o<i>t</i>&nbsp;=&nbsp;61, <i>G</i>i<i>n</i>&nbsp;=&nbsp;62,
+<i>Sh</i>i<i>n</i>&nbsp;=&nbsp;62, <i>J</i>ea<i>n</i>&nbsp;=&nbsp;62, <i>Ch</i>i<i>n</i>&nbsp;=&nbsp;62, <i>G</i>e<i>m</i>&nbsp;=&nbsp;63, <i>J</i>a<i>m</i>&nbsp;=&nbsp;63,
+<i>Sh</i>a<i>m</i>e&nbsp;=&nbsp;63, <i>Ch</i>i<i>m</i>e&nbsp;=&nbsp;63, U<i>sh</i>e<i>r</i>&nbsp;=&nbsp;64, <i>J</i>u<i>r</i>y&nbsp;=&nbsp;64,
+<i>Ch</i>ai<i>r</i>&nbsp;=&nbsp;64, Wa<i>g</i>e<i>r</i>&nbsp;=&nbsp;64, <i>Sh</i>a<i>l</i>l&nbsp;=&nbsp;65, <i>J</i>ai<i>l</i>&nbsp;=&nbsp;65,
+<i>Ch</i>i<i>l</i>l&nbsp;=&nbsp;65, <i>G</i>e<i>ntl</i>e&nbsp;=&nbsp;6215, <i>J</i>ewi<i>sh</i>&nbsp;=&nbsp;66.</p>
+
+<p><strong class="smcap">7 is represented by &ldquo;g<sup>hard</sup>&rdquo; &ldquo;k,&rdquo; &ldquo;c<sup>hard</sup>&rdquo; &ldquo;q,&rdquo; and<span class="num" title="Page&nbsp;70">&zwnj;</span><a name="p70" id="p70"></a> &ldquo;ng.&rdquo; We find
+the letter equivalents of 7 in the initial consonants of the phrase</strong>:
+(Seven), <i>G</i>reat <ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;King&rsquo;."><i>K</i>ings</ins> <i>C</i>ame <i>Q</i>uarrelli<i>ng</i>. We thus use the
+termination &ldquo;ng&rdquo; to express 7. Ho<i>g</i>&nbsp;=&nbsp;7, <i>K</i>ey&nbsp;=&nbsp;7, <i>C</i>ue&nbsp;=&nbsp;7,
+You<i>ng</i>&nbsp;=&nbsp;7, Yo<i>k</i>e&nbsp;=&nbsp;7, Wi<i>g</i>&nbsp;=&nbsp;7. As no vowels have any figure value,
+they cut no figure in translating into numbers. <i>D</i>e<i>ck</i>&nbsp;=&nbsp;17,
+<i>D</i>e<i>sk</i>&nbsp;=&nbsp;107, <i>K</i>i<i>d</i>&nbsp;=&nbsp;71. <i>Sk</i>a<i>t</i>e&nbsp;=&nbsp;071, A<i>sk</i>&nbsp;=&nbsp;07,
+A<i>sk</i>in<i>g</i>&nbsp;=&nbsp;077, <i>Sk</i>e<i>tch</i>&nbsp;=&nbsp;076, <i>Sq</i>ui<i>r</i>e&nbsp;=&nbsp;074, <i>C</i>a<i>s</i>e<i>s</i>&nbsp;=&nbsp;700,
+<i>G</i>a<i>t</i>e&nbsp;=&nbsp;71, E<i>g</i>a<i>d</i>&nbsp;=&nbsp;71, <i>K</i>i<i>t</i><ins class="corr" title="Transcriber&#8217;s note: Original italicised the &lsquo;e&rsquo;.">e</ins>&nbsp;=&nbsp;71, <i>Q</i>uo<i>t</i>e&nbsp;=&nbsp;71. This first
+&ldquo;<em>g</em>&rdquo; is hard (7) and the second &ldquo;<em>g</em>&rdquo; is soft (6) in <i>G</i>an<i>g</i>es. The
+&ldquo;<em>g</em>&rdquo; in Governor is hard and in General is soft in
+<i>G</i>overnor-<i>G</i>eneral. The first &ldquo;<i>c</i>&rdquo; is hard (7) and the second &ldquo;<i>c</i>&rdquo;
+is soft (0) in a<i>cc</i>i<i>d</i>e<i>nt</i>,&nbsp;=&nbsp;70121, Ha<i>g</i>g<i>l</i>e&nbsp;=&nbsp;75, A<i>cm</i>e&nbsp;=&nbsp;73,
+<i>C</i>a<i>n</i>no<i>n</i>&nbsp;=&nbsp;722, <i>G</i>ui<i>t</i>a<i>r</i>&nbsp;=&nbsp;714, <i>Sq</i>uea<i>k</i>&nbsp;=&nbsp;077.</p>
+
+<p><strong class="smcap">We represent 8 by &ldquo;f&rdquo; and &ldquo;v,&rdquo; because you can imagine a written &ldquo;f&rdquo; to
+be an elongated 8, and &ldquo;v&rdquo; is a cognate of &ldquo;f,&rdquo;</strong> hence equivalent to the
+same number; as, Wi<i>f</i>e&nbsp;=&nbsp;8, Wo<i>v</i>e&nbsp;=&nbsp;8. The vowels, although used in
+the words, have no figure values, neither do &ldquo;w,&rdquo; &ldquo;y,&rdquo; or &ldquo;h,&rdquo; when not
+a part of &ldquo;sh&rdquo; or &ldquo;ch.&rdquo; <i>S</i>a<i>f</i>e&nbsp;=&nbsp;08, <i>S</i>a<i>v</i>e&nbsp;=&nbsp;08, I<i>v</i>y&nbsp;=&nbsp;8,
+Hi<i>v</i>e&nbsp;=&nbsp;8, <i>F</i>oe&nbsp;=&nbsp;8, <i>D</i>i<i>v</i>e&nbsp;=&nbsp;18, E<i>d</i>i<i>f</i>y&nbsp;=&nbsp;18, <i>T</i>i<i>f</i>f&nbsp;=&nbsp;18,
+<i>Th</i>ie<i>f</i>&nbsp;=&nbsp;18, <i>Th</i>ie<i>v</i>e&nbsp;=&nbsp;18, <i>T</i>ou<i>gh</i>&nbsp;=&nbsp;18, E<i>n</i>ou<i>gh</i>&nbsp;=&nbsp;28,
+<i>N</i>a<i>v</i>y&nbsp;=&nbsp;28, K<i>n</i>a<i>v</i>e&nbsp;=&nbsp;28, <i>N</i>e<i>f</i>a<i>r</i>iou<i>s</i>&nbsp;=&nbsp;2840, <i>M</i>u<i>f</i>f&nbsp;=&nbsp;38,
+<i>M</i>o<i>v</i>e&nbsp;=&nbsp;38, <i>R</i>u<i>f</i>f&nbsp;=&nbsp;48, <i>R</i>oo<i>f</i>&nbsp;=&nbsp;48, <i>R</i>ou<i>gh</i>&nbsp;=&nbsp;48,
+<i>R</i>e<i>v</i>iew&nbsp;=&nbsp;48, A<i>l</i>i<i>v</i>e&nbsp;=&nbsp;58, A<i>l</i>oo<i>f</i>&nbsp;=&nbsp;58, <i>L</i>ea<i>v</i>e&nbsp;=&nbsp;58,
+<i>L</i>ea<i>f</i>&nbsp;=&nbsp;58, A<i>lph</i>a&nbsp;=&nbsp;58, <i>Sh</i>ea<i>f</i>&nbsp;=&nbsp;68, <i>Ch</i>a<i>f</i>f&nbsp;=&nbsp;68,
+<i>J</i>o<i>v</i>e&nbsp;=&nbsp;68, <i>Sh</i>a<i>v</i>e&nbsp;=&nbsp;68, <i>Sh</i>o<i>v</i>e&nbsp;=&nbsp;68, <i>C</i>a<i>v</i>e&nbsp;=&nbsp;78,
+<i>C</i>al<i>f</i>&nbsp;=&nbsp;78, <i>G</i>a<i>v</i>e&nbsp;=&nbsp;78, <i>C</i>ou<i>gh</i>&nbsp;=&nbsp;78, <i>Q</i>ua<i>f</i>f&nbsp;=&nbsp;78,
+<i>Q</i>ui<i>v</i>e<i>r</i>&nbsp;=&nbsp;784, <i>F</i>i<i>v</i>e&nbsp;=&nbsp;88, <i>F</i>i<i>f</i>e&nbsp;=&nbsp;88, <i>F</i>eo<i>f</i>f&nbsp;=&nbsp;88,
+<i>F</i>i<i>fth</i>&nbsp;=&nbsp;881, <i>V</i>i<i>v</i>i<i>d</i>&nbsp;=&nbsp;881, <i>F</i>a<i>c</i>e<i>s</i>&nbsp;=&nbsp;800.</p>
+
+<p><strong class="smcap">9 is represented by &ldquo;b&rdquo; and &ldquo;p.&rdquo;</strong> <ins class="corr" title="Transcriber&#8217;s note: Original used square brackets for this instance.">(Nine)</ins> <i>B</i>eautiful <i>P</i>eacocks would
+indicate the figure value of 9, in the initial<span class="num" title="Page&nbsp;71">&zwnj;</span><a name="p71" id="p71"></a> consonants of
+&ldquo;<i>b</i>eautiful <i>p</i>eacocks.&rdquo; <i>B</i>ee&nbsp;=&nbsp;9, and the two vowels &ldquo;ee&rdquo; have no
+figure value. <i>B</i>ow&nbsp;=&nbsp;9, <i>P</i>ie&nbsp;=&nbsp;9, <i>P</i>ew&nbsp;=&nbsp;9, <i>P</i>ay&nbsp;=&nbsp;9, A<i>p</i>e&nbsp;=&nbsp;9,
+U<i>p</i>&nbsp;=&nbsp;9, <i>B</i>y&nbsp;=&nbsp;9, <i>B</i>a<i>s</i>e&nbsp;=&nbsp;90, <i>B</i>ia<i>s</i>&nbsp;=&nbsp;90, <i>P</i>o<i>s</i>e&nbsp;=&nbsp;90,
+<i>P</i>au<i>s</i>e&nbsp;=&nbsp;90, <i>B</i>oa<i>t</i>&nbsp;=&nbsp;91, <i>B</i>o<i>th</i>&nbsp;=&nbsp;91, <i>B</i>ea<i>d</i>&nbsp;=&nbsp;91,
+<i>B</i>ea<i>n</i>&nbsp;=&nbsp;92, <i>B</i>o<i>n</i>e&nbsp;=&nbsp;92, <i>P</i>o<i>t</i>&nbsp;=&nbsp;91, <i>P</i>a<i>th</i>&nbsp;=&nbsp;91, <i>P</i>a<i>d</i>&nbsp;=&nbsp;91,
+<i>P</i>i<i>n</i>e&nbsp;=&nbsp;92, <i>B</i>ea<i>m</i>&nbsp;=&nbsp;93, <i>B</i>a<i>r</i>&nbsp;=&nbsp;94, <i>B</i>a<i>l</i>e&nbsp;=&nbsp;95,
+<i>B</i>a<i>dg</i>e&nbsp;=&nbsp;96, <i>B</i>u<i>sh</i>&nbsp;=&nbsp;96, <i>B</i>u<i>f</i>f&nbsp;=&nbsp;98, <i>B</i>a<i>b</i>y&nbsp;=&nbsp;99,
+<i>P</i>oe<i>m</i>&nbsp;=&nbsp;93, <i>P</i>ai<i>r</i>&nbsp;=&nbsp;94, <i>P</i>i<i>l</i>e&nbsp;=&nbsp;95, <i>P</i>u<i>sh</i>&nbsp;=&nbsp;96,
+<i>P</i>a<i>g</i>e&nbsp;=&nbsp;96, <i>P</i>u<i>f</i>f&nbsp;=&nbsp;98, <i>P</i>i<i>p</i>e&nbsp;=&nbsp;99, <i>P</i>o<i>p</i>e&nbsp;=&nbsp;99,
+<i>P</i>ac<i>k</i>&nbsp;=&nbsp;97.</p>
+
+<ol class="sidenote">
+<li>Why is 5 represented by &ldquo;L&rdquo;?</li>
+<li>By what is 6 represented?</li>
+<li>Through the initial consonants of what sentence, not considering the
+six in brackets?</li>
+<li>Where do we find the letter equivalents of 7, not
+regarding the seven in brackets?</li>
+<li>What termination do we also use to express 7?</li>
+<li>If the termination &ldquo;ng&rdquo; represent 7, what is the figure
+value of Singing?</li>
+<li>Give the figure value of Hong-kong.</li>
+<li>By what two consonants do we represent 8?</li>
+<li>Why?</li>
+<li>Give the figure value of the
+vowels in these illustrations, if you find they have any value.</li>
+</ol>
+
+<p>The representatives of the figures from 0 up to 9 are given in the
+initial consonants of the ten subsequent phrases following the
+figures:&mdash;</p>
+
+<table summary="Phrases to remember the figure-alphabet.">
+<caption>
+&ldquo;<i>S</i>i<i>dn</i>ey <i>M</i>e<i>rl</i>i<i>sh</i> <i>g</i>a<i>v</i>e a <i>b</i>ow&rdquo;<a name="Anchor-C" id="Anchor-C"></a><a href="#Footnote-C" class="fnanchor" title="Go to footnote C."><span> Footnote </span>[C]</a><br /> = 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.</caption>
+<tr><th>Nought  </th><td>(0)</td><td><i>S</i>o <i>Z</i>ealous <i>C</i>eases.</td></tr>
+<tr><th>One     </th><td>(1)</td><td><i>T</i>ankard <i>th</i>is <i>D</i>ay.</td></tr>
+<tr><th>Two     </th><td>(2)</td><td><i>N</i>ostrils. (or 2 <i>N</i>ations. &nbsp;<abbr title="Exodus 35 verse 10, and 37 verse 22.">Ex. 35, 10; 37, 22.</abbr>)</td></tr>
+<tr><th>Three   </th><td>(3)</td><td><i>M</i>eals. (or 3 <i>M</i>ighty <i>M</i>en. &nbsp;<abbr title="2nd Samuel 23.">2&nbsp;Sam. 23.</abbr>)</td></tr>
+<tr><th>Four    </th><td>(4)</td><td><i>R</i>oads. (or 4 <i>R</i>ings. &nbsp;<abbr title="Exodus 25 verse 26, and 38 verse 5.">Ex.&nbsp;25,&nbsp;26; 38,&nbsp;5.</abbr>)</td></tr>
+<tr><th>Five    </th><td>(5)</td><td><i>L</i>oaves. (<abbr title="Matthew">Matt.</abbr>&nbsp;14; Mark&nbsp;6; Luke&nbsp;9.)</td></tr>
+<tr><th>Six     </th><td>(6)</td><td><i>Sh</i>y <i>J</i>ewesses <i>Ch</i>ose <i>G</i>eorge.</td></tr>
+<tr><th>Seven   </th><td>(7)</td><td><i>G</i>reat <i>K</i>ings <i>C</i>ame <i>Q</i>uarrelli<i>ng</i>.</td></tr>
+<tr><th>Eight   </th><td>(8)</td><td><i>F</i>old <i>V</i>alue. (or 8 &#8217;<i>V</i>arsity <i>F</i>ellows.)</td></tr>
+<tr><th>Nine    </th><td>(9)</td><td><i>P</i>in <i>B</i>owling.</td></tr>
+</table>
+
+<p>This explanation is a help to remember the <em>letter-values of the
+figures</em>. Another way to fix these values in mind for permanent use is
+to turn <em>words into figures</em>, as in going through an ordinary
+spelling-book. This practice quickly enables you to <em>turn figures into
+words</em>, and to translate them back into figures. Facility will be
+attained long before the lessons are completed. But this lesson,
+<em>thoroughly</em> studied, will secure the needful proficiency.</p>
+
+<ol class="sidenote">
+<li>By what two consonants is the figure value of 9 represented?</li>
+<li>What are represented in the initial consonants of the
+ten Phrases here given, not including, of course, the words before the
+figures in brackets?</li>
+<li>Are these sentences of any help in remembering
+the letter values of the figures?</li>
+<li>What other way is there to fix these values in mind?</li>
+<li>What does this practice enable you to do?</li>
+</ol>
+
+
+<h3><span class="num" title="Page&nbsp;72">&zwnj;</span><a name="p72" id="p72"></a>RULES.
+<br />
+<small><i>Not to be glanced at or skipped, but to be carefully studied.</i></small></h3>
+
+<ol class="dashes">
+<li>&mdash;Two consonants of the <em>same kind</em> with no vowel between,
+provided they have the <em>same</em> sound, are treated as one
+consonant, as &ldquo;ll&rdquo;&nbsp;=&nbsp;5, &ldquo;nn&rdquo;&nbsp;=&nbsp;2, &ldquo;rr&rdquo;&nbsp;=&nbsp;4, &ldquo;dd&rdquo;&nbsp;=&nbsp;1, <abbr title="et cetera">&amp;c.</abbr> The
+first two consonants have different values in the word
+&ldquo;accident&rdquo; =&nbsp;70121.</li>
+
+<li>&mdash;All <em>silent</em> consonants are <em>disregarded</em>, as &ldquo;b&rdquo; in
+&ldquo;Lam<i>b</i>&rdquo;&nbsp;=&nbsp;53, &ldquo;Com<i>b</i>&rdquo;&nbsp;=&nbsp;73, or in &ldquo;Tom<i>b</i>&rdquo;&nbsp;=&nbsp;13. &ldquo;<em>Ph</em>&rdquo; and
+<ins class="corr" title="Transcriber&#8217;s note: Original lacked these quote marks.">&ldquo;<em>h</em>&rdquo;</ins> in <ins class="corr" title="Transcriber&#8217;s note: Original omitted the opening quote mark.">&ldquo;</ins><i>Ph</i>t<i>h</i>isic&rdquo;&nbsp;=&nbsp;107; &ldquo;<em>gh</em>&rdquo; in
+Bou<i>gh</i>t&nbsp;=&nbsp;91; &ldquo;<em>k</em>&rdquo; in <i>K</i>now&nbsp;=&nbsp;2; &ldquo;<em>gh</em>&rdquo; in
+Nei<i>gh</i>bours&nbsp;=&nbsp;2940; &ldquo;l&rdquo; in Cou<i>l</i>d&nbsp;=&nbsp;71, or in Psa<i>l</i>m&nbsp;=&nbsp;03.</li>
+
+<li>&mdash;The <em>equivalents</em> of the figure-consonants have the <em>same
+value</em> as those consonants themselves, as &ldquo;gh&rdquo; in
+&ldquo;<i>T</i>ou<i>gh</i>&rdquo;&nbsp;=&nbsp;18, &ldquo;gh&rdquo; in E<i>n</i>ou<i>gh</i>&nbsp;=&nbsp;28; &ldquo;gh&rdquo; in
+<i>R</i>ou<i>gh</i>&nbsp;=&nbsp;48. &ldquo;<i>Phr</i>a<i>s</i>e&rdquo;&nbsp;=&nbsp;840, &ldquo;<i>N</i>y<i>mph</i><ins class="corr" title="Transcriber&#8217;s note: Original omitted the closing quote mark.">&rdquo;</ins>&nbsp;=&nbsp;238,
+&ldquo;<i>L</i>o<i>ck</i>&rdquo;&nbsp;=&nbsp;57. &ldquo;N&rdquo; sometimes sounds like ng, and so
+represents 7, as in &ldquo;Bank&rdquo; (977) which <em>sounds</em> like &ldquo;bang&rdquo;
+(not &ldquo;ban&rdquo;) with a &ldquo;k&rdquo; 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&nbsp;=&nbsp;276<a name="Anchor-D" id="Anchor-D"></a><a href="#Footnote-D" class="fnanchor" title="Go to footnote D."><span> Footnote </span>[D]</a>. X&nbsp;=&nbsp;gs or ks&nbsp;=&nbsp;70, as in example&nbsp;=&nbsp;70395; in
+oxygen&nbsp;=&nbsp;7062. Sometimes X&nbsp;=&nbsp;Z, as in Xerxes&nbsp;=&nbsp;04700,<span class="num" title="Page&nbsp;73">&zwnj;</span><a name="p73" id="p73"></a> and then
+it =&nbsp;0. Ci and ti, and sometimes si and sci =&nbsp;sh, as
+gracious&nbsp;=&nbsp;7460; Nation&nbsp;=&nbsp;262; Conscience&nbsp;=&nbsp;72620. Dge&nbsp;=&nbsp;j, as
+in Ju<i>dge</i>&nbsp;=&nbsp;66. Tch&nbsp;=&nbsp;ch&nbsp;=&nbsp;6, as in ditch&nbsp;=&nbsp;16 (it rhymes
+with rich&nbsp;=&nbsp;46). Ch sometimes =&nbsp;k, as in <i>Ch</i>ristmas&nbsp;=&nbsp;74030.
+S and z sometimes =&nbsp;zh, which is the cognate equivalent of
+sh&nbsp;=&nbsp;6, as in pleasure&nbsp;=&nbsp;9564, and in Crozier&nbsp;=&nbsp;7464.
+Acquiesce&nbsp;=&nbsp;70, excrescence&nbsp;=&nbsp;7074020.</li>
+
+<li>&mdash;No notice is taken of any <em>vowel</em> or of w (war&nbsp;=&nbsp;4) or y
+(yoke&nbsp;=&nbsp;7), or of h (the&nbsp;=&nbsp;1) except as part of ch or sh.
+Words like Weigh, Whey, <abbr title="et cetera">&amp;c.</abbr>, having no figure values, are
+never counted. If one word ends with, and the next word begins
+with, the <em>same</em> consonant, they are both reckoned, as That
+Toad&nbsp;=&nbsp;1111.</li>
+</ol>
+
+<ol class="sidenote">
+<li>When will facility be attained?</li>
+<li>Are these rules to be carefully studied?</li>
+<li>Repeat the first rule.</li>
+<li>What value is given to silent consonants?</li>
+<li>What have the same value as the consonants themselves?</li>
+<li>What does the consonant &ldquo;N&rdquo; sometimes sound like?</li>
+<li>What value is assigned to it in such cases?</li>
+<li>What is the consonant X equal to?</li>
+</ol>
+
+
+<h4>HOW TO DEAL WITH DECIMAL FRACTIONS.</h4>
+
+<p>The pupil may skip the next paragraph if not wishing to deal with
+decimals.</p>
+
+<p>[As a rule, it is better not to use words <em>beginning</em> with S, except to
+translate <em>decimals</em> and <em>fractions</em>, and Date-words where a <em>doubt</em>
+might otherwise arise (unless in a phrase like &ldquo;To see Jiji,&rdquo; &ldquo;delay a
+spy,&rdquo; <abbr title="et cetera">&amp;c.</abbr>); and in case of the <em>decimals</em>, S, as the <em>initial</em> letter,
+means (not 0, but) the decimal point. (1) If there is an integer
+followed by a decimal, two separate words are used; the decimal-word
+begins with S, thus: 945.51&nbsp;= barley sold; 71.3412&nbsp;= &ldquo;good Samaritan.&rdquo;
+(2) If it is a decimal by itself, the S indicates the decimal point
+only; .01&nbsp;=&nbsp;society; .02&nbsp;=&nbsp;Susan; .94&nbsp;=&nbsp;sparrow. (3) If it is a vulgar
+fraction, the words translating numerator and denominator begin with<span class="num" title="Page&nbsp;74">&zwnj;</span><a name="p74" id="p74"></a> S,
+and the S&#8217;s are not counted, the numerator-word coming first, and the
+denominator-word last; thus 5/12&nbsp;= sell Satan.]</p>
+
+
+<p>As to Date-words, just <em>before</em> the Christian Era you may use an initial
+S [or the vowel A, or any other vowel], as, Stir would mean 14&nbsp;<span class="allsc">B.C.</span>
+[Before Christ]; and, of course, Tower would mean 14&nbsp;<span class="allsc">A.D.</span> [for <i lang="la" xml:lang="la">Anno
+Domini</i>&mdash;in the year of our Lord]; Soar&nbsp;=&nbsp;4&nbsp;<span class="allsc">B.C.</span>, and Rue&nbsp;=&nbsp;4&nbsp;<span class="allsc">A.D.</span> In a
+Date-word like Trial, to express 145&nbsp;<span class="allsc">B.C.</span>, no doubt could arise; if the
+Pupil knows the contemporary history, he could not imagine it could be
+290 later, or 145&nbsp;<span class="allsc">A.D.</span> If he fears he might not remember that it was
+<span class="allsc">B.C.</span> he could remove all doubt by using the word Stroll, or any other
+word which translates 145 and begins with S.</p>
+
+<ol class="sidenote">
+<li>Do we ever take any notice of a vowel?</li>
+<li>Are there any
+words which do not have a figure value, and if so, what are they?</li>
+<li>When do we use the letter &ldquo;S&rdquo; in dealing with decimals?</li>
+<li>When does &ldquo;S&rdquo; indicate the decimal point?</li>
+<li>When are two separate words used?</li>
+<li>In such cases, with what does the decimal word begin?</li>
+<li>In case of a vulgar fraction, what words begin with &ldquo;S&rdquo;?</li>
+<li>Are the S&#8217;s then counted?</li>
+<li>Which word comes first?</li>
+<li>How may we deal with date-words which
+express the time of events before the Christian Era?</li>
+<li>After?</li>
+</ol>
+
+<p>For convenience of reference I now give the figure Alphabet tabulated.</p>
+
+<table class="borders" summary="The figure Alphabet.">
+<tr>
+  <th>0</th>
+  <th>1</th>
+  <th>2</th>
+  <th>3</th>
+  <th>4</th>
+  <th>5</th>
+  <th>6</th>
+  <th>7</th>
+  <th>8</th>
+  <th>9</th>
+</tr>
+<tr>
+  <td>S<br />Z<br />C<sup>soft</sup></td>
+  <td>t<br />th</td>
+  <td>n</td>
+  <td>m</td>
+  <td>r</td>
+  <td>l</td>
+  <td>sh<br />j<br />ch<br />g<sup>soft</sup></td>
+  <td>g<sup>hard</sup><br />k<br />c<sup>hard</sup><br />q<br />ng</td>
+  <td>f<br />v</td>
+  <td>b<br />p</td>
+</tr>
+</table>
+
+<p>If the pupil has mastered the Figure Alphabet he will proceed with the
+greatest satisfaction and profit. If he has not mastered it, let him
+carefully review the foregoing<span class="num" title="Page&nbsp;75">&zwnj;</span><a name="p75" id="p75"></a> pages of this chapter, and then he can
+advance with the assurance of meeting no difficulties.</p>
+
+<ol class="sidenote">
+<li>Write the Figure Alphabet from memory.</li>
+<li>If the pupil has
+not thoroughly mastered this alphabet, what is required of him?</li>
+<li>If the pupil must review the foregoing six pages, let him find words
+himself which spell the figures.</li>
+<li>Is not such a course much better
+than merely to read over the examples and illustrations which I give?</li>
+<li>Is it easy to find words with which to translate dates and numbers?</li>
+</ol>
+
+
+<h3 class="smcap">How to Find words with Which to Translate Dates and Numbers.</h3>
+
+<p>It is a simple and easy process; knowing exactly what consonants are
+used to represent each of the numbers, you simply write at the side of
+the numbers to be turned into words the consonants which stand for them;
+and using any vowels you please, you find out by experimenting what
+words can translate the figures. Suppose you wish to find out what words
+will translate the date of the settlement of Jamestown, <abbr title="Virginia">Va.</abbr>, 1607. You
+place the figures under each other as below, and then you place at the
+right hand of each figure the consonants which translate it.</p>
+
+<ul>
+<li>1&nbsp;= t, th, d.</li>
+<li>6&nbsp;= sh, j, ch, g soft (as in gem),</li>
+<li>0&nbsp;= s, z, c soft (as in cease).</li>
+<li>7&nbsp;= g hard, k, c hard, q, and ng.</li>
+</ul>
+
+<p>By experimenting you soon find the following phrases will represent
+1607; as, &ldquo;A <i>D</i>u<i>tch</i> <i>S</i>o<i>ng</i>,&rdquo; &ldquo;<i>D</i>a<i>sh</i> a <i>S</i>a<i>ck</i>,&rdquo; &ldquo;<i>T</i>o wa<i>sh</i> a
+<i>S</i>o<i>ck</i>,&rdquo; &ldquo;<i>Th</i>e <i>Ch</i>oo<i>s</i>i<i>ng</i>,&rdquo; &ldquo;<i>Th</i>e <i>Ch</i>a<i>s</i>i<i>ng</i>,&rdquo; &ldquo;<i>T</i>ou<i>ch</i>e<i>s</i>
+a <i>K</i>ey,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+<p>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, opposite
+1; 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: &ldquo;<i>T</i>o <i>g</i>i<i>v</i>e a <i>K</i>ey,&rdquo; &ldquo;<i>Th</i>e <i>g</i>i<i>v</i>i<i>ng</i>,&rdquo; &ldquo;<i>Th</i>e
+<i>q</i>ua<i>f</i>fi<i>ng</i>,&rdquo; &ldquo;<i>Th</i>e <i>C</i>ou<i>gh</i>i<i>ng</i>,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+<p>In all cases you must carefully comply with the rules<span class="num" title="Page&nbsp;76">&zwnj;</span><a name="p76" id="p76"></a> and explanations
+heretofore given. A little practice will enable you to dispense with
+writing down the figures and the consonants which represent them; but at
+first pains must be taken in the above way to secure accuracy.</p>
+
+<ol class="sidenote">
+<li>What would be your method of procedure?</li>
+<li>What must be done in all cases?</li>
+<li>What will a little practice enable you to do?</li>
+<li>What must be done to secure accuracy at first?</li>
+<li>Deal with an original date in the way indicated here.</li>
+<li>In dealing with the date of the foundation of Yale College, would
+the phrase &ldquo;taxes due&rdquo; express 1701?</li>
+<li>If not, why?</li>
+<li>Can you translate into a word or phrase the date of your own birth?</li>
+<li>Translate into words or phrases the birth and death
+dates of some of the historic characters which you admire most.</li>
+<li>Keep a record of these words or phrases for future examination.</li>
+</ol>
+
+<p>Try 1636, the date of the founding of Harvard College: You obtain
+&ldquo;<i>D</i>a<i>sh</i> a <i>m</i>i<i>dg</i>e,&rdquo; &ldquo;<i>Th</i>e <i>ch</i>u<i>m</i> a<i>g</i>e,&rdquo; &ldquo;<i>T</i>ea<i>ch</i> <i>m</i>u<i>ch</i>,&rdquo;
+&ldquo;<i>T</i>o <i>sh</i>ow <i>m</i>y <i>j</i>oy,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+<p>The founding of Yale College in 1701 gives: &ldquo;<i>T</i>oo<i>k</i> a <i>s</i>ea<i>t</i>,&rdquo;
+&ldquo;<i>Th</i>e <i>c</i>o<i>st</i>,&rdquo; &ldquo;<i>Th</i>e <i>q</i>ue<i>st</i>,&rdquo; &ldquo;<i>Th</i>e <i>c</i>a<i>st</i>,&rdquo; &ldquo;A <i>t</i>a<i>x</i>
+<i>d</i>ue,&rdquo; or &ldquo;<i>T</i>oo<i>k</i> a <ins class="corr" title="Transcriber&#8217;s note: Original also italicised the &lsquo;y&rsquo;."><i>c</i>i<i>t</i>y</ins>,&rdquo; <abbr title="et cetera">&amp;c.</abbr></p>
+
+<p>Sometimes the first consonants only of words are used. Comenius,
+Educational Reformer (things before words, pictured illustrations, <abbr title="et cetera">&amp;c.</abbr>)
+and Moravian Bishop, was born 1592: or (1) <i>Th</i>ings (5) We<i>l</i>l (9)
+<i>P</i>ictured (2) <i>N</i>ow. He died 1671; or A (1) <i>T</i>eaching (6) <i>Ch</i>urchman
+(7) <i>G</i>ave (1) Ou<i>t</i>.</p>
+
+
+<h4>SYNTHETIC TRANSLATION OF FIGURES.</h4>
+
+<p><em>When the word or phrase used to translate figures sustains no relation
+of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr>, to the event itself, that word or phrase is
+synthetic and is dealt with hereafter.</em></p>
+
+<p>Nearly all the translating words given in this section so far are
+synthetic. &ldquo;The coughing,&rdquo; sustains no relation of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr>, to
+the adoption of the Constitution of the U.&nbsp;S., and is therefore
+relegated to the next chapter for the method of cementing it to that
+event if we were obliged to use that phrase.</p>
+
+<p>Synthesis will be sometimes hereafter resorted to to connect in our
+minds an event to its date. When this will be necessary, the sequel will
+show.</p>
+
+
+<h4>ANALYTIC DATE AND NUMBER WORDS.</h4>
+
+<p><em>When the word or phrase which translates the date or number sustains
+the relation of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr>, to the event or fact itself, that
+word or phrase is analytic, and is memorised by merely assimilating that
+relation.</em></p>
+
+<p>Different ways of expressing figures by words, phrases, or sentences
+that are self-connected to the fact or event will now be given.</p>
+
+<p><span class="num" title="Page&nbsp;77">&zwnj;</span><a name="p77" id="p77"></a>1. <strong class="smcap">Sometimes all the sounded consonants of a word or phrase are used.</strong></p>
+
+<p>Room-mates in college are called &ldquo;chums.&rdquo; Harvard College&mdash;the oldest
+Collegiate Institution in America&mdash;really introduced &ldquo;the chum age&rdquo; in
+America. The formula for the date of its foundation in 1636 <ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;my&rsquo;.">may</ins> be
+thus expressed&mdash;Harvard College founded; <i>th</i>e <i>ch</i>u<i>m</i> a<i>g</i>e [1636].</p>
+
+<p>The annual production of iron in America is said to be <em>six million four
+hundred and twenty-seven thousand, one hundred and forty-eight</em> tons.
+These figures may be analytically expressed thus: &ldquo;Hu<i>g</i>e i<i>r</i>o<i>n</i> we
+<i>g</i>e<i>t</i> <i>r</i>ou<i>gh</i>&rdquo; [6,427,148&nbsp;tons].</p>
+
+<p>The great wall of China is 1,250&nbsp;miles long. This may be expressed thus:
+&ldquo;<i>Th</i>ey <i>n</i>ow a high Wa<i>l</i>l see&rdquo; [1250].</p>
+
+<p>A characteristic of Herbert Spencer is the accuracy of his definitions.
+His birth, in 1820, may be indicated by this significant phrase: &ldquo;He
+<i>D</i>e<i>f</i>i<i>n</i>e<i>s</i>&rdquo; [1820].</p>
+
+<p>2. <strong class="smcap">Sometimes only the initial consonants of the words or phrases or
+sentences are used.</strong></p>
+
+<p>Caius Julius C&aelig;sar was born 100&nbsp;<span class="allsc">B.C.</span>, and he died 44&nbsp;<span class="allsc">B.C.</span> His birth may
+be expressed by the phrase, (1) &ldquo;<i>Th</i>e (0) <i>S</i>tripling (0) <i>C</i>&aelig;sar;&rdquo; and
+his death by a phrase which declares that his death was the remote
+result of his crossing the Rubicon, thus: (4) &ldquo;<i>R</i>ubicon&#8217;s (4)
+<i>R</i>evenge.&rdquo;</p>
+
+<p>Marcus Tullius Cicero was born 106&nbsp;<span class="allsc">B.C.</span>, and he died 43&nbsp;<span class="allsc">B.C.</span> His birth:
+(1) &ldquo;<i>T</i>ullius (0) <i>C</i>icero&#8217;s (6) <i>Ch</i>ildhood.&rdquo; His death: (4) &ldquo;<i>R</i>emove
+(3) <i>M</i>arcus.&rdquo; [In allusion to the order for his death.]</p>
+
+<p>The height of Egypt&#8217;s greatest pyramid is 479&nbsp;feet, or (4) &ldquo;Wo<i>r</i>ld&#8217;s
+(7) <i>G</i>reatest (9) <i>P</i>yramid.&rdquo;</p>
+
+<p>The city of Melbourne was named after Lord Melbourne in 1837, or (3)
+&ldquo;<i>M</i>elbourne (7) <i>Ch</i>ristened.&rdquo;</p>
+
+<p>It will be convenient to consider all compound names of cities or places
+as if they were single words, using only the initial consonant of the
+first of the names, as (2) <i>N</i>ew-York, or (2) <i>N</i>ew-Amsterdam, or (2)
+U<i>n</i>ited-States, etc.</p>
+
+<p>New York City [at first known as New Amsterdam] was settled by the Dutch
+in 1626, or New York founded: (1) &ldquo;<i>D</i>utchmen (6) <i>Ch</i>ose (2)
+<i>N</i>ew-Amsterdam (6) <i>J</i>oyfully.&rdquo;</p>
+
+<p>Virginia was settled at Jamestown in 1607. This date<span class="num" title="Page&nbsp;78">&zwnj;</span><a name="p78" id="p78"></a> may be analytically
+expressed thus: (1) &ldquo;<i>Th</i>en (6) <i>J</i>amestown (0) Wa<i>s</i> (7) <i>C</i>olonized.&rdquo;</p>
+
+<p>The exact population of the United States, according to the census of
+1880, may be expressed through the initial consonants of the following
+sentence: &ldquo;A (5) <i>L</i>ate (0) <i>C</i>ensus, (1) &lsquo;Eigh<i>t</i>y&#8217;s&rsquo; (8) <i>F</i>urnishes
+(9) <i>P</i>recise (2) U<i>n</i>ited-States (0) <i>S</i>overeign (9) <i>P</i>opulation,&rdquo; or
+50,189,209.</p>
+
+<p>The <em>exact</em> population of the United States declared in June, 1890,
+commonly called the <em>census of &ldquo;ninety,&rdquo;</em> was stated as <em>sixty-two
+millions six hundred and twenty-two thousand two hundred and fifty</em>, or
+&ldquo;A (6) <i>G</i>eneral (2) E<i>n</i>umeration (6) whi<i>ch</i> (2) U<i>n</i>doubtedly (2)
+I<i>n</i>dicates (2) &lsquo;<i>N</i>inety&#8217;s&rsquo; (5) <i>L</i>arge (0) <i>C</i>ensus.&rdquo; 62,622,250, or
+for the last three figures we could say: (2) U<i>n</i>ited States&#8217; (5)
+<i>L</i>arge (0) <i>C</i>ensus.</p>
+
+<p>Before the close of the year 1890 an official census of the Whites and
+Indians 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) <i>G</i>eneral (2) E<i>n</i>umeration (8) O<i>f</i>ficially (6) S<i>h</i>ows (6) <i>J</i>ust
+(1) <i>Th</i>e (2) <i>N</i>umber (5) <i>L</i>iving. Now (1895) it is computed to be
+67,000,000 [to express the round numbers of millions, we could say, (6)
+<i>J</i>ust (7) <i>G</i>overnment or (6) <i>Ch</i>arming (7) <i>C</i>ountry].</p>
+
+<p>The birth of Herbert Spencer, in 1820, may be expressed thus: (1)
+A<i>d</i>vent (8) o<i>f</i> (2) I<i>n</i>fant (0) <i>S</i>pencer, or (1) <i>Th</i>e (8) <i>F</i>uture
+(2) &ldquo;U<i>n</i>knowable&rdquo; (0) <i>S</i>pencer, (2) I<i>n</i>fant (0) <i>S</i>pencer. Several
+different ways of expressing the <em>same date</em> will be given in a few
+cases.</p>
+
+<p>It is often convenient for a teacher, and others, to recall the number
+of a page of a book in which a citation is found. In Prof. William
+James&#8217;s Psychology Abridged for Schools and Colleges, the chapter on
+Habit begins on <abbr title="page">p.</abbr>&nbsp;134, or &ldquo;(1) <i>Th</i>e (3) <i>M</i>ould (4) <i>R</i>ules;&rdquo; the
+chapter on Will begins on <abbr title="page">p.</abbr>&nbsp;415: &ldquo;A (4) <i>R</i>esolve (1) <i>D</i>enotes
+(5) Wi<i>l</i>l;&rdquo; the chapter on Attention begins on <abbr title="page">p.</abbr>&nbsp;217, or &ldquo;(2) <i>N</i>otice
+(1) A<i>t</i>tention&#8217;s (7) <i>Q</i>ualities;&rdquo; the chapter on Association begins on
+<abbr title="page">p.</abbr>&nbsp;253, or (2) &ldquo;<i>N</i>ow (5) He<i>l</i>p (3) <i>M</i>emory;&rdquo; and that on Memory on
+<abbr title="page">p.</abbr>&nbsp;287, or &ldquo;(2) I<i>n</i>tellect (8) <i>F</i>orbids (7) <i>C</i>ramming.&rdquo; Prof.
+Loisette&#8217;s New York Office is in<span class="num" title="Page&nbsp;79">&zwnj;</span><a name="p79" id="p79"></a> Fifth Avenue at <abbr title="Number">No.</abbr>&nbsp;237, or &ldquo;A (2)
+<i>N</i>ew (3) <i>M</i>emory (7) <i>G</i>iven,&rdquo; or &ldquo;A (2) <i>N</i>ew (3) <i>M</i>emory (7)
+A<i>c</i>quired.&rdquo; His London Office was formerly at 37 [a <i>m</i>emory <i>g</i>ained]
+New Oxford Street. It is now at <em>200&nbsp;Regent Street, London</em> [(2) <i>N</i>ow
+(0) <i>S</i>ecure (0) A<i>s</i>similation].</p>
+
+<p>3. <strong class="smcap">Sometimes the first two consonants of a word are used.</strong></p>
+
+<p>Sheridan&#8217;s famous ride occurred in 1864. In dates of the last and
+present century it is usual to indicate the last two figures of the
+date. 64, therefore, is all we need express. Formula: Sheridan&#8217;s ride in
+1864&mdash;(64) <i>Ch</i>ee<i>r</i>s; or, (64) <i>Sh</i>e<i>r</i>idan. The Pennsylvania Whisky
+Rebellion took place in 1794; or, (94) <i>Br</i>ewery.</p>
+
+<p>4. <strong class="smcap">Sometimes the first and last consonants of a word are used, and
+sometimes two consonants in the middle of a word.</strong></p>
+
+<p>These devices are rarely resorted to, but if ever used, they must be
+thoroughly assimilated. Battle of Waterloo was fought in 1815; 15 may be
+found in the <em>t</em> and <em>l</em> of (15) Wa<i>t</i>er<i>l</i>oo. Herbert Spencer was born,
+as we have already seen, in 1820. The 20 may be found in the <em>n</em> and <em>c</em>
+of Spe<i>nc</i>er.</p>
+
+<p>5. Never, on any account, use the same word to express two different
+dates; as, its first two consonants for one date and its two middle, or
+its first and last consonants, to express another date.</p>
+
+<p>6. <em>Never fail to carefully analyse the relations between the fact or
+event and its date or number word.</em></p>
+
+<p><strong class="smcap">Subject to the exceptions hereafter named, all dates and numbers should
+be exactly expressed in the date or number words.</strong></p>
+
+<p>Alexander the Great was born 356&nbsp;<span class="allsc">B.C.</span> and died in a drunken debauch
+323&nbsp;<span class="allsc">B.C.</span> His birth: (3) <i>M</i>acedonia&#8217;s (5) A<i>l</i>exander a (6) <i>Ch</i>ild. His
+death: A (3) <i>M</i>acedonian&#8217;s (2) I<i>n</i>ebriation (3) <i>M</i>ortal. Several
+mnemonists of the old school have for the past forty years used the
+phrase &ldquo;Rise, Sire,&rdquo; to express the date of the creation of the world,
+which according to the accepted biblical chronology took place 4004&nbsp;<span class="allsc">B.C.</span>
+But that phrase, proper enough in the mouths of the sons of Noah, when
+they found their father lying on the ground in a fit of intoxication,
+could have no<span class="num" title="Page&nbsp;80">&zwnj;</span><a name="p80" id="p80"></a> pertinence when applied to the Creator, to the creation in
+general, or to the creation of this world in particular. A
+self-connected phrase would, however, express this date as follows:
+&ldquo;Creation of the World: (4) Ea<i>r</i>th (0) <i>S</i>tarted (0) <i>S</i>wiftly (4)
+<i>R</i>otating.&rdquo;</p>
+
+<p><em>First Exception.</em>&mdash;From <span class="allsc">A.D.</span>&nbsp;1000 to <span class="allsc">A.D.</span>&nbsp;1700 the last three figures
+of the date should be expressed in the date words. <i>M</i>a<i>rs</i> expresses
+340 and could be used to indicate the invention of cannon in (1) 340 by
+one who knew that Mars was the name of the god of war in classic
+mythology. The formula would be: &ldquo;Invention of cannon: (1) 340
+<i>M</i>a<i>rs</i>.&rdquo; But this term would have no mnemonic significance to one who
+knows the word Mars as meaning only one of the planets. Hence the
+danger&mdash;ever to be avoided&mdash;of using classical allusions in teaching the
+average student. A (3) <i>m</i>artial (4) O<i>r</i>gan (0) <i>S</i>ways, or <i>m</i>urderous
+a<i>r</i>tillery <i>s</i>tarted.</p>
+
+<p><em>Second Exception.</em>&mdash;From <span class="allsc">A.D.</span>&nbsp;1700 to the present moment, the last two
+figures must be expressed in the date words. Many examples will
+hereafter illustrate this exception. In very rare cases, the expression
+of the last figure in the date word will suffice. We know that Ralph
+Waldo Emerson and Oliver Wendell Holmes [author of the Autocrat of the
+Breakfast Table] were born towards the beginning of this century, the
+former in 1803 and the latter in 1809. The following formulas would give
+the date of their birth: Ralph Waldo (180)3 E<i>m</i>erson; Oliver Wendell
+Holmes (180)9 &ldquo;<i>B</i>reakfast.&rdquo;</p>
+
+<p><em>Third Exception.</em>&mdash;In cases where there is no practical utility in
+comparing one very large number with another, as in the case of the
+distances of the planets from the sun, mere round numbers may suffice,
+yet astronomers must know such numbers with exactness. But in regard to
+all mundane affairs, the pupil must throw off the character of scholar
+and assume the license of children, if he attempts to express large
+numbers, as of populations, <abbr title="et cetera">&amp;c.</abbr>, by &ldquo;guessing,&rdquo; or, what is the same
+thing, by only giving round numbers. The Brooklyn Suspension Bridge is
+5989&nbsp;feet long, and the Forth Bridge, which crosses the Firth of Forth
+in Scotland, is 8296&nbsp;feet long. Now, instead of saying that the former
+is <em>about</em> 5000&nbsp;feet long, why not say 5989&nbsp;feet<span class="num" title="Page&nbsp;81">&zwnj;</span><a name="p81" id="p81"></a> long? [(5) <i>L</i>ong (9)
+<i>B</i>ridge (8) O<i>f</i> (9) <i>B</i>rooklyn.] And instead of saying that the latter
+is <em>about or somewhere in the neighbourhood</em> of 8000&nbsp;feet long, why not
+be exact and say 8296&nbsp;feet long? [(8) <i>F</i>orth&#8217;s (2) <i>N</i>ew (9) <i>B</i>ridge
+(6) <i>Sh</i>own. It was completed in 1890.]</p>
+
+<p>No one who has not had experience in dealing with thousands of poor
+memories, as I have had, can realise the fact that in most cases of poor
+memories <em>the facts themselves are often possessed</em>, but are mostly
+<em>unrecallable</em> when wanted. I have tried to teach pupils how to find
+analytic date or number words <em>without any previous training in <abbr title="Inclusion">In.</abbr>,
+<abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr></em>, and 99 of all such attempts have always been failures.
+The 100th case, which succeeded, only confirmed the rule. On the other
+hand, I have always found that these failures become successes after a
+thorough practical training in <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>, such as I have
+already given. In fact, I never had a pupil who became proficient in the
+use of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>, who did not arrive at the use of analytic
+number words without any specific directions from me. But I think, on
+the whole, that it is the better way to <em>combine</em> direct and specific
+training in analytic number words, with a previous exhaustive general
+drill in <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr></p>
+
+<p>The rules hereafter given must be carefully studied and every example
+painstakingly examined. After studying my formulas let the pupil
+endeavour in <em>each case</em> to find a better one himself. If the pupil acts
+on my advice, he will know how to be always <em>sure</em> to think of the
+needful related or including facts for finding analytic date words,
+phrases, or sentences.</p>
+
+<p>The different processes for dealing with dates or numbers may be
+classified as follows:&mdash;</p>
+
+<p>(1) <em>Cases where the name of the person, fact, or event gives its date</em>;
+as, Birth of the colored orator and politician Frederick <i>D</i>ou<i>g</i>lass
+(18)17. This kind of a case is of rare occurrence, and it would be like
+the charlatanry which has disgraced many former memory systems to allow
+the pupil to suppose that it frequently happens. A glance at the event,
+word, or description will quickly tell him if it represents the
+necessary figures, and if it do not, he must resort to an analytic date
+word, or phrase, or sentence, whichever he finds most suitable for him.
+No one figure alphabet contains<span class="num" title="Page&nbsp;82">&zwnj;</span><a name="p82" id="p82"></a> the advantages of all others. Each has
+special advantages in special cases. Whatever figure alphabet, however,
+is used, the main thing about it is to master it thoroughly.</p>
+
+<p>(2) <em>Cases where a significant or analytic word or phrase expresses the
+date or number.</em> &ldquo;I<i>l</i>l-u<i>s</i>a<i>g</i>e&rdquo; expresses the date of the death of
+Columbus in 1506, as he died in great neglect. The impetuous pupil says:
+&ldquo;How can I be sure that this phrase applies to Columbus? Would it not
+apply to any one who had been ill-used?&rdquo; Certainly not. It applies only
+to an ill-used man whose date (birth or death, <abbr title="et cetera">&amp;c.</abbr>) was in 1506. If he
+knows 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 next
+paragraph.</p>
+
+<p>Six distinguished persons were born in 1809, yet the date of the birth
+of each is easily fixed: Darwin, whose principal work was called &ldquo;Origin
+of Species;&rdquo; Gladstone, noted for his vigorous eloquence; Lincoln, who
+was conspicuous as a binder together of separated States; Tennyson, who
+was chosen as Poet-Laureate, and who was born at Somersby, England;
+Felix Mendelssohn-Bartholdy, who early displayed a musical genius, and
+whose first oratorio was called &ldquo;<abbr title="Saint">St.</abbr> Paul;&rdquo; Elizabeth Barrett Browning
+[<i lang="fr" xml:lang="fr">n&eacute;e</i> Elizabeth Barrett], whose poems are distinguished for their
+subjectivity. The analytic formulas for these different persons born in
+the same year, 1809, may each differ from the others, thus:</p>
+
+<table summary="Birth dates of famous people, with analytic formulas.">
+<tr>
+  <th scope="col">Birth of</th>
+  <td>Charles Darwin</td>
+  <td><i>Sp</i>ecies (18)09</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>William Ewart Gladstone</td>
+  <td><i>Sp</i>ellbinder (18)09</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>Abraham Lincoln</td>
+  <td><i>Sp</i>licer (18)09</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>
+    Alfred <ins class="corr" title=
+    "Transcriber&#8217;s note: Original had a comma here.">Tennyson</ins>
+  </td>
+  <td><i>P</i>oet (180)9 or (0) <i>S</i>elected (9) <i>P</i>oet or
+  <i>S</i>omers<i>b</i>y (09)</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>Felix Mendelssohn-<i>B</i>artholdy</td>
+  <td>(180)9 or <i>P</i>recocious (180)9, or (0) <abbr title="Saint"><i>S</i>t.</abbr> (9)
+  <i>P</i>aul</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>Elizabeth <i>B</i>arret Browning</td>
+  <td>(180)9, or <i>S</i>u<i>b</i>jective (18)09</td>
+</tr>
+</table>
+
+
+<ol class="sidenote">
+<li>Do all pupils succeed in finding analytic date or number
+words without any previous training in <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr>?</li>
+<li>What proportion succeeded?</li>
+<li>Does this not confirm the rule?</li>
+<li>Do these failures ever become successes?</li>
+<li>How?</li>
+<li>What must be carefully studied hereafter?</li>
+<li>After studying my formulas, what should the pupil do?</li>
+<li>What will be the result, if the pupil acts on my advice?</li>
+<li>In what ways may the different processes for dealing with dates
+and numbers be classified?</li>
+</ol>
+
+<p><span class="num" title="Page&nbsp;83">&zwnj;</span><a name="p83" id="p83"></a>Benjamin Franklin was born in 1706, and died in 1790. (0) &ldquo;<i>S</i>agacious
+(6) <ins class="corr" title="Transcriber&#8217;s note: Original had an extra opening doublequote mark before this word."><i>ch</i>ild</ins>&rdquo; would analytically fix his birth, as he was known as a
+precocious boy: or the single word (06) <i>S</i>a<i>g</i>e. As he was a great
+worker all his life, (90) &ldquo;<i>B</i>u<i>s</i>y,&rdquo; or &ldquo;(9) <i>B</i>enjamin (0) <i>C</i>eased&rdquo;
+would significantly express his death-date.</p>
+
+<p>(3) <em>Cases where the initial consonants of a short sentence analytically
+express the date.</em></p>
+
+<p>The analytic number words, phrases, and sentences which one retains most
+easily are those which he has made himself. Formulas prepared by others
+are perfectly retained, however, if they are thoroughly <em>assimilated</em>.</p>
+
+<p><em>The analytic word or phrase is what one most usually finds and uses.</em>
+Sentences will sometimes be useful because they may contain the name of
+the event, and they sometimes offer a wider range for selection of the
+needed consonants; but care must be taken to avoid ambiguity. To
+indicate the birth of Lincoln, we might use this formula: (1) <i>D</i>awn (8)
+o<i>f</i> (0) A<i>s</i>sassinated (9) <i>P</i>resident, but as Garfield was also
+assassinated, the formula in its <em>meaning</em> would equally apply to the
+latter. If, however, we know that Garfield was born in 1831, the
+ambiguity would be removed. (1) <i>D</i>awn (8) o<i>f</i> (0) A<i>s</i>sassinated (9)
+A<i>b</i>raham could apply only to Lincoln. (1) <i>D</i>awn (8) o<i>f</i> (0)
+<i>S</i>lavery&#8217;s (9) <i>P</i>resident would be applicable to the career of
+Buchanan, Pierce and Fillmore, but it would express the birth-date only
+of Lincoln, while it would be wholly inapplicable to his career. (1)
+<i>D</i>awn (8) o<i>f</i> (0) <i>S</i>lavery&#8217;s (9) <i>P</i>unisher would exclusively apply
+to Lincoln&#8217;s life and birth-date.</p>
+
+<ol class="sidenote">
+<li>Can you think of any other analytic words to express the
+date of the birth of Abraham Lincoln?</li>
+<li>Since &ldquo;h&rdquo; has no figure value, could we not use &ldquo;Shaper&rdquo;?</li>
+<li>If not, why?</li>
+<li>What analytic number, word, phrase, or sentence, does the pupil retain best?</li>
+<li>Are formulas made by others ever perfectly retained?</li>
+<li>In what cases?</li>
+</ol>
+
+<p>(2) &ldquo;<i>N</i>oah a (34) <i>M</i>e<i>r</i>e (8) Wai<i>f</i>,&rdquo; (2) &ldquo;<i>N</i>oah (3) <i>M</i>ay (48)
+<i>R</i>o<i>v</i>e,&rdquo; or (2) &ldquo;<i>N</i>oah (3) <i>M</i>ay (48) A<i>r</i>ri<i>v</i>e,&rdquo; are analytic
+sentences where <em>all the sounded consonants</em> are used. But a greater
+<em>variety</em> of sentences might be found, or <em>one</em> sentence be more readily
+found in the first instance if only the <em>initial</em> consonants are used:
+as, (2) <i>N</i>oah&#8217;s (3) <i>M</i>enagerie (4) A<i>r</i>k (8) <i>F</i>ull, or (2) <i>N</i>oah (3)
+<i>M</i>ade (4) A<i>r</i>arat<span class="num" title="Page&nbsp;84">&zwnj;</span><a name="p84" id="p84"></a> (8) <i>F</i>amous, or (2) <i>N</i>oah&#8217;s (3) <i>M</i>arvellous (4)
+<i>R</i>ainy (8) <i>F</i>lood, or (2) <i>N</i>oah&#8217;s (3) <i>M</i>ighty (4) A<i>r</i>k (8)
+<i>F</i>loated, or (2) <i>N</i>oah (3) <i>M</i>ounted (4) A<i>r</i>arat (8) <i>F</i>irmly. Other
+specific analytic phrases for this event may easily be found by the
+student.</p>
+
+<p>The superiority of analytic phrases where <em>all</em> the sounded consonants
+are used, over the analytic sentences, where only the initial consonants
+are employed, may be seen in the case of the number of men who enlisted
+in behalf of the Federal Government in the late war. The number was <em>two
+millions, three hundred and twenty thousand, eight hundred and
+fifty-four</em>. By initial consonants we have, (2) A<i>n</i>y (3) <i>M</i>an (2)
+<i>n</i>ow (0) i<i>s</i> (8) a <i>f</i>ull (5) <i>l</i>oyal (4) He<i>r</i>o. By all the sounded
+consonants we have&mdash;&ldquo;I<i>n</i>hu<i>m</i>a<i>n</i> Ci<i>v</i>i<i>l</i> Wa<i>r</i>;&rdquo; the latter shorter,
+more significant, and more easily remembered. And, on the principle that
+a condensed, brief statement, if clear and definite, makes a more vivid
+impression than a longer one, we shall find that a short analytic phrase
+is better for the memory than an analytic sentence, and an analytic
+single word than a phrase. But a short analytic phrase, or a short
+analytic sentence, is usually necessary, owing to our ignorance of the
+subject matter, the limitations which belong to all figure alphabets,
+and our neglect to act strictly on the lines of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr></p>
+
+<ol class="sidenote">
+<li>Is the analytic word or phrase self-connected to the event?</li>
+<li>Why will sentences sometimes be useful?</li>
+<li>What must be avoided?</li>
+<li>Can a greater variety of sentences be found if only the
+initial consonants are used?</li>
+<li>What does the phrase &ldquo;Inhuman Civil War&rdquo; represent?</li>
+<li>What does it show the superiority of?</li>
+<li>What are the characteristics which recommend it?</li>
+<li>Is a short analytic phrase better
+for the memory than an analytic sentence?</li>
+<li>On what principle?</li>
+</ol>
+
+<p>(4) <em>Cases where there is no direct relation between the person, fact,
+or event, and the date, or number word or words.</em> In such cases,
+Synthesis, which is taught hereafter, develops an <em>indirect</em> relation.
+Synthesis is used in three cases: (1) Where there is no relation
+<em>existing</em> between the fact or event and its date word; (2) Where <em>we
+are ignorant</em> of all the facts which would give us significant or
+analytic date-words; and (3) where we know the needful pertinent facts
+with which analytic words could be formed, but we cannot<span class="num" title="Page&nbsp;85">&zwnj;</span><a name="p85" id="p85"></a> <em>recall</em> them
+for use. In these three cases Synthesis must be used. I will now give
+and illustrate the rules for the prompt finding of <em>analytic date or
+number words</em>.</p>
+
+<p>The <em>preparation</em> for thus remembering numbers without effort is the
+only exertion required. When the method is mastered, the <em>application</em>
+of it is made with the greatest ease and pleasure.</p>
+
+<p>There are four indispensable requisites to finding analytic date and
+number words promptly.</p>
+
+<p>(1) <strong class="smcap">Such a Mastery of the figure alphabet that the consonant equivalents
+of the cipher and nine digits are at instant command, and never have to
+be looked up when you have to deal with figures.</strong></p>
+
+<p>Pumps were invented in 1425. A student who thinks 2 is to be translated
+by &ldquo;m&rdquo; instead of &ldquo;n,&rdquo; translates the dates by these phrases, <i lang="la" xml:lang="la">viz.</i>,
+&ldquo;Drum a whale,&rdquo; or &ldquo;Trim oil,&rdquo; or &ldquo;To ram a wall.&rdquo; As these phrases
+sustain the relation neither of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr> to the fact, they are
+hard to be remembered; and if remembered, they mislead. The student who
+has mastered the Fig. Alphabet remembers that &ldquo;n&rdquo; stands for 2, and if
+he knows the object of pumps, he at once finds the analytic phrase,
+&ldquo;Drain a well.&rdquo; The formula would be: &ldquo;The pump invented&mdash;<i>Dr</i>ai<i>n</i> a
+we<i>l</i>l (1425),&rdquo; or (1) Wa<i>t</i>er (4) <i>r</i>aised (2) i<i>n</i> a (5) ho<i>l</i>low. How
+could he forget the date?</p>
+
+<p>Tea was first used in Europe in 1601. The unobserving student imagines
+that 6 is translated by g<sup>hard</sup>, k, c<sup>hard</sup>, q, or ng, and so he
+translates 1601 into &ldquo;Ou<i>tc</i>a<i>st</i>,&rdquo; (1701); a mistake of 100 years, and,
+besides, &ldquo;Outcast&rdquo; is wholly unconnected with the introduction of tea
+into Europe. The genuine student knows that 6 is represented by sh, j,
+ch, or g<sup>soft</sup>, and so he at once finds the analytic formula: &ldquo;Tea
+first introduced into Europe&mdash;<i>T</i>ea <i>ch</i>e<i>st</i> (1601).&rdquo; The figure
+phrase bears the relation of <abbr title="Inclusion">In.</abbr> and <abbr title="Concurrence">Con.</abbr> to the event, and cannot be
+forgotten. Besides many people<span class="num" title="Page&nbsp;86">&zwnj;</span><a name="p86" id="p86"></a> believe that tea helps digestion, and
+such persons would find an analytic date-word thus: &ldquo;Tea first used in
+Europe&mdash;<i>D</i>i<i>g</i>e<i>st</i> (1601).&rdquo;</p>
+
+<ol class="sidenote">
+<li>What is sometimes necessary?</li>
+<li>In how many cases is Synthesis used?</li>
+<li>What are they?</li>
+<li>How many indispensable requisites
+are there to finding analytic date and number words promptly?</li>
+<li>Is draining a well the sole object of a pump?</li>
+<li>Was such its purpose originally?</li>
+<li>Explain the two phrases used to fix the date of the
+introduction of tea into Europe.</li>
+<li>Can a figure phrase that bears the
+relation of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr> to the event be forgotten?</li>
+</ol>
+
+<p>&ldquo;C<sup>soft</sup>&rdquo; is often mistaken for &ldquo;c<sup>hard</sup>&rdquo; by careless learners.
+Fulton&#8217;s steamboat &ldquo;Clermont&rdquo; was launched in 1807. Such a pupil
+translates that date by the phrase, &ldquo;<i>D</i>e<i>f</i>ie<i>s</i> i<i>c</i>e&rdquo; (1800). Here
+&ldquo;c&rdquo; is soft and represents a cipher and not 7. &ldquo;<i>D</i>e<i>f</i>y a <i>sc</i>ow&rdquo; gives
+the exact date. Here the &ldquo;c&rdquo; is hard and represents 7, and as the
+steamboat could easily outrun the &ldquo;scow,&rdquo; the phrase is easily
+remembered.</p>
+
+<p>An impatient pupil who never learns anything thoroughly often disregards
+the rule about <em>silent</em> consonants. Braddock and most of his men were
+killed by the Indians in 1755. This date this pupil translates by the
+phrase, &ldquo;Dock knell all&rdquo; (17255). He overlooks the fact that 17 was
+expressed by &ldquo;Dock,&rdquo; and no one out of a mad-house can tell how he came
+to add &ldquo;knell all,&rdquo; unless he had forgotten that he had provided for the
+7 of 17, and imagined that &ldquo;k&rdquo; in knell is sounded. But how account for
+&ldquo;n&rdquo; to introduce 2? A genuine pupil would find the analytic phrase in
+&ldquo;<i>Th</i>ey <i>k</i>i<i>l</i>l a<i>l</i>l&rdquo; <ins class="corr" title="Transcriber&#8217;s note: This instance, unlike the others, had square brackets in the original.">(1755)</ins>.</p>
+
+<p>Andrew Jackson, the seventh President, died in 1845. The unindustrious
+pupil imagines that &ldquo;p&rdquo; represents 8, and not &ldquo;f&rdquo; or &ldquo;v,&rdquo; and translates
+1845 into &ldquo;<i>T</i>o <i>p</i>ou<i>r</i> oi<i>l</i>&rdquo; (1945). The diligent student finds an
+analytic translation of the date in the phrase &ldquo;<i>Th</i>e <i>f</i>a<i>r</i>ewe<i>l</i>l&rdquo;
+(1845).</p>
+
+<p>These illustrations are sufficient to convince any one that the Figure
+Alphabet must be <em>mastered</em> before the attempt is made to deal with
+dates and numbers.</p>
+
+<p>(2) <strong class="smcap">The pupil must possess such a mastery of the subject matter that he
+can instantly recall facts relating thereto on the lines of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>,
+and <abbr title="Concurrence">Con.</abbr></strong> If he lacks such knowledge he had better deal<span class="num" title="Page&nbsp;87">&zwnj;</span><a name="p87" id="p87"></a> with dates and
+numbers which he must remember by synthesis [hereafter], or by Numeric
+Thinking, rather than strive in vain to find <em>analytic</em> date and number
+words.</p>
+
+<ol class="sidenote">
+<li>What mistake does the impatient pupil make?</li>
+<li>Does this not convince you that the figure alphabet must be mastered
+before the attempt is made to deal with dates?</li>
+<li>What is the second requisite to
+becoming proficient in forming analytic date words?</li>
+<li>What should the
+pupil do if he lacks the knowledge indicated here?</li>
+<li>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?</li>
+<li>How long to
+deal in like manner with the population of all the countries of the
+globe?</li>
+</ol>
+
+<p>It is said that there are 1,750 spoken languages. If the pupil does not
+know that the tongue is moved in different ways to pronounce the
+distinctive sounds of different languages, he might not think of this
+analytic translation of (1750), &ldquo;<i>T</i>o<i>ng</i>ue a<i>l</i>l way<i>s</i>.&rdquo;</p>
+
+<p>The population of Kentucky according to the last census (1880) was
+1,648,690. Those who do not know the Kentuckians raise fine saddle and
+race horses, many of which are bays, might not think of the analytic
+phrases, &ldquo;<i>T</i>ea<i>ch</i>e<i>r</i> o<i>f</i> <i>sh</i>owy <i>b</i>ay<i>s</i>,&rdquo; or &ldquo;<i>T</i>ea<i>ch</i>e<i>r</i> o<i>f</i> a
+<i>sh</i>owy <i>p</i>a<i>c</i>e.&rdquo;</p>
+
+<p>The estimated number of horses in the world is 58,576,322. Those who do
+not know how cruelly coachmen often treat the horses under their charge
+might not think of the analytic phrase, &ldquo;Wi<i>l</i>l <i>f</i>ee<i>l</i> <i>c</i>oa<i>chm</i>e<i>n</i>
+<i>n</i>ow.&rdquo;</p>
+
+<p>The Yellowstone National Park contains 2,294,740&nbsp;acres. One who does not
+know that this park was recently created, might not think of the
+analytic phrase, &ldquo;O<i>n</i>e <i>N</i>ew <i>P</i>a<i>rk</i> a<i>r</i>o<i>s</i>e.&rdquo;</p>
+
+<p>The U.&nbsp;S. Government paid out in the year 1865 the sum of
+$1,297,555,324. If one wished to remember the exact figures, he could
+easily find an analytic phrase, if he thinks of the act of delivering or
+handing over the money, as &ldquo;<i>Th</i>ey u<i>np</i>a<i>ck</i> <i>l</i>oya<i>l</i>ly a<i>l</i>l
+<i>m</i>o<i>n</i>ey he<i>r</i>e.&rdquo; If any analytic phrase is long or awkwardly
+constructed, it is very easy to memorise it by the analytic-synthetic
+method; as (1) They unpack. (2) They unpack <em>money</em>. (3) They unpack
+money <em>here</em>. (4) They unpack <em>all</em> money here. (5) They unpack <ins class="corr" title="Transcriber&#8217;s note: Original did not italicise this word."><em>loyally</em></ins>
+all money here.</p>
+
+<p>The number of letters delivered in Great Britain during the postal year
+of 1881&ndash;82 was 1,280,636,200. If the student knows that the Central Post
+Office of London is a very large building, he could instantly find the
+analytic phrase, &ldquo;Wi<i>th</i>i<i>n</i> o<i>f</i>fi<i>c</i>e hu<i>g</i>e <i>m</i>u<i>ch</i> <i>n</i>ew<i>s</i> we
+<i>s</i>ee.&rdquo;</p>
+
+<p>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
+by fire, we shall readily find an analytic phrase by means of which we
+can certainly<span class="num" title="Page&nbsp;88">&zwnj;</span><a name="p88" id="p88"></a> remember that large number of dollars&mdash;&ldquo;A <i>d</i>eb<i>t</i> o<i>n</i>
+<i>fl</i>a<i>m</i>i<i>ng</i> <i>f</i>i<i>r</i>e.&rdquo;</p>
+
+<p>There are 653,020 Freemasons in U.&nbsp;S.&nbsp;A. Those who know what is meant by
+the phrase, &ldquo;From labor to refreshment,&rdquo; in the masonic ritual, will at
+once translate those figures into the analytic phrase, &ldquo;<i>J</i>o<i>l</i>ly
+<i>M</i>a<i>s</i>o<i>ns</i>.&rdquo;</p>
+
+<p>There are 591,800 Odd Fellows in the United States. Notice if you can
+find figures to translate &ldquo;Odd&rdquo; or &ldquo;Fellows,&rdquo; or any other fact
+pertaining to the Order, and you have the analytic phrase, &ldquo;A<i>l</i>l
+ha<i>p</i>py &lsquo;O<i>d</i>d&rsquo; <i>f</i>a<i>c</i>e<i>s</i>.&rdquo;</p>
+
+<p>There have been granted 428,212 patents in the United States. Can you
+find any word pertaining to patents in those figures? &ldquo;We he<i>r</i>e
+i<i>nv</i>e<i>nt</i> a<i>n</i>ew.&rdquo;</p>
+
+<p>The number of Indians in the United States is estimated as 241,329.
+Considering how unkindly treated many of them have been, we find an
+analytic phrase which fits the fact&mdash;&ldquo;<i>N</i>o <i>r</i>e<i>d</i> <i>m</i>a<i>n</i> ha<i>p</i>py.&rdquo;</p>
+
+<p>The population of the state of New York in 1880 was five millions,
+eighty-two thousand, eight hundred and seventy-one (5,082,871). An
+analytic phrase founded on any conspicuous characteristic of the
+population, 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 &ldquo;A (5) <i>L</i>egal (0) <i>C</i>ensus (8) O<i>f</i> (2) <i>N</i>ew-York&#8217;s
+(8) <i>F</i>olks (7) <i>C</i>omprising (1) Eigh<i>t</i>y&#8217;s.&rdquo;</p>
+
+<p>The pupil who conscientiously studies the rules and examples in this
+lesson will find that he can have the great satisfaction of always being
+exact and reliable in regard to numbers.</p>
+
+<ol class="sidenote">
+<li>Give an original analytic phrase expressing the number of
+acres in Yellowstone National Park.</li>
+<li>Why do we not give all three of
+the l&#8217;s in the word &ldquo;loyally&rdquo; a figure value?</li>
+<li>In translating the word
+&ldquo;debt,&rdquo; why is it not 191 instead of 11?</li>
+<li>What makes these phrases easy to remember?</li>
+<li>Give an analytic phrase expressing the number of
+patents granted in the United States.</li>
+<li>What great satisfaction can the conscientious pupil always have?</li>
+<li>Suppose, when the pupil reaches this
+page, he has learned that the number of the population, or of patents,
+or of Masons, Odd Fellows, <abbr title="et cetera">&amp;c.</abbr>, has changed, what is he to do?</li>
+<li>Must he not deal with the latest statement of the fact, and find his own
+analytic number words?</li>
+</ol>
+
+
+<h3><span class="num" title="Page&nbsp;89">&zwnj;</span><a name="p89" id="p89"></a>DATES OF THE ACCESSION OF THE AMERICAN PRESIDENTS.</h3>
+
+<p>The date-words opposite each name can be learned by <em>one</em> careful
+analytic perusal. If the relation is not understood in any case, a
+glance at the explanations which follow the series of Presidents will
+remove all doubt or difficulty.</p>
+
+<table class="fns" summary="List of presidents, with their year of accession and an analytic formula for each.">
+<tr>
+  <td><a name="Anchor-E" id="Anchor-E"></a><a href=
+  "#Footnote-E" class="fnanchor" title=
+  "Go to footnote E."><span> Footnote </span>[E]</a></td>
+  <th scope="row">George Washington</th>
+  <td><i>F</i>a<i>b</i>ian (1789).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>John Adams</th>
+  <td><i>B</i>i<i>ck</i>erings (1797).</td>
+</tr>
+<tr>
+  <td><a href="#Footnote-E" class="fnanchor" title=
+  "Go to footnote E."><span> Footnote </span>[E]</a></td>
+  <th>Thomas Jefferson</th>
+  <td><i>St</i>eed (1801).</td>
+</tr>
+<tr>
+  <td><a href="#Footnote-E" class="fnanchor" title=
+  "Go to footnote E."><span> Footnote </span>[E]</a></td>
+  <th>James Madison</th>
+  <td><i>Sp</i>eculative (1809).</td>
+</tr>
+<tr>
+  <td><a href="#Footnote-E" class="fnanchor" title=
+  "Go to footnote E."><span> Footnote </span>[E]</a></td>
+  <th>James Monroe</th>
+  <td><i>D</i>o<i>c</i>trine (1817).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>John Q. Adams</th>
+  <td>U<i>nl</i>ucky (1825).</td>
+</tr>
+<tr>
+  <td><a href="#Footnote-E" class="fnanchor" title=
+  "Go to footnote E."><span> Footnote </span>[E]</a></td>
+  <th>Andrew Jackson</th>
+  <td>U<i>n</i>whi<i>p</i>ped (1829).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>Martin van Buren</th>
+  <td><i>M</i>o<i>ck</i>ed (1837).</td>
+</tr>
+<tr>
+  <td><a name="Anchor-F" id="Anchor-F"></a><a href=
+  "#Footnote-F" class="fnanchor" title=
+  "Go to footnote F."><span> Footnote </span>[F]</a></td>
+  <th>William Henry Harrison</th>
+  <td>Ha<i>rd</i> cider (1841).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>John Tyler</th>
+  <td><i>R</i>u<i>d</i>derless (1841).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>James K. Polk</th>
+  <td><i>R</i>ea<i>l</i>m-extender (1845).</td>
+</tr>
+<tr>
+  <td><a href="#Footnote-F" class="fnanchor" title=
+  "Go to footnote F."><span> Footnote </span>[F]</a></td>
+  <th>Zachary Taylor</th>
+  <td>Wa<i>rp</i>roof (1849).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>Millard Fillmore</th>
+  <td><i>L</i>i<i>c</i>enser (1850).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>Franklin Pierce</th>
+  <td><i>L</i>oo<i>m</i>ing (1853).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>James Buchanan</th>
+  <td><i>L</i>e<i>c</i>ompton (1857).</td>
+</tr>
+<tr>
+  <td><a href="#Footnote-E" class="fnanchor" title=
+  "Go to footnote E."><span> Footnote </span>[E]</a></td>
+  <th>Abraham Lincoln</th>
+  <td>A<i>g</i>i<i>t</i>ation (1861).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>Andrew Johnson</th>
+  <td><i>Sh</i>a<i>l</i>l (1865).</td>
+</tr>
+<tr>
+  <td><a href="#Footnote-E" class="fnanchor" title=
+  "Go to footnote E."><span> Footnote </span>[E]</a></td>
+  <th>Ulysses S. Grant</th>
+  <td><i>Ch</i>a<i>p</i>ultepec (1869).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>Rutherford B. Hayes</th>
+  <td><i>C</i>o<i>c</i>oa (1877).</td>
+</tr>
+<tr>
+  <td><a href="#Footnote-F" class="fnanchor" title=
+  "Go to footnote F."><span> Footnote </span>[F]</a></td>
+  <th>James A. Garfield</th>
+  <td><i>F</i>a<i>t</i>al (1881).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>Chester A. Arthur</th>
+  <td>A<i>ft</i>er (1881).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>Grover Cleveland</th>
+  <td><i>Fl</i>ood (1885).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>Benjamin Harrison</th>
+  <td><i>F</i>i<i>b</i>rous (1889).</td>
+</tr>
+<tr>
+  <td></td>
+  <th>Grover Cleveland</th>
+  <td><i>B</i>oo<i>m</i> (1893).</td>
+</tr>
+</table>
+
+<ol class="sidenote">
+<li>How can the date-words opposite each name be learned?</li>
+<li>What must be done in case the relation is not understood?</li>
+<li>What is the
+relation between William Henry Harrison and &ldquo;Hard cider&rdquo;?</li>
+<li>Why would not &ldquo;Sweet cider&rdquo; do?</li>
+<li>What Presidents served more than one term?</li>
+<li>How is this indicated?</li>
+<li>How many died in office?</li>
+<li>When is the pupil supposed to learn the series of Presidents?</li>
+</ol>
+
+<p><span class="num" title="Page&nbsp;90">&zwnj;</span><a name="p90" id="p90"></a><strong class="smcap">Remarks.</strong>&mdash;The pupil is presumed to have learned heretofore the series of
+Presidents from Washington to Grover Cleveland, and to have recited it
+forwards and backwards many times. Now let him learn the dates of their
+accession to office, and then let him recite the series both ways in
+connection with those dates several times: as, George Washington, 1789;
+John Adams, 1797; Thomas Jefferson, 1801, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr>, to Grover Cleveland,
+1893 and then back to Washington. Although it is much better for the
+pupil to find his own analytic date-words, yet, as many may not have the
+time to do so while studying this lesson, I append a few explanations of
+the facts on which the above analytic date-words are founded.</p>
+
+<p>&ldquo;&lsquo;Fabian&rsquo; was applied to the military tactics of Washington, on some
+occasions, when he imitated the policy of Quintus Fabius Maximus
+Verrucosus, a Roman General who not daring to hazard a battle against
+Hannibal, harassed his army by marches, counter-marches, and
+ambuscades.&rdquo; &ldquo;Bickerings&rdquo; were incessant during John Adams&#8217;s
+administration between his own supporters and the faction of Hamilton.
+&ldquo;Steed&rdquo;&mdash;Jefferson rode on horseback to the Capitol to take his oath of
+office as President. Arrived there he dismounted and fastened his steed
+to an elm-tree, since known as Jefferson&#8217;s tree. He did this to
+signalise his disapprobation of royalty, and his preference for
+democratic equality. &ldquo;Speculative&rdquo; were the celebrated &ldquo;Madison Papers.&rdquo;
+&ldquo;Doctrine&rdquo;&mdash;the Monroe doctrine declared that no foreign power should
+acquire additional dominion in America. &ldquo;Unlucky&rdquo; was correctly applied
+to John Quincy Adams&#8217;s administration. See Barnes&#8217;s U.&nbsp;S. <abbr title="History">His.</abbr>, <abbr title="page">p.</abbr>&nbsp;175.
+&ldquo;Unwhipped&rdquo;&mdash;Jackson always came off victorious in all his duels and
+military campaigns. &ldquo;Mocked&rdquo;&mdash;Van Buren was appointed by Jackson as
+U.&nbsp;S. Minister to England. The United States Senate rejected his
+nomination. This political insult secured much sympathy for him, and
+helped to make him President. &ldquo;Hard-cider&rdquo; was a party watchword during
+Harrison&#8217;s campaign for the Presidency. &ldquo;Rudderless&rdquo;&mdash;Tyler often
+changed his political views, and finally turned against the United
+States Government, of which he had been Chief Executive.
+&ldquo;Realm-extender&rdquo;<span class="num" title="Page&nbsp;91">&zwnj;</span><a name="p91" id="p91"></a>&mdash;during Polk&#8217;s administration the United States
+acquired the territory embracing California, Arizona, New Mexico, and
+Texas. &ldquo;Warproof&rdquo;&mdash;Taylor was a successful warrior.
+&ldquo;Licenser&rdquo;&mdash;Fillmore&#8217;s administration passed the Fugitive Slave Law,
+which enabled the Southern masters to recapture runaway slaves.
+&ldquo;Looming&rdquo;&mdash;during Pierce&#8217;s term the cloud of civil war was looming up in
+the distance. &ldquo;Lecompton&rdquo; constitution of Kansas was a pro-slavery
+document which Buchanan favoured. &ldquo;Agitation&rdquo; preceded and attended
+Lincoln&#8217;s inauguration, and finally culminated in the civil war.
+&ldquo;Shall&rdquo;&mdash;Johnson made use of the imperative &ldquo;shall&rdquo; in regard to the
+removal of Edwin M. Stanton, for which attempt he was afterward sought
+to be impeached. &ldquo;Chapultepec&rdquo; was the battle in which Grant entered
+upon that career of military achievement which secured him two
+Presidential terms. &ldquo;Cocoa&rdquo; was characteristic of the drinks allowed at
+Hayes&#8217;s table at the White House. No wine was tolerated. &ldquo;Fatal&rdquo; was
+Guiteau&#8217;s shot to Garfield. &ldquo;After&rdquo;&mdash;although Tyler, Fillmore, Johnson,
+and Arthur became Presidents on the death of their chiefs, yet only
+Arthur succeeded to the Presidency in 1881, which is indicated by the
+first two consonants of &ldquo;After.&rdquo; &ldquo;Flood&rdquo;&mdash;Cleveland vetoed an
+unprecedented number of bills during his term. There was a &ldquo;flood&rdquo; of
+them. &ldquo;Fibrous&rdquo; applies metaphorically to mental qualities; it means
+strong, sinewy&mdash;high talents, just below genius. &ldquo;Boom&rdquo; refers, of
+course, to the large amount of support which Cleveland obtained on his
+second election to the Presidency.</p>
+
+<ol class="sidenote">
+<li>Should the pupil find his own analytic date-words in this exercise?</li>
+<li>How were Washington&#8217;s military tactics sometimes characterised?</li>
+<li>What is the relation between &ldquo;Bickerings&rdquo; and John
+Adams?</li>
+<li>Why is &ldquo;Steed&rdquo; analytic of Jefferson&#8217;s inauguration?</li>
+<li>What has the word &ldquo;Doctrine&rdquo; to do with Monroe&#8217;s administration?</li>
+<li>To what
+book is the pupil especially referred in regard to J.&nbsp;Q. Adams&#8217;s
+administration?</li>
+<li>Is &ldquo;Mocked&rdquo; a case of <abbr title="Concurrence">Con.</abbr> or <abbr title="Exclusion">Ex.</abbr> in the case of Van
+Buren?</li>
+</ol>
+
+
+<h3><span class="num" title="Page&nbsp;92">&zwnj;</span><a name="p92" id="p92"></a>DATES OF THE ACCESSION OF THE ENGLISH SOVEREIGNS.</h3>
+
+<p>From 1000&nbsp;<span class="allsc">A.D.</span> to 1700&nbsp;<span class="allsc">A.D.</span>, the last <em>three figures only</em> need be
+given, and from 1700&nbsp;<span class="allsc">A.D.</span> to date only the last two figures require to
+be given. It is better for the pupil to find his own phrases. A slight
+acquaintance with English History will make all the formulas here given
+easily understood. Green&#8217;s short &ldquo;History of the English People,&rdquo;
+Dickens&#8217; &ldquo;Child&#8217;s History of England,&rdquo; Collier&#8217;s &ldquo;History of England,&rdquo;
+and &ldquo;History of England,&rdquo; by the author of the &ldquo;Knights of <abbr title="Saint">St.</abbr> John,&rdquo;
+may be recommended.</p>
+
+<ul class="brackets">
+<li class="f">(1) William&nbsp;<abbr title="the 1st">I.</abbr> (1066)&mdash;(0) Ha<i>s</i>tings (6) <i>ch</i>ampion (6) <i>j</i>ustified.</li>
+<li class="f">(2) William&nbsp;<abbr title="the 2nd">II.</abbr> (1087)&mdash;He (1) <i>d</i>ecorated (0) hi<i>s</i> (8) <i>f</i>ather&#8217;s (7)
+<i>g</i>rave; or (0) <i>s</i>ilvering a (8) <i>f</i>ather&#8217;s (7) <i>g</i>rave.</li>
+<li class="f">(3) Henry&nbsp;<abbr title="the 1st">I.</abbr>
+(1100)&mdash;(1) <i>Th</i>e (0) <i>s</i>cholarly (0) <i>s</i>overeign.</li>
+<li class="f">(4) Stephen
+(1135)&mdash;(1) <i>Th</i>e (3) <i>m</i>onarch&#8217;s (5) <i>l</i>iar.</li>
+<li class="f">(5) Henry&nbsp;<abbr title="the 2nd">II.</abbr> (1154)&mdash;(1)
+<i>Th</i>e (5) <i>l</i>and (4) <i>r</i>estorer.</li>
+<li class="f">(6) Richard&nbsp;<abbr title="the 1st">I.</abbr> (1189)&mdash;(1) <i>Th</i>e (8)
+<i>f</i>awners (9) <i>p</i>unished.</li>
+<li class="f">(7) John (1199)&mdash;(1) <i>D</i>epriving a (9)
+<i>p</i>retty (9) <i>b</i>oy.</li>
+<li class="f">(8) Henry&nbsp;<abbr title="the 3rd">III.</abbr> (1216)&mdash;(1) &ldquo;<i>Th</i>ird&rdquo; (2) He<i>n</i>ry&#8217;s (1) <i>t</i>ender (6) <i>ch</i>ildhood.</li>
+<li class="f">(9) Edward&nbsp;<abbr title="the 1st">I.</abbr> (1272)&mdash;(2) O<i>n</i> a (7)
+<i>c</i>rusade (2) u<i>n</i>supported.</li>
+<li>(10) Edward&nbsp;<abbr title="the 2nd">II.</abbr> (1307)&mdash;(3) A <i>m</i>onarch (0)
+e<i>s</i>pouses a (7) <i>c</i>omrade.</li>
+<li>(11) Edward&nbsp;<abbr title="the 3rd">III.</abbr> (1327)&mdash;He (3) <i>m</i>ade (2)
+Wi<i>n</i>dsor (7) <i>C</i>astle.</li>
+<li>(12) Richard&nbsp;<abbr title="the 2nd">II.</abbr> (1377)&mdash;A (3) <i>m</i>onarch&#8217;s (7)
+<i>c</i>ollector (7) <i>k</i>illed.</li>
+<li>(13) Henry&nbsp;<abbr title="the 4th">IV.</abbr> (1399)&mdash;A (3) <i>m</i>onarch (9)
+<i>p</i>unished (9) <i>b</i>orderers.</li>
+<li>(14) Henry&nbsp;<abbr title="the 5th">V.</abbr> (1413)&mdash;A (4) <i>r</i>ioter (1)
+<i>t</i>urned (3) <i>m</i>onarch.</li>
+<li>(15) Henry&nbsp;<abbr title="the 6th">VI.</abbr> (1422)&mdash;(4) <i>R</i>oyalty (2) i<i>n</i>
+(2) i<i>n</i>fancy; or (4) A<i>r</i>c (2) u<i>n</i>justly (2) i<i>n</i>flamed.</li>
+<li>(16)
+Edward&nbsp;<abbr title="the 4th">IV.</abbr> (1461)&mdash;(4) Yo<i>r</i>k (6) <i>ch</i>ampioned (1) <i>T</i>owton.</li>
+<li>(17)
+Edward&nbsp;<abbr title="the 5th">V.</abbr> (1483)&mdash;(4) <i>R</i>uler (8) &ldquo;<i>F</i>ifth&rdquo; (3) <i>m</i>urdered.</li>
+<li>(18)
+Richard&nbsp;<abbr title="the 3rd">III.</abbr> (1483)&mdash;(4) <i>R</i>ichard (8) <i>f</i>eigns (3) <i>m</i>odesty.</li>
+<li>(19)
+Henry&nbsp;<abbr title="the 7th">VII.</abbr> (1486)&mdash;(4) <i>R</i>oses (8) <i>f</i>inally (6) <i>j</i>oined.</li>
+<li>(20)
+Henry&nbsp;<abbr title="the 8th">VIII.</abbr> (1509)&mdash;A (5) <i>l</i>ady (0) <i>s</i>laying (9) <i>p</i>olicy.</li>
+<li>(21)
+Edward&nbsp;<abbr title="the 6th">VI.</abbr> (1547)&mdash;A (5) <i>l</i>ad (4) <i>r</i>oyally (7) <i>g</i>ood; or, a (5)
+wi<i>l</i>l (4) <i>r</i>equiring a (7) <i>c</i>ouncil.</li>
+<li>(22) Mary (1553)&mdash;(5) <i>L</i>uckless
+(5) <i>l</i>oving (3) <i>M</i>ary.</li>
+<li>(23) Elizabeth (1558)&mdash;(5) E<i>l</i>izabeth (5)
+<i>l</i>iked (8) <i>v</i>etoes.</li>
+<li>(24) James&nbsp;<abbr title="the 1st">I.</abbr> (1603)&mdash;(6) <i>J</i>ames a (0) <i>S</i>cottish
+(3) <i>m</i>onarch.</li>
+<li>(25) Charles&nbsp;<abbr title="the 1st">I.</abbr> (1625)&mdash;(6) <i>Ch</i>arles&#8217; (2) i<i>n</i>supportable (5) i<i>l</i>legalities.</li>
+<li>(26) Council and Parliament (1649)&mdash;(6) <i>Ch</i>arles (4) <i>r</i>ightly (9) <i>b</i>eheaded.</li>
+<li>(27) Oliver Cromwell (1653)&mdash;(6) <i>G</i>eneral (5) O<i>l</i>iver&#8217;s (3) <i>m</i>astery.</li>
+<li>(28) Richard Cromwell (1658)&mdash;(6) <i>G</i>eneral (5) O<i>l</i>iver&#8217;s (8) o<i>f</i>fspring.</li>
+<li>(29) Council and Parliament (1659)&mdash;A (6) <i>J</i>unta<span class="num" title="Page&nbsp;93">&zwnj;</span><a name="p93" id="p93"></a> (5) <i>l</i>eading (9) <i>P</i>arliament.</li>
+<li>(30) Charles&nbsp;<abbr title="the 2nd">II.</abbr> (1660)&mdash;(6) <i>Ch</i>eerful (6) <i>Ch</i>arles (0)
+<i>S</i>econd.</li>
+<li>(31) James&nbsp;<abbr title="the 2nd">II.</abbr> (1685)&mdash;(6) <i>J</i>ames&#8217; (8) <i>f</i>ollowers (5)
+e<i>l</i>ated.</li>
+<li>(32) William&nbsp;<abbr title="the 3rd">III.</abbr> and Mary (1689)&mdash;(6) <i>J</i>oining (8) o<i>f</i> (9)
+<i>P</i>owers.</li>
+<li>(33) Anne (1702)&mdash;(0) <i>S</i>ubmissive (2) A<i>n</i>ne.</li>
+<li>(34) George&nbsp;<abbr title="the 1st">I.</abbr> (1714)&mdash;(1) U<i>t</i>terly (4) <i>r</i>esigned.</li>
+<li>(35) George&nbsp;<abbr title="the 2nd">II.</abbr> (1727)&mdash;(2) A<i>n</i>spach&#8217;s (7) <i>C</i>aroline.</li>
+<li>(36) George&nbsp;<abbr title="the 3rd">III.</abbr> (1760)&mdash;(6) <i>G</i>eorge&#8217;s (0) <i>S</i>overeignty.</li>
+<li>(37) George&nbsp;<abbr title="the 4th">IV.</abbr> (1820)&mdash;(2) U<i>n</i>divorcible (0) <i>S</i>overeign.</li>
+<li>(38) William&nbsp;<abbr title="the 4th">IV.</abbr> (1830)&mdash;(3) <i>M</i>idshipman (0) <i>S</i>overeign.</li>
+<li>(39) Victoria (1837)&mdash;A (3) <i>m</i>odel (7) Queen.</li>
+</ul>
+
+<h4>EXPLANATIONS.</h4>
+
+<ul class="brackets">
+<li class="f">(1) Edward the Confessor, always fond of the Normans, had promised that
+on his death his kingdom should go to Duke William of Normandy.</li>
+<li class="f">(2) William&nbsp;<abbr title="the 2nd">II.</abbr> early directed a goldsmith to decorate his father&#8217;s grave
+with gold and silver ornaments.</li>
+<li class="f">(3) Henry&nbsp;<abbr title="the 1st">I.</abbr> was called Beauclerc, or
+fine Scholar.</li>
+<li class="f">(4) Stephen had produced a false witness to swear that the
+late king on his deathbed had named him (Stephen) as his heir.</li>
+<li class="f">(5) Henry&nbsp;<abbr title="the 2nd">II.</abbr> revoked most of the grants of land that had been hastily made
+during the late troubles.</li>
+<li class="f">(6) Richard punished the people who had
+befriended him against his father.</li>
+<li class="f">(7) Arthur had the best right to the
+throne, but John imprisoned and murdered him.</li>
+<li class="f">(8) Henry&nbsp;<abbr title="the 3rd">III.</abbr> was crowned
+at the age of ten. &ldquo;Third&rdquo; tells <em>which</em> Henry is meant.</li>
+<li class="f">(9) Edward&nbsp;<abbr title="the 1st">I.</abbr>
+declared&mdash;&ldquo;I will go on, if I go on with no other follower than my
+groom.&rdquo;</li>
+<li>(10) Gaveston was the king&#8217;s comrade and favourite, and was
+finally beheaded by the indignant barons.</li>
+<li>(11) Edward&nbsp;<abbr title="the 3rd">III.</abbr> erected
+Windsor Castle.</li>
+<li>(12) The king&#8217;s poll-tax collector was killed by Wat
+Tyler.</li>
+<li>(13) A successful Scottish war was this monarch&#8217;s first
+achievement.</li>
+<li>(14) Riotous Prince Hal became a spirited, valiant king.
+</li>
+<li>(15) Henry&nbsp;<abbr title="the 6th">VI.</abbr> was only nine months old when his predecessor died.</li>
+<li>(16) Edward&nbsp;<abbr title="the 4th">IV.</abbr>, with aid of the Earl of Warwick, won the great battle at
+Towton; 40,000 men were slain.</li>
+<li>(17) Edward&nbsp;<abbr title="the 5th">V.</abbr> was only thirteen years
+old. The Lord Protector, Duke of Gloucester, threw him, with his
+brother, into the Tower and caused them to<span class="num" title="Page&nbsp;94">&zwnj;</span><a name="p94" id="p94"></a> be murdered.</li>
+<li>(18) Richard&#8217;s
+affected modesty is conspicuously brought out in Shakespeare&#8217;s tragedy
+of Richard&nbsp;<abbr title="the 3rd">III.</abbr></li>
+<li>(19) Henry&nbsp;<abbr title="the 7th">VII.</abbr>, to quell forever the hostility of the
+rival Roses, married Elizabeth of York, the daughter of Edward&nbsp;<abbr title="the 4th">IV.</abbr></li>
+<li>(20) The formula in this case is clearly justified by history.</li>
+<li>(21) Edward&nbsp;<abbr title="the 6th">VI.</abbr> was but ten years old. Henry&nbsp;<abbr title="the 8th">VIII.</abbr> had provided in his will
+that a council of sixteen should govern during Edward&#8217;s minority.</li>
+<li>(22) Mary was fond of her husband, who cared little for her, and unlucky in
+her advisers.</li>
+<li>(23) Elizabeth showed the natural arbitrariness of her
+disposition in her vetoes. In one year&mdash;1597&mdash;she refused the royal
+assent to 48 bills passed by the Commons.</li>
+<li>(24) James&nbsp;<abbr title="the 1st">I.</abbr> was the first
+Scottish king that reigned over England.</li>
+<li>(25) Charles&nbsp;<abbr title="the 1st">I.</abbr> lost his life
+in the attempt to act independent of the Commons.</li>
+<li>(26) If anyone thinks
+that Charles was not rightfully beheaded, he could make the phrase&mdash;(6)
+<i>Ch</i>arles (4) w<i>r</i>ongfully (9) <i>b</i>eheaded.</li>
+<li>(27) The phrase is obviously
+true.</li>
+<li>(28) The phrase gives the exact date of Richard Cromwell&#8217;s
+accession and the word &ldquo;offspring&rdquo; means Richard Cromwell.</li>
+<li>(29) A Junta
+here means the &ldquo;council.&rdquo;</li>
+<li>(30) Charles Second was called the &ldquo;merry&rdquo;
+monarch.</li>
+<li>(31) Parliament at once voted James&nbsp;<abbr title="the 2nd">II.</abbr> nearly two million
+pounds sterling per annum for life.</li>
+<li>(32) William and Mary were
+co&ouml;rdinate sovereigns.</li>
+<li>(33) Anne was truly &ldquo;submissive&rdquo; or easily
+influenced.</li>
+<li>(34 and 35) Green intimates that George&nbsp;<abbr title="the 1st">I.</abbr> and George&nbsp;<abbr title="the 2nd">II.</abbr>
+hardly affected the course of events&mdash;the former followed the advice of
+his ministers and the latter of his wife Caroline.</li>
+<li>(36) George&nbsp;<abbr title="the 3rd">III.</abbr> was
+emphatically a sovereign.</li>
+<li>(37) George&nbsp;<abbr title="the 4th">IV.</abbr> had tried ineffectually to get
+rid of his wife; her death at last released him.</li>
+<li>(38) William&nbsp;<abbr title="the 4th">IV.</abbr> had
+been a midshipman in the navy.</li>
+<li>(39) Victoria has certainly proved
+herself to be a &ldquo;Model Queen.&rdquo;</li>
+</ul>
+
+<p>(3) <strong class="smcap">The pupil must possess such a familiarity with the laws of <abbr title="inclusion">in.</abbr>, <abbr title="exclusion">ex.</abbr>,
+and <abbr title="concurrence">con.</abbr>, not merely in their theoretic and abstract aspects, but in
+that practical character and working power of them which I teach, that
+he can instantly apply them to the every-day affairs and ordinary
+occurrences and events of life.</strong></p>
+
+<p><span class="num" title="Page&nbsp;95">&zwnj;</span><a name="p95" id="p95"></a>If you know that the number of square<a name="Anchor-G" id="Anchor-G"></a><a href="#Footnote-G" class="fnanchor" title="Go to footnote G."><span> Footnote </span>[G]</a> miles in the area of the State
+of New York runs into <em>thousands</em>, and you wish to remember that the
+<em>exact number</em> of thousands is 47, you could accomplish this object if
+you found a word which spells 47, and is at the same time connected by
+<abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr> to New York. You try the varieties of Inclusion; and
+in synonymous Inclusion you find 47 in the word &ldquo;Yo<i>rk</i>&rdquo; itself, the &ldquo;y&rdquo;
+having no figure value, and &ldquo;r&rdquo; standing for 4, and &ldquo;k&rdquo; for 7; thus you
+cannot <em>see</em> the name of New York or <em>think of it</em> without having
+conclusive evidence of the number of thousands of square miles the State
+contains.</p>
+
+<p>The title of a subject, the name or description of an event or date, can
+always be safely abridged or bracketed in part in the formula, as 47
+[New] Yo<i>rk</i>. But no one could imagine that &ldquo;York&rdquo; in this connection
+[47&nbsp;thousand square miles] means any of the towns or country seats of
+the United States which are called &ldquo;York.&rdquo; If the context makes an
+otherwise indefinite thing definite, it is sufficient.</p>
+
+<p><em>Analytic date and number words do not have to be memorised.</em>&mdash;Seeing is
+believing, and, in this case, <em>remembering</em> too. If you thoroughly
+master my system you can find, in most cases, analytic date and number
+words without any difficulty, and by means of them you can remember
+<em>thousands</em> of dates and sets of figures, when without the system you
+could have remembered only five or ten of them.</p>
+
+<p>Suppose in your haste you failed to notice that &ldquo;York&rdquo; spells 47, and
+you then proceed to try Inclusion by Genus and Species; regarding York
+as the general word, you would find <em>New</em> York as a species or kind of
+York; the same with Yorkshire, Yorktown, York Minster, etc. In this way
+you would, if your mastery of the Figure Alphabet were perfect, scarcely
+fail to notice that York spells 47; but if you fail, you then try
+Inclusion by Whole and Part, and run over the political divisions of the
+State until you come to <i>R</i>o<i>ck</i>land County, and there you find in its
+first two consonants the letters &ldquo;r&rdquo; and &ldquo;ck&rdquo; (the equivalent<span class="num" title="Page&nbsp;96">&zwnj;</span><a name="p96" id="p96"></a> of &ldquo;k&rdquo; in
+sound). These consonants spell 47. You would find the same consonants in
+the County of He<i>rk</i>imer.</p>
+
+<p>Suppose, however, that from unfamiliarity with the Figure Alphabet, or
+from want of considerable practice, you do not succeed in noticing that
+<i>R</i>o<i>ck</i>land or He<i>rk</i>imer contains the number 47, you try Inclusion by
+Abstract and Concrete, and regarding the State of New York as the
+Concrete, and the Abstract or characterizing epithet &ldquo;<i>r</i>o<i>ck</i>y&rdquo; as
+applicable to New York, you would then find in that word &ldquo;<i>r</i>o<i>ck</i>y&rdquo; the
+number 47.</p>
+
+<p>If you did fail, you would try Exclusion, and you would find nothing
+which is the antithesis of the area of New York. You might find,
+however, a <em>weak form</em> of Exclusion if you consider that the area is the
+surface, and what is below the surface as the opposite of it. In the
+latter case you would find in the words &ldquo;E<i>r</i>ie <i>C</i>anal,&rdquo; which is a
+great artificial channel running through a part of the State, the
+letters &ldquo;r&rdquo; and &ldquo;c&rdquo; hard, which spell 47. A more exact Exclusion might
+be found in the word &ldquo;<i>r</i>i<i>ng</i>,&rdquo; which spells 47. For if we consider the
+shape of the boundary of New York we would see that in no vague sense a
+ring, as a circle, is the opposite of it.</p>
+
+<p>But suppose that from a chronic absent-mindedness or an overworked
+brain, or downright bad physical health or insufficient knowledge of the
+system, you failed to see 47 in any of the foregoing cases, you would
+try Concurrence. Considering that the State of New York is largely
+agricultural, you would find that the implement of farming known as a
+&ldquo;<i>R</i>a<i>k</i>e&rdquo; would spell 47; this would be a case of Concurrence. In a
+political sense, the word &ldquo;<i>r</i>i<i>ng</i>s&rdquo; gives 47, as New York has been
+celebrated for them.</p>
+
+<p>All that the student requires is <em>one</em> analytic word. I have gone
+through the varieties of Inclusion, through Exclusion, and Concurrence,
+merely to show <em>how to find</em> analytic words and not because more than
+one word was necessary.</p>
+
+<p>According to the census report of 1890, the number of square miles of
+<em>land</em> in the State of New York is 47,620, or (4) Yo<i>r</i>k&#8217;s (7) A<i>c</i>res
+(6) <i>S</i>urely (2) <i>N</i>ot (0) <i>S</i>ubmerged; the number of square miles of
+<em>land and water</em> in it is 49,170, or (4) Yo<i>r</i>k&#8217;s (9) <i>P</i>lains (1)
+Wi<i>th</i> (7) A<i>c</i>companying (0) <i>S</i>ealets.</p>
+
+
+<h3><span class="num" title="Page&nbsp;97">&zwnj;</span><a name="p97" id="p97"></a>NUMBER OF SHAKESPEARE&#8217;S PLAYS.</h3>
+
+<p>We will try another case: You want to remember the number of plays that
+Shakespeare wrote. You know it is less than 50; but you wish to remember
+the exact number&mdash;it was 37. You experiment; you try the varieties of
+Inclusion, and among the rest you try Whole and Part; you find in the
+first two consonants of the name <i>M</i>a<i>c</i>beth the figures 37; but if you
+did not notice that <i>M</i>a<i>c</i>beth afforded you the means of always
+remembering that the Shakespeare Plays numbered 37, you would try
+Exclusion perhaps. If you look upon the attempt to ascribe the
+authorship of the Shakespeare Plays to Bacon as a <i>m</i>o<i>ck</i>ery you would
+find in the first two consonants of that word the figures 37 through the
+operation of Exclusion; and if you recollect that the character of
+Shylock was played with great success at Old Drury, February&nbsp;17, 1741,
+by Charles <i>M</i>a<i>c</i>lin, you would find in the first two consonants of his
+name the figures 37 through Concurrence.</p>
+
+
+<h3>DUKE OF WELLINGTON AND NAPOLEON.</h3>
+
+<p>Napoleon Bonaparte was born in 1769. As a boy he was finely formed.
+&ldquo;<i>Sh</i>a<i>p</i>ely&rdquo; (69) gives his birth-date by <abbr title="Inclusion">In.</abbr> by <abbr title="Abstract and Concrete">A. and C.</abbr> He evinced
+the opposite of the temper usually ascribed to the &ldquo;<i>Sh</i>e<i>p</i>herd-boy&rdquo;
+(69)&mdash;a birth-date by <abbr title="Exclusion">Ex.</abbr> &ldquo;<i>Ch</i>a<i>p</i>let&rdquo;&mdash;a wreath or garland <ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;sighed&rsquo;.">signed</ins>
+for by him in his ambitious hopes&mdash;expresses his birth-date by <abbr title="Concurrence">Con.</abbr> His
+death occurred in 1821. &ldquo;E<i>nd</i>&rdquo; (21) or <ins class="corr" title="Transcriber&#8217;s note: Original lacked an opening quote mark.">&ldquo;</ins>U<i>nd</i>one&rdquo; (21) expresses
+his death-date by synonymous Inclusion. &ldquo;<i>N</i>a<i>t</i>ivity&rdquo; (21) indicates it
+by <abbr title="Exclusion">Ex.</abbr> Since he died from cancer in the stomach, he could retain very
+little food. &ldquo;I<i>nd</i>igestion&rdquo; (21) makes his death-date by <abbr title="Concurrence">Con.</abbr></p>
+
+<p>Wellington&#8217;s birth, in 1769, may be expressed by &ldquo;<i>Sh</i>ee<i>p</i>-faced&rdquo; (69),
+a term his own mother applied to him when a boy. In his childhood, he
+was blue-eyed, hawk-nosed, slender, and ungainly, &ldquo;<i>Ch</i>u<i>b</i>by&rdquo; (69), by
+<abbr title="Exclusion">Ex.</abbr>, expresses his birth-date. A more vivid concurrence can scarcely be
+imagined, since he and Bonaparte were both born in the same year, 1769.</p>
+
+<p><span class="num" title="Page&nbsp;98">&zwnj;</span><a name="p98" id="p98"></a>Wellington died in 1852 at Wilmer Castle. &ldquo;Wi<i>lm</i>er&rdquo; expresses the date
+of his death by only one year too many. But a means of remembrance that
+requires readjustment or modification can seldom be relied upon, except
+by those who are practised in Higher Analysis. He was 83 years old when
+he died. &ldquo;<i>L</i>a<i>n</i>tern-jawed&rdquo; (52) expresses his death-date by <abbr title="Inclusion">In.</abbr>, by <abbr title="Abstract and Concrete">A.
+and C.</abbr> No man was ever more honored after his death than Wellington.
+&ldquo;A<i>l</i>ie<i>n</i>ated&rdquo; (52) expresses his death-date by <abbr title="Exclusion">Ex.</abbr> A sudden illness
+carried him off. Hence &ldquo;I<i>l</i>lness&rdquo; (52) is a fact connected with his
+death by <abbr title="Concurrence">Con.</abbr></p>
+
+<p>These elaborate illustrations must indicate to any student how to apply
+the laws of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>, so as to find analytic date and number
+words. Cases of <abbr title="Exclusion">Ex.</abbr> give good practice, but are rarely ever necessary.</p>
+
+
+<h3>MISCELLANEOUS EXAMPLES.</h3>
+
+<p><em>Inclusion</em>, as applied to the events of life possesses the same variety
+as in regard to words. In dates of the last and present century, the
+expression of the <em>last two figures</em> is sufficient. William Cullen
+Bryant was born in 1794. &#8217;94 is found in the name <i>Br</i>yant, a case of
+Synonymous Inclusion. Aaron Burr killed Alexander Hamilton in a duel in
+1804. As we know it was about the beginning of this century, this
+translation of the 4 indicates the exact date and is found in Aa<i>r</i>on
+and relieves the memory of all doubt.</p>
+
+<ol class="sidenote">
+<li>Who applied the term &ldquo;sheep-faced&rdquo; to Wellington when he
+was a boy?</li>
+<li>What is the most vivid case of <abbr title="Concurrence">Con.</abbr> here given?</li>
+<li>Why do we not give a value to both l&#8217;s in the word &ldquo;illness&rdquo;?</li>
+<li>What do these illustrations indicate?</li>
+<li>What does inclusion as applied to the events of life possess?</li>
+<li>Why is it not necessary to have a date-word to
+express the date of Hamilton&#8217;s death in which the 0 is indicated as well
+as the 4?</li>
+</ol>
+
+<p>Sherman made his famous march through the South in 1864. 64 is found in
+the word <i>Sh</i>e<i>r</i>man [or by two words: (6) <i>Sh</i>erman (4) <i>R</i>avaging]. In
+dates previous to the last century, the last three figures must be
+expressed. Movable types were invented in 1438. We know it was not
+<span class="allsc">A.D.</span>&nbsp;438, but was 1438; a mistake of 1,000 years is not possible. If we
+translate 438 it will mean to us the<span class="num" title="Page&nbsp;99">&zwnj;</span><a name="p99" id="p99"></a> same as 1438. 438 is found in the
+analytic word (438) &ldquo;<i>R</i>e<i>m</i>o<i>v</i>able&rdquo; [or, to express all the numbers,
+thus: (1) <i>T</i>ypes (4) a<i>r</i>e (3) <i>m</i>ovable (8) <i>f</i>igures].</p>
+
+<p>The Phonograph was invented in 1877. The expression of 77 is found in
+<i>C</i>o<i>g</i>nate, and that indicates the resemblance of the human mechanism
+to receive sounds to the Phonograph; for both processes utilize
+vibrations, and are therefore from similarity of functions &ldquo;Cognate&rdquo;
+methods. How any one could forget analytic date-words is more than I can
+understand, especially when formed by himself.</p>
+
+<ol class="sidenote">
+<li>What must be done when we wish to find date-words the
+events of which took place previous to the last century?</li>
+<li>Can a person easily forget analytic date-words formed by himself?</li>
+</ol>
+
+<p><em>Exclusion.</em>&mdash;The first steamship crossed the Atlantic in 1819. 19 is
+found in &ldquo;<i>T</i>u<i>b</i>&rdquo; by Exclusion, as the most opposite to a steam-driven
+ship. Andrew Johnson was advanced to the Presidency on the death of
+Abraham Lincoln in 1865. 65 is expressed by Exclusion in the word
+&ldquo;<i>Sh</i>e<i>l</i>ved,&rdquo; which means the opposite of promotion [or by two words,
+thus: (6) <i>J</i>ohnson (5) E<i>l</i>evated]. &ldquo;<i>M</i>e<i>n</i>dacious&rdquo; expresses by
+Exclusion the birth of George Washington in 1732, as indicating a
+youthful quality the opposite of that which he manifested, and by two
+words: (3) A<i>m</i>erica&#8217;s (2) I<i>n</i>fant. Other examples are given in
+subsequent pages.</p>
+
+<p><em>Concurrence</em> finds incidents or concomitants of a fact or event,
+something that by accident became connected with it. It may be a
+forerunner or successor, the cause or consequence, or a contemporaneous
+fact, etc.</p>
+
+<p>William Cullen Bryant, from a fall, died in 1878. The last two figures
+78 are found by Concurrence in the initial consonants of the phrase &ldquo;(7)
+<i>C</i>ullen&#8217;s (8) <i>F</i>all.&rdquo; Cullen will be easily identified, as the middle
+name of Bryant. When Jefferson became Vice-President, in 1797, he wore
+the customary big-wig; and the first two consonants of &ldquo;<i>B</i>i<i>g</i>-wig&rdquo;
+express by Concurrence that date.</p>
+
+<p>Artillery was invented in 1340. 340 indicates that date, and by
+Concurrence we find those figures in the first three consonants of
+&ldquo;<i>M</i>e<i>rc</i>iless.&rdquo; Or (3) <i>M</i>urderous (4) A<i>r</i>tillery&#8217;s (0) <i>S</i>courge.
+Plymouth (Mass.) was settled in 1620. 620 will indicate it. We find
+these figures in &ldquo;<i>Ch</i>a<i>nc</i>e,&rdquo;<span class="num" title="Page&nbsp;100">&zwnj;</span><a name="p100" id="p100"></a> which by Concurrence describes the risk
+they ran. The Telephone was invented in 1877. Whoever has listened to
+the telephone to identify a speaker, and heard others talking in the
+shrill tones that strike upon the ear, is apt to think of the cackling
+of hens, and &ldquo;<i>C</i>a<i>ck</i>le&rdquo; expresses the date 77.</p>
+
+<p>Jefferson Davis disguised himself in the hood, shawl, and dress of his
+wife in 1865. &ldquo;<i>Sh</i>aw<i>l</i>&rdquo; by Concurrence expresses that date. The
+Constitution of the United States was <em>adopted</em> in 1787, which spells
+&ldquo;<i>Th</i>e <i>G</i>i<i>v</i>i<i>ng</i>.&rdquo; To adopt the Constitution, it required the States
+to give their assent. They <em>gave</em> the Federal Government all the power
+it possessed. &ldquo;<i>Th</i>e <i>G</i>i<i>v</i>i<i>ng</i>&rdquo; is therefore a case of Concurrence. A
+circumstance connected with settlements is <em>selecting</em> the site.
+Jamestown, <abbr title="Virginia">Va.</abbr>, was settled in 1607, which spells &ldquo;<i>Th</i>e <i>Ch</i>oosi<i>ng</i>.&rdquo;
+This phrase relates to the settlement by Concurrence. Harvard College
+was founded in 1636, which spells &ldquo;<i>T</i>ea<i>ch</i> <i>M</i>u<i>ch</i>.&rdquo; Whether we take
+this phrase as describing the object or result of founding that college,
+it is a case of Concurrence. A college is sometimes called a seat of
+learning. Yale College was founded in 1701, which spells &ldquo;<i>T</i>oo<i>k</i> a
+<i>s</i>ea<i>t</i>.&rdquo; This phrase describes the locating of the college, and is
+therefore a relation by Concurrence.</p>
+
+<p>(4) <strong class="smcap">The pupil must seek <em>analytic</em> words which are <em>approximately
+specific</em>, as birth-date words must, where possible, relate to birth or
+juvenile events; marriage-date words, to events connected nearly or
+remotely with the marriage; date words for any other event in life or
+fact in history should, directly or <ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;indirecly&rsquo;.">indirectly</ins>, relate to such event
+or fact; and, finally, death-date words should refer to incidents which
+preceded, accompanied, or followed the fact of the death.</strong></p>
+
+<p>This rule, theoretically correct, must be very liberally interpreted in
+practice. This lesson furnishes numerous illustrative examples.</p>
+
+<p>As shown heretofore, <em>the pupil must know the facts</em>, and the System
+will then help him to fix their date.</p>
+
+<p>A pupil had loaned money to a horse-dealer who lived at <abbr title="Number">No.</abbr> 715 of a
+certain street. He knew the house well, yet<span class="num" title="Page&nbsp;101">&zwnj;</span><a name="p101" id="p101"></a> he could not recollect the
+number 715. At length he thought of &ldquo;<i>C</i>a<i>t</i>t<i>l</i>e&rdquo; as a figure word to
+enable him to remember the number. Yet the word is general and
+apparently unconnected with the house, as it was not a stable but a
+boarding-house. Yet, as cattle and horse are species of the genus
+domestic animal, and cattle would recall horses and horse-dealer, he did
+right to use that term, and it served him well. At first he instantly
+recalled the word &ldquo;cattle&rdquo; whenever he thought of the horse-dealer&#8217;s
+residence, and at once 715 was given him. After a time, he directly
+recalled 715 without first thinking of &ldquo;cattle.&rdquo; This is always the case
+where 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 not
+used the phrase &ldquo;(7) <i>C</i>ollect (1) <i>Th</i>e (5) <i>L</i>oan,&rdquo; which was the
+object he had in view in thinking of, or of sending to, that address.
+His reply was that &ldquo;cattle&rdquo; served his purpose. With one person a single
+word, with another a phrase, and with another a sentence, is most
+serviceable. He had other borrowers who lived at other places. Why could
+this phrase &ldquo;Collect the loan,&rdquo; which would apply in its meaning to the
+case of others, remind him of this particular debtor&#8217;s home? Because, if
+he had consciously devised that phrase to identify this debtor&#8217;s
+address, it could apply in his mind to the address of no other debtor.
+Thus the <em>facts help us devise the number phrase, and the phrase helps
+revive the facts</em>.</p>
+
+<p>I do not, for instance, undertake in this lesson to teach the pupil that
+Washington never left America but once, when he accompanied his invalid
+brother to Barbadoes in 1751, in search of health. But if he knows these
+facts, my method helps him retain the date, by using those facts for
+this purpose; as, (1) <i>T</i>o (7) <i>G</i>ain (5) Is<i>l</i>and (1) <i>T</i>onic; or
+(17)51 Hea<i>lth</i>. We know that &ldquo;health&rdquo; is an object with everybody in
+all countries and in all ages, and is therefore a word of the most
+general character and of the most extended application. How, then, can
+it have any <em>special</em> significance in this case? Because by knowing the
+facts, in the first place, as &ldquo;health&rdquo; was the object of the visit of
+Washington and his brother; and seeking for a date word which spells
+(17)51, the pupil has discovered that this<span class="num" title="Page&nbsp;102">&zwnj;</span><a name="p102" id="p102"></a> general word &ldquo;health&rdquo; spells
+that date; and, as the pupil has applied the word &ldquo;health&rdquo; to this date
+and to no other, he has thus made the general word specific for his
+purpose. Because &ldquo;tonic&rdquo; is a health promoter, and &ldquo;island&rdquo; is a help to
+recall the specific Islands of Barbadoes, the phrase (1) &ldquo;<i>T</i>o (7)
+<i>G</i>ain (5) Is<i>l</i>and (1) <i>T</i>onic,&rdquo; is more specific than &ldquo;health.&rdquo; But
+either the single word or phrase becomes specific, if the facts of the
+case are assimilated, and then by the pupil are applied to furnish a
+date word.</p>
+
+
+<h4>BIOGRAPHY, HISTORY, AND SCIENCE.</h4>
+
+<p>Much of the substance and pith of historic eras can be expressed in the
+analytic words, phrases, or sentences with which their dates are
+enunciated. If the foregoing and subsequent examples are carefully, not
+hurriedly, studied, the student can readily hereafter retain a great
+deal of the significance of facts, events, or epochs by his infallible
+recollection of the analytic expression of their dates. As with history,
+so with the arts and science, etc.</p>
+
+<p>Population of the United States of America is now (1895) 67,000,000&nbsp;=
+<i>G</i>eneral <i>C</i>ultivation or <i>Sh</i>arp Yan<i>k</i>ees. When dealing with the
+<em>number</em> of millions or thousands only, it is not necessary to express
+the ciphers. <abbr title="Population">Pop.</abbr> of Great Britain =&nbsp;38,000,000, or (3) <i>M</i>ightiest (8)
+<i>F</i>olks; or <i>M</i>anufacturing <i>F</i>abrics; or <i>M</i>oney-making <i>F</i>reetraders.
+<abbr title="Population">Pop.</abbr> of Africa, 127,000,000&nbsp;= <i>Th</i>e <i>N</i>egro Continent. <abbr title="Population">Pop.</abbr> of Bombay
+=&nbsp;804,470 or <i>F</i>oreigners a<i>s</i> a <i>r</i>ule a<i>r</i>e E<i>ng</i>lish <i>C</i>itizens.</p>
+
+<p>A gentleman in Bombay, who had to deal with complaints about water
+supplies there, told me the true population is 817,564, which he fixed
+by my method as follows: <i>F</i>rightful <i>T</i>o <i>K</i>eep A<i>l</i>l <i>J</i>ust <i>R</i>ight.</p>
+
+<p><abbr title="Population">Pop.</abbr> of Calcutta =&nbsp;840,000; or <i>V</i>iceroy&#8217;s <i>R</i>esidential <i>S</i>eat. <abbr title="Population">Pop.</abbr> of
+India =&nbsp;292,000,000; or I<i>n</i>dia&#8217;s <i>P</i>opulation E<i>n</i>umerated.</p>
+
+<p><abbr title="Population">Pop.</abbr> of Australasia, <abbr title="et cetera">&amp;c.</abbr>, 4,250,000&nbsp;= Ou<i>r</i> I<i>n</i>dependent <i>L</i>iving
+Au<i>s</i>tralians.</p>
+
+<p><abbr title="Population">Pop.</abbr> of Melbourne with its suburbs (1891) =&nbsp;490,912 = (4) Ou<i>r</i> (9)
+<i>B</i>iggest (0) <i>C</i>ity&#8217;s (9) <i>B</i>uildings (1) <i>d</i>ecidedly<span class="num" title="Page&nbsp;103">&zwnj;</span><a name="p103" id="p103"></a> (2) u<i>n</i>equalled.
+The &ldquo;City&rdquo; contains 73,361&nbsp;= (7) <i>G</i>reat (3) <i>M</i>elbourne (3) <i>M</i>akes a
+(6) <i>Ch</i>ief (1) <i>T</i>own.</p>
+
+<p><abbr title="Population">Pop.</abbr> of Sydney (1891) =&nbsp;386,400&nbsp;= A (3) <i>M</i>ost (8) <i>V</i>aried (6)
+<i>Sh</i>eltering (4) Ha<i>r</i>bour (0) Ha<i>s</i> (0) <i>S</i>ydney.</p>
+
+<p><abbr title="Population">Pop.</abbr> of Hobart (Tasmania), 1891 =&nbsp;31,196; (3) <i>M</i>any (1) <i>T</i>asmanians
+(1) Ea<i>t</i> (9) Ho<i>b</i>art&#8217;s (6) <i>J</i>am.</p>
+
+<p><abbr title="Population">Pop.</abbr> of Auckland (New Zealand), with suburbs, in (1891) =&nbsp;51,287; (5)
+A<i>l</i>l (1) <i>Th</i>e (2) I<i>n</i>habitants (8) O<i>f</i> (7) Au<i>ck</i>land.</p>
+
+
+<h4>SPECIFIC GRAVITIES.</h4>
+
+<p>The Specific Gravity is the relative weight of a body compared to an
+equal bulk of some other body taken as a standard. This standard is
+usually water, for all liquids and solids, and air for gases.</p>
+
+<table class="sci" summary="Analytic formulas to memorise specific gravities.">
+<tr>
+  <td class="tdr">1.</td>
+  <th>Gold</th>
+  <td class="tdr0">19.2&mdash;</td>
+  <td><i>D</i>ollars <i>B</i>uy <i>S</i>u<i>n</i>dries.&mdash;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
+  &ldquo;<i>D</i>ollars <i>B</i>uy <i>S</i>undries&rdquo; express through &ldquo;D&rdquo;
+  and &ldquo;B&rdquo; the figures 19. The &ldquo;S&rdquo; of &ldquo;Sundries&rdquo; expresses the
+  decimal point, and the first subsequent consonant &ldquo;n&rdquo; expresses
+  the decimal two-tenths.</td>
+</tr>
+<tr>
+  <td class="tdr">2.</td>
+  <th>Silver</th>
+  <td class="tdr0">10.4&mdash;</td>
+  <td><i>Th</i>e <i>S</i>ilver A<i>s</i>saye<i>r</i>.</td>
+</tr>
+<tr>
+  <td class="tdr">3.</td>
+  <th>Platinum</th>
+  <td class="tdr0">21.5&mdash;</td>
+  <td>U<i>n</i>usually <i>D</i>uctile
+  <i>S</i>o<i>l</i>id.&mdash;Platinum is the most ductile metal
+  known.</td>
+</tr>
+<tr>
+  <td class="tdr">4.</td>
+  <th>Lead</th>
+  <td class="tdr0">11.3&mdash;</td>
+  <td><i>Th</i>e <i>T</i>in <i>Sm</i>ith.&mdash;Lead <ins class="corr" title="Transcriber&#8217;s note: Original omitted this word.">is</ins> used to solder
+  tin.</td>
+</tr>
+<tr>
+  <td class="tdr">5.</td>
+  <th>Mercury</th>
+  <td class="tdr0">13.5&mdash;</td>
+  <td><i>Th</i>e <i>M</i>ercury <i>S</i>o<i>l</i>d.</td>
+</tr>
+<tr>
+  <td class="tdr">6.</td>
+  <th>Copper</th>
+  <td class="tdr0">8.9&mdash;</td>
+  <td><i>V</i>iew a <i>Sp</i>ire.&mdash;Copper points the lightning
+  rods.</td>
+</tr>
+<tr>
+  <td class="tdr">7.</td>
+  <th>Iron</th>
+  <td class="tdr0">7.7&mdash;</td>
+  <td>Hoo<i>k</i> <i>Sk</i>illet.&mdash;It means hang up an iron
+  pot.</td>
+</tr>
+<tr>
+  <td class="tdr">8.</td>
+  <th>Zinc</th>
+  <td class="tdr0">6.9&mdash;</td>
+  <td>A <i>Sh</i>eet <i>S</i>u<i>p</i>ply.&mdash;Zinc is rolled
+  into sheets.</td>
+</tr>
+<tr>
+  <td class="tdr">9.</td>
+  <th>Antimony</th>
+  <td class="tdr0">6.7&mdash;</td>
+  <td><i>G</i>erman <i>S</i>ee<i>k</i>er.&mdash;Antimony was
+  discovered by a German monk.</td>
+</tr>
+<tr>
+  <td class="tdr">10.</td>
+  <th>Calcium</th>
+  <td class="tdr0">1.0&mdash;</td>
+  <td>Whi<i>t</i>e <i>C</i>eiling.&mdash;Calcium is used in
+  white-washing.</td>
+</tr>
+</table>
+
+
+
+<h4><span class="num" title="Page&nbsp;104">&zwnj;</span><a name="p104" id="p104"></a>RIVERS.</h4>
+
+<table class="sci" summary="Analytic formulas to memorise lengths of rivers.">
+<tr>
+  <th>Mississippi</th>
+  <td class="tdr0">(4,382&nbsp;miles&nbsp;&nbsp;&nbsp;&nbsp;<br />long).&mdash;</td>
+  <td><i>R</i>ushing <i>M</i>ississippi&#8217;s wa<i>v</i>es
+  E<i>n</i>croach.&mdash;The Mississippi River frequently overflows
+  its banks.</td>
+</tr>
+<tr>
+  <th>Nile</th>
+  <td class="tdr0">(3,370&nbsp;<abbr title="miles">mi.</abbr>)&mdash;</td>
+  <td>(3) <i>M</i>ighty (3) <i>M</i>editerranean&#8217;s (7)
+  <i>G</i>reatest (0) <i>S</i>tream.</td>
+</tr>
+<tr>
+  <th>Volga</th>
+  <td class="tdr0">(2,400&nbsp;<abbr title="miles">mi.</abbr>)&mdash;</td>
+  <td>I<i>n</i> <i>R</i>ussia&#8217;s <i>S</i>oil <i>S</i>uperior.&mdash;The
+  Volga is the largest river in Russia, and, in fact, the largest
+  in Europe.</td>
+</tr>
+<tr>
+  <th>Ohio</th>
+  <td class="tdr0">(1,265&nbsp;<abbr title="miles">mi.</abbr>)&mdash;</td>
+  <td><i>Th</i>e Ohio <i>N</i>ow <i>Sh</i>ips <i>L</i>ighters.</td>
+</tr>
+<tr>
+  <th lang="fr" xml:lang="fr">Loire</th>
+  <td class="tdr0">(530&nbsp;<abbr title="miles">mi.</abbr>)&mdash;</td>
+  <td><i>L</i>oire&#8217;s <i>M</i>ajestic <i>S</i>weep.</td>
+</tr>
+<tr>
+  <th lang="fr" xml:lang="fr">Seine</th>
+  <td class="tdr0">(470&nbsp;<abbr title="miles">mi.</abbr>)&mdash;</td>
+  <td><i>R</i>olling <i>G</i>ay <i>S</i>eine.</td>
+</tr>
+<tr>
+  <th>Spree</th>
+  <td class="tdr0">(220&nbsp;<abbr title="miles">mi.</abbr>)&mdash;</td>
+  <td><i>N</i>otice <i>N</i>oble <i>S</i>pree.</td>
+</tr>
+<tr>
+  <th>Jordan</th>
+  <td class="tdr0">(200&nbsp;<abbr title="miles">mi.</abbr>)&mdash;</td>
+  <td>A K<i>n</i>own <i>S</i>alty <i>S</i>olution.&mdash;The River Jordan
+  is impregnated with considerable salt.</td>
+</tr>
+</table>
+
+<ol class="sidenote">
+<li>Why could we not substitute the phrase &ldquo;<i>Th</i>e <i>M</i>ercury
+<i>S</i>hie<i>l</i>d&rdquo; for &ldquo;<i>Th</i>e <i>M</i>ercury <i>s</i>o<i>l</i>d,&rdquo; since &ldquo;S&rdquo; stands for &ldquo;0,&rdquo;
+and &ldquo;h&rdquo; has no value?</li>
+<li>Why not use the phrase &ldquo;Whi<i>t</i>e <i>s</i>ea<i>l</i>ing&rdquo; to
+express the Specific Gravity of Calcium?</li>
+<li>Could the Atomic Weight of
+Silver (108) be expressed by the phrase &ldquo;<i>Th</i>e <i>V</i>a<i>s</i>e?&rdquo;</li>
+<li>If not, why not?</li>
+<li>Would the phrase &ldquo;<i>Th</i>e <i>S</i>ilver <i>V</i>ase&rdquo; be better?</li>
+<li>In dealing with the length of the Mississippi, why do you not give the
+figure value of &ldquo;W&rdquo; and &ldquo;E&rdquo; in that part of the phrase which includes the words <i>W</i>aves <i>E</i>ncroach?</li>
+<li>Would you indicate this value by a cipher, then?</li>
+<li>If not, why?</li>
+</ol>
+
+
+<h4>MOUNTAINS.</h4>
+
+<p><abbr title="Mount">Mt.</abbr> Everest [29,002] <i>N</i>amed U<i>p</i>on a <i>S</i>urvey <i>S</i>trictly U<i>n</i>ique; or
+I<i>n</i>dia&#8217;s <i>P</i>eak I<i>s</i> <i>C</i>ertainly U<i>n</i>equalled.&mdash;This is the highest
+mountain on the globe; or I<i>n</i>dia&#8217;s <i>B</i>oundary <i>S</i>ummit I<i>s</i>
+U<i>n</i>approachable. Kinchinjunga is 28,156&nbsp;<abbr title="feet">ft.</abbr> high. We shall know what
+Mountain is meant if we omit the first syllable &ldquo;kin.&rdquo; Hence we can use
+the formula, &ldquo;<i>N</i>ext E<i>v</i>erest <i>D</i>awns <i>L</i>ofty <i>Ch</i>injunga.&rdquo;</p>
+
+<table class="sci" summary="Analytic formulas to memorise heights of mountains.">
+<tr>
+  <th>
+    <ins class="corr" title=
+    "Transcriber&#8217;s note: Original read &lsquo;Popocatapetl&rsquo;.">
+    Popocatepetl</ins>
+  </th>
+  <td class="tdr0">(17,783&nbsp;<abbr title="feet">ft.</abbr>) &mdash;</td>
+  <td><i>Th</i>e <i>G</i>reatest <i>C</i>rater o<i>f</i>
+  <i>M</i>exico.</td>
+</tr>
+<tr>
+  <th><abbr title="Mount">Mt.</abbr> Brown</th>
+  <td class="tdr0">(16,000&nbsp;<abbr title="feet">ft.</abbr>) &mdash;</td>
+  <td><i>Th</i>is <i>Ch</i>arming We<i>s</i>tern <i>S</i>cenery
+  <i>C</i>elebrated.</td>
+</tr>
+<tr>
+  <th lang="fr" xml:lang="fr"><abbr title="Mont">Mt.</abbr> Blanc</th>
+  <td class="tdr0">(15,781&nbsp;<abbr title="feet">ft.</abbr>) &mdash;</td>
+  <td><i>Th</i>is A<i>l</i>pine <i>C</i>one <i>F</i>ascinates
+  <i>T</i>ravellers.</td>
+</tr>
+<tr>
+  <th lang="de" xml:lang="de">Jungfrau</th>
+  <td class="tdr0">(13,720&nbsp;<abbr title="feet">ft.</abbr>) &mdash;</td>
+  <td><i>Th</i>is <i>M</i>ountain A<i>g</i>assiz <i>N</i>imbly
+  A<i>s</i>cended. &mdash;Prof. Agassiz was one of the first who
+  reached the summit of this mountain.</td>
+</tr>
+<tr>
+  <th>Ben Nevis</th>
+  <td class="tdr0">(4,406&nbsp;<abbr title="feet">ft.</abbr>) &mdash;</td>
+  <td>He<i>r</i>e <i>R</i>eview a <i>S</i>nowy <i>G</i>iant.</td>
+</tr>
+<tr>
+  <th>Snowdon</th>
+  <td class="tdr0">(3,570&nbsp;<abbr title="feet">ft.</abbr>) &mdash;</td>
+  <td><i>M</i>ajestic Hi<i>l</i>ls <i>G</i>reet
+  <i>S</i>nowdon.</td>
+</tr>
+<tr>
+  <th>Saddleback</th>
+  <td class="tdr0">(2,787&nbsp;<abbr title="feet">ft.</abbr>) &mdash;</td>
+  <td><i>N</i>ear <i>K</i>eswick <i>V</i>iew a
+  <i>C</i>raig.&mdash;This mountain is situated near the town of
+  Keswick.</td>
+</tr>
+</table>
+
+<ol class="sidenote">
+<li>Are there any letters in the word &ldquo;Ohio&rdquo; which have a
+figure value?</li>
+<li>Do you see any way by which you can make the word
+&ldquo;Known&rdquo; stand for 2 by my figure alphabet?</li>
+<li>How can you infallibly retain these figure-sentences?</li>
+</ol>
+
+<h4><span class="num" title="Page&nbsp;105">&zwnj;</span><a name="p105" id="p105"></a>LATITUDE AND LONGITUDE.</h4>
+
+<p>No one can have very definite or exact ideas of Geography who does not
+know the Latitude and Longitude of the chief Cities of the
+World.</p>
+
+<table class="lat" summary="Analytic formulas to memorise the latitude and longitude of world cities.">
+<tr>
+  <th rowspan="2">(1) <span class="smcap">London</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;55<abbr title="degrees">&deg;</abbr>&mdash;00<abbr title="minutes">&prime;</abbr></td>
+  <td>(5) <i>L</i>ondon&#8217;s (5) <i>L</i>atitude (0) Ea<i>s</i>ily (0)
+  <i>S</i>een.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;0</td>
+  <td>(0) <i>S</i>tarting-point.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(2) <span class="smcap">New York City</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;40<abbr title="degrees">&deg;</abbr>&mdash;52<abbr title="minutes">&prime;</abbr></td>
+  <td>(4) Yo<i>r</i>k (0) <i>C</i>ity&#8217;s (5) <i>L</i>atitude (2)
+  <i>N</i>amed.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;73<abbr title="degrees">&deg;</abbr>&mdash;59<abbr title="minutes">&prime;</abbr></td>
+  <td>(7) <i>C</i>ommercial (3) <i>M</i>etropolis&#8217; (5)
+  <i>L</i>ongitude (9) <i>P</i>ortrayed.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(3) <span class="smcap">Philadelphia</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;40<abbr title="degrees">&deg;</abbr>&mdash;00<abbr title="minutes">&prime;</abbr></td>
+  <td>(4) <i>R</i>epublic&#8217;s (0) <i>Z</i>ealous (0) <i>S</i>tatesman
+  (0) <i>S</i>igned.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;75<abbr title="degrees">&deg;</abbr>&mdash;10<abbr title="minutes">&prime;</abbr></td>
+  <td>(7) <i>Q</i>uaker (5) <i>L</i>ongitude (1) <i>T</i>oo (0)
+  <i>S</i>ober.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(4) <span class="smcap">Chicago</span></th>
+  <td><abbr title="Latitude">Lat.</abbr><ins class="corr" title="Transcriber&#8217;s note: Original omitted the =.">&nbsp;=&nbsp;</ins>41<abbr title="degrees">&deg;</abbr>&mdash;45<abbr title="minutes">&prime;</abbr></td>
+  <td>(4) <i>R</i>ebuilt (1) <i>T</i>own&#8217;s (4) <i>R</i>eal (5)
+  <i>L</i>atitude.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;87<abbr title="degrees">&deg;</abbr>&mdash;50<abbr title="minutes">&prime;</abbr></td>
+  <td>(8) <i>F</i>ires (7) <i>C</i>annot (5) <i>L</i>ongitude (0)
+  <i>S</i>acrifice.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(5) <span class="smcap">Boston</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;42<abbr title="degrees">&deg;</abbr>&mdash;20<abbr title="minutes">&prime;</abbr></td>
+  <td>(4) Ha<i>r</i>vard (2) U<i>n</i>iversity&#8217;s (2) <i>N</i>earest
+  (0) <i>C</i>ity.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;71<abbr title="degrees">&deg;</abbr>&mdash;05<abbr title="minutes">&prime;</abbr></td>
+  <td>(7) <i>G</i>ives (1) <i>T</i>ea (0) <i>S</i>pillers&#8217; (5)
+  <i>L</i>ongitude.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(6) <span class="smcap">New Orleans</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;30<abbr title="degrees">&deg;</abbr>&mdash;00<abbr title="minutes">&prime;</abbr></td>
+  <td>(3) <i>M</i>ississippi&#8217;s (0) <i>S</i>outhernmost (0)
+  <i>S</i>eaport (0) <i>S</i>erene.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;90<abbr title="degrees">&deg;</abbr>&mdash;00<abbr title="minutes">&prime;</abbr></td>
+  <td>(9) &ldquo;<i>B</i>utler (0) <i>S</i>tole (0) <i>S</i>ilver
+  (0) <i>S</i>poons.&rdquo;<a name="Anchor-H" id=
+  "Anchor-H"></a><a href="#Footnote-H" class=
+  "fnanchor"><span> Footnote </span>[H]</a></td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(7) <span class="smcap">Denver</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;39<abbr title="degrees">&deg;</abbr>&mdash;41<abbr title="minutes">&prime;</abbr></td>
+  <td>(3) <i>M</i>ountain (9) <i>P</i>eaks (4) O&#8217;e<i>r</i>look (1)
+  <i>D</i>enver.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;105<abbr title="degrees">&deg;</abbr>&mdash;00<abbr title="minutes">&prime;</abbr></td>
+  <td>(1) <i>D</i>enver&#8217;s (0) <i>C</i>ertain (5) <i>L</i>ongitude
+  (0) <i>S</i>afely (0) A<i>s</i>certained.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(8) <span class="smcap">San Francisco</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;37<abbr title="degrees">&deg;</abbr>&mdash;30<abbr title="minutes">&prime;</abbr></td>
+  <td>(3) <i>M</i>etallic (7) <i>C</i>alifornia&#8217;s (3)
+  <i>M</i>etropolitan (0) <i>C</i>ity.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;122<abbr title="degrees">&deg;</abbr>&mdash;00<abbr title="minutes">&prime;</abbr></td>
+  <td>(1) <i>Th</i>e (2) <i>N</i>avigator (2) <i>N</i>ow (0)
+  <i>S</i>ees (0) <i>S</i>an Francisco.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(9) <span class="smcap">Hot Springs</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;34<abbr title="degrees">&deg;</abbr>&mdash;19<abbr title="minutes">&prime;</abbr></td>
+  <td>(3) <i>M</i>en (4) <i>R</i>elish (1) Ho<i>t</i> (9)
+  <i>B</i>aths.</td>
+</tr>
+<tr>
+  <td>
+    <abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;93<abbr title="degrees">&deg;</abbr>&mdash;<ins class="corr" title=
+    "Transcriber&#8217;s note: Original had a double-prime.">00<abbr title="minutes">&prime;</abbr></ins>
+  </td>
+  <td>(9) <i>B</i>athing (3) <i>M</i>ust (0) <i>S</i>ave (0)
+  <i>S</i>ickness.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(10) <span class="smcap">Pittsburg</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;40<abbr title="degrees">&deg;</abbr>&mdash;29</td>
+  <td>(4) I<i>r</i>on (0) <i>S</i>melting (2) Hau<i>n</i>ts (9)
+  <i>P</i>ittsburg.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;79<abbr title="degrees">&deg;</abbr>&mdash;50<abbr title="minutes">&prime;</abbr></td>
+  <td>(7) <i>G</i>reat (9) <i>P</i>ittsburg&#8217;s (5) <i>L</i>ongitude
+  (0) <i>S</i>ecured.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2"><span class="num" title=
+  "Page&nbsp;106">&zwnj;</span><a name="p106" id="p106"></a> (11)
+  <span class="smcap">Niagara Falls</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;43<abbr title="degrees">&deg;</abbr>&mdash;02<abbr title="minutes">&prime;</abbr></td>
+  <td>(4) <i>R</i>oaring (3) <i>M</i>agnificent (0)
+  <i>C</i>easeless (2) <i>N</i>iagara.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;79<abbr title="degrees">&deg;</abbr>&mdash;12<abbr title="minutes">&prime;</abbr></td>
+  <td>(7) A <i>C</i>ataract (9) <i>P</i>ours (1) A<i>t</i> (2)
+  <i>N</i>iagara.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(12) <span class="smcap">Bombay</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;18<abbr title="degrees">&deg;</abbr>&mdash;53<abbr title="minutes">&prime;</abbr></td>
+  <td>(1) <i>Th</i>e (8) <i>F</i>irst (5) Is<i>l</i>and (3)
+  <i>M</i>et.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;72<abbr title="degrees">&deg;</abbr>&mdash;53<abbr title="minutes">&prime;</abbr></td>
+  <td>(7) <i>K</i>ipling&#8217;s (2) <i>N</i>ativity (5) We<i>l</i>l (3)
+  <i>M</i>entioned.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(13) <span class="smcap">Calcutta</span><a name=
+  "Anchor-I" id="Anchor-I"></a><a href="#Footnote-I"
+  class="fnanchor" title="Go to footnote I."><span> Footnote </span>[I]</a></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;22<abbr title="degrees">&deg;</abbr>&mdash;34<abbr title="minutes">&prime;</abbr></td>
+  <td>(2) <i>N</i>umerous (2) <i>N</i>atives (3) <i>M</i>igrate (4)
+  He<i>r</i>e.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;88<abbr title="degrees">&deg;</abbr>&mdash;24<abbr title="minutes">&prime;</abbr></td>
+  <td>(8) A <i>V</i>iceroy (8) <i>F</i>avours (2) <i>N</i>atural
+  (4) <i>R</i>emembering.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(14) <span class="smcap">Melbourne</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;37<abbr title="degrees">&deg;</abbr>&mdash;49<abbr title="minutes">&prime;</abbr> (S)</td>
+  <td>(3) <i>M</i>elbourne&#8217;s (7) <i>G</i>rounds (4) Ya<i>r</i>ra
+  (9) <i>B</i>isects.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;44<abbr title="degrees">&deg;</abbr>&mdash;58<abbr title="minutes">&prime;</abbr> (E)</td>
+  <td>(4) Ha<i>r</i>bour&#8217;s (4) <i>R</i>iver (5) We<i>l</i>l (8)
+  <i>F</i>urrowed.</td>
+</tr>
+<tr class="gap">
+  <th rowspan="2">(15) <span class="smcap">Capetown</span></th>
+  <td><abbr title="Latitude">Lat.</abbr>&nbsp;=&nbsp;33<abbr title="degrees">&deg;</abbr>&mdash;55<abbr title="minutes">&prime;</abbr> (S)</td>
+  <td>(3) <i>M</i>athematical (3) <i>M</i>apping (5) Wi<i>l</i>l
+  (5) <i>L</i>ast.</td>
+</tr>
+<tr>
+  <td><abbr title="Longitude">Long.</abbr>&nbsp;=&nbsp;18<abbr title="degrees">&deg;</abbr>&mdash;28<abbr title="minutes">&prime;</abbr> (E)</td>
+  <td>(1) <i>T</i>able Bay (8) <i>F</i>avours (2) <i>N</i>umerous
+  (8) <i>V</i>essels.</td>
+</tr>
+</table>
+
+
+<h3>EARLY TRAINING IN FIGURES.</h3>
+
+<p>If the mind-wandering mode of <em>rote</em> learning is no longer practised,
+but an <em>assimilating</em> method is substituted for it; if we abolish the
+&ldquo;mind-wrecking&rdquo; procedure of forcing immature minds into and through
+studies which they cannot comprehend, and which, therefore, create
+chronic habits of Inattention; and if the idea of numbers and their
+elementary processes are <em>objectively</em> taught, until habits of sure
+enumeration and calculation are formed, then, when the child reaches
+maturity, he will rarely if ever require any conscious aid in
+remembering a series of 2, 3, 4, or more figures.</p>
+
+<p>Meantime, a thorough training in this system tends to do<span class="num" title="Page&nbsp;107">&zwnj;</span><a name="p107" id="p107"></a> away with the
+injurious effects of false mental habits; to set the Memory and
+Attention at work in a natural way, and greatly strengthen both; and
+while learning a large number of dates in a short time, or many figures
+in one series may still require the use of the System, unless the
+Numeric Thinking prior to this chapter has been mastered, yet, in the
+ordinary way of meeting figures in reading, study, or business, there
+will seldom occur any <em>necessity</em> for resorting to the method taught in
+this lesson.</p>
+
+
+<h3>WHAT MUST BE DONE FOR AN ACQUIRED ATTENTION.</h3>
+
+<p>In the case of those who have not inherited, but who have <em>acquired</em>, a
+great power of Attention, a decided <em>benefit</em> will ensue, however, if
+throughout life they occasionally use the System in regard to numbers
+and in learning prose and poetry by the Analytic-Synthetic and
+Interrogative Analysis Methods.</p>
+
+<ol class="sidenote">
+<li>Will a pupil always require an aid to remember figures?</li>
+<li>What is required of him in order to enable him to do away with any
+<em>conscious</em> aid?</li>
+<li>What does a thorough training in my system accomplish in the meantime?</li>
+<li>Will there ever be any <em>necessity</em> of using the figure alphabet?</li>
+<li>Will not a decided benefit ensue to those who have acquired a great
+power of attention?</li>
+</ol>
+
+<p>Where a great power of Attention has been renewed or originally
+acquired, it requires considerable effort to <em>continue</em> that power. The
+unnumbered objects of thought which civilization constantly brings
+before the mind, without giving any opportunity for a mastery of many of
+them; the fierce rivalries of interest, and the enervating habits of
+body which are constantly being formed or perpetuated&mdash;all alike and
+together tend to break down an acquired power of Attention. It is said
+that Alexander Hamilton used to go through the demonstrations of
+Euclid&#8217;s Geometry before the commencement of each Session of the early
+Congress. For what purpose? In order to be able to make use of
+geometrical knowledge in debate? Certainly not. He reviewed this study
+to stiffen the back-bone of his power of Attention. And he possessed
+this power in an extraordinary degree by nature. I am not suggesting
+any such severe course of self-discipline. But if the pupil<span class="num" title="Page&nbsp;108">&zwnj;</span><a name="p108" id="p108"></a> whose
+<em>attention was formerly weak</em> will never allow a date to come before him
+without fixing it in mind by my method, and if he will also occasionally
+learn by heart a passage of prose or poetry by my <em>assimilating</em>
+methods, he will train his Attention in a pleasanter and more effective
+way than Hamilton did his by his studies in Euclid&mdash;besides making
+himself conspicuously accurate where most men are notoriously
+inaccurate.</p>
+
+<p>[It is a most misleading mistake to suppose that the principles of the
+following or either of the previous chapters are to be <em>consciously and
+constantly</em> used by the pupil, whether he be a student or a man of
+business. It is only used at all during the training period&mdash;rarely
+afterwards. But during the training period, I desire the pupil to make
+as much use of the devices and principles of the system as he possibly
+can&mdash;and the more he uses them the sooner he no longer has occasion to
+use them.]</p>
+
+<ol class="sidenote">
+<li>Does it require any effort to <em>continue</em> that power?</li>
+<li>What tends to break down an acquired power of attention?</li>
+<li>What suggestion is here given the pupil in regard to this?</li>
+<li>Is this method easier and less severe than Hamilton&#8217;s?</li>
+<li>Is it not more effectual? <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></li>
+</ol>
+
+
+<hr />
+<h2><span class="num" title="Page&nbsp;109">&zwnj;</span><a name="p109" id="p109"></a><a name="THOUGHTIVE-UNIFICATIONS" id="THOUGHTIVE-UNIFICATIONS"></a>THOUGHTIVE UNIFICATIONS.
+<br />
+<small>CONNECTING THE UNCONNECTED.</small></h2>
+
+
+<p>A Congressman could not remember the name of Zachary Taylor, the twelfth
+President of the United States, but he could always readily recall his
+nick-name, &ldquo;Rough and Ready.&rdquo; In this case there was no <em>revivable</em>
+connection established in his mind between the <em>name</em> Zachary Taylor and
+the idea or image of the <em>man</em> known as Zachary Taylor&mdash;but there <em>was</em>
+a revivable connection in his mind between the name &ldquo;Rough and Ready&rdquo;
+and the idea or image of that man. Now the thing to be done to enable
+this Congressman to readily recall the name Zachary Taylor was to
+<em>establish</em> or <em>make a revivable connection</em> between the name Zachary
+Taylor and the image of him, or some characteristic of him, as it was
+known to that Congressman; or to connect the well-remembered name &ldquo;Rough
+and Ready&rdquo; to the usually forgotten name Zachary Taylor. This would be a
+<em>device</em> for helping him to revive this hitherto unrecallable name. But
+another and better way to aid him would be to <strong class="smcap">strengthen</strong> his <strong class="smcap">reviving
+power generally</strong>, so that he could readily recall the name Zachary Taylor
+as well as his other previous experiences; for there is no doubt that he
+had a <em>record</em> in his mind of the name Zachary Taylor; for whenever he
+failed to recall it, he <em>recognised</em> it the moment he saw it, or it was
+mentioned in his presence. This proved that he <em>knew</em> the name but could
+not <em>revive</em> it.</p>
+
+<ol class="sidenote">
+<li>What difficulty did the Congressman have in connection with Z. Taylor?</li>
+<li>What caused it?</li>
+<li>What would have been his best aid to remember the name?</li>
+</ol>
+
+
+<h3><span class="num" title="Page&nbsp;110">&zwnj;</span><a name="p110" id="p110"></a>HOW TO HELP THE MEMORY.</h3>
+
+<p>There are therefore two ways of helping the memory. (1) By a device
+resorted to in each separate case to help make a more vivid First
+Impression. Nearly all Memory Systems hitherto taught have only been
+such Devices; of little benefit except in the cases where they have been
+<em>actually applied</em>&mdash;mere temporary appliances, and many of them of
+doubtful value, devoid of any strengthening power. (2) By a Method of
+Memory <strong class="smcap">Training</strong>. This is the unique character of my System. It is used
+as a device during the process of developing the latent powers of the
+Memory and the Attention, but the <em>result of its use</em> is to so
+strengthen the Memory that, as a Device it is no longer required. As a
+trainer my System operates in three ways. (1) It increases the general
+<em>Impressionability</em>, so that all First Impressions must be more vivid
+than they have ever been before. (2) It increases the general
+<em>Revivability</em>, so that First Impressions are more under the control of
+the will, and can be afterward recalled when desired. (3) It compels the
+Intellect to stay with the senses and thereby it abolishes
+mind-wandering.</p>
+
+<ol class="sidenote">
+<li>Did he have a <em>record</em> of the name in his mind?</li>
+<li>How many ways are there of helping the memory?</li>
+<li>What is the first way?</li>
+<li>The second?</li>
+<li>What is meant by Memory Training?</li>
+<li>What is the unique character of my system?</li>
+<li>What is the result of its use?</li>
+<li>In how many ways does my system operate as a Trainer?</li>
+<li>What are they?</li>
+</ol>
+
+<p>A one-sided view of the Memory proclaims that if vivid First Impressions
+are made in all cases, that is enough. This opinion implies a limited
+acquaintance with the different kind of memories. In some cases where a
+person is troubled with chronic forgetfulness, a vivid First Impression
+may be received, and no recollection of it will long survive. That a
+vivid impression was received is proved by the fact that, shortly after
+the occurrence, his memory of the details of it is possibly nearly
+perfect, and yet, after the lapse of a few days, or weeks, or months,
+the recollection of every trace of the occurrence has vanished. After
+the total oblivion of the matter in his waking moments, he will
+sometimes recall all the details of the affair in a dream. This is
+demonstration irresistible that the trouble in this<span class="num" title="Page&nbsp;111">&zwnj;</span><a name="p111" id="p111"></a> case lies, not in
+receiving vivid First Impressions, but in the weakness of his reviving
+power. In fact, some memories are much oftener weak from deficiency in
+reviving power than from feebleness of first impressions. If, however,
+Impressionability be increased to the highest degree in all cases, and
+Revivability be strengthened to the same extent, all memories will be
+good, however bad some of them may theretofore have been in any or in
+all respects.</p>
+
+
+<h3>MODES OF ESTABLISHING CONNECTIONS.</h3>
+
+<p><dfn class="smcap">Recollective Analysis</dfn> is used to memorise a series of words or facts
+between every pair of which the relation of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr> exists. It
+equally applies to a single pair of such words or facts.</p>
+
+<p><dfn class="smcap">Recollective Synthesis or Thoughtive Unification</dfn> is used where <em>no
+relation exists</em>.</p>
+
+<p>A <em>revivable</em> connection is established in such cases by means of a
+Correlation which always consists of one or more unifying intermediates.
+And the words, hitherto un-united, which are thus cemented together, are
+called Extremes.</p>
+
+<p>We had experience in learning the Series in the first chapter that the
+application of the Laws of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr> enable us to memorise
+those Series in much less time than it would have taken had we not known
+<em>how to make use of</em> those Laws. Many people could <em>never</em> have
+committed to memory such Series by mere <em>rote</em> or <em>repetition</em>, and not
+one in a hundred could have learnt to say them backwards by <em>rote</em>
+alone. Yet my Pupils easily learn them both ways, because Analysis
+affords the highest possible <strong class="smcap">aid</strong> to the Natural<span class="num" title="Page&nbsp;112">&zwnj;</span><a name="p112" id="p112"></a> Memory. In fact, the
+<em>deepest</em> and <em>most abiding</em> impression that can be made upon the
+Natural Memory is by impressing it with <em>relations</em> of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or
+<abbr title="Concurrence">Con.</abbr>; because these are the Memory-Senses (if the phrase be allowed),
+these are the Eyes, Ears, Touch, Taste, and Smell of the Memory: and we
+have only to impress the <em>Memory</em> according to the laws of its own
+nature and the <em>Memory</em> will <strong class="smcap">retain</strong> the impression. This is exactly what
+my Art does: for I translate every case of Synthesis into an Analytic
+series by supplying one or more <em>Memory-intermediates</em> that grow out of
+the &ldquo;Extremes,&rdquo; each one of which is an instance of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or
+<abbr title="Concurrence">Con.</abbr>&mdash;Thus, every example of Synthesis is a <strong>developed or extended
+Analysis</strong>. To make this translation from Synthesis into Analysis requires
+no intellectual ingenuity&mdash;no constructive power of imagination&mdash;but
+only a <em>recall to consciousness</em>, through <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr>, of what we
+already <em>know</em> about the &ldquo;Extremes.&rdquo; I call a specimen of developed
+Analysis a Correlation, because the Intermediates sustain the <em>direct</em>,
+<em>immediate</em>, and <em>specific</em> relation of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr> to the
+&ldquo;Extremes&rdquo; (having nothing in common, in principle or nature, with the
+old-fashioned Mnemonical &ldquo;Links,&rdquo; or &ldquo;Phrases&rdquo;).</p>
+
+<ol class="sidenote">
+<li>When is <abbr title="Recollective">Rec.</abbr> Analysis used?</li>
+<li><abbr title="Recollective">Rec.</abbr> Synthesis?</li>
+<li>How is a revivable connection established?</li>
+<li>Have you carefully read every
+question at the bottom of the previous page, and <em>thought out</em> or
+written out answers to them?</li>
+<li>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?</li>
+<li>What have the laws of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr> enabled us to do?</li>
+<li>Could all people have learned them by rote?</li>
+<li>What affords the highest possible aid to the natural memory?</li>
+<li>How are the deepest and most abiding impressions made on the Natural Memory?</li>
+<li>What are the Memory-Senses?</li>
+</ol>
+
+
+<h3>EXAMPLES OF CORRELATIONS.</h3>
+
+<p>Make your own Correlation (different from mine, given below) between
+each of the following seven pairs of Extremes:</p>
+
+<table class="corr" summary="Pairs of words, with correlating intermediates between.">
+<caption>[<em><abbr title="Inclusion">In.</abbr></em> may be represented by 1, <em><abbr title="Exclusion">Ex.</abbr></em> by 2, and <em><abbr title="Concurrence">Con.</abbr></em> by 3]:</caption>
+<tr>
+  <td>1. ANCHOR</td>
+  <td>(1) Sheet Anchor (1) Sheet (1) Bed (1)</td>
+  <td>BOLSTER</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>(3) Capstan (1) Night-cap (3) Pillow (3)</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>(3) Roadstead (1) Bedstead</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>(3) Sea Bed (1)</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>2. PEN</td>
+  <td>(3) Ink (1) Ink-bottle (1) Smelling-bottle (3)</td>
+  <td>NOSE</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>(1) Pensive (2) Gay (1) Nosegay</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>(3) Wiper (3)</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>3. SLAIN</td>
+  <td>(3) Battle (3) Joshua (3)</td>
+  <td>MOON</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>(1) Struck-down (1) Moon-struck (1)</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>(3) Fallen (2) Risen (3)</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>4. TEA</td>
+  <td>(1) Teaspoon (1) Spooney (1)</td>
+  <td>LOVER</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>(3) Sugar (1) Sweet (1) Sweetheart (1)</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>5. ARROW</td>
+  <td>(3) Tell (3) Apple (3) Cider Mill (1)</td>
+  <td>TREADMILL</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>(3) Flight (3) Arrest (3) Convict (3)</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>6. BEE</td>
+  <td>(1) Beeswax (1) Sealing-wax (3) Title deeds (3)</td>
+  <td>ATTORNEY</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>(1) Queen Bee (1) Queen&#8217;s Counsel (3)</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>7. LASH</td>
+  <td>(1) Eye-lash (1) Glass Eye (1) Substitute (1)</td>
+  <td>VICARIOUS</td>
+</tr>
+</table>
+
+<p><span class="num" title="Page&nbsp;113">&zwnj;</span><a name="p113" id="p113"></a>Children and Adults, who have thoroughly learned Recollective Analysis
+and practised its exercises, find no difficulty in making Correlations,
+unless they are so afflicted with Mind-Wandering that they have never
+<em>digested</em> the impressions they have received, or unless their
+intellectual operations have been twisted out of the natural order by
+perversities of early education; but even in these cases the <em>diligent</em>
+student will be able&mdash;usually before these pages are finished&mdash;at once
+to correlate any word whatever to any or all the words in any
+dictionary. A learned Professor declared that no person unacquainted
+with astronomy could correlate &ldquo;Moon&rdquo; to &ldquo;Omnibus.&rdquo; He did it thus:
+<strong class="smcap">Moon</strong>&mdash;(3) Gibbous [one of the phases of the Moon]&mdash;(1) &ldquo;Bus&rdquo;&mdash;(1)
+<strong class="smcap">Omnibus</strong>. I asked a pupil then present&mdash;a girl nine years old&mdash;to connect
+them. She promptly replied, &ldquo;<strong class="smcap">Moon</strong>&mdash;(1) Honey-moon&mdash;(3) Kissing&mdash;(1)
+Buss&mdash;(1) <strong class="smcap">Omnibus</strong>.&rdquo; A moment after, she gave another: &ldquo;<strong class="smcap">Moon</strong>&mdash;(1) Full
+Moon&mdash;(1) &lsquo;Full inside&rsquo;&mdash;(3) <strong class="smcap">Omnibus</strong>.&rdquo; Once more: &ldquo;<strong class="smcap">Moon</strong>&mdash;(1)
+Moonlight&mdash;(1) Lightning&mdash;(3) &lsquo;Conductor&rsquo;&mdash;(3) <strong class="smcap">Omnibus</strong>.&rdquo; Another pupil
+imagined it would be <em>impossible</em> to correlate the following <em>letters</em>
+of the alphabet to <em>words</em> beginning with the same letters, as &ldquo;A&rdquo; to
+&ldquo;Anchor,&rdquo; &ldquo;B&rdquo; to &ldquo;Bull,&rdquo; &ldquo;C&rdquo; to &ldquo;Cab,&rdquo; &ldquo;D&rdquo; to &ldquo;Doge,&rdquo;&mdash;as well as
+&ldquo;Cooley&rdquo; to &ldquo;The.&rdquo; There are, however, no words which my Pupils cannot
+soon learn to correlate together with the greatest readiness, as:</p>
+
+<table class="corr" summary="Further pairs of correlations.">
+<tr>
+  <td>&ldquo;A&rdquo;</td>
+  <td>(1) First Letter (1) First Mate (3) Ship (3)</td>
+  <td>&ldquo;ANCHOR&rdquo;</td>
+</tr>
+<tr>
+  <td><abbr class="ditto" title="A">"</abbr></td>
+  <td>(1) Aviary (3) Bird (3) Flew (1) Fluke (1)</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>&ldquo;B&rdquo;</td>
+  <td>(1) Bee (3) Sting (1) Sharp Pain (1) Sharp Horns (1)</td>
+  <td>&ldquo;BULL&rdquo;</td>
+</tr>
+<tr>
+  <td><abbr class="ditto" title="B">"</abbr></td>
+  <td>(1) Below (1) Bellow (3)</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>&ldquo;C&rdquo;</td>
+  <td>(1) Sea (3) Ocean Steamer (1) Cabin (1)</td>
+  <td>&ldquo;CAB&rdquo;</td>
+</tr>
+<tr>
+  <td>&ldquo;D&rdquo;</td>
+  <td>(1) &ldquo;<abbr title="Doctor of Divinity">D.D.</abbr>&rdquo; (1) Clerical Title (1) Venetian Title
+  (1)</td>
+  <td>&ldquo;DOGE&rdquo;</td>
+</tr>
+<tr>
+  <td>&ldquo;COOLEY&rdquo;</td>
+  <td>(1) Coolly Articulated (1) Definite Article (1)</td>
+  <td>&ldquo;THE&rdquo;</td>
+</tr>
+</table>
+
+<ol class="sidenote">
+<li>What must we do in order to make the memory retain the impression?</li>
+<li>Does my Art do this?</li>
+<li>Into what do I translate every case of Synthesis?</li>
+<li>What does it then become?</li>
+<li>What is a correlation?</li>
+<li>Are correlations difficult to make?</li>
+</ol>
+
+<p>All possible cases to be memorised can be reduced to (1) <dfn class="smcap">Isolated Facts</dfn>,
+where each fact is correlated to some<span class="num" title="Page&nbsp;114">&zwnj;</span><a name="p114" id="p114"></a> fact in its surroundings through
+which you must think as the <em>Best Known</em>, in order to recall it&mdash;many
+instances will be given in this lesson:&mdash;or, (2) <dfn class="smcap">Serial Facts</dfn>, which
+must be remembered in the <em>exact order</em> in which they were presented to
+the mind&mdash;illustrated by many examples in this Lesson.</p>
+
+<p><strong class="smcap">Never Forget</strong> that this System serves two distinct purposes: (1) That it
+is a Device for memorising any Isolated Fact or Serial Facts by means of
+mere Analysis, otherwise called Instantaneous Assimilation or memorised
+Correlations, as well as by other means. (2) And that by memorising and
+repeating for a considerable period Analytic Series, and especially by
+<em>making</em> and <em>memorising</em> one&#8217;s own Correlations, it is an unequalled
+system of Memory-TRAINING. Let the ambitious Pupil <strong>learn as many
+examples as I give in the lessons in order to so strengthen his natural
+memory that he will no longer have to use the <em>device</em> for memorising,
+his natural memory permanently retaining all he desires to remember</strong>.
+This result comes only to those who carry out <strong class="smcap">all</strong> the directions with
+genuine alacrity&mdash;not shirking one of them.</p>
+
+<ol class="sidenote">
+<li>Do all persons find them easy?</li>
+<li>What persons do not?</li>
+<li>Can such persons become expert in making them?</li>
+<li>How?</li>
+<li>Make an original correlation of your own between these extremes.</li>
+<li>To what may all possible cases to be remembered be reduced?</li>
+<li>What are Isolated facts?</li>
+<li>What two distinct purposes does my system serve?</li>
+</ol>
+
+
+<h3>ANALYSIS AND SYNTHESIS COMPARED.</h3>
+
+<p>It is sometimes asked, cannot &ldquo;Analysis&rdquo; cement together unconnected
+&ldquo;Extremes&rdquo;? This question implies a contradiction of terms. I reply,
+&ldquo;Yes, by <em>accident</em>, and by accident only.&rdquo;</p>
+
+<p>Analysis is <em>declaratory</em>&mdash;Synthesis is <em>constructive</em>. Analysis
+<em>discovers</em> and <em>describes</em> the relations actually existing&mdash;Synthesis
+applies connecting intermediates where no relations previously existed,
+and then Analysis characterizes the relations introduced by the
+cementing intermediates.</p>
+
+<p>Even in the First Exercises the Series are Synthetic.<span class="num" title="Page&nbsp;115">&zwnj;</span><a name="p115" id="p115"></a> Every pair of
+words of which such Series consists exemplifies the relations either of
+Inclusion, Exclusion, or Concurrence. I used to call that Lesson
+Recollective Analysis, because in it the pupil is engaged in
+familiarising himself with those Laws of Assimilation, and in
+<em>discovering</em> and <em>declaring</em> the character of the relations between the
+words of such Synthetic Series. He commits to memory such a series by
+<em>thinking</em> of the relations between the words. A minor object is to
+memorise the Series&mdash;but a greater and higher object never lost sight of
+in these Lessons is to train the Memory and Attention. And let the pupil
+clearly notice <em>how</em> this training comes about. Merely running over a
+Series&mdash;two words at a time&mdash;without discriminating the <em>kind</em> and
+<em>quality</em> of the relations between the words&mdash;hoping that the mind
+unpractised in the Laws of Assimilation will intuitively feel those
+relations, constitutes no training of the Memory. Such reading neither
+strengthens the old power nor develops any new power. It is a blind act
+of unconscious absorption, however little be absorbed. But if the mind
+<em>acts</em> in such cases and <em>tries to find</em> and <em>characterise</em> the
+relations, then the appreciation of the relations of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>,
+is quickened and invigorated and becomes in time so intensified that
+those relations are thereafter almost automatically felt, and the
+impression they make on the Memory, henceforth, is the most vivid
+possible.</p>
+
+<ol class="sidenote">
+<li>To whom only does this result come?</li>
+<li>What question is frequently asked?</li>
+<li>What is the reply?</li>
+<li>Is analysis declaratory?</li>
+<li>If so, why?</li>
+<li>Is Synthesis constructive?</li>
+<li>If so, explain why?</li>
+<li>Why is the first lesson called <abbr title="Recollective">Rec.</abbr> Analysis?</li>
+</ol>
+
+<p>Every Correlation is a Synthetic Series. It can be and should <em>always</em>
+be analyzed, but Analysis never makes a Correlation. That is the
+function of Synthesis. Since &ldquo;extremes&rdquo; are words with no relation
+between them, Analysis cannot find what does not exist. But <em>accident</em>
+sometimes makes a <em>spelling</em> or <em>letter</em> relation between the
+&ldquo;Extremes,&rdquo; and then Analysis can memorise these &ldquo;extremes&rdquo; by means of
+such accidental relations. To illustrate:&mdash;</p>
+
+<p>A physician was troubled to remember on which side of the heart are the
+&ldquo;mitral valves.&rdquo; As they are on the left<span class="num" title="Page&nbsp;116">&zwnj;</span><a name="p116" id="p116"></a> side of the heart, he might
+have noticed that &ldquo;mitral&rdquo; ends with the letter &ldquo;l,&rdquo; and that the word
+&ldquo;left&rdquo; begins with the letter &ldquo;l&rdquo;&mdash;as &ldquo;l&rdquo; belongs to both of these
+words, here would be a case of analysis. Such a device, however, could
+never be erected into a rule, for it is founded on accident only, and
+cannot be used in all cases. How much more vivid to many persons in this
+example is a Correlation, thus: &ldquo;<em>Mitral valves</em> &hellip; mitred Abbots&hellip;
+none left &hellip; <em>left</em>.&rdquo;</p>
+
+<p>To remember which of the University crews wears <em>dark</em> blue and which
+<em>light</em>, we can note that the vowel &ldquo;I&rdquo; belongs alike to Cambridge and
+&ldquo;Light&rdquo; and is absent from Oxford and &ldquo;Dark.&rdquo;</p>
+
+<p>Take a case in Trigonometry&mdash;a <em>Complement</em> is what remains after
+subtracting an angle from <em>one</em> right-angle. Take 60&nbsp;degrees from
+90&nbsp;degrees, and we have the complement 30&nbsp;degrees&mdash;a <em>Supplement</em> is
+what remains after subtracting an angle from two right-angles. Take
+120&nbsp;degrees from 180&nbsp;degrees and we have the supplement 60&nbsp;degrees. How
+to remember that &ldquo;Complement&rdquo; relates to one right-angle, and
+&ldquo;Supplement&rdquo; relates to two right-angles, is a difficulty for a poor
+memory. Looking at the accidents of the subject, we see that Supplement
+and two right-angles have a relation in this, that Supplement begins
+with S and two begins with <em>T</em>. S &hellip; T. Hence we must remember that
+Supplement relates to <i>T</i>wo right-angles, and, of course, the word
+Complement to one right-angle.</p>
+
+<p>Or to use the Synthetic Method: &ldquo;<em>Complement</em> (compliment) &hellip; praise
+bestowed &hellip; prize-winner &hellip; won &hellip; <em>one right-angle</em>&rdquo; (<em>Complement</em>
+completes right-angle &hellip; <em>one</em> &hellip; <em>right-angle</em>) or &ldquo;<em>Supplement</em> &hellip;
+supple &hellip; bend double &hellip; &lsquo;two double&rsquo; &hellip; <em>two right-angles</em>&rdquo;
+(<em>Supplement</em> &hellip; added to &hellip; more than one right-angle &hellip; <em>two
+right-angles</em>).</p>
+
+<p><span class="num" title="Page&nbsp;117">&zwnj;</span><a name="p117" id="p117"></a>I could give many other illustrations of the narrow scope of this Method
+of Accidents, though <em>genuine within that scope</em>, and how, in <em>all</em>
+cases, by the Synthetic Method we can find in the facts <em>to be
+remembered</em> the means of their recollection. One case more: In regard to
+memorising the statement that &ldquo;the Posterior Nerve of the Spinal Column
+is Sensory, and the Anterior Nerve is Motor,&rdquo; using this Method of
+Accidents, &ldquo;You observe that Posterior and Sensory go together, and that
+Anterior and Motor go together. The initial letters of Posterior and
+Sensory are P and S, and the initial letters of Anterior and Motor are A
+and M. By considering that A and M are in the upper part of the Alphabet
+and P and S are in the lower part of it, you will be sure to remember
+that Anterior is associated with Motor and Posterior with Sensory.&rdquo; I
+admit that the <em>first time</em> one hears this elaborate method applied the
+novelty of the principle of it might make an impression; but, after
+that, the method would probably fail from its lengthy exposition;
+because it is difficult to retain the <em>steps of an argument</em> in a weak
+Memory and therefore such a method cannot certainly act as a <em>Means for
+Aiding</em> the Memory. How do I manage this case? By correlating Posterior
+to Sensory, thus: <em>Posterior</em> &hellip; Post-Mortem &hellip; Insensible &hellip;
+<em>Sensory</em>; or Anterior to Motor, thus: <em>Anterior</em> &hellip; Ant &hellip; disturbed
+anthill &hellip; commotion &hellip; <em>Motor</em>; or <em>Anterior</em> &hellip; antediluvian &hellip;
+rush of water &hellip; water-power &hellip; <em>Motor</em>. In uniting the two
+unconnected &ldquo;Extremes&rdquo; together by means of a <em>developed Analysis
+memorised</em>, the Natural Memory is aided in a very high degree.</p>
+
+<ol class="sidenote">
+<li>What is every correlation?</li>
+<li>Does Analysis ever make a correlation?</li>
+<li>Why would not &ldquo;A&rdquo; make a good <abbr title="Inclusion">In.</abbr> by sound with &ldquo;Anchor&rdquo; on preceding page?</li>
+<li>Is the method of remembering by accidental
+coincidences always reliable?</li>
+<li>If not, why?</li>
+<li>Are there cases where it cannot be used?</li>
+<li>Make an original correlation between &ldquo;Mitral
+valves&rdquo; and &ldquo;left.&rdquo;</li>
+<li>How does the accidental coincidence in connection
+with the University crews compare with Synthesis?</li>
+<li>Does this method make an impression on the novice at first?</li>
+<li>Does the novice adhere to it?</li>
+<li>Why?</li>
+</ol>
+
+<p><strong class="smcap">By memorising</strong> a Correlation, you so unite the two <strong class="smcap">extremes</strong> in memory,
+that you need not afterwards <em>recall the intermediates</em>. The
+intermediates drop out of the memory by what Prof. E.&nbsp;W. Scripture,
+Psychologist, of Yale University, calls the Law of Obliteration.</p>
+
+<ol class="sidenote">
+<li>Why does the method fail?</li>
+<li>Is it difficult to retain the
+steps of an argument in the natural memory?</li>
+<li>Can you give any instances in your own experience where Analysis
+has helped you to cement Extremes together?</li>
+<li>Can such a method act as a means for aiding the memory?</li>
+<li>How would I manage the case spoken of?</li>
+</ol>
+
+<h3><span class="num" title="Page&nbsp;118">&zwnj;</span><a name="p118" id="p118"></a>HOW TO MEMORISE A CORRELATION.</h3>
+
+<p>To memorise a Correlation you must <em>at first</em>, if your <em>Natural Memory
+be weak</em>, repeat from <em>memory</em> the intermediates forwards and backwards,
+as:&mdash;<strong class="smcap">Anchor</strong> &hellip; <em>sheet-anchor</em> &hellip; <em>sheet</em> &hellip; <em>bed</em> &hellip;
+<strong class="smcap">Bolster</strong>&mdash;<strong class="smcap">Bolster</strong> &hellip; <em>bed</em> &hellip; <em>sheet</em> &hellip; <em>sheet-anchor</em> &hellip; <strong class="smcap">Anchor</strong>, at
+least three times each way. These six repetitions from memory, three
+forward and three back, are only required <em>at first</em>. In a short time
+you will infallibly remember every Correlation <em>you make</em>; at last, the
+memory will become so strong, that you will no longer have to make
+Correlations at all. After you have repeated the Correlation, then
+repeat the two extremes, thus&mdash;&ldquo;Anchor&rdquo; &hellip; &ldquo;Bolster.&rdquo; &ldquo;Bolster&rdquo; &hellip;
+&ldquo;Anchor.&rdquo; &ldquo;Bolster&rdquo; &hellip; &ldquo;Anchor.&rdquo; &ldquo;Anchor&rdquo; &hellip; &ldquo;Bolster.&rdquo;</p>
+
+<p>Nothing else is so easy to memorise as a Correlation, for a Correlation
+is not a &ldquo;mental picture&rdquo; or &ldquo;story&rdquo;&mdash;it is neither a proposition,
+sentence or phrase. It has no rhetorical, grammatical, argumentative or
+<em>imaginative</em> character. It is simply an elemental primordial
+Psychological Sequence of Ideas in which one includes another, excludes
+another, or in which one idea has been so often or so vividly united
+with another in past experience that the two are inseparably connected
+in memory&mdash;and a little practice in making and <em>memorising</em> these
+Correlations soon makes it <em>impossible</em> to forget them.</p>
+
+<ol class="sidenote">
+<li>What is the result of uniting two unconnected &ldquo;Extremes&rdquo;
+by means of a developed Analysis?</li>
+<li>What are the first steps in memorising a correlation?</li>
+<li>How long are these repetitions required?</li>
+<li>What will be the result in a short time?</li>
+<li>What will be the final result?</li>
+<li>Are correlations easy to remember?</li>
+<li>What is the result of making and memorising them?</li>
+<li>When does the most vivid concurrence take place?</li>
+</ol>
+
+<h3>ASSIMILATIVE ASSOCIATION AND MEMORY.</h3>
+
+<p>Probably no psychological mistake was ever fraught with greater injury
+to the cause of public or self-education than the too prevalent opinion
+amongst teachers generally that &ldquo;physiological retentiveness&rdquo; is the
+memory&#8217;s sole reliance <em>in all stages of life</em>. It is nearly the sole
+reliance in infancy, and a partial reliance in youth. But when an<span class="num" title="Page&nbsp;119">&zwnj;</span><a name="p119" id="p119"></a>
+accumulation of experiences and a fair command of language have been
+gained, new acquisitions are henceforward principally made by <em>the
+affiliation</em> of one idea upon or with another or <em>the making of
+associations between ideas already established</em>.</p>
+
+<p>And, if this be so, then memory must be very greatly improvable, since
+no mental power is susceptible of so much improvement as assimilative
+association.</p>
+
+<p>A good memory, whether natural or acquired, belongs to quick and vivid
+<em>associability</em> and <em>revivability</em> rather than to mere inherent and
+perpetual physiological <em>record making</em>.</p>
+
+<p>After a certain number of experiences the child learns the appearance of
+a square. All his future experiences, however varied, of squares become
+affiliated upon, or connected with the record of this original square.
+If each new square had to be separately impressed on the brain as a
+distinct and independent physiological record, it would take as much
+time and trouble to learn every new square as it did to learn the first
+square. But the <em>instant</em> recognition of every square after learning the
+first one shows that the old brain record is used in the case of each
+new experience of squares or that the new square is interpreted by the
+old or original record through the Laws of Association. Again: Taking
+the prefixes <i>com.</i>, <i>de.</i>, <i>im.</i>, <i>op.</i>, <i>re.</i>, <i>sup.</i>, <abbr title="et cetera">&amp;c.</abbr>, which are
+used in thousands of cases, and the suffixes <i>ment</i>, <i>sion</i>, <i>ible</i>,
+<i>ibility</i>, <abbr title="et cetera">&amp;c.</abbr>, also used in thousands of words, and using these in
+connexion with the root word &ldquo;Press&rdquo; we have compress, depress, impress,
+oppress, repress, suppress, and also compressible, depression,
+re-impress, suppression, impressment, <abbr title="et cetera">&amp;c.</abbr></p>
+
+<p>Must a new physiological record be made for each form of the sixty or
+more words of which Press constitutes the base, and must a new record be
+also made for each of the prefixes and suffixes in the thousands of
+combinations in which they occur? No one believes any such absurdity.</p>
+
+<p>If space permitted it would be easy to offer additional considerations
+tending to show that after infancy and early youth new acquisitions are
+mainly made by combinations and recombinations of ideas already
+possessed, and not by new and independent records physiologically
+reimpressed on each occasion.</p>
+
+
+<h3><span class="num" title="Page&nbsp;120">&zwnj;</span><a name="p120" id="p120"></a>RULES FOR MAKING CORRELATIONS.</h3>
+
+<p>1. Never make a correlation except in conformity to <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>
+Carelessness here is fatal to success.</p>
+
+<p>2. When the pupil reads a correlation of mine, he should indicate the
+relations between the words by writing in the figures 1, 2, or 3, and he
+should pursue the same course with his own correlations.</p>
+
+<p>3. Ofttimes &ldquo;extremes&rdquo; are in different planes of thought, so
+occasionally three intermediates are necessary to cement them; two are
+often required; but after considerable practice in making correlations
+one usually suffices.</p>
+
+<ol class="sidenote">
+<li>What is fatal to success in making correlations?</li>
+<li>What do the figures 1, 2, and 3 indicate in Rule 2?</li>
+<li>How many intermediates should there be?</li>
+</ol>
+
+<p>4. A correlation is a <em>successive advance</em>, and an intermediate must not
+refer back to any except its <em>immediate</em> antecedent, never to its second
+or third antecedent. A pupil wrote:&mdash;<em>Short steps</em> &hellip; stepson &hellip; real
+son &hellip; more a son &hellip; <em>Morrison</em>. Here, &ldquo;more a son&rdquo; refers to the
+comparison between &ldquo;real son&rdquo; and &ldquo;stepson,&rdquo; but the latter is the
+second antecedent so the correlation is a defective one. He might have
+said: <em>Short steps</em> &hellip; <em>stepson</em> &hellip; <em>Morrison</em>.</p>
+
+<p>5. A word may be used twice but never three times. <em>Pen</em> &hellip; pensive &hellip;
+gay &hellip; nosegay &hellip; <em>Nose</em>. Here &ldquo;gay&rdquo; is properly used twice, and after
+that, it is dropped and you can go on with the rest of the word, to wit,
+<em>nose</em>.</p>
+
+<p>6. A compound phrase including a verb is rarely allowable, since the
+intermediates must be the simplest elements, either sensations or
+perceptions [relations among sensations] or abstractions [relations
+among relations], or one of these with either of the others, always
+exemplifying either <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr></p>
+
+<p>7. My correlations are good for me, but they may not be so vivid to
+others, especially where the concurrences are used. To fix the date of
+Magna Charta (1215), the pupil could memorise this Correlation&mdash;<strong class="smcap">Magna
+Charta</strong> &hellip;<span class="num" title="Page&nbsp;121">&zwnj;</span><a name="p121" id="p121"></a> King John &hellip; Jew&#8217;s teeth &hellip; <strong class="smcap">DeNTaL</strong>. But if the pupil did
+not know <em>before</em> that King John had granted that charter, and if he did
+not also know the story about the extraction of the Jew&#8217;s teeth to make
+him pay the royal exaction, there would be no concurrence as to the
+first word and second, or second and third, and if he learned the
+Correlation it would be by mere repetition without aid from Analysis. In
+such a case he would make and memorise his own Correlation, perhaps
+thus: <strong class="smcap">Magna Charta</strong> &hellip; magnify &hellip; diminish &hellip; <strong class="smcap">DwiNDLe</strong>. When a pupil
+makes his own Correlations, every concurrence he uses is a <em>real</em>
+concurrence to him, and so with his <abbr title="Inclusions">Ins.</abbr> and <abbr title="Exclusions">Exs.</abbr> This is a decisive
+reason why the Pupil should merely look upon my Correlations as models,
+but make and memorise his <em>own</em> Correlations in all cases, as being more
+vivid to <em>him</em> and, therefore, more certainly remembered, as well as
+more effectively strengthening the Memory in both its Stages.</p>
+
+<p>8. Vivid <abbr title="Inclusions">Ins.</abbr> by <em>meaning</em> are better than <abbr title="Inclusions">Ins.</abbr> by <abbr title="Sight">S.</abbr> (the latter when
+used, should be as perfect as possible). <strong class="smcap">Ear</strong> &hellip; <strong class="smcap">Eel</strong> makes a weak <abbr title="Inclusion">In.</abbr> by
+<abbr title="Sight">S.</abbr> to some persons, but it would make a much more vivid first impression
+to most persons to deal with them in this way: <strong class="smcap">Ear</strong> &hellip; (w)ring &hellip; twist
+&hellip; wriggle &hellip; <strong class="smcap">Eel</strong>. But &ldquo;Bivou<i>ac</i> &hellip; <i>aq</i>ueduct&rdquo; is a perfect <abbr title="Inclusion">In.</abbr> by
+<abbr title="Sight">S.</abbr> as to the last syllable of the former and the first syllable of the
+latter, since those syllables are pronounced exactly alike. We may
+connect Bivouac to Rain thus: &ldquo;<em>Bivouac</em> &hellip; aqueduct &hellip; flowing water
+&hellip; falling water &hellip; <strong class="smcap">Rain</strong>.&rdquo;</p>
+
+<p>9. <em>Never</em>&mdash;in the early stages of the study of the System&mdash;make a
+<em>second</em> Correlation until you have <em>memorised the first</em>.</p>
+
+<p>10. Although <em>making</em> and <em>memorising</em> Correlations serves the useful
+purpose of fixing specific facts in the memory, yet the <strong class="smcap">main object</strong> in
+making and memorising Correlations is to develop the latent power of the
+Natural Memory to such a degree that all facts are hereafter remembered
+without the aid of conscious Correlations.</p>
+
+<p>11. Never try to find <em>analytic</em> date or number words until you <em>know
+the material facts connected with the date or number</em> before you. The
+student wishes to fix the date of<span class="num" title="Page&nbsp;122">&zwnj;</span><a name="p122" id="p122"></a> Voltaire&#8217;s birth, in 1694. &ldquo;The
+Shaper&rdquo; and &ldquo;The Giber&rdquo; occur to him. If he is ignorant of the facts of
+Voltaire&#8217;s life, he will correlate thus: &ldquo;<i>Vol</i>taire &hellip; (1) &hellip;
+volatile &hellip; (2) &hellip; &lsquo;fixed&rsquo; &hellip; (1) &hellip; &lsquo;The Shaper&rsquo; <i>Th</i>e <i>Sh</i>a<i>p</i>e<i>r</i>
+(1694);&rdquo; or &ldquo;Vol<i>taire</i> &hellip; (1) &hellip; tear to pieces &hellip; (1) &hellip; mocking
+dissector &hellip; (1) &hellip; <i>Th</i>e <i>G</i>i<i>b</i>e<i>r</i> (1694).&rdquo; If he had known that
+Voltaire was a born writer, he would have found the analytic relation in
+&ldquo;Voltaire &hellip; <i>Th</i>e <i>Sh</i>a<i>p</i>e<i>r</i> (1694)&rdquo; or if he had known that he was
+a terrible mocker, he would have said: &ldquo;Voltaire &hellip; <i>Th</i>e <i>G</i>i<i>b</i>e<i>r</i>
+(1694).&rdquo; If he wished to fix the date of the discovery of America, he
+might think of &ldquo;<i>T</i>e<i>r</i>ra<i>p</i>i<i>n</i>&rdquo; (a large tide-water turtle, abounding
+in Maryland), and correlate thus: &ldquo;Discovery of America &hellip; (1) &hellip;
+Maryland &hellip; (3) &hellip; <i>T</i>e<i>r</i>ra<i>p</i>i<i>n</i> (1492).&rdquo; But if he remembers that
+<abbr title="Concurrence">Con.</abbr> covers all cases of Cause and Effect, Instrument or Means to End,
+Person by whom, <abbr title="et cetera">&amp;c.</abbr>, and if he reflects that this discovery has been a
+blessing to the Old as well as the New World, he would say: &ldquo;Discovery
+of America &hellip; (3) <i>Tr</i>ue <i>B</i>oo<i>n</i> (1492).&rdquo; Or, if he considers that the
+moment America was made known to Europe the whole of the Western
+Continent was open to every new-comer, he would find analytic date-words
+thus: &ldquo;Discovery of America &hellip; (3) &hellip; <i>D</i>oo<i>r</i> o<i>p</i>e<i>n</i> (1492).&rdquo; If he
+merely wants to fix the fraction 92, he could use the first two
+consonants of the name of one of his ships, and say: &ldquo;Discovery of
+America &hellip; <i>P</i>i<i>n</i>ta (1492).&rdquo;</p>
+
+
+<h3>ISOLATED FACTS.</h3>
+
+<p>Correlate an <em>Isolated Fact</em> to something (to some fact in its
+environment or <i lang="fr" xml:lang="fr">entourage</i> that is <strong class="smcap">best known</strong> and) which you are sure to
+<strong class="smcap">think of</strong> when you wish to recall the Isolated Fact.</p>
+
+
+<h4>HOW TO REMEMBER PROPER NAMES WHEN INTRODUCED.</h4>
+
+<p>An infallible method of remembering proper names is (1) Get the name
+when introduced. If not quite sure, ask for it. (2) <em>Pronounce</em> the
+<em>name aloud</em> whilst <em>looking at</em> the<span class="num" title="Page&nbsp;123">&zwnj;</span><a name="p123" id="p123"></a> person. Do this several times, if
+possible. The object is to produce a concurrence or connection between
+the <em>sight-image of the Person</em> and a <em>sound-image of his Name</em>. (3) To
+help the ear for sound, always pronounce everyone&#8217;s name aloud whenever
+you meet him. This helps nature. These directions carried out never fail
+to make a pupil perfect in remembering proper names.</p>
+
+<p>To remember <strong class="smcap">proper names</strong> in the absence of the person, correlate the
+Person&#8217;s Name to the name of some Peculiarity of the Person (as the <strong class="smcap">best
+known</strong> and) which you are sure to <strong class="smcap">think</strong> of whenever you think of the
+Person. If you <em>memorise</em> the Correlation, you will recall the Name
+whenever you think of this Peculiarity (whatever struck you about him).</p>
+
+<p>To remember a proper name, Mnemonists resort to <abbr title="Inclusion">In.</abbr>, by <abbr title="Sight">S.</abbr> But this
+<em>alone</em> gives no starting point, no &ldquo;Best Known&rdquo; which you are certain
+to think of, and which will enable you to recall the name, <em>provided</em>
+you cement by a memorised Correlation the &ldquo;Best Known&rdquo; to the name
+itself; in fact, a similarity of sound <em>alone</em> and <em>by itself</em> is likely
+to mislead you into reviving itself instead of the name. A celebrated
+Member of Parliament (who in the days of his youth, before he had
+greatly tested Mnemonics, gave a high opinion of its value) was to
+deliver an address at the Birkbeck Institution, some years ago. Having
+difficulty in remembering proper names, he thought he would <em>fix</em> the
+name of its founder in his memory by the Mnemonical device of finding a
+word that sounded like it; he said to himself, &ldquo;It reminds me of
+&lsquo;Pinchbeck.&rsquo;&rdquo; He commenced as follows: &ldquo;Before coming to the subject on
+which I am to speak this evening, I desire to pay a deserved tribute of
+praise to the founder of this great Institution, the celebrated Mr.
+<strong class="smcap">Pinchbeck</strong>.&rdquo; A shout of laughter revealed to him that Mnemonics may get
+us into trouble, and fail to help us out: he could not remember the
+real name, Birkbeck, until it was told him. If he had mastered this
+System, his <strong class="smcap">new</strong> memory-power would have enabled<span class="num" title="Page&nbsp;124">&zwnj;</span><a name="p124" id="p124"></a> him to remember the true
+name <em>without any device</em>; or, if he was but a beginner at my System he
+could have remembered the name Birkbeck&mdash;which he was afraid he would
+forget&mdash;by correlating it to the word&mdash;&ldquo;Founder,&rdquo; which he did remember,
+thus:&mdash;<strong class="smcap">Founder</strong> &hellip; lost way &hellip; hark-back &hellip; Birkbeck; or, <strong class="smcap">Founder</strong> &hellip;
+foundered horse &hellip; chestnut horse &hellip; chestnut &hellip; bur &hellip; <strong class="smcap">Birkbeck</strong>. If
+he had memorised either of these Correlations, or one of his own, by
+repeating the intermediates forwards and backwards two or three times,
+and then recalled the two extremes, &ldquo;Founder,&rdquo; &ldquo;Birkbeck,&rdquo; several
+times, the moment he thought of Founder, he would instantly have
+recalled Birkbeck, one extreme recalling the other without the
+intermediates being recalled. When one has received only a third of the
+benefit of this System as a Memory-<strong class="smcap">trainer</strong>, the mere <em>making</em> of a
+Correlation ensures remembering two extremes together without thinking
+of intermediates.</p>
+
+<ol class="sidenote">
+<li>To what must we correlate a person&#8217;s name?</li>
+<li>What will be the result if we memorise the correlation?</li>
+<li>To what do Mnemonists resort to remember proper names?</li>
+<li>Does this <em>alone</em> give a starting point?</li>
+<li>What is a similarity of sound alone likely to do?</li>
+</ol>
+
+<p>[Dr. Johnson, when introduced to a stranger repeated his name several
+times aloud and sometimes <em>spelled</em> it. This produced a vivid first
+impression of the man&#8217;s <em>name</em>; but it did not <em>connect</em> the name to the
+man who bore it. People who have adopted the Johnsonian Method
+sometimes remember the name but apply it to the wrong person, because
+they did not establish any relation between the name and the man to whom
+it belonged.]</p>
+
+
+<h4>EXERCISES IN CORRELATING.</h4>
+
+<p>Make 20 of your own Correlations between faces and names (or between
+words and meanings), using some of the extremes given by me, and, as
+other extremes (words, <abbr title="et cetera">&amp;c.</abbr>,<span class="num" title="Page&nbsp;125">&zwnj;</span><a name="p125" id="p125"></a> of your own selection, or) names and faces
+of your own acquaintances.</p>
+
+<table summary="Examples of the use of personal characteristics to correlate to a person&#8217;s name.">
+<tr>
+  <th><i>Peculiarity.</i></th>
+  <th><i>Correlation.</i></th>
+  <th><i>Proper Names.</i></th>
+</tr>
+<tr>
+  <td>Cross-eyed</td>
+  <td>Cross-bow &hellip; bowman</td>
+  <td>Mr. Archer</td>
+</tr>
+<tr>
+  <td>Wavy hair</td>
+  <td>dancing wave &hellip; Morris dance</td>
+  <td>Mr. Morrison</td>
+</tr>
+<tr>
+  <td>Black eyes</td>
+  <td>white &hellip; snow &hellip; pure as snow</td>
+  <td>Mr. Virtue</td>
+</tr>
+<tr>
+  <td>Retreating chin</td>
+  <td>retiring &hellip; home-bird</td>
+  <td>Mr. Holmes</td>
+</tr>
+<tr>
+  <td>High instep</td>
+  <td>high boots &hellip; mud &hellip; peat</td>
+  <td>Mr. Peat</td>
+</tr>
+<tr>
+  <td>Crooked legs</td>
+  <td>broken legs &hellip; crushed</td>
+  <td>Mr. Crushton</td>
+</tr>
+<tr>
+  <td>Apprehension</td>
+  <td>suspension &hellip; gallows</td>
+  <td>Mr. Galloway</td>
+</tr>
+<tr>
+  <td>Sombre</td>
+  <td>sad &hellip; mourning &hellip; hat-band</td>
+  <td>Mr. Hatton</td>
+</tr>
+<tr>
+  <td>Music</td>
+  <td>stave &hellip; bar</td>
+  <td>Mr. Barcroft</td>
+</tr>
+<tr>
+  <td>Violinist</td>
+  <td>violin &hellip; high note &hellip; whistle</td>
+  <td>Mr. Birtwistle</td>
+</tr>
+<tr>
+  <td>Painter</td>
+  <td>paint &hellip; colored cards &hellip; whist</td>
+  <td>Mr. Hoyle</td>
+</tr>
+<tr>
+  <td>Plumber</td>
+  <td>plum-pudding &hellip; victuals</td>
+  <td>Mr. Whittles</td>
+</tr>
+<tr>
+  <td>Joiner</td>
+  <td>wood &hellip; ash</td>
+  <td>Mr. Ashworth</td>
+</tr>
+</table>
+
+<ol class="sidenote">
+<li>Is it ever possible to remember two extremes without
+thinking of the intermediates?</li>
+<li>In what cases?</li>
+<li>What did Dr. Johnson sometimes do when introduced to a stranger?</li>
+<li>What sometimes occurs with people who have adopted the Johnsonian Method?</li>
+<li>Why is this?</li>
+<li>As Max <span lang="de" xml:lang="de">M&uuml;ller</span> 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.</li>
+</ol>
+
+<p><strong>A CONTRAST.</strong>&mdash;When unconnected ideas have to be united in the memory so
+that hereafter one will recall the other, the teachers of other Memory
+Systems say: &ldquo;What can I invent to tie them together&mdash;what story can I
+contrive&mdash;what foreign extraneous matter can I introduce&mdash;what mental
+picture can I imagine, no matter how unnatural or false the
+juxtaposition may be, or what argument or comparison can I originate&mdash;no
+matter how far-fetched and fanciful it may be, to help hold these
+&lsquo;Extremes&rsquo; together?&rdquo; They do not reflect that all these mnemonical
+outside and imported schemes must <em>also</em> be remembered, and that being
+in the form of sentences expressing loose relation of mere physical
+juxtapositions or the complex relations invented by constructive
+imagination or subtle intellect, they are, to most, more difficult to
+recollect than the extremes would be without these ponderous aids.
+Hence, in their professed attempt to aid the memory, they really impose
+a <em>new</em> and <em>additional burden</em> upon it.</p>
+
+<ol class="sidenote">
+<li>Are you required to make any original correlations?</li>
+<li>How many?</li>
+<li>Between what extremes?</li>
+<li>Do you find it difficult?</li>
+<li>Have you any evidence given here that others have experienced any
+difficulty in making them?</li>
+<li>Did they finally succeed?</li>
+<li>What question is frequently asked by other memory teachers?</li>
+</ol>
+
+<p>On the other hand, I simply ask the memory what it <em>already knows</em> about
+the &ldquo;Extremes.&rdquo; The first intermediate of a correlation is <em>directly</em>
+connected through <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr>, with the first &ldquo;Extreme,&rdquo; and the
+last intermediate with the last &ldquo;Extreme,&rdquo; and the intervening
+intermediate (if there be one) with the other two, and thus, the
+<em>intermediates being already in the memory</em>, and not the result of
+invention or ingenuity, my Method of Correlation is purely<span class="num" title="Page&nbsp;126">&zwnj;</span><a name="p126" id="p126"></a> and solely a
+<strong class="smcap">Memory</strong> process. In this way, I use the <strong class="smcap">Memory to help the Memory</strong>, I use
+the <em>reviving</em> power of the memory to make a vivid <strong class="smcap">First Impression</strong>
+between two hitherto unconnected &ldquo;Extremes.&rdquo; I add nothing to the
+&ldquo;Extremes,&rdquo; import nothing from abroad in regard to them, invent
+nothing. I simply <em>arouse</em>, <em>re-waken</em> to consciousness, <em>what is
+already stored away</em> in the memory in regard to those &ldquo;Extremes,&rdquo; and,
+by reciting the Correlation a few times forwards and backwards, cement
+the &ldquo;Extremes&rdquo; themselves so vividly together, that henceforth one
+&ldquo;Extreme&rdquo; revives the other &ldquo;Extreme&rdquo; without the recall of the
+intermediates.</p>
+
+<p>And in the chapter on Recollective Analysis, and also in the previous
+part of this chapter, I have given the attentive student such a
+familiarity with the Memory Laws of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>, that he can make
+Correlations as easily as he breathes.</p>
+
+<p>When learning prose or poetry by means of endless repetitions to
+acquire, and endless views to retain, the mind soon wanders, and thus
+discontinuity is promoted; but, in reciting a Correlation forwards <em>and
+backwards</em> from memory, the mind cannot wander, and thus the continuity
+is greatly strengthened. Again, memory is improved by exercise, and
+<em>improved in the highest degree</em> by <em>making</em> and <em>memorising</em>
+correlations, because in <em>making</em> them the <em>reviving</em> power of the
+memory is exercised in conformity to Memory&#8217;s own laws; and in
+<em>memorising</em> the Correlations both stages of memory are most vividly
+impressed. Thus, making and memorising the Correlations TRAINS both
+Memory and Continuity. And if to this training process there be added
+the habit of Assimilation which the use of the Analytic-Synthetic and
+Interrogative Analysis Methods of learning Prose and Poetry by heart
+imparts, as well as my other training methods, then the NEW memory thus
+acquired <em>will not demand the further use of the System any more than
+the adult swimmer will need the plank by which as a boy he learned to
+swim</em>.</p>
+
+<ol class="sidenote">
+<li>What new burden do they impose on the memory?</li>
+<li>What do I require from my pupils?</li>
+<li>To what is the first intermediate connected?</li>
+<li>Through what?</li>
+<li>How do I deal with the other intermediates?</li>
+<li>What is a memory process?</li>
+<li>Is the memory used to help the memory in any way?</li>
+<li>Do I add anything to the extremes?</li>
+<li>Is memory improved by exercise?</li>
+<li>When is the System laid aside?</li>
+</ol>
+
+<h3><span class="num" title="Page&nbsp;127">&zwnj;</span><a name="p127" id="p127"></a>LEARNING FOREIGN WORDS.</h3>
+
+<p>&ldquo;The Guide to Memory, or a New and Complete Treatise of Analogy between
+the French and English Languages,&rdquo; compiled by Charles Turrell,
+Professor of Languages, and published in 1828, contains the words which
+are the <em>same</em> in each language (alphabet, banquet, couplet, <abbr title="et cetera">&amp;c.</abbr>), and
+those almost the same&mdash;&ldquo;Letters necessary in English, and superfluous in
+French, are included in a parenthesis, thus Bag(g)age. Letters necessary
+in French, and superfluous in English are printed in Italics, thus
+Hom<i>m</i>age.&rdquo; At first sight it seems as if this plan were a good one (and
+some still recommend it<a name="Anchor-J" id="Anchor-J"></a><a href="#Footnote-J" class="fnanchor" title="Go to footnote J."><span> Footnote </span>[J]</a>). But of the words which are the same in both
+languages, some of them have meanings one rarely if ever needs to
+express, while others are seldom seen except in Dictionaries, so the
+student who uses this method does not make much <em>useful</em> progress. The
+Rev. W. Healy, of Johnstown (Kilkenny), long before he had finished my
+course of lessons, stated: &ldquo;<em>I wrote out the French words that
+correspond to the English of everything around us and that are in common
+use, and found that by the aid of <abbr title="Recollective Synthesis">Rec. Syn.</abbr> I could commit them much
+faster than the time taken to write them out.</em>&rdquo;</p>
+
+<p>The words he had made himself familiar with were those most frequently
+met with in reading, and useful in speaking and writing.</p>
+
+<p>Mr. D. Nasmith employed a clerk in finding the number of occurrences of
+the same word in three books. Some words occurred thousands of times,
+and others only five, or fewer. The words which frequently occurred he
+arranged<span class="num" title="Page&nbsp;128">&zwnj;</span><a name="p128" id="p128"></a> in order, the commonest first, and compiled exercises to suit
+them. His &ldquo;Linguists&rdquo; (German and French) are published by Mr. D. Nutt,
+of 270, Strand, London, and by the aid of them, and of my System, a
+useful knowledge of German (or French) can be rapidly acquired.</p>
+
+<p>A pupil who had a very slight acquaintance with French learned an
+Analytic Series of French words, asking a French friend the meaning and
+pronunciation of the words unfamiliar to him. By doing this he in about
+an hour learned the spelling, pronunciation, and meaning of nearly 100
+French words. Since then he has been extending the exercise, and in that
+way he has learned 1,000 French words. In doing so he is strengthening
+his memory by exercising it in accordance with its own laws, increasing
+the control his will has over his attention, and extending his French
+vocabulary.</p>
+
+<ol class="sidenote">
+<li>Do we ever see words spelt differently but with the same pronunciation?</li>
+<li>Is the use of the Dictionary required?</li>
+<li>What examples have we here of the benefits derived from <abbr title="Recollective">Rec.</abbr>-Synthesis?</li>
+<li>With what words did he make himself familiar?</li>
+<li>Does the same word frequently occur in a book?</li>
+<li>What proof can you mention?</li>
+<li>What task was accomplished in about one hour by one of my pupils?</li>
+<li>What language was he studying?</li>
+</ol>
+
+<p>To remember <ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;Unfamilar&lsquo;.">Unfamiliar</ins> English Words or <strong class="smcap">foreign words</strong>, correlate the
+Definition as the <strong class="smcap">best known</strong> to the Unfamiliar or Foreign Word, and
+memorise the Correlation. In the case of Foreign Words, the last
+Intermediate is necessarily a case of Inclusion by sound. Sometimes
+there is <abbr title="Inclusion">In.</abbr> by sight or by sound between a part or the whole of the
+English word, and a part or the whole of its Foreign equivalent, as
+<i>Ap</i>ple&mdash;<span lang="de" xml:lang="de"><i>ap</i>fel</span> [German]. Of course, the pupil will not need the aid of
+a correlation in such cases if he notice the analytic relation. The
+French word <i lang="fr" xml:lang="fr">Anachor&egrave;te</i> might have for its equivalent by sound either
+&ldquo;<em>Anna</em>,&rdquo; or &ldquo;<em>Core</em>,&rdquo; or &ldquo;<em>Ate</em>,&rdquo; or &ldquo;<em>Anna goes late</em>,&rdquo; or &ldquo;<em>Ann a
+core ate</em>,&rdquo; or &ldquo;<em>Anna&#8217;s cold hate</em>,&rdquo; and perhaps to some of my readers
+it would seem like something else. <i lang="fr" xml:lang="fr">Cravache</i> might sound like &ldquo;<em>Crack
+of lash</em>.&rdquo; Pupils often disagree as to what is good Inclusion by sound;
+let each use what suits himself, and not trouble about other people&#8217;s
+ears. <em><abbr title="Inclusion">In.</abbr> by sound, or by sense, or by spelling</em>, is sufficient even if
+it refers to <em>only one syllable</em>.</p>
+
+<table summary="Table of Greek vocabulary, with intermediate correlations.">
+<tr class="smcap center">
+  <th><span class="num" title="Page&nbsp;129">&zwnj;</span><a name="p129" id="p129"></a> English.</th>
+  <th>Intermediates.</th>
+  <th>Greek.</th>
+</tr>
+<tr>
+  <td>Merchant</td>
+  <td>&hellip; market &hellip; emporium &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "emporos">&#7956;&mu;&pi;&omicron;&rho;&omicron;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>Move</td>
+  <td>&hellip; move on &hellip; next stage &hellip; next-of-kin &hellip;</td>
+  <td class="corr" title="Transcriber&#8217;snote: Original read &lsquo;&kappa;&iota;&upsilon;&#8051;&omega;&rsquo;."><span lang="el" xml:lang="el" title=
+  "kine&ocirc;">&kappa;&iota;&nu;&#8051;&omega;</span></td>
+</tr>
+<tr>
+  <td>True</td>
+  <td>&hellip; naked truth &hellip; pith of the matter &hellip; pithy &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "pithanos">&pi;&iota;&theta;&alpha;&nu;&omicron;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>Course</td>
+  <td>&hellip; coarse hair &hellip; camel hair &hellip; dromedary &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "dromos">&delta;&rho;&#8057;&mu;&omicron;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>Servant</td>
+  <td>&hellip; light fare &hellip; dole out [maid &hellip; bride &hellip; dowry]
+  &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "doulos ">&delta;&omicron;&#8059;&lambda;&omicron;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>Tanner</td>
+  <td>&hellip; leather &hellip; leather purse &hellip; disburse &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "burseus ">&beta;&upsilon;&rho;&sigma;&epsilon;&#8059;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>Cup</td>
+  <td>&hellip; tea-cup &hellip; tea-pot &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "pot&ecirc;rion ">&pi;&omicron;&tau;&#8053;&rho;&#8055;&omicron;&nu;</span></td>
+</tr>
+<tr>
+  <td>Fetters</td>
+  <td>&hellip; criminal &hellip; desperate &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "desmos">&delta;&epsilon;&sigma;&mu;&omicron;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>Fragile</td>
+  <td>&hellip; thin &hellip; rapier &hellip; &ldquo;thrust us&rdquo; &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "thraustos ">&theta;&rho;&alpha;&upsilon;&sigma;&tau;&omicron;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>glass houses &hellip; &ldquo;throw stones&rdquo;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Fruit</td>
+  <td>&hellip; fruit-knife &hellip; fish-knife &hellip; carp &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "karpos">&kappa;&alpha;&rho;&pi;&omicron;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>Round</td>
+  <td>&hellip; fat &hellip; stout &hellip; strong &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "strongylos ">&sigma;&tau;&rho;&omicron;&gamma;&gamma;&#8059;&lambda;&omicron;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>Bride</td>
+  <td>&hellip; fair &hellip; fairy &hellip; forest nymph &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "nymph&ecirc;">&nu;&upsilon;&mu;&phi;&eta;</span></td>
+</tr>
+<tr>
+  <td>Pearl</td>
+  <td>&hellip; Necklace &hellip; sweetheart &hellip; Sweet Margery &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "margarit&ecirc;s ">&mu;&alpha;&rho;&gamma;&alpha;&rho;&#8055;&tau;&eta;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>Bread</td>
+  <td>&hellip; baker &hellip; baker&#8217;s art &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "artos">&#7940;&rho;&tau;&omicron;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>Marry</td>
+  <td>&hellip; lottery of life &hellip; risky game &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "game&ocirc;">&gamma;&alpha;&mu;&#8051;&omega;</span></td>
+</tr>
+<tr>
+  <td>Join</td>
+  <td>&hellip; engaged&mdash;[suited &hellip; apt] &hellip; apt to disagree
+  &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "apt&ocirc;">&#7940;&pi;&tau;&omega;</span></td>
+</tr>
+<tr>
+  <td>Culprit</td>
+  <td>&hellip; cull &hellip; select a few &hellip; few gone &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "pheug&ocirc;n">&phi;&epsilon;&upsilon;&gamma;&#8061;&nu;</span></td>
+</tr>
+<tr>
+  <td>Milk</td>
+  <td>&hellip; milky way &hellip; galaxy &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "gala">&gamma;&#8049;&lambda;&alpha;</span></td>
+</tr>
+<tr>
+  <td>Drink</td>
+  <td>&hellip; water &hellip; small leak &hellip; pinhole &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "pin&ocirc;">&pi;&#8055;&nu;&omega;</span></td>
+</tr>
+<tr>
+  <td>Suffer hunger</td>
+  <td>&hellip; dying of hunger &hellip; pining away &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "peina&ocirc;">&pi;&epsilon;&iota;&nu;&#8049;&omega;</span></td>
+</tr>
+<tr>
+  <td>Time</td>
+  <td>&hellip; watch &hellip; chronometer &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "chronos">&chi;&rho;&#8057;&nu;&omicron;&sigmaf;</span></td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>Father Time &hellip; old age &hellip; old crony</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Deliver</td>
+  <td>&hellip; capture &hellip; lasso &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "apalass&ocirc; ">&#7936;&pi;&alpha;&lambda;&alpha;&sigma;&sigma;&omega;</span></td>
+</tr>
+<tr>
+  <td>Spread</td>
+  <td>&hellip; Christmas feast &hellip; deck a church &hellip; dye a spire
+  &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "diaspeir&ocirc; ">&delta;&iota;&alpha;&sigma;&pi;&epsilon;&#8055;&rho;&omega;</span></td>
+</tr>
+<tr>
+  <td>Uncover</td>
+  <td>&hellip; bare &hellip; bare foot &hellip; a Kaliph&#8217;s toe &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "ekkalypt&ocirc; ">&#7952;&kappa;&kappa;&alpha;&lambda;&upsilon;&pi;&tau;&omega;</span></td>
+</tr>
+<tr>
+  <td>Shut</td>
+  <td>&hellip; shut out &hellip; severe weather &hellip; bad climate &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "klei&ocirc;">&kappa;&lambda;&epsilon;&#8055;&omega;</span></td>
+</tr>
+<tr>
+  <td>I judge</td>
+  <td>&hellip; condemn &hellip; refute &hellip; refuse &hellip; cry &ldquo;no&rdquo;
+  &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "krin&ocirc;">&kappa;&rho;&#8055;&nu;&omega;</span></td>
+</tr>
+<tr>
+  <td>Found</td>
+  <td>&hellip; establish &hellip; fix &hellip; fasten thus &hellip; tie so &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "ktiz&ocirc;">&kappa;&tau;&#8055;&zeta;&omega;</span></td>
+</tr>
+<tr>
+  <td>Soldier</td>
+  <td>&hellip; art of war &hellip; strategy &hellip;</td>
+  <td><span lang="el" xml:lang="el" title=
+  "strati&ocirc;t&ecirc;s ">&sigma;&tau;&rho;&alpha;&tau;&iota;&#8061;&tau;&eta;&sigmaf;</span></td>
+</tr>
+</table>
+
+<ol class="sidenote">
+<li>In the case of Foreign words, what must the last
+intermediate necessarily be a case of?</li>
+<li>Do pupils always agree on a good <abbr title="Inclusion">In.</abbr> by <abbr title="Sight">S.</abbr>?</li>
+<li>What is sufficient, if it refers to one syllable only?</li>
+<li>What are you never to do in getting at an English word?</li>
+<li>What may you do in getting at a Foreign word?</li>
+<li>Could you not omit &ldquo;camel hair&rdquo;?</li>
+<li>Could you not omit &ldquo;leather,&rdquo; which follows &ldquo;tanner&rdquo;?</li>
+<li>Could you not omit after &ldquo;cup&rdquo; the word &ldquo;tea-cup&rdquo;?</li>
+<li>Is not &ldquo;tea-pot&rdquo; connected by <abbr title="Concurrence">Con.</abbr> with &ldquo;cup&rdquo;?</li>
+<li>After &ldquo;bread&rdquo; could you not omit &ldquo;baker&rdquo;?</li>
+<li>Are not &ldquo;bread&rdquo; and &ldquo;baker&#8217;s art&rdquo; connected?</li>
+<li>Could you not omit &ldquo;watch,&rdquo; after &ldquo;Time&rdquo;?</li>
+</ol>
+
+<table summary="Table of Latin vocabulary, with intermediate correlations.">
+<tr class="smcap center">
+  <th>English.</th>
+  <th>Intermediates.</th>
+  <th>Latin.</th>
+</tr>
+<tr>
+  <td>Heart</td>
+  <td>&hellip; heart-sick &hellip; fainting &hellip; cordial &hellip;</td>
+  <td lang="la" xml:lang="la">cor</td>
+</tr>
+<tr>
+  <td>Wickedness</td>
+  <td>&hellip; dishonesty &hellip; blackmail &hellip;</td>
+  <td lang="la" xml:lang="la">malum</td>
+</tr>
+<tr>
+  <td>Book</td>
+  <td>&hellip; printed thoughts &hellip; freedom of thought &hellip; liberty
+  &hellip;</td>
+  <td lang="la" xml:lang="la">liber</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; books &hellip; library &hellip;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td><span class="num" title="Page&nbsp;130">&zwnj;</span><a name="p130" id="p130"></a>Breast</td>
+  <td>&hellip; front &hellip; front view &hellip; aspect &hellip;</td>
+  <td lang="la" xml:lang="la">pectus</td>
+</tr>
+<tr>
+  <td>Spear</td>
+  <td>&hellip; thrust &hellip; quick motion &hellip; hasty &hellip;</td>
+  <td lang="la" xml:lang="la">hasta</td>
+</tr>
+<tr>
+  <td>Suitor</td>
+  <td>&hellip; princely suitor &hellip; married by proxy &hellip;</td>
+  <td lang="la" xml:lang="la">procus</td>
+</tr>
+<tr>
+  <td>Ask</td>
+  <td>&hellip; borrow &hellip; swindle &hellip; rogue &hellip;</td>
+  <td lang="la" xml:lang="la">rogare</td>
+</tr>
+<tr>
+  <td>Marrow</td>
+  <td>&hellip; Old English arrow &hellip; victory &hellip; medal &hellip;</td>
+  <td lang="la" xml:lang="la">medulla</td>
+</tr>
+<tr>
+  <td>Captain</td>
+  <td>&hellip; head of hundred &hellip; century &hellip;</td>
+  <td lang="la" xml:lang="la">centurio</td>
+</tr>
+<tr>
+  <td>Surveyor</td>
+  <td>&hellip; measure &hellip; dimension &hellip;</td>
+  <td lang="la" xml:lang="la">agrimensor</td>
+</tr>
+<tr>
+  <td>Furniture</td>
+  <td>&hellip; bent-wood chairs &hellip; bent legs &hellip; supple legs &hellip;</td>
+  <td lang="la" xml:lang="la">supellex</td>
+</tr>
+<tr>
+  <td>Vine</td>
+  <td>&hellip; wine &hellip; luxury &hellip; pampered &hellip;</td>
+  <td lang="la" xml:lang="la">pampinus</td>
+</tr>
+<tr>
+  <td>Liar</td>
+  <td>&hellip; false pretence &hellip; mendicant &hellip;</td>
+  <td lang="la" xml:lang="la">mendax</td>
+</tr>
+<tr>
+  <td>Cow</td>
+  <td>&hellip; cow-pox &hellip; vaccination &hellip;</td>
+  <td lang="la" xml:lang="la">vacca</td>
+</tr>
+<tr>
+  <td>Sing</td>
+  <td>&hellip; boatman&#8217;s song &hellip; canoe &hellip;</td>
+  <td lang="la" xml:lang="la">cano</td>
+</tr>
+<tr>
+  <td>Kill</td>
+  <td>&hellip; kill by hanging &hellip; broken neck &hellip;</td>
+  <td lang="la" xml:lang="la">necare</td>
+</tr>
+<tr>
+  <td>Redden</td>
+  <td>&hellip; blush &hellip; kissing &hellip; ruby lips &hellip;</td>
+  <td lang="la" xml:lang="la">rubesco</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; red &hellip; ruby &hellip;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Dry</td>
+  <td>&hellip; dry mouth &hellip; feverish &hellip; sick &hellip;</td>
+  <td lang="la" xml:lang="la">siccus</td>
+</tr>
+<tr>
+  <td>Man</td>
+  <td>&hellip; married man &hellip; home &hellip;</td>
+  <td lang="la" xml:lang="la">homo</td>
+</tr>
+<tr>
+  <td>War</td>
+  <td>&hellip; victory &hellip; rejoicings &hellip; bells rung &hellip;</td>
+  <td lang="la" xml:lang="la">bellum</td>
+</tr>
+<tr>
+  <td>Rob</td>
+  <td>&hellip; robber &hellip; hue-and-cry &hellip; policeman&#8217;s rap &hellip;</td>
+  <td lang="la" xml:lang="la">rapto</td>
+</tr>
+<tr>
+  <td>Tanner</td>
+  <td>&hellip; russet leather &hellip; russet apple &hellip; apple core &hellip;</td>
+  <td lang="la" xml:lang="la">coriarius</td>
+</tr>
+<tr>
+  <td>Dove</td>
+  <td>&hellip; married love &hellip; United States &hellip; Columbia &hellip;</td>
+  <td lang="la" xml:lang="la">columba</td>
+</tr>
+<tr>
+  <td>Bench</td>
+  <td>&hellip; table &hellip; shop counter &hellip; selling &hellip;</td>
+  <td lang="la" xml:lang="la">subsellium</td>
+</tr>
+<tr>
+  <td>Oar</td>
+  <td>&hellip; Roman galley &hellip; Rome &hellip; Romulus and Remus &hellip;</td>
+  <td lang="la" xml:lang="la">Remus</td>
+</tr>
+<tr>
+  <td>Garret</td>
+  <td>&hellip; unhealthy &hellip; medicine &hellip; salts and senna &hellip;</td>
+  <td lang="la" xml:lang="la">cenaculum</td>
+</tr>
+<tr>
+  <td>Garret</td>
+  <td>&hellip; store-room &hellip; grain store &hellip;</td>
+  <td lang="la" xml:lang="la">granaria</td>
+</tr>
+<tr>
+  <td>Horse</td>
+  <td>&hellip; race &hellip; dead heat &hellip; equal &hellip;</td>
+  <td lang="la" xml:lang="la">equus</td>
+</tr>
+<tr>
+  <td>Cock</td>
+  <td>&hellip; spurring &hellip; goading &hellip; galling &hellip;</td>
+  <td lang="la" xml:lang="la">gallus</td>
+</tr>
+<tr>
+  <td>Lazy</td>
+  <td>&hellip; tramp &hellip; knave &hellip;</td>
+  <td lang="la" xml:lang="la">ignavus</td>
+</tr>
+<tr>
+  <td>Make heavy</td>
+  <td>&hellip; rich food &hellip; gravy &hellip;</td>
+  <td lang="la" xml:lang="la">gravo</td>
+</tr>
+<tr>
+  <td>Sign</td>
+  <td>&hellip; musical signs &hellip; notes &hellip;</td>
+  <td lang="la" xml:lang="la">nota</td>
+</tr>
+<tr>
+  <td>Poverty</td>
+  <td>&hellip; drafty garret &hellip; sleeping draught &hellip; opium &hellip;</td>
+  <td lang="la" xml:lang="la">inopia</td>
+</tr>
+<tr>
+  <td>Messenger</td>
+  <td>&hellip; news &hellip; false news &hellip; nonsense &hellip;</td>
+  <td lang="la" xml:lang="la">nuntius</td>
+</tr>
+<tr>
+  <td>Top</td>
+  <td>&hellip; high perch &hellip; hen&#8217;s perch &hellip; cackle &hellip;</td>
+  <td lang="la" xml:lang="la">cacumen</td>
+</tr>
+<tr>
+  <td>Face</td>
+  <td>&hellip; bare face &hellip; bare headed bird &hellip; vulture &hellip;</td>
+  <td lang="la" xml:lang="la">vultus</td>
+</tr>
+<tr>
+  <td>Useless</td>
+  <td>&hellip; needless impatience &hellip; irritation &hellip;</td>
+  <td lang="la" xml:lang="la">irritus</td>
+</tr>
+<tr>
+  <td>Dark</td>
+  <td>&hellip; dark staircase &hellip; insecure &hellip;</td>
+  <td lang="la" xml:lang="la">obscurus</td>
+</tr>
+<tr>
+  <td>Writer</td>
+  <td>&hellip; bad writer &hellip; scribbler &hellip;</td>
+  <td lang="la" xml:lang="la">scriba</td>
+</tr>
+<tr>
+  <td><span class="num" title="Page&nbsp;131">&zwnj;</span><a name="p131" id="p131"></a>Harvest</td>
+  <td>&hellip; harvest home &hellip; &ldquo;Mrs. at home?&rdquo; &hellip;</td>
+  <td lang="la" xml:lang="la">messis</td>
+</tr>
+<tr>
+  <td>Dog</td>
+  <td>&hellip; dog&#8217;s tail &hellip; tin can &hellip; [cane carrier &hellip; cane<a name=
+  "Anchor-K" id="Anchor-K"></a><a href="#Footnote-K"
+  class="fnanchor" title="Go to footnote K."><span> Footnote </span>[K]</a>] &hellip;</td>
+  <td lang="la" xml:lang="la">canis</td>
+</tr>
+<tr>
+  <td>Egg</td>
+  <td>&hellip; boiled egg &hellip; boiled hard &hellip; over boiled &hellip;</td>
+  <td lang="la" xml:lang="la">ovum</td>
+</tr>
+<tr>
+  <td>Fox</td>
+  <td>&hellip; jackall &hellip; carcass &hellip; vulture &hellip;</td>
+  <td lang="la" xml:lang="la">vulpes</td>
+</tr>
+<tr>
+  <td>Bread</td>
+  <td>&hellip; sweat of brow &hellip; labour &hellip; pain &hellip; [bread-pan &hellip;
+  pan<a href=
+  "#Footnote-K" class="fnanchor" title="Go to footnote K."><span> Footnote </span>[K]</a>] &hellip;</td>
+  <td lang="la" xml:lang="la">panis</td>
+</tr>
+<tr>
+  <td>Table</td>
+  <td>&hellip; figures &hellip; calculation &hellip; mensuration &hellip;</td>
+  <td lang="la" xml:lang="la">mensa</td>
+</tr>
+<tr>
+  <td>Master</td>
+  <td>&hellip; schoolboard &hellip; fines &hellip; magistrate &hellip;</td>
+  <td lang="la" xml:lang="la">magister</td>
+</tr>
+<tr>
+  <td>Tree</td>
+  <td>&hellip; mast &hellip; ship &hellip; harbour &hellip;</td>
+  <td lang="la" xml:lang="la">arbor</td>
+</tr>
+<tr>
+  <td>Mother</td>
+  <td>&hellip; wife &hellip; helpmeet &hellip; help-mate &hellip;</td>
+  <td lang="la" xml:lang="la">mater</td>
+</tr>
+</table>
+
+<ol class="sidenote">
+<li>If &ldquo;mendicants&rdquo; are known to be liars, why could not
+&ldquo;false pretences&rdquo; be omitted?</li>
+<li>If &ldquo;vaccination&rdquo; means inoculating with
+&ldquo;cowpox,&rdquo; why could not &ldquo;cowpox&rdquo; be omitted?</li>
+<li>If &ldquo;broken&rdquo; neck means a
+violent death, why not omit &ldquo;kill by hanging&rdquo;?</li>
+<li>Ought not &ldquo;billing and
+cooing&rdquo; to be inserted after &ldquo;Dove&rdquo;?</li>
+<li>What relation is there between
+&ldquo;married love&rdquo; and &ldquo;United States&rdquo;?</li>
+<li>If &ldquo;musical&rdquo; be added to &ldquo;notes,&rdquo;
+why could not &ldquo;musical signs&rdquo; be omitted?</li>
+<li>If &ldquo;scribbler&rdquo; is a writer,
+why could not &ldquo;bad writer&rdquo; be omitted?</li>
+</ol>
+
+<table summary="Table of German vocabulary, with intermediate correlations.">
+<tr class="smcap center">
+  <th>English.</th>
+  <th>Intermediates.</th>
+  <th>German.</th>
+</tr>
+<tr>
+  <td>Joy</td>
+  <td>&hellip; play-day &hellip; free day &hellip; Friday &hellip;</td>
+  <td lang="de" xml:lang="de">Freude</td>
+</tr>
+<tr>
+  <td>Sad</td>
+  <td>&hellip; tomb &hellip; mason &hellip; trowel &hellip;</td>
+  <td lang="de" xml:lang="de">traurig</td>
+</tr>
+<tr>
+  <td>Clear</td>
+  <td>&hellip; clear tones &hellip; clarionet &hellip;</td>
+  <td lang="de" xml:lang="de">klar</td>
+</tr>
+<tr>
+  <td>Indolent</td>
+  <td>&hellip; &ldquo;lazy bones&rdquo; &hellip; lazy lass &hellip;</td>
+  <td lang="de" xml:lang="de">l&auml;ssig</td>
+</tr>
+<tr>
+  <td>Dangerous</td>
+  <td>&hellip; storm &hellip; steamboat fare &hellip;</td>
+  <td lang="de" xml:lang="de">gef&auml;hrlich</td>
+</tr>
+<tr>
+  <td>Part</td>
+  <td>&hellip; part of house &hellip; roof &hellip; tile &hellip;</td>
+  <td lang="de" xml:lang="de">Theil</td>
+</tr>
+<tr>
+  <td>Empty</td>
+  <td>&hellip; hollow &hellip; fox&#8217;s hole &hellip; lair &hellip;</td>
+  <td lang="de" xml:lang="de">leer</td>
+</tr>
+<tr>
+  <td>Take</td>
+  <td>&hellip; take husband &hellip; new name &hellip;</td>
+  <td lang="de" xml:lang="de">nehmen</td>
+</tr>
+<tr>
+  <td>Diffidence</td>
+  <td>&hellip; shy girl &hellip; schoolgirl &hellip; Miss &hellip;</td>
+  <td lang="de" xml:lang="de">Misstrauen</td>
+</tr>
+<tr>
+  <td>Little</td>
+  <td>&hellip; grow less &hellip; on the wane &hellip;</td>
+  <td lang="de" xml:lang="de">wenig</td>
+</tr>
+<tr>
+  <td>Much</td>
+  <td>&hellip; more &hellip; mourn &hellip; feel grief &hellip;</td>
+  <td lang="de" xml:lang="de">viel</td>
+</tr>
+<tr>
+  <td>Recompense</td>
+  <td>&hellip; repayment &hellip; loan &hellip;</td>
+  <td lang="de" xml:lang="de">Lohn</td>
+</tr>
+<tr>
+  <td>Question</td>
+  <td>&hellip; answer &hellip; fragmentary answer &hellip;</td>
+  <td lang="de" xml:lang="de">Frage</td>
+</tr>
+<tr>
+  <td>Foot-stool</td>
+  <td>&hellip; low &hellip; shame &hellip;</td>
+  <td lang="de" xml:lang="de">Schemel</td>
+</tr>
+<tr>
+  <td>Pressure</td>
+  <td>&hellip; too heavy &hellip; droop &hellip;</td>
+  <td lang="de" xml:lang="de">Druck</td>
+</tr>
+<tr>
+  <td>Voice</td>
+  <td>&hellip; voice lozenges &hellip; stimulation &hellip;</td>
+  <td lang="de" xml:lang="de">Stimme</td>
+</tr>
+<tr>
+  <td>Child</td>
+  <td>&hellip; young kindred &hellip;</td>
+  <td lang="de" xml:lang="de">Kind</td>
+</tr>
+<tr>
+  <td>Threaten</td>
+  <td>&hellip; stinging words &hellip; stinging bee &hellip; drone &hellip;</td>
+  <td lang="de" xml:lang="de">drohen</td>
+</tr>
+<tr>
+  <td>Mirror</td>
+  <td>&hellip; reflect &hellip; think &hellip; speak &hellip;</td>
+  <td lang="de" xml:lang="de">Spiegel</td>
+</tr>
+<tr>
+  <td><span class="num" title="Page&nbsp;132">&zwnj;</span><a name="p132" id="p132"></a>Beetroot</td>
+  <td>&hellip; red heart &hellip; rib &hellip;</td>
+  <td lang="de" xml:lang="de">R&uuml;be</td>
+</tr>
+<tr>
+  <td>Potato</td>
+  <td>&hellip; dig up &hellip; remove &hellip; cart off &hellip;</td>
+  <td lang="de" xml:lang="de">Kartoffel</td>
+</tr>
+<tr>
+  <td>Love</td>
+  <td>&hellip; lovers&#8217; meeting &hellip; meat &hellip; Liebig&#8217;s extract &hellip;</td>
+  <td lang="de" xml:lang="de">Liebe</td>
+</tr>
+<tr>
+  <td>Campaign</td>
+  <td>&hellip; pain &hellip; feel &hellip; felt &hellip;</td>
+  <td lang="de" xml:lang="de">Feldzug</td>
+</tr>
+<tr>
+  <td>Medicine</td>
+  <td>&hellip; science &hellip; arts &hellip; (<i>pr.</i> artsnei)</td>
+  <td lang="de" xml:lang="de">Arznei</td>
+</tr>
+<tr>
+  <td>Evening</td>
+  <td>&hellip; hour of prayer &hellip; bend the knee &hellip;</td>
+  <td lang="de" xml:lang="de">Abend</td>
+</tr>
+<tr>
+  <td>Heaven</td>
+  <td>&hellip; angels &hellip; harps &hellip; hymns &hellip;</td>
+  <td lang="de" xml:lang="de">Himmel</td>
+</tr>
+<tr>
+  <td>Song</td>
+  <td>&hellip; choir &hellip; choir leader &hellip; lead &hellip;</td>
+  <td lang="de" xml:lang="de">Lied</td>
+</tr>
+<tr>
+  <td>Table</td>
+  <td>&hellip; soiled table cloth &hellip; dirtyish &hellip;</td>
+  <td lang="de" xml:lang="de">Tisch</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; dinner &hellip; dish &hellip;</td>
+  <td lang="de" xml:lang="de">&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Chair</td>
+  <td>&hellip; chairman &hellip; session &hellip;</td>
+  <td lang="de" xml:lang="de">Sessel</td>
+</tr>
+<tr>
+  <td>Bottle</td>
+  <td>&hellip; Leyden jar &hellip; electric spark &hellip; flash &hellip;</td>
+  <td lang="de" xml:lang="de">Flasche</td>
+</tr>
+<tr>
+  <td>Beloved</td>
+  <td>&hellip; attached &hellip; hooked &hellip; trout &hellip;</td>
+  <td lang="de" xml:lang="de">traut</td>
+</tr>
+</table>
+
+<ol class="sidenote">
+<li>Could not &ldquo;boiled hard&rdquo; be omitted?</li>
+<li>If we use &ldquo;mensuration tables,&rdquo; could not &ldquo;figures
+ &hellip; calculation&rdquo; be spared?</li>
+<li>What is the relation between &ldquo;Tree&rdquo; and &ldquo;mast&rdquo;?</li>
+<li>Could not &ldquo;lazy bones&rdquo; be omitted after &ldquo;indolent&rdquo;?</li>
+<li>Why could not &ldquo;schoolgirl&rdquo; be omitted?</li>
+<li>Why could not &ldquo;answer&rdquo; be omitted after &ldquo;question&rdquo;?</li>
+</ol>
+
+<table summary="Table of French vocabulary, with intermediate correlations.">
+<tr class="smcap center">
+  <th>English.</th>
+  <th>Intermediates.</th>
+  <th>French.</th>
+</tr>
+<tr>
+  <td>Fat</td>
+  <td>&hellip; Fat ox &hellip; clover &hellip; rich grass &hellip;</td>
+  <td lang="fr" xml:lang="fr">gras</td>
+</tr>
+<tr>
+  <td>Mouth</td>
+  <td>&hellip; Flesh eater &hellip; butcher &hellip;</td>
+  <td lang="fr" xml:lang="fr">bouche</td>
+</tr>
+<tr>
+  <td>Asphalt</td>
+  <td>&hellip; assaf&oelig;tida &hellip; fish bait &hellip;</td>
+  <td lang="fr" xml:lang="fr">b&eacute;ton</td>
+</tr>
+<tr>
+  <td>To lash</td>
+  <td>&hellip; circus &hellip; Hengler &hellip;</td>
+  <td lang="fr" xml:lang="fr">cingler</td>
+</tr>
+<tr>
+  <td>Current</td>
+  <td>&hellip; nerve current &hellip; vague function &hellip;</td>
+  <td lang="fr" xml:lang="fr">vagus</td>
+</tr>
+<tr>
+  <td>Armchair</td>
+  <td>&hellip; reclining &hellip; gouty &hellip; foot oil &hellip;</td>
+  <td lang="fr" xml:lang="fr">fauteuil</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; arm &hellip; leg &hellip; foot &hellip;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Railway station</td>
+  <td>&hellip; railway guard &hellip; guard &hellip;</td>
+  <td lang="fr" xml:lang="fr">gare</td>
+</tr>
+<tr>
+  <td>Smoke</td>
+  <td>&hellip; tobacco &hellip; smell &hellip; perfumer &hellip;</td>
+  <td lang="fr" xml:lang="fr">fumer</td>
+</tr>
+<tr>
+  <td>Carpet</td>
+  <td>&hellip; fine design &hellip; tapestry &hellip;</td>
+  <td lang="fr" xml:lang="fr">tapis</td>
+</tr>
+<tr>
+  <td>Head</td>
+  <td>&hellip; foot &hellip; root &hellip; potato &hellip;</td>
+  <td lang="fr" xml:lang="fr">t&ecirc;te</td>
+</tr>
+<tr>
+  <td>Oar</td>
+  <td>&hellip; boat &hellip; war-ship &hellip; ram &hellip; [See Latin] &hellip;</td>
+  <td lang="fr" xml:lang="fr">rame</td>
+</tr>
+<tr>
+  <td>Tears</td>
+  <td>&hellip; hysterics &hellip; fainting fit &hellip; alarm &hellip;</td>
+  <td lang="fr" xml:lang="fr">larmes</td>
+</tr>
+<tr>
+  <td>Canvas</td>
+  <td>&hellip; rope &hellip; oakum &hellip; hard labor &hellip; toil &hellip;</td>
+  <td lang="fr" xml:lang="fr">toile</td>
+</tr>
+<tr>
+  <td>Wave</td>
+  <td>&hellip; washing &hellip; unwashed &hellip; vagabond &hellip;</td>
+  <td lang="fr" xml:lang="fr">vague</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; current &hellip; nerve current &hellip; vagus &hellip;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Bed</td>
+  <td>&hellip; bed of sea &hellip; sea-shore &hellip; lee-shore &hellip;</td>
+  <td lang="fr" xml:lang="fr">lit</td>
+</tr>
+<tr>
+  <td>Pane</td>
+  <td>&hellip; pain &hellip; sore eyes &hellip; vitriol &hellip;</td>
+  <td lang="fr" xml:lang="fr">vitre</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; glass &hellip; vitreous &hellip;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Gun</td>
+  <td>&hellip; gunsmith &hellip; spark &hellip; fus&eacute;e &hellip;</td>
+  <td lang="fr" xml:lang="fr">fusil</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; foot soldier &hellip; fusilier &hellip;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Shovel</td>
+  <td>&hellip; shoved about &hellip; crowd &hellip; Pall Mall &hellip;</td>
+  <td lang="fr" xml:lang="fr">pelle</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; sand &hellip; spade &hellip; pail &hellip;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Side-walk</td>
+  <td>&hellip; walking fast &hellip; trotting along &hellip;</td>
+  <td lang="fr" xml:lang="fr">trottoir</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; mid road &hellip; horses &hellip; trotting &hellip;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td><span class="num" title="Page&nbsp;133">&zwnj;</span><a name=
+  "p133" id="p133"></a>Dirty</td>
+  <td>&hellip; second-hand furniture &hellip; furniture &hellip; sale &hellip;</td>
+  <td lang="fr" xml:lang="fr">sale</td>
+</tr>
+<tr>
+  <td>Faithful</td>
+  <td>&hellip; dog-blind fiddler &hellip; fiddle &hellip;</td>
+  <td lang="fr" xml:lang="fr">fid&egrave;le</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; faithfulness &hellip; fidelity &hellip;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Pity</td>
+  <td>&hellip; pitying &hellip; misery &hellip;</td>
+  <td lang="fr" xml:lang="fr">mis&eacute;ricorde</td>
+</tr>
+<tr>
+  <td>Misfortune</td>
+  <td>&hellip; missing train &hellip; mail hour &hellip;</td>
+  <td lang="fr" xml:lang="fr">malheur</td>
+</tr>
+<tr>
+  <td>Hang fire</td>
+  <td>&hellip; fire engine &hellip; &ldquo;haste&rdquo; &hellip; tear along too
+  &hellip;</td>
+  <td lang="fr" xml:lang="fr">faire longfeu</td>
+</tr>
+<tr>
+  <td>Star</td>
+  <td>&hellip; diamond &hellip; ball dress &hellip; toilet &hellip;</td>
+  <td lang="fr" xml:lang="fr">&eacute;toile</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; Star &hellip; Inn &hellip; hotel &hellip;</td>
+  <td>&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Cake</td>
+  <td>&hellip; cheesecake &hellip; mouse &hellip; cat &hellip;</td>
+  <td lang="fr" xml:lang="fr">gateau</td>
+</tr>
+<tr>
+  <td>Sword</td>
+  <td>&hellip; soldier &hellip; soldier&#8217;s pay &hellip;</td>
+  <td lang="fr" xml:lang="fr">&eacute;p&eacute;e</td>
+</tr>
+<tr>
+  <td>&mdash;&mdash;</td>
+  <td>&hellip; war &hellip; misery &hellip; happy &hellip;</td>
+  <td lang="fr" xml:lang="fr">&mdash;&mdash;</td>
+</tr>
+<tr>
+  <td>Book</td>
+  <td>&hellip; pages &hellip; leaves &hellip; [See Latin] &hellip;</td>
+  <td lang="fr" xml:lang="fr">livre</td>
+</tr>
+<tr>
+  <td>Castle</td>
+  <td>&hellip; ruined &hellip; shattered &hellip;</td>
+  <td lang="fr" xml:lang="fr">ch&acirc;teau</td>
+</tr>
+<tr>
+  <td>To speak</td>
+  <td>&hellip; converse &hellip; dispute &hellip; parley &hellip;</td>
+  <td lang="fr" xml:lang="fr">parler</td>
+</tr>
+</table>
+
+
+<ol class="sidenote">
+<li>Why could not &ldquo;feel&rdquo; be left out?</li>
+<li>Why not omit &ldquo;science,&rdquo; and say &ldquo;medical arts&rdquo;?</li>
+<li>Why not omit &ldquo;angels&rdquo; and &ldquo;harps,&rdquo;
+and simply add &ldquo;celestial&rdquo; to &ldquo;hymns&rdquo;?</li>
+<li>If the pupil does not know who &ldquo;Hengler&rdquo; is, should we not
+omit the name and insert instead &ldquo;singing clown&rdquo;?</li>
+<li>Why should not &ldquo;fare&rdquo; be a better <abbr title="Inclusion">In.</abbr> by sound with &ldquo;<span lang="fr" xml:lang="fr">gare</span>&rdquo; than &ldquo;guard&rdquo;?</li>
+<li>If tapestry means other things besides carpets, would
+not &ldquo;tapestry carpet&rdquo; be a sufficient intermediate?</li>
+<li>If &ldquo;<span lang="fr" xml:lang="fr">pelle</span>&rdquo; is pronounced as if applied &ldquo;pel,&rdquo;
+ought not &ldquo;Pall Mall&rdquo; to be pronounced as if spelled
+&ldquo;Pell Mell&rdquo;?</li>
+</ol>
+
+<table summary="Table of Italian vocabulary, with intermediate correlations.">
+<tr class="smcap">
+  <th>English.</th>
+  <th>Intermediates.</th>
+  <th>Italian.</th>
+</tr>
+<tr>
+  <td>Basket</td>
+  <td>&hellip; horse-basket &hellip; pannier &hellip;</td>
+  <td lang="it" xml:lang="it">pani&eacute;ra</td>
+</tr>
+<tr>
+  <td><abbr class="ditto" title="Basket">"</abbr></td>
+  <td>&hellip; casket &hellip; ring &hellip; bull &hellip; bellow &hellip;</td>
+  <td lang="it" xml:lang="it">corbello</td>
+</tr>
+<tr>
+  <td>Gold</td>
+  <td>&hellip; nugget &hellip; ore &hellip;</td>
+  <td lang="it" xml:lang="it">&oacute;ro</td>
+</tr>
+<tr>
+  <td>His</td>
+  <td>&hellip; his own &hellip; zone &hellip; bind &hellip; sew &hellip;</td>
+  <td lang="it" xml:lang="it">su&oacute;</td>
+</tr>
+<tr>
+  <td>Thy</td>
+  <td>&hellip; thy face &hellip; head &hellip; foot &hellip; toe &hellip;</td>
+  <td lang="it" xml:lang="it">tu&oacute;</td>
+</tr>
+<tr>
+  <td>Uncle</td>
+  <td>&hellip; &ldquo;Dutch uncle&rdquo; &hellip; Holland &hellip; <span lang="nl" xml:lang="nl">Zuyder Zee</span>
+  &hellip;</td>
+  <td lang="it" xml:lang="it">Zio</td>
+</tr>
+<tr>
+  <td>Pius</td>
+  <td>&hellip; church &hellip; pew &hellip;</td>
+  <td lang="it" xml:lang="it">Pio</td>
+</tr>
+<tr>
+  <td>Month</td>
+  <td>&hellip; Month of May &hellip; mace &hellip;</td>
+  <td lang="it" xml:lang="it">m&eacute;se</td>
+</tr>
+<tr>
+  <td>Made</td>
+  <td>&hellip; servant-maid &hellip; cook &hellip; fat &hellip;</td>
+  <td lang="it" xml:lang="it">f&aacute;tto</td>
+</tr>
+</table>
+
+<p>Synonyms, as well as words having but a slight difference in sound like
+<em>Insidious</em> and <em>Invidious</em> are easily discriminated by <em>memorised</em>
+Correlations: <strong class="smcap">Insidious</strong> &hellip; inside &hellip; hole &hellip; fox &hellip;
+<strong class="smcap">treachery</strong>.&mdash;<strong class="smcap">invidious</strong> &hellip; invade &hellip; hostility &hellip; <strong class="smcap">ill-will</strong>.</p>
+
+<ol class="sidenote">
+<li>Is the letter &ldquo;i&rdquo; in <span lang="it" xml:lang="it">Zio</span> pronounced as if spelled Zeeo?</li>
+<li>If so, is &ldquo;pew&rdquo; a good <abbr title="Inclusion">In.</abbr> by sound with <span lang="it" xml:lang="it">Pio</span>?</li>
+<li>Why would not these be good correlations, viz.,
+<strong class="smcap">Insidious</strong>, hideous &hellip; moral turpitude &hellip;
+<strong class="smcap">Treachery</strong>.&mdash;<strong class="smcap">Invidious</strong>
+&hellip; perfidious &hellip; betrayal. <strong class="smcap">Ill-will</strong>.</li>
+<li>How many correlations have you made so far?</li>
+<li>Have you made your own in every case, or memorised mine in every case?</li>
+<li>Have you indicated the relations in all cases by writing in 1, 2, or 3?</li>
+<li>If not, why not?</li>
+</ol>
+
+<h3>HOW TO MEMORISE DATES, <abbr title="et cetera">&amp;c.</abbr>, WHERE YOU ARE UNFAMILIAR WITH THE FACTS, <abbr title="et cetera">&amp;c.</abbr></h3>
+
+<p>Let every Pupil write examples of his own selection of names Correlated
+to Dates of birth and death worked out<span class="num" title="Page&nbsp;134">&zwnj;</span><a name="p134" id="p134"></a> as below, or some other <em>pairs</em>
+of extremes, such as name of ship to its captain on one side, and its
+tonnage (or destined port) on the other.</p>
+
+<p>To remember <em>Dates</em> of <em>Birth</em> and <em>Death</em> (<abbr title="et cetera">&amp;c.</abbr>) of men, correlate the
+<strong class="smcap">surname as best known</strong> to the word expressing the date of <strong class="smcap">birth</strong>, and
+correlate the <strong class="smcap">birth-word</strong> to the <strong class="smcap">death</strong> [<abbr title="et cetera">&amp;c.</abbr>] word:&mdash;</p>
+
+<p>Do not look for Analytic Date-words in the following cases until you
+have first memorised my Correlations or your own. You can then review
+the examples and easily find Analytic Date-words if you are
+<em>sufficiently acquainted</em> with the facts of the cases, as: Lord
+Beaconsfield (18)05, <i>S</i>a<i>l</i>ient.<a name="Anchor-L" id="Anchor-L"></a><a href="#Footnote-L" class="fnanchor" title="Go to footnote L."><span> Footnote </span>[L]</a> Here is a supposed Analytic formula
+by English Liberals, of Gladstone&#8217;s birth:&mdash;Gladstone&mdash;&ldquo;<i>S</i>u<i>p</i>reme&rdquo;
+(18)09; by Foreigners&mdash;&ldquo;<i>S</i>u<i>p</i>ereminent;&rdquo; by Tories, &ldquo;<i>Sp</i>oliator;&rdquo; by
+Home Rulers&mdash;&ldquo;<i>S</i>u<i>p</i>porter;&rdquo; by Parnellites&mdash;&ldquo;A<i>sp</i>erser;&rdquo; by
+Churchmen&mdash;&ldquo;<i>Sp</i>iritual;&rdquo; by Agnostics&mdash;&ldquo;<i>S</i>u<i>p</i>erstitious;&rdquo; by
+Unionists&mdash;&ldquo;<i>S</i>e<i>p</i>aratist;&rdquo; by admirers of eloquence&mdash;&ldquo;<i>Sp</i>ellbinder;&rdquo;
+by decriers of speaking&mdash;&ldquo;<i>Sp</i>outer.&rdquo;</p>
+
+<ol class="sidenote">
+<li>Memorise the correlation you make.</li>
+<li>Do you find it difficult to get analytic date-words?</li>
+<li>What is necessary in order to get them readily?</li>
+</ol>
+
+<table class="corr2" summary="Correlations and analytic formulas for the birth and death dates of famous people.">
+<tr>
+  <th rowspan="2"><i>Lord Beaconsfield</i></th>
+  <td>&hellip; beacon &hellip; the rock &hellip; <i>t</i>he
+  <i>v</i>e<i>s</i>se<i>l</i></td>
+  <td>[born&nbsp;1805]</td>
+</tr>
+<tr>
+  <td>&hellip; Vessel &hellip; anchor &hellip; hope &hellip; <i>t</i>o ha<i>v</i>e
+  <i>f</i>ai<i>t</i>h</td>
+  <td>[died&nbsp;1881]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>Mr. Gladstone</i></th>
+  <td>&hellip; gladness &hellip; sorrow &hellip; <i>t</i>he hea<i>v</i>y
+  <i>s</i>o<i>b</i></td>
+  <td>[born&nbsp;1809]</td>
+</tr>
+<tr>
+  <td>&hellip; heavywaters &hellip; Noah&#8217;s flood &hellip; few saved &hellip; <i>t</i>oo
+  <i>f</i>ew <i>m</i>e<i>n</i></td>
+  <td>[<abbr title="Member of Parliament">M.&nbsp;P.</abbr> in 1832]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>Napoleon Bonaparte</i></th>
+  <td>&hellip; banishment &hellip; embarkation &hellip; <i>T</i>oo<i>k</i>
+  <i>sh</i>i<i>p</i></td>
+  <td>[born&nbsp;1769]</td>
+</tr>
+<tr>
+  <td>&hellip; Took ship &hellip; masthead &hellip; Godhead &hellip;
+  <i>D</i>i<i>v</i>i<i>n</i>i<i>t</i>y &hellip;</td>
+  <td>[died&nbsp;1821]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>Robert Burns</i></th>
+  <td>&hellip; Scottish poet &hellip; map of Scotland &hellip; map of the World
+  &hellip; <i>T</i>he <i>gl</i>o<i>b</i>e</td>
+  <td>[born&nbsp;1759]</td>
+</tr>
+<tr>
+  <td>&hellip; &ldquo;The Globe&rdquo; &hellip; newspaper &hellip; page &hellip;
+  Wai<i>t</i>i<i>ng</i> <i>p</i>a<i>g</i>e &hellip;</td>
+  <td>[died&nbsp;1796]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>Oliver Goldsmith</i></th>
+  <td>&hellip; poverty &hellip; plenty &hellip; <i>T</i>oo<i>k</i>
+  e<i>n</i>ou<i>gh</i></td>
+  <td>[born&nbsp;1728]</td>
+</tr>
+<tr>
+  <td>&hellip; &ldquo;bread enough&rdquo; &hellip; prodigal son &hellip;
+  <i>Th</i>e you<i>ng</i>e<i>r</i></td>
+  <td>[died&nbsp;1774]</td>
+</tr>
+<tr>
+  <th rowspan="2"><span class="num" title=
+  "Page&nbsp;135">&zwnj;</span><a name="p135" id=
+  "p135"></a><i>Nelson</i></th>
+  <td>&hellip; Britain&#8217;s bulwark &hellip; Whi<i>t</i>e
+  <i>cl</i>if<i>f</i></td>
+  <td>[born&nbsp;1758]</td>
+</tr>
+<tr>
+  <td>&hellip; Whi<i>t</i>e <i>f</i>os<i>s</i>i<i>l</i></td>
+  <td>[died&nbsp;1805]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>Cardinal Wolsey</i></th>
+  <td>&hellip; butcher &hellip; steel &hellip; straight &hellip;
+  <i>D</i>i<i>r</i>e<i>ct</i></td>
+  <td>[born&nbsp;1471]</td>
+</tr>
+<tr>
+  <td>&hellip; point &hellip; horns &hellip; <i>D</i>i<i>l</i>e<i>m</i>mas</td>
+  <td>[died&nbsp;1530]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>Cardinal Newman</i></th>
+  <td>&hellip; &ldquo;kindly light&rdquo; &hellip; <i>V</i>es<i>t</i>a</td>
+  <td>[born&nbsp;1801]</td>
+</tr>
+<tr>
+  <td>&hellip; fire goddess &hellip; sun god &hellip;
+  <i>Ph</i>&oelig;<i>b</i>u<i>s</i></td>
+  <td>[died&nbsp;1890]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>The Marquis of Salisbury</i></th>
+  <td>&hellip; <abbr title="Saint">St.</abbr> Paul&#8217;s burial &hellip; <i>Th</i>e
+  <i>f</i>a<i>m</i>ou<i>s</i></td>
+  <td>[born&nbsp;1830]</td>
+</tr>
+<tr>
+  <td><i>Th</i>e famous &hellip; Livingstone &hellip; travelling &hellip;
+  <i>v</i>oya<i>g</i>i<i>ng</i></td>
+  <td>[succeeded to title 1867]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>J.&nbsp;J. Rousseau</i></th>
+  <td>&hellip; &ldquo;Emile&rdquo; &hellip; early education &hellip;
+  E<i>d</i>u<i>c</i>a<i>t</i>e <i>n</i>ow</td>
+  <td>[born&nbsp;1712]</td>
+</tr>
+<tr>
+  <td>&hellip; draw out thought &hellip; I <i>th</i>i<i>nk</i> o<i>f</i>
+  you</td>
+  <td>[died&nbsp;1778]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>Charles Darwin</i></th>
+  <td>&hellip; &ldquo;Natural Selection&rdquo; &hellip; The chosen one &hellip;
+  Ha<i>p</i>py</td>
+  <td>[born (180)9]<a name="Anchor-M" id="Anchor-M"></a><a href=
+  "#Footnote-M" class="fnanchor" title=
+  "Go to footnote M."><span> Footnote </span>[M]</a></td>
+</tr>
+<tr>
+  <td>&hellip; greatest happiness &hellip; <i>T</i>o ha<i>v</i>e
+  hea<i>v</i>e<i>n</i></td>
+  <td>[died&nbsp;1882]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>George Eliot</i></th>
+  <td>&hellip; Adam Bede &hellip; add &hellip; A<i>dv</i>a<i>nc</i>e</td>
+  <td>[born&nbsp;1820]</td>
+</tr>
+<tr>
+  <td>&hellip; Money &hellip; &pound;10 &hellip; <i>T</i>wo
+  <i>f</i>i<i>v</i>e<i>s</i></td>
+  <td>[died&nbsp;1880]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>Richard Wagner</i></th>
+  <td>&hellip; &ldquo;Music of Future&rdquo; &hellip; future time &hellip;
+  <i>T</i>o ha<i>v</i>e <i>t</i>i<i>m</i>e</td>
+  <td>[born&nbsp;1813]</td>
+</tr>
+<tr>
+  <td><i>T</i>o ha<i>v</i>e <i>f</i>a<i>m</i>e</td>
+  <td>[died&nbsp;1883]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>The Duke of Albany</i></th>
+  <td>&hellip; delicate &hellip; pale &hellip; white &hellip; Whi<i>t</i>e
+  <i>fl</i>a<i>m</i>e</td>
+  <td>[born&nbsp;1853]</td>
+</tr>
+<tr>
+  <td><i>F</i>i<i>r</i>e</td>
+  <td>[died (18)84]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>Charles Dickens</i></th>
+  <td>&hellip; &ldquo;Pickwick Papers&rdquo; &hellip; picnic biscuits &hellip;
+  biscuit-tin &hellip; <i>T</i>i<i>n</i></td>
+  <td>[born (18)12]</td>
+</tr>
+<tr>
+  <td><i>C</i>a<i>s</i>e</td>
+  <td>[died (18)70]</td>
+</tr>
+<tr>
+  <th rowspan="2"><i>Titus Oates</i></th>
+  <td>&hellip; barley &hellip; mash-tub &hellip; man&#8217;s tub &hellip;
+  <i>D</i>io<i>g</i>e<i>n</i>e<i>s</i></td>
+  <td>[born&nbsp;1620]</td>
+</tr>
+<tr>
+  <td>&hellip; harsh critic &hellip; He a<i>t</i>ta<i>cks</i> a<i>l</i>l</td>
+  <td>[died&nbsp;1705]</td>
+</tr>
+</table>
+
+<table class="corr2" summary="Correlations and analytic formulas for various facts.">
+<tr>
+  <td>The specific gravity of the Iridium is 22.40<br />
+  <strong class="smcap">Iridium</strong> &hellip; I ridicule
+  &hellip; Ridiculous &hellip; All laugh &hellip;</td>
+  <td><strong>22.40</strong><br />
+  <i>n</i>o<i>n</i>e <i>s</i>e<i>r</i>iou<i>s</i>.</td>
+</tr>
+<tr>
+  <td colspan="2"><span class="num" title=
+  "Page&nbsp;136">&zwnj;</span><a name="p136" id="p136"></a>See
+  Analytic Substitutions, concerning the expression of
+  decimals.</td>
+</tr>
+<tr>
+  <td>One pound avoirdupois equals .45355 of a
+  kilogram&mdash;<br />
+  <strong class="smcap">Pound Avoirdupois</strong> &hellip; old
+  measure &hellip; new measure &hellip; new reign &hellip;</td>
+  <td>
+    (<strong>.45355</strong>)<br />Hi<i>s</i> <i>r</i>u<i>l</i>e
+    <i>m</i>ay ha<i>l</i>low a<i>l</i>l<ins class="corr" title=
+    "Transcriber&rsquo;s note: Original omitted the period.">.</ins>
+  </td>
+</tr>
+<tr>
+  <td>Great Earthquake at Lisbon in 1755&mdash;<br />
+  LISBON &hellip; Listen &hellip; Hush!&hellip;</td>
+  <td class="pre"><strong>1 7 5 5 </strong><br />TALK LOWLY.</td>
+</tr>
+<tr>
+  <td>Sorata (Andes) 21,286&nbsp;feet high.<br />
+  SORATA &hellip; sore &hellip; cured &hellip; salt fish
+  &hellip;</td>
+  <td class="pre"><strong>2 1 2 8 6 </strong><br />UNEATEN FISH.</td>
+</tr>
+<tr>
+  <td>FOUNDATION OF ROME &hellip; Seven hills &hellip; up hill
+  &hellip;</td>
+  <td>(<strong>753</strong>) <i>cl</i>i<i>m</i>b.</td>
+</tr>
+<tr>
+  <td>FIRST PRINTING IN ENGLAND &hellip; Book &hellip; Pamphlet
+  &hellip;</td>
+  <td>(<strong>1471</strong>) <i>tr</i>a<i>ct</i>.</td>
+</tr>
+<tr>
+  <td>COUNCIL OF TRENT &hellip; rent &hellip; rent roll
+  &hellip;</td>
+  <td>(<strong>1545</strong>) <i>d</i>ai<i>l</i>y <i>r</i>o<i>l</i>l.</td>
+</tr>
+<tr>
+  <td>SPANISH ARMADA DESTROYED<br />
+  Many ships sunk &hellip; few escaped &hellip;</td>
+  <td class="pre"><strong>1 5 8 8 </strong><br />THEY LEAVE A FEW.</td>
+</tr>
+<tr>
+  <td>America discovered in 1492&mdash;<br />
+  AMERICA &hellip; Merry &hellip; Sad &hellip; sad irons &hellip;
+  Handcuffs &hellip;</td>
+  <td class="pre"><strong>1 49 2 </strong><br />TURPIN.</td>
+</tr>
+<tr>
+  <td>Mariners&rsquo; Compass invented, 1269&mdash;<br />
+  MARINERS&rsquo; COMPASS &hellip; pocket compass&mdash;</td>
+  <td class="pre"><strong>1 2 6 9 </strong><br />TINY SHAPE.</td>
+</tr>
+</table>
+
+<p>Learning dates and other figures by Synthesis is never recommended
+except where the pupil is ignorant of the subject matter and cannot in
+consequence use Analytic Substitution. Synthesis power has a good
+training effect in all cases.</p>
+
+<ol class="sidenote">
+<li>Is it always necessary for us to know the dates of the
+birth and death of men?</li>
+<li>Then why do we do this exercise?</li>
+<li>What do I want you to get thorough control over?</li>
+<li>What will you then be able to do?</li>
+<li>The specific gravity of Iridium is 22.40, represented by the
+phrase <i>n</i>o<i>n</i>e <i>s</i>e<i>r</i>iou<i>s</i>; of what use is the
+first &ldquo;s&rdquo; in the word &ldquo;serious&rdquo;?</li>
+<li>Why would you not give it the value of (0)?</li>
+<li>Give a phrase indicating the height of the Washington Monument
+(555&nbsp;<abbr title="feet">ft.</abbr>).</li>
+<li>Now correlate &ldquo;Washington Monument&rdquo; to the phrase you have
+given.</li>
+<li>Make original correlations for all the events on this page.</li>
+<li>Are unfamiliar words of any help in a correlation?</li>
+<li>Should they ever be used as intermediates?</li>
+<li>Do you try to use as few intermediates as possible?</li>
+<li>Are short ones more easily learned?</li>
+</ol>
+
+<h3 class="smcap">Serial Facts.</h3>
+
+<p>There are two kinds of Serial Facts.</p>
+
+<p>(1) One is where names or facts are stated in a certain order, as in
+alphabetical order, for instance, and yet a different order could be
+given. Lists of exceptions in Grammar are usually stated in the
+alphabetical order, yet if the component parts or words of the list are
+remembered, the alphabetical order is of no consequence. One teacher has
+re-arranged Series in Foreign Grammars in such a manner that he finds a
+natural suggestiveness between the words. No doubt such a re-arrangement
+can be made, but I question whether his doing it for another would help
+the latter much. For the pupil to benefit, he should re-adjust the
+Series 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.<span class="num" title="Page&nbsp;137">&zwnj;</span><a name="p137" id="p137"></a> At
+best, when found, they will be weak; but, by correlating the series
+together, my Pupils make a strong and vivid relation between all of the
+words of a Series to be memorised, and at the same time exercise
+attention in both its functions, and increase appreciation of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>,
+and <abbr title="Concurrence">Con.</abbr></p>
+
+<ol class="sidenote">
+<li>How many kinds of Serial facts are there?</li>
+<li>What are the characteristics of the first kind?</li>
+<li>Is it advisable for the pupil to re-adjust Series in Foreign Grammars?</li>
+</ol>
+
+<p>Suppose we wish to memorise the 11 prepositions which form part of
+certain Latin verbs which are followed by the dative, to wit:&mdash;<i lang="la" xml:lang="la">Ad.</i>,
+<i lang="la" xml:lang="la">Ante.</i>, <i lang="la" xml:lang="la">Con.</i>, <i lang="la" xml:lang="la">In.</i>, <i lang="la" xml:lang="la">Inter.</i>, <i lang="la" xml:lang="la">Ob.</i>, <i lang="la" xml:lang="la">Post.</i>, <i lang="la" xml:lang="la">Pre.</i>, <i lang="la" xml:lang="la">Pro.</i>,
+<i lang="la" xml:lang="la">Sub.</i>, and <i lang="la" xml:lang="la">Super</i>. This Series is usually learned by <em>endless
+repetition</em>, as a succession of sounds to the ear, or sight to the eye,
+by mere <em>rote</em>. What a waste of time to attempt to re-arrange it in
+order to learn it more easily. Yet such a Series can be learned by
+correlating the words together in a very short time, thus:&mdash;</p>
+
+<ul>
+<li><i lang="la" xml:lang="la">Ad</i>    addition &hellip; front addition &hellip; <em>ante</em>-room&hellip;.</li>
+<li><i lang="la" xml:lang="la">Ante</i>  antecedent &hellip; <i>con</i>sequent&hellip;.</li>
+<li><i lang="la" xml:lang="la">Con</i>   converse &hellip; <i>in</i>verse&hellip;.</li>
+<li><i lang="la" xml:lang="la">In</i></li>
+<li><i lang="la" xml:lang="la">Inter</i> interject &hellip; <i>ob</i>ject&hellip;.</li>
+<li><i lang="la" xml:lang="la">Ob</i>    obligation &hellip; <i>post</i>poned obligation&hellip;.</li>
+<li><i lang="la" xml:lang="la">Post</i>  post-office &hellip; <i>pre</i>payments&hellip;.</li>
+<li><i lang="la" xml:lang="la">Pre</i>   predilection &hellip; <i>pro</i>pensity&hellip;.</li>
+<li><i lang="la" xml:lang="la">Pro</i>   produce &hellip; soil products &hellip; <i>sub</i>soil&hellip;.</li>
+<li><i lang="la" xml:lang="la">Sub</i>   subordinate actor &hellip; <em>Super</em>.</li>
+</ul>
+
+<p>And, similarly, we can deal with any Series in <strong>Grammar</strong>, or elsewhere.</p>
+
+<ol class="sidenote">
+<li>Do my pupils ever find any difficulty in correlating the
+series as they may find it?</li>
+<li>What training must they have in order to do so?</li>
+<li>Is any time misspent in trying to discover a non-existing relation?</li>
+<li>What are the eleven Latin prepositions here given?</li>
+<li>How are they usually learned?</li>
+<li>Is time gained thereby?</li>
+</ol>
+
+<p>(2) The other kind of Series is where the words, facts, or things <em>must</em>
+be memorised as given. The seven primary colours are given as they occur
+in nature, thus:&mdash;Violet, Indigo, Blue, Green, Yellow, Orange, Red. The
+unconscionable word VIBGYOR has been given as a means, through the
+initial letters of the colour words, to enable us to remember those
+words, and ROYGBIV to enable us to remember the Series backwards. To
+such a pass are educators driven when they lack my Universal Method of
+cementing Extremes. We know the Series both ways if we Correlate the
+words, thus:</p>
+
+<ul>
+<li><span class="num" title="Page&nbsp;138">&zwnj;</span><a name="p138" id="p138"></a><em>Violet</em> &hellip; let go</li>
+<li><em>Indigo</em> &hellip; indigestion &hellip; &ldquo;blues&rdquo;</li>
+<li><em>Blue</em> &hellip; blue sea &hellip; sea green</li>
+<li><em>Green</em> &hellip; green corn &hellip; ripe corn</li>
+<li><em>Yellow</em> &hellip; yellow fruit</li>
+<li><em>Orange</em> &hellip; orangemen &hellip; fights &hellip; blood split &hellip; blood-red &hellip; <em>Red</em>.</li>
+</ul>
+
+
+<h4>ORDER OF THE ENGLISH SOVEREIGNS.</h4>
+
+<p>The true Method of learning the Order and Dates of the English
+Sovereigns, as of the American Presidents, or of any other list of
+Rulers, is to deal with them only in the course of reading. When met
+with in History, all the facts are before the reader, and, if he fails
+to hold the <em>order of succession</em> clearly in mind in any case, he can
+easily correlate the Names together. And if he fails to retain some of
+the dates, he can readily make forgetfulness impossible by correlating
+names to date-words&mdash;or, as the details of the reigns are known to him,
+he can at once find analytic date-words. The reader wishes to infallibly
+remember that the date of the beheading of Charles&nbsp;<abbr title="the 1st">I.</abbr> was 1649. The
+formula is &ldquo;Charles&nbsp;<abbr title="the 1st">I.</abbr>&mdash;<i>T</i>oo <i>sh</i>a<i>rp</i> (1649).&rdquo; If the reader&#8217;s
+memory-training is imperfect, and he is ignorant of the facts, he had
+better correlate. If his memory-education is complete, and the facts are
+within his knowledge, he will need no aid, or he will use analytic
+date-words as in above case (1) <i>Th</i>en (6) <i>Ch</i>arles (4) <i>r</i>ightly (9)
+<i>b</i>eheaded. If he feels that he needs some advice to help him remember
+the order of succession of the Kings, he can refresh his recollection by
+turning back and reading the method already given.</p>
+
+
+<h3>EXERCISE.&mdash;CASES IN EVERY-DAY LIFE.</h3>
+
+<p>The student must exercise his judgment as to what is the <em>best known</em> to
+which he will Correlate an <em>isolated fact</em>.</p>
+
+<p>The following anecdote is taken from the <strong class="smcap">Era Almanack</strong>, 1882, <abbr title="page">p.</abbr>&nbsp;36. The
+actor, whose name was Taylor, could not remember the name assigned to
+him in his part of the play. We shall see how Mnemonics helped him.</p>
+
+<p><strong class="smcap">Association of Ideas.</strong>&mdash;Macready was once victimised in <em>Virginius</em>. The
+Numitorius could not remember the<span class="num" title="Page&nbsp;139">&zwnj;</span><a name="p139" id="p139"></a> name given him in the play. &ldquo;You will
+remember it, sir,&rdquo; said the tragedian, carefully pronouncing it for him,
+&ldquo;by the association of ideas. Think of Numbers&mdash;the Book of Numbers.&rdquo;
+The Numitorius did think of it all day, and at night produced through
+&ldquo;the association of ideas&rdquo; the following effect:</p>
+
+<blockquote>
+<p><cite>Numitorius</cite>&mdash;&ldquo;Where is Virginia? Wherefore do you hold that maiden&#8217;s
+hand?&rdquo;</p>
+
+<p><cite>Claudius</cite>&mdash;&ldquo;Who asks the question?&rdquo;</p>
+
+<p><cite>Numitorius</cite>&mdash;&ldquo;I, her uncle&mdash;<strong class="smcap">Deuteronomy</strong>!&rdquo;</p>
+</blockquote>
+
+<p>The actor should have correlated the word &ldquo;Numitorius,&rdquo; which he could
+<em>not</em> remember, to the word &ldquo;Uncle&rdquo; as the BEST KNOWN that preceded it,
+which he could remember, or to his &ldquo;cue&rdquo; the word &ldquo;Question&rdquo; thus:</p>
+
+<ul style="font-size:0.9em; padding-left:2.222em;">
+<li>UNCLE [2] Nephew [1] You [1] You <em>knew</em>&mdash;NU-mitorius. <em>Or</em>,</li>
+
+<li>UNCLE [2] Niece [1] Neat [1] Neat and New [1] <em>A new mitre o&#8217;er
+us</em> [1] NU-mitorius. <em>Or</em>,</li>
+
+<li>QUESTION [1] Wants to know [1] Know [1] Knew [1] <em>knew my story</em>
+[1] NU-mitorius. <em>Or</em>,</li>
+
+<li>QUESTION [1] Quest [1] Guessed [1] Knew [1] <em>Knew a mighty Tory</em>
+[1] NU-mitorius.</li>
+</ul>
+
+<p>Had the actor memorised either of these Correlations, he would <em>not</em>
+have forgotten Numitorius in his performance. In all similar cases mere
+<abbr title="Inclusion">In.</abbr> by sound, like the word &ldquo;Numbers&rdquo; which Macready proposed, and which
+is really <em>not a genuine <abbr title="Inclusion">In.</abbr> by sound</em>, is of little service to a poor
+memory. A Correlation would have been much better.</p>
+
+<p>To any conceivable &ldquo;<em>Isolated Fact</em>&rdquo; you can find a <em>Best Known</em> to
+which you can correlate it, and thereby always have it at command. This
+is true, even in cases of <em>anticipatory</em> memory. Instead of tying a
+string round your finger to remind you to buy something when you get to
+the bazaar, and when you get there forgetting to notice the string or
+forgetting what the string was intended to remind you of, correlate the
+name of what you wish to purchase to the name of something you are sure
+to <em>think</em> of at the place you are going to, and memorise the
+Correlation. When you see the <em>Best Known</em>, the thing you correlated to
+it will at once occur to mind. I will add only one more
+illustration:&mdash;A commercial traveller was in the habit of putting his
+watch under his pillow, and also in the habit of forgetting<span class="num" title="Page&nbsp;140">&zwnj;</span><a name="p140" id="p140"></a> that he put
+it there! After losing two watches in this way, he came to me to improve
+his memory, and asked me if my System could aid him to think of his
+watch and where he had put it. &ldquo;Infallibly,&rdquo; I replied, &ldquo;if there is
+anything you can mention which you are <em>certain</em> to think of when you
+get up, such as boots, trousers, hat, <abbr title="et cetera">&amp;c.</abbr>&rdquo; &ldquo;There is one thing,&rdquo; he
+rejoined, &ldquo;I am more certain to think of than any article of clothing. I
+always think what a shame it is I have to get up.&rdquo; &ldquo;Well, you are sure
+to think of the words &lsquo;get up;&rsquo; that then is your <em>Best Known</em>.
+Correlate the word &lsquo;watch&rsquo; to it <ins class="corr" title="Transcriber&#8217;s note: Original had only 2 dots here. It is not clear what punctuation was intended.">&hellip;</ins> thus: &lsquo;GET UP&rsquo;&mdash;Spring
+up&mdash;Watch Spring&mdash;WATCH.&rdquo; After a tour of four months he reported he had
+always thought of his watch the moment he awoke.</p>
+
+
+<h4>SPEAKING WITHOUT WRITTEN OR PRINTED NOTES.</h4>
+
+<p>After the clergyman has decided on his text, or the speaker on any
+subject he has selected for his special topic, the next step is to
+<em>think it out</em>&mdash;to make his plan&mdash;his mode of development of his
+ideas&mdash;their order and sequence, illustrations, <abbr title="et cetera">&amp;c.</abbr> All this will
+constitute an outline&mdash;the SKELETON OF THE DISCOURSE. This should
+usually be <em>committed to paper</em>. If he possesses the requisite command
+of language to enable him to express his views, all he now requires to
+do is to <em>thoroughly memorise</em> this Skeleton.</p>
+
+<p>When this is done, the orator will have no occasion to have any notes
+<em>before him to refer to</em>, and thereby to remind his audience that he is
+merely rehearsing fervour a week or more old; but, having the exact
+order of ideas in his memory, he can proceed to speak on each
+<em>successive</em> topic until he has exhausted all the points and
+illustrations that he had intended to use.</p>
+
+<p>A young clergyman is very apt to imagine that he will correlate together
+20 to 100 propositions in every discourse&mdash;a theoretical conjecture
+never verified in fact. In <em>practice</em>, he will find that he will very
+rarely correlate more than ten propositions together, and he will
+correlate sub-propositions, citations, or illustrations to the
+respective propositions<span class="num" title="Page&nbsp;141">&zwnj;</span><a name="p141" id="p141"></a> to which they belong. Instead of correlations,
+<em>he may unite his propositions together by analysis</em>. Each person will
+manage this matter as he finds most convenient to himself; or, if he
+desires to literally memorise his discourses, he can do so in the manner
+pointed out in learning sentences, or by two or three careful perusals.
+But, by one who speaks without notes is generally understood one who has
+only memorised his leading ideas, and it is always a judicious practice
+for a beginner to rehearse his leading topics and their amplifications
+in private, <em>that he may test his memory</em>, and then <em>become familiar</em>
+with a procedure <em>in private</em> in order to be sure to be <em>perfect in it
+before the public</em>. This private discipline is all the more necessary in
+the early stages of extempore speaking&mdash;if the speaker is at all
+troubled by nervous anxieties or mind-wandering.</p>
+
+<p>Suppose a teacher of the Art of Expression has studied Moses True
+Brown&#8217;s [see his Synthetic Philosophy of Expression] reduction of
+Delsarte&#8217;s Nine Laws of Gesture to Brown&#8217;s One Law of
+Correspondence&mdash;and suppose this teacher wishes to explain to his class,
+or to an audience, how Mr. Brown proceeded. If he desires to do this
+without notes, he must memorise the order of those Nine Laws; they are
+abstractly stated and difficult to correlate, but it can be done. The
+Laws are as follows:&mdash;</p>
+
+<ul class="small">
+<li>Motion,</li>
+<li>Velocity,</li>
+<li>Direction or Extension,</li>
+<li>Re-action,</li>
+<li>Form,</li>
+<li>Personality,</li>
+<li>Opposition of Agents,</li>
+<li>Priority, or Sequence,</li>
+<li>Rhythm.</li>
+</ul>
+
+<p>The teacher must correlate these heads or topics of his discourse
+together, and so memorise his correlations that he can recall the series
+in the exact order. Perhaps he may proceed thus:</p>
+
+<ul class="small">
+<li><strong class="smcap">Motion.</strong></li>
+<li class="indent">[Rate of motion.]</li>
+<li><strong class="smcap">Velocity.</strong></li>
+<li class="indent">[Relation of motion to time and <em>space</em>&mdash;.]</li>
+<li><span class="num" title="Page&nbsp;142">&zwnj;</span><a name="p142" id="p142"></a><strong class="smcap">Direction</strong> or Extension.</li>
+<li class="indent">[Direction reversed.]</li>
+<li><strong class="smcap">Re-action.</strong></li>
+<li class="indent">[Mould of Action.]</li>
+<li><strong class="smcap">Form.</strong></li>
+<li class="indent">[Form of the Human.]</li>
+<li><strong class="smcap">Personality.</strong></li>
+<li class="indent">[Its extremes.]</li>
+<li><strong class="smcap">Opposition of Agents.</strong></li>
+<li class="indent">[First opponent.]</li>
+<li><strong class="smcap">Priority</strong> or Sequence.</li>
+<li class="indent">[Periodicity of Sequence.]</li>
+<li><strong class="smcap">Rhythm.</strong></li>
+</ul>
+
+<p>Knowing these Nine Laws in the above <em>order</em>, he can discuss them one
+after the other. When he has finished his explanation of the reduction
+of the three Forms of Motion [Concentric, Poise, and Eccentric] to the
+Law of Correspondence, he can proceed to the consideration of the
+sub-topics under Velocity, and so on. When he has fixed the other of his
+topics in mind, he has a mental chart or map to guide him in his
+exposition, and similarly in other cases.</p>
+
+
+<h3>EXERCISE.</h3>
+
+<p>Learn some of the &ldquo;Antidotes,&rdquo; and at least two of the following series.
+Do <em>not</em> learn the extracts from Quain&#8217;s Anatomy unless you understand
+what is meant, or are a medical student.</p>
+
+
+<h4>DISTANCES OF PLANETS FROM THE SUN.</h4>
+
+<ul>
+<li><strong class="smcap">Mercury</strong>&mdash;36,000,000 [<i>M</i>ercury <i>Sh</i>ines].</li>
+
+<li><strong class="smcap">Venus</strong>&mdash;67,000,000 [<i>Sh</i>e&#8217;s a <i>G</i>oddess].</li>
+
+<li><strong class="smcap">Earth</strong>&mdash;93,000,000 [<i>P</i>lanetary <i>M</i>other].</li>
+
+<li><strong class="smcap">Mars</strong>&mdash;141,000,000 [<i>Th</i>is Wo<i>r</i>ld&#8217;s Ou<i>t</i>sider].</li>
+
+<li><strong class="smcap">Jupiter</strong>&mdash;482,000,000 [<i>R</i>ather <i>F</i>lattened E<i>n</i>ds, or, A
+<i>R</i>oundish <i>F</i>orm U<i>n</i>equalled].</li>
+
+<li><strong class="smcap">Saturn</strong>&mdash;885,000,000 [<i>F</i>loods o<i>f</i> <i>L</i>ight].</li>
+
+<li><strong class="smcap">Uranus</strong>&mdash;1,780,000,000 [<i>D</i>isturbances <i>C</i>aused <i>F</i>ruitful
+<i>S</i>earchings].</li>
+
+<li><strong class="smcap">Neptune</strong>&mdash;2,789,000,000 [<i>N</i>eptune <i>C</i>onstitutes a <i>F</i>rontier
+<i>B</i>oundary].</li>
+</ul>
+
+<ol class="sidenote">
+<li>How many planets are here mentioned? Make your own
+correlations between each.</li>
+</ol>
+
+<h4><span class="num" title="Page&nbsp;143">&zwnj;</span><a name="p143" id="p143"></a>EXTRACTS FROM QUAIN&#8217;S ANATOMY.
+<br />
+<small><span class="smcap">To be studied by none but Medical Students.</span></small></h4>
+
+<p>&ldquo;The Branches of the External Carotid Artery are eight in number,
+<i lang="la" xml:lang="la">viz.</i>, three directed forwards, the superior thyroid, the lingual, and
+the facial; two directed backwards, the occipital and the posterior
+auricular; and three extending upwards, the ascending pharyngeal branch,
+together with the temporal and internal maxillary, the two terminal
+branches into which the artery divides.&rdquo;</p>
+
+<p>Dissect, or study a model or diagram of these branch arteries, and then
+the facts are easily learned by means of Correlations:&mdash;</p>
+
+<table class="corr" summary="Correlations to memorise the branches of the carotid artery.">
+<tr>
+  <td><strong class="smcap">CAROTID</strong></td>
+  <td>&hellip; rotten &hellip; ruinous &hellip; <strong class="smcap">ivy</strong>
+  (eight branches) &hellip; growth &hellip; advance &hellip; go forwards &hellip;</td>
+  <td></td>
+</tr>
+<tr>
+  <td><strong class="smcap">Forwards</strong></td>
+  <td>&hellip; lead forwards &hellip; conduct &hellip; ductless &hellip;</td>
+  <td><strong class="smcap">Thyroid</strong></td>
+</tr>
+<tr>
+  <td></td>
+  <td>&hellip; spheroid &hellip; earth &hellip; many languages &hellip;</td>
+  <td><strong class="smcap">Lingual</strong></td>
+</tr>
+<tr>
+  <td></td>
+  <td>&hellip; tongue &hellip; mouth &hellip; face &hellip;</td>
+  <td><strong class="smcap">Facial</strong></td>
+</tr>
+<tr>
+  <td></td>
+  <td>&hellip; front &hellip; back&hellip;</td>
+  <td></td>
+</tr>
+<tr>
+  <td><strong class="smcap">Backwards</strong></td>
+  <td>&hellip; back of head &hellip; occiput &hellip;</td>
+  <td><strong class="smcap">Occipital</strong></td>
+</tr>
+<tr>
+  <td></td>
+  <td>&hellip; occult &hellip; secret &hellip; confession &hellip;</td>
+  <td><strong class="smcap">Auricular</strong></td>
+</tr>
+<tr>
+  <td></td>
+  <td>&hellip; ocular &hellip; eye &hellip; high up&hellip;</td>
+  <td></td>
+</tr>
+<tr>
+  <td><strong class="smcap">Upwards</strong></td>
+  <td>&hellip; ascending&hellip;</td>
+  <td><span class="smcap">Ascending Pharyngeal</span></td>
+</tr>
+<tr>
+  <td></td>
+  <td>&hellip; congeal &hellip; frozen Thames &hellip; temporary&hellip;</td>
+  <td><strong class="smcap">Temporal</strong></td>
+</tr>
+<tr>
+  <td></td>
+  <td>&hellip; pour out shot &hellip; Maxim gun<br />
+  <em>or</em> &ldquo;be temperate&rdquo; &hellip; maxim &hellip;</td>
+  <td><strong class="smcap">Maxillary</strong></td>
+</tr>
+</table>
+
+<p>To memorise the attachments of muscles, first of all familiarise
+yourself by diligent dissection with the aspects of the muscles and the
+actual facts of their attachments. It is possible to memorise their
+origins and insertions by my System, merely from their written
+descriptions; but this is not <em>learning</em>. It is a vicious system of
+cramming, which can do no good. When you have thoroughly familiarised
+yourself with the actual facts proceed to fix these facts<span class="num" title="Page&nbsp;144">&zwnj;</span><a name="p144" id="p144"></a> in your memory
+by my System. In dealing with facts of such complexity as the origin and
+insertion of muscles, it may be needful to have free recourse to the
+assistance of homophones, <abbr title="et cetera">&amp;c.</abbr> In the whole of anatomy there is no task
+so difficult as that of learning the precise attachments of the muscles
+of the back. Few students master these attachments thoroughly, and those
+who do, fail to retain them long.</p>
+
+<ol class="sidenote">
+<li>Are all students required to learn extracts from Quain&#8217;s Anatomy?</li>
+<li>How many branches are there of the External Carotid Artery?</li>
+<li>Describe them.</li>
+<li>Is it an advantage in studying Anatomy to dissect or study a model?</li>
+<li>How are the facts, then, easily learned?</li>
+<li>Make original correlations for this Extract.</li>
+<li>Do you use any unfamiliar words in your correlations?</li>
+<li>How do you memorise the attachments of muscles?</li>
+<li>Is it possible to memorise their origins and insertions by my System?</li>
+<li>Is this <em>learning</em>?</li>
+<li>What is it then?</li>
+</ol>
+
+<p>By the System it is easy to learn facts of Anatomy. But the System is no
+substitute for <em>dissection and experiment</em>. You can get a <strong class="smcap">comprehension</strong>
+of anatomical facts only by <em>actual experience</em>, and to attempt to
+require an <em>understanding</em> of them from books is to substitute a
+knowledge of words for a knowledge of things.</p>
+
+<p>The following will indicate one way in which you may proceed in
+memorising the attachments of the muscles of the back:</p>
+
+<ul>
+<li>(1) First make a homophone of the name of the muscle.</li>
+
+<li>(2) Indicate each attachment of the muscle by two words.
+
+<p>The initial letter of the first word should indicate the part of
+bone to which the muscle is attached, <em>e.g.</em>, Sp&nbsp;= spinous
+process, T&nbsp;= transverse process, R&nbsp;= rib, <abbr title="et cetera">&amp;c.</abbr> The second word
+should indicate by its consonants the <em>numbers</em> of the bones
+to which the attachment is made.</p></li>
+
+<li>(3) Correlate the homophone of the muscle to the first pair of
+words, and the first pair to the second pair. For example:</li>
+</ul>
+
+<p>&ldquo;The <strong class="smcap">Splenius Colli</strong> is attached, inferiorly, to the spinous processes of
+the third, fourth, fifth, and sixth dorsal vertebr&aelig;, and superiorly to
+the transverse processes of the first two or three cervical vertebr&aelig;.&rdquo;</p>
+
+<p class="center">
+spleniuS COLLi (homophone) SCOLD.<br />
+SCOLD &hellip; cold &hellip; marble &hellip; <ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;SPENDID&rsquo;.">SPLENDID</ins> IMAGE &hellip;<br />
+gold statuette &hellip; chimney ornament &hellip; clock &hellip; &#8217;TIS TIME.<br />
+</p>
+
+<p>In the first pair of words the initial of Splendid shows<span class="num" title="Page&nbsp;145">&zwnj;</span><a name="p145" id="p145"></a> that the
+attachment is to the Spinous processes, and the word Image indicates
+that the vertebr&aelig; implicated are the third to the sixth. The second pair
+show that the transverse processes, from the first to the third, are
+those into which the muscle is inserted.</p>
+
+<p>&ldquo;The <strong class="smcap">Splenius Capitis</strong> arises from the spines of the seventh cervical and
+two upper dorsal vertebr&aelig; and from the ligamentum nuch&aelig;. It is inserted
+into the lower and back part of the mastoid process, and into the outer
+part of the superior curved line of the occipital bone.&rdquo;</p>
+
+<table summary="">
+<tr>
+  <th colspan="2">spleniuS CAPitis (homophone)</th>
+  <td>ESCAPE.</td>
+</tr>
+<tr>
+  <th>ESCAPE</th>
+  <td>&hellip; flight &hellip; projectile &hellip; trajectory &hellip; conic section
+  &hellip;</td>
+  <td>SPLIT CONE.</td>
+</tr>
+<tr>
+  <td></td>
+  <td>split &hellip; spliced &hellip; ligatured &hellip;</td>
+  <td>LIGAMENTUM NUCH&AElig;.</td>
+</tr>
+<tr>
+  <td></td>
+  <td>new keel &hellip; ship &hellip; mast &hellip;</td>
+  <td>MASTOID.</td>
+</tr>
+<tr>
+  <td></td>
+  <td>masticate &hellip; eat &hellip; drink &hellip; sip &hellip;</td>
+  <td>OCCIPITAL.</td>
+</tr>
+</table>
+
+<ol class="sidenote">
+<li>Do you need to use Homophones in this study?</li>
+<li>What is the most difficult task in Anatomy?</li>
+<li>Do students generally master this thoroughly?</li>
+<li>What makes the learning of Anatomy easy?</li>
+<li>Is my System a substitute for dissection?</li>
+<li>How can you get a comprehension of anatomical facts?</li>
+</ol>
+
+<h4>POISONS AND ANTIDOTES.</h4>
+
+<p>Narcotic poisons are neutralized by vinegar:&mdash;<strong class="smcap">Narcotics</strong> &hellip; torpor &hellip;
+strong wine &hellip; sour wine &hellip; <em>vinegar</em>.</p>
+
+<p>Wine, brandy, coffee, and camphor may be used to rouse those who have
+taken laudanum or any other preparation of opium &hellip; <strong class="smcap">Opium</strong> &hellip; opium
+eater &hellip; intemperate &hellip; <em>brandy</em> &hellip; <em>wine</em> &hellip; beverage &hellip; <em>coffee</em>
+&hellip; cough &hellip; cold &hellip; camphorated spirit &hellip; <em>camphor</em>.</p>
+
+<p>Mucilage, camphor, and oil may be taken to neutralize
+cantharides:&mdash;<strong class="smcap">Cantharides</strong> &hellip; hair-grower &hellip; <em>oil</em> &hellip; smooth-running
+&hellip; ease &hellip; comfort &hellip; <em>camphor</em> &hellip; fur cat &hellip; mew &hellip; <em>mucilage</em>.</p>
+
+<p>Ten drops of ammonia in a glass of sugared water sobers a tipsy
+man:&mdash;<strong class="smcap">Drunk</strong> &hellip; alcohol &hellip; volatile spirits &hellip; volatile &hellip; alkali &hellip;
+<em>ammonia</em> &hellip; to moan &hellip; <i>t</i>o <i>s</i>igh (10) &hellip; pathos &hellip; sweet tears
+&hellip; <em>sugared water</em>.</p>
+
+<p><strong class="smcap">Aconite</strong> &hellip; night boat &hellip; sea sick &hellip; <em>emetics</em> &hellip; exhaustion &hellip;
+<em>stimulants</em> &hellip; hard drinking &hellip; spontaneous combustion &hellip; <em>animal
+charcoal</em>.</p>
+
+<ol class="sidenote">
+<li>Are antidotes for Poisons easy to remember?</li>
+<li>Should not all persons have a knowledge of the antidotes for the
+ordinary poisons?</li>
+<li>What method have I given to obtain such knowledge?</li>
+<li>What is the relation between &ldquo;Narcotics&rdquo; and
+&ldquo;torpor&rdquo;?</li>
+</ol>
+
+<p><span class="num" title="Page&nbsp;146">&zwnj;</span><a name="p146" id="p146"></a><strong class="smcap">Chloride of Lime</strong> &hellip; bad smell &hellip; bad egg &hellip; <em>white of egg</em> &hellip; fowl
+&hellip; grain &hellip; <em>flour</em> &hellip; flour and water &hellip; milk fluid &hellip; <em>milk</em>.</p>
+
+<p>Oil, milk (any fatty mucilaginous substance), may protect the coats of
+the stomach against oil of <ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;vitrol&rsquo;.">vitriol</ins> and other acrid poisons:&mdash;<strong class="smcap">Acrid</strong>
+&hellip; curd &hellip; curdled milk &hellip; <em>milk</em> &hellip; butter &hellip; melted butter &hellip;
+<em>oil</em>.</p>
+
+<p><strong class="smcap">Strong Acids</strong> [Sulphuric Acid (oil of vitriol), Nitric Acid, Hydrochloric
+Acid] &hellip; alkali &hellip; lemon kali &hellip; effervescing draught &hellip; citrate of
+magnesia &hellip; <em>Magnesia</em> &hellip; antacid &hellip; <em>Bicarbonate of Soda</em> &hellip; potash
+&hellip; potash soap &hellip; <em>soap suds</em> &hellip; emollient &hellip; <em>Emollient Drinks</em>.</p>
+
+<p><strong class="smcap">Carbolic Acid</strong> &hellip; liquid &hellip; oil &hellip; sweet oil &hellip; castor oil &hellip;
+aperient &hellip; <em>Epsom Salts</em> &hellip; white &hellip; <em>white of egg</em>.</p>
+
+<p>Prussic acid (Hydrocyanic Acid) is neutralized by alkalies and freshly
+precipitated oxide of iron:&mdash;<strong class="smcap">Prussic Acid</strong> &hellip; tartaric acid &hellip;
+carbonate of soda &hellip; <em>alkali</em> &hellip; lie on the side &hellip; <em>oxide of iron</em>
+&hellip; steel file &hellip; rasp &hellip; <em>artificial respiration</em>. [<strong class="smcap">Hydrocyanic Acid</strong>
+&hellip; cyanotic &hellip; asphyxiated &hellip; no respiration &hellip; <em>Artificial
+respiration</em> &hellip; perspiration &hellip; hot &hellip; <em>cold effusion</em> &hellip; exposed to
+wet &hellip; rust &hellip; <em>fresh precipitated oxide of iron</em>.]</p>
+
+<p>Soap and Sulphide of Potassium are antidotes against arsenic and other
+metallic poisons: <strong class="smcap">Metallic</strong> &hellip; lick &hellip; cat-lick &hellip; wash &hellip; <em>soap</em> &hellip;
+potash soap &hellip; potassium &hellip; <em>sulphide of potassium</em>.</p>
+
+<p><strong class="smcap">Tartrated Antimony</strong> &hellip; tartar emetic &hellip; vomiting &hellip; irritating &hellip;
+<em>emollient drinks</em> &hellip; ladies drink &hellip; <em>strong tea</em> &hellip; bitter infusion
+&hellip; <em>tannic acid</em>.</p>
+
+<p><strong class="smcap">Nitrate of Silver</strong> &hellip; silver sand &hellip; seashore &hellip; <em>sea water</em> &hellip;
+<em>common salt</em> &hellip; white &hellip; <em>white of egg</em> &hellip; fowls &hellip; barley &hellip;
+<em>barley water</em> &hellip; warm water &hellip; vomiting &hellip; <em>emetics</em>.</p>
+
+<p><strong class="smcap">Perchloride of Mercury</strong> &hellip; quicksilver &hellip; white &hellip; <em>white of egg</em> &hellip;
+piecrust &hellip; <em>wheat flour</em> &hellip; flowers of sulphur &hellip; milk of sulphur
+&hellip; <em>milk</em>.</p>
+
+<ol class="sidenote">
+<li>Can you discover more than one relation existing between
+&ldquo;grain&rdquo; and &ldquo;flour&rdquo;?</li>
+<li>Why could we not use the single word &ldquo;white,&rdquo; to
+connect &ldquo;white of egg&rdquo; to &ldquo;flour&rdquo;?</li>
+<li>What is the relation between
+&ldquo;liquid&rdquo; and &ldquo;oil&rdquo;?</li>
+<li>What two relations exist between &ldquo;vomiting&rdquo; and
+&ldquo;irritating&rdquo;?</li>
+<li>What one, between &ldquo;fowls&rdquo; and &ldquo;barley&rdquo;?</li>
+<li>Why?</li>
+<li>What is the relation between &ldquo;wheat flour&rdquo; and &ldquo;flowers
+of sulphur&rdquo;?</li>
+</ol>
+
+<p><strong class="smcap">Strychnine</strong> &hellip; nerve stimulant &hellip; nerve sedative &hellip; <em>Bromide of
+Potassium and Chloral Hydrate</em> &hellip; organic compound &hellip;<span class="num" title="Page&nbsp;147">&zwnj;</span><a name="p147" id="p147"></a> heated organic
+compound &hellip; charcoal &hellip; <em>animal charcoal</em> &hellip; charcoal fumes &hellip;
+asphyxia &hellip; <em>artificial respiration</em> &hellip; perspiration &hellip; tea &hellip;
+<em>tannic acid</em> &hellip; acidity &hellip; dyspepsia &hellip; vomiting &hellip; <em>emetics</em>.</p>
+
+<p><strong class="smcap">Belladonna</strong> &hellip; deadly nightshade &hellip; deadly sick &hellip; <em>emetic</em> &hellip;
+<em>mustard and water</em> &hellip; brandy and water &hellip; <em>stimulants</em> &hellip; hot &hellip;
+perspiration &hellip; <em>pilocarpine</em> [p. injected hypodermically causes
+profuse perspiration].</p>
+
+
+<h4>THE TWELVE PAIRS OF CRANIAL NERVES.</h4>
+
+<p>The following list is worked out for practice <em>much more fully</em> than a
+medical student would do if he were learning the list in his studies.
+The medical student would doubtless first objectively identify these
+nerves in dissection, and then use correlations to help him remember
+those which his natural memory could not carry. If not a medical
+student, my pupil may omit this and the previous examples from Quain&#8217;s
+Anatomy.</p>
+
+
+<h5>THE TWELVE PAIRS OF CRANIAL NERVES.</h5>
+
+<p>CRANIAL NERVES &hellip; within the skull &hellip; wi<i>th</i>i<i>n</i> (12 pairs) &hellip;
+withdrawal &hellip; draw oil &hellip; oil factory &hellip; <strong class="smcap">Olfactory</strong> (1st pair) &hellip;
+manufactory &hellip; smoke &hellip; <em>smell</em> &hellip; scent-bottle &hellip; glass &hellip; optical
+glass &hellip; <strong class="smcap">Optic</strong> (2nd pair) &hellip; optician &hellip; eyeglass &hellip; <em>sight</em> &hellip;
+eye-witness &hellip; ocular demonstration &hellip; <strong class="smcap">Occulo Motor</strong> (3rd pair) ocular
+motions &hellip; <em>move the eye many ways</em> &hellip; tear in the eye &hellip; <strong class="smcap">Trochlear</strong>
+or <strong class="smcap">Pathetic</strong> (4th pair) &hellip; moving &hellip; <em>move the eye obliquely</em> &hellip;
+obtuse angle &hellip; triangle &hellip; <strong class="smcap">Trigeminal</strong> (5th pair) &hellip; gem &hellip;
+sparkling &hellip; <em>eye</em> &hellip; eyetooth &hellip; <em>jaw</em> &hellip; talk &hellip; <em>tongue</em> &hellip;
+<em>taste</em> &hellip; good taste &hellip; good feeling &hellip; <em>feeling</em> &hellip; feelers &hellip;
+<em>motion</em> &hellip; ocean &hellip; sailors &hellip; absent from home &hellip; <strong class="smcap">Abducent</strong> (6th
+pair) &hellip; sent out<span class="num" title="Page&nbsp;148">&zwnj;</span><a name="p148" id="p148"></a> &hellip; see out &hellip; <em>moves the eye outwards</em> &hellip; face
+outwards &hellip; <strong class="smcap">Facial</strong> (7th pair&mdash;motor to muscles of expression) &hellip; face
+&hellip; audience &hellip; <strong class="smcap">Auditory</strong> (8th pair, sensory for hearing and
+equilibration) &hellip; ear-ring &hellip; shiny &hellip; glossy &hellip; <strong class="smcap">Glosso-pharyngeal</strong>
+(9th pair, taste, swallow) &hellip; congeal &hellip; unfixed &hellip; vague &hellip; <strong class="smcap">Vagus</strong>
+(10th pair, pneumogastric) &hellip; gusty &hellip; blown back &hellip; backbone &hellip;
+<strong class="smcap">Spinal accessory</strong> (11th pair, moves head) <em>and motor</em> &hellip; spines &hellip;
+sharp criticism &hellip; hypercritical &hellip; <strong class="smcap">Hypoglossal</strong> (12th pair) &hellip;
+glossary &hellip; foreign tongue &hellip; <em>Tongue Muscles</em>.</p>
+
+<ol class="sidenote">
+<li>Between &ldquo;perspiration&rdquo; and &ldquo;tea&rdquo;?</li>
+<li>Why so?</li>
+<li>Explain the relation between &ldquo;Belladonna&rdquo; and &ldquo;deadly nightshade.&rdquo;</li>
+<li>What advice is here given the medical student?</li>
+<li>Are you required to learn the twelve pairs of cranial nerves if you are
+not a medical student?</li>
+<li>What do the words printed in italics indicate in this exercise?</li>
+<li>Is it essential for the medical student to know these uses?</li>
+<li>What word indicates the number of pairs of cranial nerves?</li>
+<li>Through what consonant?</li>
+</ol>
+
+<h4>PROTOPLASM.</h4>
+
+<p>Albumen, gluten, fibrin, syntonin, are closely allied substances known
+as proteids, and each is composed of carbon, hydrogen, oxygen and
+nitrogen.</p>
+
+<p><strong class="smcap">Proteids</strong> &hellip; Protector &hellip; commonwealth &hellip; for all &hellip; <em>albumen</em> &hellip;
+all men &hellip; liars &hellip; fibs &hellip; <em>fibrin</em> &hellip; brindled &hellip; spotted &hellip; sin
+&hellip; <em>syntonin</em> &hellip; toe nails &hellip; hoofs &hellip; glue &hellip; <em>gluten</em>.</p>
+
+<p>The foregoing exercises show that there are no facts of Science, <abbr title="et cetera">&amp;c.</abbr>, or
+in Daily Life, with which the System cannot cope&mdash;thus proving the
+greatest saver of Labour and Time if the pupil makes an application of
+it to his studies or business when once he has mastered the system. <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></p>
+
+
+
+<hr />
+<h2><span class="num" title="Page&nbsp;149">&zwnj;</span><a name="p149" id="p149"></a><a name="BOOKS-LEARNED-IN-ONE-READING" id="BOOKS-LEARNED-IN-ONE-READING"></a>BOOKS LEARNED IN ONE READING.</h2>
+
+
+<p>For the past ten years I have printed in my large prospectus a general
+view of my meaning. I will reproduce most of those views here, premising
+that I have never suggested that books are to be <em>learned by heart</em>, but
+only the <em>important</em>, <em>useful</em> portions of them&mdash;such as are new to the
+reader and which he may desire to retain.</p>
+
+<p>I do not mean such books as Bradshaw&#8217;s Guide, the London Post-Office
+Directory, or any other mere collection of names, addresses, statistics,
+<abbr title="et cetera">&amp;c.</abbr>, which one may have occasion to <em>consult</em>, but which it would be the
+mere bravado of Memory to learn by heart&mdash;though even this is possible
+enough to the master of my System. What is one&#8217;s object in reading a
+book? 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 <em>old</em> and
+<em>familiar</em> ideas. If the reader is already partly acquainted with a
+book, there will be fewer new ideas in it than in one with which he is
+unacquainted. Now, what do I mean by Learning either of these books in
+one reading? I mean exactly what I say. All that you desire to remember
+shall be retained&mdash;all the leading or subordinate ideas, propositions,
+illustrations, facts, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr></p>
+
+<p>There are only two ways of learning a book in this thorough manner:</p>
+
+<p>(1) <em>The first</em> is the traditional method of learning by <em>rote</em> or
+endless repetition. A celebrated Coach in Anatomy says that no one can
+learn Anatomy until he has learned and <em>forgotten</em> it from three to
+seven times! In learning any book in this way, each sentence would be
+repeated over and over again, and then reviewed and <i>re</i>learnt and
+forgotten and learned again! And then at last the Pupil if he possesses
+a first-rate <em>cramming</em> memory might answer questions on it. In
+learning a book by <em>rote</em>, the number of times that each sentence and
+section is repeated, if actually<span class="num" title="Page&nbsp;150">&zwnj;</span><a name="p150" id="p150"></a> written out and printed, would
+doubtless cover 5,000 to 50,000 or more pages!&mdash;and even then the Pupil
+passes his examination, if he really does &ldquo;pass,&rdquo; partly by luck and
+partly by merit; all his life he is constantly referring to it, and
+repeating it, and studying it, over and over again&mdash;showing really that
+he possesses little more than a Reference Memory in regard to it! But
+let us be candid and confess the truth; tens of thousands every year and
+during successive years try the various professions&mdash;law, medicine,
+divinity, or sciences, history, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr>, and utterly fail to &ldquo;pass,&rdquo;
+even respectably, because they lack the extraordinary sensuous MEMORY
+necessary to acquire knowledge by <em>rote</em>.</p>
+
+<p>It is only the exceptionally powerful natural memories that win at
+exacting examinations by <em>rote</em>&mdash;even then their learning is soon
+forgotten, unless it is <em>perpetually renewed</em>.</p>
+
+<p>(2) The other mode of learning any book in the thorough manner I have
+indicated, whether it be a book in which the reader finds but <em>few</em>
+novel ideas or where they are <em>all new</em>, as in a scientific or technical
+work, is by my Method. In fact, I believe no one can learn any book so
+thoroughly by <em>rote</em>, even if he possesses a marvellous Natural Memory
+and if he peruse it ever so many times, as my Pupils can by my method in
+a single perusal. Let the reader note that my System has two important
+aspects&mdash;(1) It is a Device or Method of memorising or learning any
+facts whatever&mdash;prose, poetry, dates, data, formul&aelig; and facts and
+principles of the sciences, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr>, or anything whatsoever to be
+remembered. (2) There is another equally, if not <em>more</em> important aspect
+of it, namely, as a <em>Trainer or Strengthener of the Natural Memory</em> to
+any extent the pupil wishes to carry it. And the Natural Memory is so
+strengthened by the use of the System, that as a Device, the System is
+no longer required. You then remember from your new Memory-power without
+taking any pains to remember, and I am happy to add that the diligent
+student can derive the full benefit of the System as a Memory Trainer by
+learning the lessons in the way I point out.</p>
+
+<p>Now, those who have thus derived the <em>full benefit</em> of the System, both
+as a Device for memorising and also as a Memory Trainer, <i>are the
+persons who can learn a book in one<span class="num" title="Page&nbsp;151">&zwnj;</span><a name="p151" id="p151"></a> reading</i>. &ldquo;Reading&rdquo; is used by
+Coaches in a technical sense; that is, synonymous with &ldquo;thorough study.&rdquo;
+By a &ldquo;single&rdquo; or &ldquo;one reading,&rdquo; I mean a single careful perusal <em>in
+conformity to the requirements of my System</em>. I do not mean that they
+can do this and doze during the process.</p>
+
+<p>I now reproduce most of the plan always adopted in dealing with books
+whose contents, or the unfamiliar portions of them are to be mastered.</p>
+
+<p>(1) You will not read the book with the <em>rapidity</em> with which some young
+ladies are said to devour the latest novel. They are often suspected of
+skipping pages at a time in order to discover the different stages of a
+plot, until a thoroughly aroused curiosity compels them to hasten at
+once to the last chapter to fall upon the denouement. This is not the
+style of perusal I contemplate.</p>
+
+<p>(2) Nor is it to be supposed because you understand the method that it
+will therefore work itself. It has to be <em>applied</em> carefully and
+methodically <em>at least once</em>. This necessarily demands <em>time</em>,
+especially at first. Those who possess good health and good continuity,
+and a mastery of the System, accomplish the retention of a work in
+vastly less time than would be possible for them without the System, and
+the study is a pleasure instead of a task. On the other hand, those who
+are in the possession of poor health or of weak concentration, or who
+are overburdened with business anxieties, domestic cares or competitive
+worries, would very seldom, if ever, master any book in the ordinary way
+by <em>mere repetition</em>. These persons are extremely unfavourably situated
+to do justice to the System, and it costs them more time and trouble to
+master a book than the former class. A student admitted that he had
+carefully read a manual of English History completely through <em>sixteen</em>
+times, and then failed in the examination. To have obtained a lasting
+knowledge of this History by my method would probably have occupied him
+as long as he was formerly engaged in <em>two or three</em> of the sixteen
+fruitless perusals of it. There is, however, only one difference between
+this unfortunate student and the great majority of those who succeed in
+the examinations through <em>cramming</em>. He forgot all his historical
+knowledge <em>before</em> the examination&mdash;they usually forget<span class="num" title="Page&nbsp;152">&zwnj;</span><a name="p152" id="p152"></a> theirs shortly
+<em>after</em>. In fact, a student or a man in advanced years who has really
+mastered any book so that he never has to refer to it again is a wonder.
+Take the memories of members of the learned professions&mdash;they are
+usually only <strong class="smcap">reference</strong> memories. They know where to <em>find</em> the coveted
+knowledge, but they do not <em>possess</em> it or <em>retain</em> it in their minds.
+On the other hand, the student who masters a book by my method <em>really
+knows</em> the contents of it, and he is thus enabled to devote to other
+purposes <em>an enormous amount of time in the future</em> that other people
+have to spend in <em>perpetually refreshing</em> their superficial
+acquirements. Moreover, the average student who has carried out <em>all</em> my
+instructions can even <em>now</em> learn as much by my Method in any stated
+time as he could learn without my Method, and <em>with equal thoroughness</em>
+in many, many times as long a period! And if any one who has been
+pressed for time, or who has been in a panic about an impending
+examination, or who has been too much troubled with Discontinuity, too
+ill in general health, or too idle, to do more than superficially glance
+at my lessons&mdash;if any such person doubts his competency to accomplish as
+much as the diligent student of average ability has done, then let him
+turn back and really and truly MASTER my System [for he does not even
+<strong class="smcap">know</strong> what my System is until he has faithfully carried out to the very
+letter all my instructions, unless he has been a pupil of my oral
+lectures], and then and not before he will probably find that the
+achievements of the average diligent student of my System are quite
+within the easy range and scope of his own powers.</p>
+
+<p>(3) In regard to the <em>subject matter</em> of the book, you do not care to
+occupy yourself with what you are <em>already familiar</em> with, and in most
+books there are a great many things that you already know. In many
+works, too, there is a great deal of padding-matter inserted to increase
+the bulk of the book, and possessing no permanent interest. The
+expositions and explanations which enable you to <em>understand</em> the new
+matter usually take up a large part of the book, and sometimes much the
+largest part of it, and are not to be memorised, but only understood
+with a sole view to appreciate the valuable and important parts<span class="num" title="Page&nbsp;153">&zwnj;</span><a name="p153" id="p153"></a> of the
+book&mdash;these expositions can be learned if desired&mdash;but they usually
+serve only a preliminary purpose. There is also very much
+<em>repetition</em>&mdash;the same matter in new dress, is reintroduced for sake of
+additional comments or applications. You do not trouble yourself with
+these iterations. The contents of a book which demand your attention are
+the IDEAS which are NEW to you, or the NEW USES made of familiar ideas.</p>
+
+<p>Students who have not learned to exercise any independent thought often
+confess that in reading any book they are always in a maze. One thing
+seems just as important as another. To them the wheat looks exactly like
+the chaff. As an illustration that the power of Analysis is entirely
+wanting in many cases, I may mention that I once received a letter in
+which the writer had literally copied one of my column advertisements,
+and then added, &ldquo;Please send me what relates to the above!&rdquo; A modicum of
+mental training would have led him to say, &ldquo;Kindly send me your
+Prospectus.&rdquo;</p>
+
+
+<h3>LEARN FIRST TO MAKE ABSTRACTS OF WHAT IS NEW TO YOU.</h3>
+
+<p>A great authority on education says: &ldquo;Any work that deserves thorough
+study, deserves the labor of making an Abstract, <em>without which, indeed,
+the study is not thorough</em>.&rdquo;</p>
+
+<p>A work which deserves thorough study is obviously one full of IDEAS, new
+to the reader, such as the student must master.</p>
+
+<p>If you are thinking of making an Abstract of a particular book, awaken
+the utmost interest in regard to it before you begin. Are you sure that
+it is worthy of thorough study? Is it the last or best work on the
+subject? And if you advance, note in a separate memorandum book your
+criticisms on the author&#8217;s method and the soundness of his views. These
+criticisms will help keep up your interest in the Abstract, and at the
+close enable you to suggest modifications, additions, excisions, or a
+refutation.</p>
+
+<p>Three things are required: (1) To learn <strong>how</strong> to abstract; (2) To <strong>make</strong>
+one, at least, such abstract; and (3) To <strong>learn</strong> it when made.</p>
+
+
+<h4><span class="num" title="Page&nbsp;154">&zwnj;</span><a name="p154" id="p154"></a>HOW TO MAKE ABSTRACTS.</h4>
+
+<p>Let the ambitious student make an Abstract of any chapter of John Stuart
+Mill&#8217;s Logic, and then compare his work with the Analysis of this same
+chapter by the Rev. A.&nbsp;H. Killick (published by Longmans), and he will
+at once see the enormous difference between the essentials and the
+non-essentials&mdash;the difference between the subject of discussion and the
+<em>explanation</em> or <em>exposition</em> of it. The student&#8217;s abstract, if printed,
+would extend over twenty to thirty pages. Mr. Killick&#8217;s only occupies
+two to five pages. But do not reverse the process and read Mr. Killick&#8217;s
+Analysis first and then make your Abstract. The latter, however, is <em>the
+easier</em>, <em>the usual</em>, and <em>the useless</em> method. Let the student continue
+this comparison till he attains very nearly the brevity and
+discrimination displayed by Mr. Killick. Or, if he prefers History, let
+him write a summary of any chapter of Green&#8217;s &ldquo;Short History of the
+English People,&rdquo; and then compare his digest with Mr. C.&nbsp;W.&nbsp;A. Tait&#8217;s
+Analysis of the same chapter (now bound up with Green&#8217;s History, as
+lately published in England). It would be a capital training for the
+student to abstract the whole of Green&#8217;s work and compare his abridgment
+of each chapter with that of Mr. Tait. After considerable practice in
+this way in making Abstracts and <em>comparing his work with that of such
+Masterly Abstractors</em> as Dr. Killick and Mr. Tait, the student who needs
+this training is prepared to make abstracts of his own text-books.</p>
+
+<p>Any other work of which an Abstract is published will serve the student
+as well as the above. There were formerly published Abstracts of several
+law books. And there may be other works whose abstracts are available to
+the ambitious student.</p>
+
+<p>Abstracts would be very amusing if they did not indicate<span class="num" title="Page&nbsp;155">&zwnj;</span><a name="p155" id="p155"></a> an almost total
+failure of educational training in the matter of <em>thinking for one&#8217;s
+self</em>. Recently a Pupil brought me a work on Physiology, written for
+general readers, and pointing to a paragraph in it that occupied nearly
+a whole page, exclaimed, &ldquo;The only way I can make an abstract of that
+paragraph is to <em>learn it by heart</em>!&rdquo; A glance at it showed me that I
+could express the gist and pith of it in the following sentence:&mdash;&ldquo;The
+pulse beats 81&nbsp;times per minute when you are standing, 71&nbsp;times when
+sitting, and 66&nbsp;times when lying down.&rdquo; After a re-perusal of the
+paragraph he remarked, &ldquo;You are right. That is all one cares to remember
+in that long passage.&rdquo; To his request for me to memorise the Abstract, I
+replied by asking what is the &ldquo;Best Known&rdquo; in it. Why, &ldquo;pulse,&rdquo; of
+course. It is merely occupied with the <em>number of times</em> the pulse beats
+per minute in different positions of the body. Now correlate (memorising
+your correlations as you proceed) &ldquo;pulse&rdquo; to &ldquo;standing,&rdquo; and &ldquo;standing&rdquo;
+to a word expressing 81 (<i>f</i>ee<i>t</i>); &ldquo;sitting&rdquo; to a word that translates
+71 (<i>c</i>augh<i>t</i>); and &ldquo;lying down&rdquo; to a word that spells in figures 66
+(<i>j</i>ud<i>g</i>e). The bodily positions being exhaustively enumerated need not
+be correlated together. Pulse &hellip; beating &hellip; fighting &hellip; stand-up
+fight &hellip; STANDING &hellip; stand &hellip; small table &hellip; table legs &hellip; FEET.
+SITTING &hellip; rest &hellip; arrest &hellip; CAUGHT. LYING DOWN &hellip; lies &hellip; perjury
+&hellip; trial &hellip; JUDGE.</p>
+
+<p>These efforts in abstracting will qualify the young student to
+distinguish the main ideas from the subordinate ones, and he will then
+know when reading a book what to attend to and what to reject. Try a
+short essay first, then a longer one; and at last, when you are familiar
+with the method, attack any book, and you will cope with it
+successfully. Not much practice in this way will be required to enable
+you to know, from a glance at the <em>table of contents</em>, just what to
+assail and what to disregard. And in all your <em>first</em> attempts in
+reading a technical work, make out an Abstract of each chapter in
+writing, and then deal only with this Abstract. Whenever the Subject is
+not treated in a desultory manner, but with logical precision, you will
+soon be able to find Suggestive or Prompting Words in the Sequence of
+Ideas and in the successive Links in the Chain<span class="num" title="Page&nbsp;156">&zwnj;</span><a name="p156" id="p156"></a> of Thought that runs
+through the exposition. If there is no such Sequence of Ideas or Chain
+of Thought running through it, it may serve as an amusement, but is
+little likely to command serious study. <em>In a short time</em> you will be
+able, in the language of Dr. Johnson, &ldquo;to tear out the heart of any
+book.&rdquo; Hazlitt said that Coleridge rarely read a book through, &ldquo;but
+would plunge into the marrow of a new volume and feed on all the
+nutritious matter with surprising rapidity, grasping the thought of the
+author and following out his reasonings to consequences of which he
+never dreamt.&rdquo; Such a result is rarely attained even by the ablest of
+men&mdash;but it is the ultimate goal at which every student should aim&mdash;an
+aim in which he will be largely assisted by the ART OF ASSIMILATIVE
+MEMORY.</p>
+
+<p>There are four methods of learning abstracts: one is by Synthesis; the
+other is by the Analytic-Synthetic Method, the third is mostly by
+Assimilative Analysis, and the fourth method is by the memory developed
+and trained by the System, but which is not consciously used.</p>
+
+<p>(1) It is the novelties of Fact, Opinion, Illustration, <abbr title="et cetera">&amp;c.</abbr>, set forth
+in your Abstract that you correlate together, thus: You correlate the
+Title of the First Chapter to the Title of the Book; next, the Titles of
+the Chapters to each other; and then you correlate, in each chapter, the
+first leading idea or proposition to the title of the chapter, the
+second leading idea to the first, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr> In this way you will proceed
+until you have absorbed all the <em>new ideas</em>, <em>facts</em>, <em>statistics</em> or
+<em>illustrations</em>, or whatever you wish to retain. You can then test
+yourself on the work by calling to mind whatever you have thus cemented
+together. If this is well done you will never have to do it again.</p>
+
+<p>(2) We have already seen how to apply the Analytic-Synthetic Method in
+learning by heart selections in Prose or Poetry, and same method can be
+used in memorising an Abstract of such parts of a book as are new to the
+reader. This method, too, once used in addition to what has been done by
+the pupil, will make a further resort to it unnecessary.</p>
+
+<p>(3) And the same remark applies to the third method.</p>
+
+<p>(4) The fourth method is the pupil&#8217;s final method.</p>
+
+<p><span class="num" title="Page&nbsp;157">&zwnj;</span><a name="p157" id="p157"></a>The foregoing exhaustive methods of dealing with a book are recommended
+to those only whose natural memories are not yet made powerfully
+retentive by the System as a Memory-TRAINER. If, however, a Pupil
+possesses a good natural memory and a mastery of the System as a Device
+for memorising, and he has also greatly added to the power of his
+Concentration as well as his memory by doing all the exercises, he <em>will
+not use my System, even in the reading of the first book, except now and
+then</em>&mdash;certainly <em>not</em> constantly, but <em>only occasionally</em>. Although not
+necessary in case of memories made strong by the System, yet I do most
+earnestly recommend the most gifted and highly endowed to deal with
+<em>one</em> book in the above thorough-going manner. As for instance, Herbert
+Spencer&#8217;s little work on Education [four short essays]. Dr. Charles
+Mercier, who next to Herbert Spencer is the most original and clear
+sighted Psychologist in England, presents, in a work entitled &ldquo;Sanity
+and Insanity,&rdquo; a scarcely equalled example of lucid exposition and
+logical development. Whichever one is selected it should be fairly and
+honestly handled by my method. The gain to Intellectual Comprehension
+from having carefully abstracted one book, and the gain to the memory
+from having made and memorised the Abstract, will produce results that
+will last through life, and make all subsequent acquisitions more easy
+and delightful, and make all further abstracts probably unnecessary. <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></p>
+
+
+
+<hr />
+<h2 class="smcap"><a name="One_Hundred_Events_of_the_Victorian_Era" id="One_Hundred_Events_of_the_Victorian_Era"></a>How to learn a long series of Unconnected Facts in the Sciences or
+Events in History, Chapters in Books, or the Contents of Books.</h2>
+
+<p>1. It is useless for the pupil to attempt to learn the exercise here
+given unless he has carefully studied the <a href="#THE-BRAIN-TONIC-EFFECT">Building</a>, <a href="#ice">Ice</a>, <a href="#HOW-TO-LEARN-PROPER-NAMES">Presidential</a>,
+and <a href="#ENGLISH-SOVEREIGNS">English Sovereign</a> Series. The <em>meaning</em> of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr> can be
+understood in application to the facts of life, the events of History
+and the principles and details of the Arts and Sciences, only by a
+complete mastery of all that precedes this exercise.</p>
+
+<p>2. Let the pupil learn only <em>ten</em> facts, propositions or statements at
+each of the first few sittings, and then, as he<span class="num" title="Page&nbsp;158">&zwnj;</span><a name="p158" id="p158"></a> adds ten more, let him
+recite from memory all that he has previously learned of this exercise.
+The <em>cementing relations</em> of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, and <abbr title="Concurrence">Con.</abbr>, which bind the events
+together, must in each case be first found by the student himself, and
+afterwards, and not before, let him glance at my analysis which follows
+this series.</p>
+
+<p>3. The lawyer, in selecting 100 or 1,000 events of the Victorian Era,
+would doubtless make a list interesting to lawyers, the physician would
+make one of interest mostly or mainly to doctors, and similarly with
+educators, statesmen, editors, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr> But I have selected events with
+a view to find the most difficult cases to deal with and with no other
+view, and if the pupil masters these, all other work hereafter will be
+easy to him.</p>
+
+<p>4. This method can be promptly used, provided the pupil does not attempt
+to 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 six
+Exercises is enough for any one session or sitting.</p>
+
+<p>5. Between a pair of <em>words</em> it may be difficult sometimes to find
+either the relation of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr>; but in the case of sentences,
+propositions or descriptions, it is always easy to find one or other of
+the cementing relations. Relations which to me are strong, may seem weak
+to some pupils. No two persons would find the same relation in some
+cases, but, however different the solutions may be, they must always
+verify <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or <abbr title="Concurrence">Con.</abbr></p>
+
+<p>6. The <abbr title="Interrogative">Int.</abbr> Analysis, the Analytic-Synthetic, or the mere Analytic
+method, will enable the pupil to memorise the statement or sentence
+which describes the fact whenever any aid is necessary.</p>
+
+<p>7. This Method can be readily applied to events in ancient or modern
+times, or to an accumulation of facts in the sciences, <abbr title="et cetera">&amp;c.</abbr></p>
+
+<p>8. If we were to express only the year the formula would in most cases
+be different. To indicate the month and the day of the month, a
+consistent phrase must be used.</p>
+
+
+
+<hr />
+<h3><span class="num" title="Page&nbsp;159">&zwnj;</span><a name="p159" id="p159"></a><span class="smcap">One Hundred Events of the Victorian Era, learned by one careful Reading
+or Study.</span></h3>
+
+<h4>FIRST EXERCISE.</h4>
+
+<ol class="dashes">
+<li>&mdash;The Victoria era begins June&nbsp;20, 1837</li>
+
+<li>&mdash;Abolition of death penalty for forgery and some other crimes
+July&nbsp;17, 1837</li>
+
+<li>&mdash;Question of Trades Unionism brought before the House of
+Commons by Mr. Wakley and Mr. Daniel O&#8217;Connell Feb.&nbsp;13, 1838</li>
+
+<li>&mdash;First steam voyage across the Atlantic Ocean <em>completed</em> in
+15&nbsp;days by the <em>Great Western</em> June&nbsp;17, 1838</li>
+
+<li>&mdash;International Copyright Act passed July&nbsp;31, 1838</li>
+
+<li>&mdash;Chartist Meetings proclaimed illegal Dec.&nbsp;12, 1838</li>
+
+<li>&mdash;Anti-corn Law League formed Dec.&nbsp;19, 1838</li>
+
+<li>&mdash;Penny Postage Act passed Aug.&nbsp;17, 1839</li>
+
+<li>&mdash;Marriage of Queen Victoria and Prince Albert at the Chapel
+Royal, <abbr title="Saint">St.</abbr> James&#8217;s, by the Archbishop of Canterbury Feb.&nbsp;10,
+1840</li>
+
+<li class="bf"><span>&mdash;Birth of Princess Royal Nov.&nbsp;21, 1840</span></li>
+</ol>
+
+<h4>SECOND EXERCISE.</h4>
+
+<ol start="11" class="dashes">
+<li>&mdash;Birth of Prince of Wales Nov.&nbsp;9, 1841</li>
+
+<li>&mdash;Earl of Munster&#8217;s suicide Mar.&nbsp;20, 1842</li>
+
+<li>&mdash;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&nbsp;2, 1842</li>
+
+<li>&mdash;Defeat of Boers at Natal by the British troops May&nbsp;26, 1842</li>
+
+<li>&mdash;Treaty with the United States of America on North-West
+Boundary, Slave Trade and Extradition Aug.&nbsp;9, 1842</li>
+
+<li>&mdash;Defeat of Ameers at Meanee by Sir Charles Napier. Loss 10,000
+Jan.&nbsp;16, 1843</li>
+
+<li>&mdash;Birth of Princess Maud Mary Alice April&nbsp;25, 1843</li>
+
+<li>&mdash;Arkwright&#8217;s son leaves his heirs &pound;8,000,000 May&nbsp;24, 1843</li>
+
+<li>&mdash;Birth of Prince Alfred Ernest Albert, Duke of Edinburgh and of
+Saxe-Coburg-Gotha Aug.&nbsp;6, 1844</li>
+
+<li class="bf"><span>&mdash;Imprisonment for debt under &pound;20 abolished Aug.&nbsp;10, 1844</span></li>
+</ol>
+
+<h4>THIRD EXERCISE.</h4>
+
+<ol start="21" class="dashes">
+<li>&mdash;Maynooth College Endowment Bill passed by House of Lords by
+131 majority May&nbsp;16, 1845</li>
+
+<li>&mdash;Faraday announces discovery tending to show that <em>light</em>,
+<em>heat</em>, and <em>electricity</em> are but different manifestations of
+one great universal principle Nov.&nbsp;5, 1845</li>
+
+<li>&mdash;Birth of Princess Helena May&nbsp;25, 1846</li>
+
+<li><span class="num" title="Page&nbsp;160">&zwnj;</span><a name="p160" id="p160"></a>&mdash;Opening of new Philosophical Institute at Edinburgh Nov.&nbsp;4,
+1846</li>
+
+<li>&mdash;Shakespeare&#8217;s House, at Stratford-on-Avon, purchased by the
+Shakespeare Committee for &pound;3,000 Sept.&nbsp;16, 1847</li>
+
+<li>&mdash;Commercial crisis: Bank of England rate raised to 9&nbsp;per&nbsp;cent.
+Oct.&nbsp;31, 1847</li>
+
+<li>&mdash;Chloroform administered by Professor Simpson at Edinburgh
+Nov.&nbsp;12, 1847</li>
+
+<li>&mdash;The French Revolution of Feb.&nbsp;22, 1848</li>
+
+<li>&mdash;Birth of Princess Louise Mar.&nbsp;18, 1848</li>
+
+<li class="bf"><span>&mdash;Kossuth claims protection from England Sept.&nbsp;20, 1849</span></li>
+</ol>
+
+<h4>FOURTH EXERCISE.</h4>
+
+<ol start="31" class="dashes">
+<li>&mdash;Treaty with United States in regard to the Nicaragua Canal
+April&nbsp;19, 1850</li>
+
+<li>&mdash;Sir Robert Peel&#8217;s fall from a horse, on Constitution Hill,
+June&nbsp;29, resulted in his death July&nbsp;2, 1850</li>
+
+<li>&mdash;A Farewell Benefit to William Macready, the tragedian, at
+Drury Lane Theatre Feb.&nbsp;26, 1851</li>
+
+<li>&mdash;Opening of International Exhibition by Her Majesty, in Hyde
+Park May&nbsp;1, 1851</li>
+
+<li>&mdash;Louis Napoleon&#8217;s <span lang="fr" xml:lang="fr">Coup d&#8217;&eacute;tat</span> Dec.&nbsp;2, 1851</li>
+
+<li>&mdash;Duke of Wellington&#8217;s Death Sept.&nbsp;14, 1852</li>
+
+<li>&mdash;Birth of Prince Leopold April&nbsp;7, 1853</li>
+
+<li>&mdash;Lord Palmerston advises Presbytery of Edinburgh to first
+consult the laws of sanitation before ordering a fast on
+account of the Cholera Oct.&nbsp;19, 1853</li>
+
+<li>&mdash;Rev. F.&nbsp;D. Maurice dismissed from King&#8217;s College for opinion&#8217;s
+sake Oct.&nbsp;27, 1853</li>
+
+<li class="bf"><span>&mdash;War declared by Russia against Turkey Nov.&nbsp;1, 1853</span></li>
+</ol>
+
+<h4>FIFTH EXERCISE.</h4>
+
+<ol start="41" class="dashes">
+<li>&mdash;War declared by England, against Russia Mar.&nbsp;22, 1854</li>
+
+<li>&mdash;Epochal Work&mdash;Spencer&#8217;s Psychology 1855</li>
+
+<li>&mdash;Treaty of Peace between England, France, and Russia, at Paris
+Mar.&nbsp;30, 1856</li>
+
+<li>&mdash;Bands play on Sunday afternoons in Kensington Gardens
+April&nbsp;13, 1856</li>
+
+<li>&mdash;Birth of Princess Beatrice April&nbsp;14, 1857</li>
+
+<li>&mdash;Capture of Delhi Sept.&nbsp;20, 1857</li>
+
+<li>&mdash;First Sitting of the Court for Divorces: Sir Cresswell
+Cresswell, Judge Ordinary Jan.&nbsp;16, 1858</li>
+
+<li>&mdash;Statue of Sir Isaac Newton unveiled by Lord Brougham at
+Grantham Sept.&nbsp;21, 1858</li>
+
+<li>&mdash;Darwin&#8217;s &ldquo;Origin of Species&rdquo; published 1859</li>
+
+<li class="bf"><span>&mdash;Death of Lord (Thomas Babington) Macaulay Dec.&nbsp;28, 1859</span></li>
+</ol>
+
+
+<h4><span class="num" title="Page&nbsp;161">&zwnj;</span><a name="p161" id="p161"></a>SIXTH EXERCISE.</h4>
+
+<ol start="51" class="dashes">
+<li>&mdash;Thomas Hopley, schoolmaster, sentenced to 4 years&#8217; penal
+servitude for causing the death of R.&nbsp;C. Cancellor by
+excessive corporal punishment July&nbsp;23, 1860</li>
+
+<li>&mdash;Lord Clarence advises Ironclads for the Navy Mar.&nbsp;11, 1861</li>
+
+<li>&mdash;Recognition by English Government of the Southern Confederacy
+May&nbsp;8, 1861</li>
+
+<li>&mdash;Death of Prince Consort of gastric fever Nov.&nbsp;14, 1861</li>
+
+<li>&mdash;Marriage of Prince of Wales and Princess Alexandra of Denmark
+Mar.&nbsp;10, 1863</li>
+
+<li>&mdash;Tercentenary of Shakespeare&#8217;s birth April&nbsp;23, 1864</li>
+
+<li>&mdash;Tercentenary of the death of Calvin May&nbsp;27, 1864</li>
+
+<li>&mdash;Inauguration of a statue to Sir <abbr title="William">Wm.</abbr> Jenner, at Boulogne
+Sept.&nbsp;1, 1865</li>
+
+<li>&mdash;Albert Medal for those who in saving life endanger their own
+Mar.&nbsp;7, 1866</li>
+
+<li class="bf"><span>&mdash;Mr. Peabody thanked by <abbr title="Her Majesty">H.&nbsp;M.</abbr> the Queen for his munificent
+gifts to the poor of London Mar.&nbsp;28, 1866</span></li>
+
+<li>&mdash;Government requires Electric Telegraph July&nbsp;31, 1868</li>
+
+<li>&mdash;University of Edinburgh admits women to the study of medicine
+Oct.&nbsp;27, 1869</li>
+
+<li>&mdash;Act for the abolition of imprisonment for debt comes into
+effect Jan.&nbsp;1, 1870</li>
+
+<li>&mdash;Prof. Tyndall traces propagation of disease by <em>dust</em> and
+<em>germs</em> floating in the air Jan.&nbsp;14, 1870</li>
+
+<li>&mdash;Prince of Wales attacked with typhoid fever Nov.&nbsp;23, 1871</li>
+
+<li>&mdash;Geneva Convention awards the United States of America, on
+account of Alabama Claims, &pound;3,000,000 against Great Britain
+Sept.&nbsp;14, 1873</li>
+
+<li>&mdash;Miss Richards, of Stapleton, walked 1000&nbsp;miles in 1000
+consecutive hours June&nbsp;29, 1874</li>
+
+<li>&mdash;Captain Boynton crosses English Channel (second attempt) in
+his swimming dress May&nbsp;28, 1875</li>
+
+<li>&mdash;British Museum lighted by electricity Oct.&nbsp;20, 1879</li>
+
+<li class="bf"><span>&mdash;Tay Bridge disaster Dec.&nbsp;28, 1879</span></li>
+
+<li>&mdash;Death of Mrs. Mary Ann Cross (George Eliot) Nov.&nbsp;22, 1880</li>
+
+<li>&mdash;International Medical Congress in London; 2000 doctors from
+all parts of the world Aug.&nbsp;3, 1881</li>
+
+<li>&mdash;Greenwich Observatory changed mode of reckoning time;
+commencing at midnight as in the case of civil time Jan.&nbsp;1,
+1885</li>
+
+<li>&mdash;First complete copy of Revised Bible presented to <abbr title="Her Majesty">H.&nbsp;M.</abbr> The
+Queen May&nbsp;15, 1885</li>
+
+<li>&mdash;Sixpenny Telegrams introduced Oct.&nbsp;1, 1885</li>
+
+<li>&mdash;By Pope&#8217;s special authority the Queen visits the Monastery of
+the Grande Chartreuse April&nbsp;23, 1887</li>
+
+<li>&mdash;Queen&#8217;s Jubilee; 50th Anniversary June&nbsp;20, 1887</li>
+
+<li>&mdash;The &ldquo;Times&rdquo; Newspaper celebrates its 100th Anniversary Jan.&nbsp;1,
+1888</li>
+
+<li><span class="num" title="Page&nbsp;162">&zwnj;</span><a name="p162" id="p162"></a>&mdash;First of 10 victims of &ldquo;Jack the Ripper,&rdquo; Whitechapel, London
+Aug.&nbsp;29, 1888</li>
+
+<li class="bf"><span>&mdash;Henry Irving, Miss Terry and Lyceum <abbr title="company">Co.</abbr>, play at Sandringham,
+before the Queen, Royal Family and Guests April&nbsp;26, 1889</span></li>
+
+<li>&mdash;Lord Mayor of London, Cardinal Manning and Bishop of London,
+constitute a Board of Conciliation in the great Dock Strike
+Sept.&nbsp;5, 1889</li>
+
+<li>&mdash;Sir E. Guinness gives &pound;250,000 for the erection of dwellings
+for the poor of London and Dublin Nov.&nbsp;19, 1889</li>
+
+<li>&mdash;Great Speech of Sir William Harcourt on Free Education in
+Scotland Aug.&nbsp;1, 1890</li>
+
+<li>&mdash;Death of Cardinal Newman Aug.&nbsp;11, 1890</li>
+
+<li>&mdash;Funeral of Charles Bradlaugh Feb.&nbsp;3, 1891</li>
+
+<li>&mdash;Loss of s.s. &ldquo;Utopia,&rdquo; off Gibraltar, 600 lives lost Mar.&nbsp;17,
+1891</li>
+
+<li>&mdash;International Postal Congress May&nbsp;23, 1891</li>
+
+<li>&mdash;Meeting of Imperial Federation League June&nbsp;19, 1891</li>
+
+<li>&mdash;Primrose League Demonstration at Hatfield July&nbsp;18, 1891</li>
+
+<li class="bf"><span>&mdash;Meeting in connection with University Extension of Education,
+held in Oxford Aug.&nbsp;6, 1891</span></li>
+
+<li>&mdash;International Agricultural Congress reject nationalization of
+land Sept.&nbsp;11, 1891</li>
+
+<li>&mdash;Mr. Lidderdale and the Baring Liquidation Sept.&nbsp;17, 1891</li>
+
+<li>&mdash;Publication of Koch&#8217;s new remedy for Tuberculosis Oct.&nbsp;22,
+1891</li>
+
+<li>&mdash;Centenary of Mozart&#8217;s death observed in England Dec.&nbsp;5, 1891</li>
+
+<li>&mdash;Indian national congress opened Dec.&nbsp;27, 1891</li>
+
+<li>&mdash;The Khedive of Egypt appointed a new Cabinet without
+consulting the British Government. The next day he dismissed
+it under British pressure Jan.&nbsp;17, 1893</li>
+
+<li>&mdash;The Australian Joint Stock Bank failed for &pound;13,000,000
+sterling April&nbsp;20, 1893</li>
+
+<li>&mdash;The House of Lords rejected the Home Rule Bill Sept.&nbsp;8, 1893</li>
+
+<li>&mdash;Professor Tyndall died from an overdose of chloral
+administered in mistake by his wife Dec.&nbsp;4, 1893</li>
+
+<li class="bf"><span>&mdash;Lord Salisbury attacks Darwinianism in his address before the
+British Association Aug.&nbsp;8, 1894</span></li>
+</ol>
+
+
+<h3>ANALYSIS OF ONE HUNDRED EVENTS OF THE VICTORIAN ERA.</h3>
+
+<ul class="hang">
+<li><strong>1 and 2&mdash;<abbr title="Concurrence">Con.</abbr> and <abbr title="Inclusion">In.</abbr></strong>&mdash;The Victorian Era began June 20, 1837, and
+an Act for the abolition of the death penalty for forgery,
+<abbr title="et cetera">&amp;c.</abbr>, was passed nearly a month later. Here is the relation of
+Sequence or <abbr title="Concurrence">Con.</abbr> The main motive for enacting the law was<span class="num" title="Page&nbsp;163">&zwnj;</span><a name="p163" id="p163"></a>
+doubtless sympathy. Death appeared to be too cruel for the
+crime; hence the <em>sympathy</em> 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.</li>
+
+<li><strong>2 and 3&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;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 <abbr title="Exclusion">Ex.</abbr></li>
+
+<li><strong>3 and 4&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Trades union people and navigators are
+laborers.&mdash;Here is <abbr title="Inclusion">In.</abbr> But the former work mostly at home or
+in their own country, and the sailors are engaged beyond the
+boundaries of their native country.&mdash;Here is <abbr title="Exclusion">Ex.</abbr> from
+difference of locality.</li>
+
+<li><strong>4 and 5&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;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.&mdash;Hence it is <abbr title="Inclusion">In.</abbr></li>
+
+<li><strong>5 and 6&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;The International Copyright Law was enacted after
+long and earnest agitation&mdash;but all legal.&mdash;The Chartist
+agitators had to be suppressed. Here are conditions opposed to
+each other.&mdash;It is <abbr title="Exclusion">Ex.</abbr></li>
+
+<li><strong>6 and 7&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;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
+<abbr title="Exclusion">Ex.</abbr></li>
+
+<li><strong>7 and 8&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;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.&mdash;It is <abbr title="Inclusion">In.</abbr></li>
+
+<li><strong>8 and 9&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;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 <abbr title="Exclusion">Ex.</abbr></li>
+
+<li><strong>9 and 10&mdash;<abbr title="Concurrence">Con.</abbr> and <abbr title="Inclusion">In.</abbr></strong>&mdash;Parents and child is a Sequence. Hence
+<abbr title="Concurrence">Con.</abbr> and a child possessing the blood of his parents sustains
+the relation also of <abbr title="Inclusion">In.</abbr> 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.</li>
+
+<li><strong>10 and 11&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Brother and sister possessing in common the blood
+of their parents is a case of <abbr title="Inclusion">In.</abbr></li>
+
+<li><strong>11 and 12&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Here is a birth contrasted with a death.&mdash;It is
+<abbr title="Exclusion">Ex.</abbr></li>
+
+<li><strong>12 and 13&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;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.</li>
+
+<li><strong>13 and 14&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;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 <abbr title="Inclusion">In.</abbr> on the part of
+the victorious<span class="num" title="Page&nbsp;164">&zwnj;</span><a name="p164" id="p164"></a> parties. And then the Chartists lost their
+proposed hearing and the Boers were beaten. This is the second
+<abbr title="Inclusion">In.</abbr></li>
+
+<li><strong>14 and 15&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;A resort to arms contrasted with a resort to
+diplomacy.</li>
+
+<li><strong>15 and 16&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;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.</li>
+
+<li><strong>16 and 17&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;The death of a multitude of soldiers and a birth
+in the highest family of the realm.</li>
+
+<li><strong>17 and 18&mdash;<abbr title="Exclusion">Ex.</abbr> and <abbr title="Inclusion">In.</abbr></strong>&mdash;A birth and a death gives <abbr title="Exclusion">Ex.</abbr> A <em>royal</em>
+birth with all the advantages it brings, and the advantage of
+the inheritance of great fortunes, makes a clear case of <abbr title="Inclusion">In.</abbr></li>
+
+<li><strong>18 and 19&mdash;<abbr title="Exclusion">Ex.</abbr> and <abbr title="Inclusion">In.</abbr></strong>&mdash;Similar relations to those spoken of in
+the last paragraph.</li>
+
+<li><strong>19 and 20&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;To the taxpayer the endowment of the Duke of
+Edinburgh might seem to be a burden imposed&mdash;and the abolition
+of imprisonment for debt below &pound;20, would be looked upon as a
+burden removed. Here we have <abbr title="Exclusion">Ex.</abbr></li>
+</ul>
+
+<p>As before suggested, let the pupil recite the foregoing ten events
+forwards and the reverse way several times from memory. And then let him
+similarly recite the entire twenty events.</p>
+
+<ul class="hang">
+<li><strong>20 and 21&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Favoring poor people&mdash;debtors and poor
+students&mdash;characterises both events.</li>
+
+<li><strong>21 and 22&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;This college among other things prosecuted the
+study of Philosophy&mdash;&ldquo;the complete unification of
+knowledge&rdquo;&mdash;<ins class="corr" title="Transcriber&#8217;s note: Original read &lsquo;Farady&rsquo;.">Faraday</ins> <em>unified</em> three elements.</li>
+
+<li><strong>22 and 23&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Light, heat and electricity arise from latency to
+manifestation&mdash;a physical birth&mdash;here, too, is the birth of an
+organism.</li>
+
+<li><strong>23 and 24&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Beginning of two careers&mdash;one of an individual and
+the other of a body of persons.</li>
+
+<li><strong>24 and 25&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Object and aims different&mdash;one was a promotion of
+science&mdash;new science&mdash;highest science&mdash;the other was reverence
+for old literature&mdash;greatest of all literatures.</li>
+
+<li><strong>25 and 26&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Liberal outlay of money in art circles&mdash;great
+scarcity in business.</li>
+
+<li><strong>26 and 27&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Anguish and suffering unallayed&mdash;pain neutralized.</li>
+
+<li><strong>27 and 28&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Suppression of individual feeling&mdash;society&#8217;s
+outburst.</li>
+
+<li><strong>28 and 29&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Explosion of seething elements&mdash;a new
+nation&mdash;royal birth.</li>
+
+<li><strong>29 and 30&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Nation protects Royal child&mdash;a foreigner
+seeks same protection.</li>
+
+<li><strong>30 and 31&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Treaty between State and
+individual&mdash;treaty between States.</li>
+
+<li><strong>31 and 32&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Canal transportation comparatively safe&mdash;horseback
+riding liable to accidents.</li>
+
+<li><strong>32 and 33&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Farewell to life&mdash;farewell to stage.</li>
+
+<li><span class="num" title="Page&nbsp;165">&zwnj;</span><a name="p165" id="p165"></a><strong>33 and 34&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Close of one kind of exhibition and opening of
+another.</li>
+
+<li><strong>34 and 35&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Peaceful industries triumph&mdash;usurpation by
+intrigue and blood.</li>
+
+<li><strong>35 and 36&mdash;<abbr title="Exclusion">Ex.</abbr> and <abbr title="Inclusion">In.</abbr></strong>&mdash;Beginning of one career and close of
+another&mdash;a trampler on laws; a respecter of them.</li>
+
+<li><strong>36 and 37&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Great General&#8217;s death; royal birth.</li>
+
+<li><strong>37 and 38&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Life and choleraic deaths feared.</li>
+
+<li><strong>38 and 39&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Rebuke of religious zeal&mdash;dismissal for opinion&#8217;s
+sake.</li>
+
+<li><strong>39 and 40&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;A cleric dismissed and a war
+declared&mdash;&ldquo;Intolerance&rdquo; in both cases.</li>
+
+<li><strong>40 and 41&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Two declarations of war.</li>
+
+<li><strong>41 and 42&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Ravages of war contrasted with intellectual
+triumphs of peace&mdash;brute force and advanced thinking.</li>
+
+<li><strong>42 and 43&mdash;<abbr title="Concurrence">Con.</abbr></strong>&mdash;Philosophy and peace&mdash;high thinking and the
+conditions on which it can be carried on&mdash;co-existence.</li>
+
+<li><strong>43 and 44&mdash;<abbr title="Concurrence">Con.</abbr></strong>&mdash;Peace and its celebrations, cause and effect.</li>
+
+<li><strong>44 and 45&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;General rejoicing and rejoicing in royal family.</li>
+
+<li><strong>45 and 46&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Life and bloody deaths.</li>
+
+<li><strong>46 and 47&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Forcible seizure and legal separation, capture and
+discharge.</li>
+
+<li><strong>47 and 48&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Marriage failures and honoring Newton&#8217;s successes.</li>
+
+<li><strong>48 and 49&mdash;<abbr title="Exclusion">Ex.</abbr> and <abbr title="Inclusion">In.</abbr></strong>&mdash;Honoring old science&mdash;publishing new
+science.</li>
+
+<li><strong>49 and 50&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Beginning of scientific reputation&mdash;close of
+literary life.</li>
+
+<li><strong>50 and 51&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Two deaths make <abbr title="Inclusion">In.</abbr>&mdash;and one from natural
+causes and the other from violence, we have <abbr title="Exclusion">Ex.</abbr></li>
+
+<li><strong>51 and 52&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Violence externally applied kills the boy&mdash;but
+ships shielded from violence by its ironclad covering. It is
+<abbr title="Exclusion">Ex.</abbr></li>
+
+<li><strong>52 and 53&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Concurrence">Con.</abbr></strong>&mdash;Interest in war and befriending a
+belligerent, coexistence of war improvement, and favouring a
+warlike people.</li>
+
+<li><strong>53 and 54&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Coming into existence (recognition) and death of a
+high personage.</li>
+
+<li><strong>54 and 55&mdash;<abbr title="Concurrence">Con.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Father and son is <abbr title="Concurrence">Con.</abbr>&mdash;death and
+marriage as the condition of life.</li>
+
+<li><strong>55 and 56&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Marriage festivities and celebration of
+Shakespeare&#8217;s birth&mdash;both rejoicings.</li>
+
+<li><strong>56 and 57&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Both tercentenaries, and one reckons from
+birth and the other from death.</li>
+
+<li><strong>57 and 58&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Tercentenary ceremonies, and dedication of
+a statue to Sir William Jenner&mdash;one tried to save souls, the
+other to save life.</li>
+
+<li><strong>58 and 59&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;A statue and a medal&mdash;honour in both cases.</li>
+
+<li><strong>59 and 60&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;One tried to save life, the other alleviated its
+sufferings.</li>
+
+<li><strong>60 and 61&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Gifts to the poor in a lump&mdash;buying telegraph to
+cheapen cost of messages to the great mass of community.</li>
+
+<li><strong>61 and 62&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Extension of telegraphs, ultimately to the benefit
+of all&mdash;extension of medical education to women.</li>
+
+<li><span class="num" title="Page&nbsp;166">&zwnj;</span><a name="p166" id="p166"></a><strong>62 and 63&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Rights of women and of the poor&mdash;beneficence to
+poor and charity to women.</li>
+
+<li><strong>63 and 64&mdash;<abbr title="Concurrence">Con.</abbr></strong>&mdash;Common prisons abound in dust and germs&mdash;these
+latter are propagators of disease.</li>
+
+<li><strong>64 and 65&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Concurrence">Con.</abbr></strong>&mdash;Germs cause typhoid and other
+diseases&mdash;Prince of Wales attacked by typhoid.</li>
+
+<li><strong>65 and 66&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Typhoid tends to destroy; awards build up.</li>
+
+<li><strong>66 and 67&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Fast steamer Alabama, and fast woman
+walker, speed with injury&mdash;and innocent speed.</li>
+
+<li><strong>67 and 68&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Walking on land and safe swimming in water.</li>
+
+<li><strong>68 and 69&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Floating in water and electric lighting of
+museum&mdash;protection to life&mdash;and comfort to life.</li>
+
+<li><strong>69 and 70&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Lighted museum&mdash;and dark night at the Tay&mdash;light
+and safety&mdash;and darkness and death.</li>
+
+<li><strong>70 and 71&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Many deaths in Bridge disaster and one
+distinguished person dies.</li>
+
+<li><strong>71 and 72&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;One person dies and medics strive to prevent
+death.</li>
+
+<li><strong>72 and 73&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Medical improvement and improvement in
+reckoning time&mdash;doctors from abroad&mdash;and observatory
+stationary.</li>
+
+<li><strong>73 and 74&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Improved time reckoning&mdash;and revised and improved
+form of Bible.</li>
+
+<li><strong>74 and 75&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Gift to highest personage and cheap
+telegrams for masses&mdash;favours to both.</li>
+
+<li><strong>75 and 76&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Head of English nation and head of
+Catholic church&mdash;favour to the Queen and favour to the people.</li>
+
+<li><strong>76 and 77&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;One concession to Queen&mdash;and people&#8217;s jubilee on
+account of Queen&mdash;good will in both cases.</li>
+
+<li><strong>77 and 78&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Queen&#8217;s jubilee and Times&#8217; jubilee,
+sovereign and subjects.</li>
+
+<li><strong>78 and 79&mdash;<abbr title="Concurrence">Con.</abbr></strong>&mdash;Universal reporter of good and bad things&mdash;worst
+possible murder.</li>
+
+<li><strong>79 and 80&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Horror and amusement.</li>
+
+<li><strong>80 and 81&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Players for Royalty and great arbitrators for
+labouring men.</li>
+
+<li><strong>81 and 82&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Strike of poor labourers, and houses for the poor.</li>
+
+<li><strong>82 and 83&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Gifts to poor and education for
+them&mdash;physical benefits and mental benefit.</li>
+
+<li><strong>83 and 84&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Intellectual education and spiritual
+education&mdash;living scholars and death of a great teacher.</li>
+
+<li><strong>84 and 85&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Two deaths&mdash;and opposite beliefs&mdash;<abbr title="Inclusion">In.</abbr> as
+to death and <abbr title="Exclusion">Ex.</abbr> as to opinions.</li>
+
+<li><strong>85 and 86&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Death of one man&mdash;and death of six hundred&mdash;<abbr title="Inclusion">In.</abbr></li>
+
+<li><strong>86 and 87&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;A dead multitude and a living congress.</li>
+
+<li><strong>87 and 88&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Two congresses.</li>
+
+<li><strong>88 and 89&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Imperialism&mdash;and party self-assertion.</li>
+
+<li><strong>89 and 90&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Political agitation&mdash;educational agitation.</li>
+
+<li><strong>90 and 91&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Extension of education&mdash;refusal to extend
+Government sway over land.</li>
+
+<li><strong>91 and 92&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Land not lost individuals&mdash;and bank saved.</li>
+
+<li><span class="num" title="Page&nbsp;167">&zwnj;</span><a name="p167" id="p167"></a><strong>92 and 93&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Saving a bank and effort to save
+life&mdash;bank saved&mdash;but consumptives lost.</li>
+
+<li><strong>93 and 94&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Rejoicing over supposed antidote to
+consumptive deaths&mdash;and music jubilee over death of Mozart.</li>
+
+<li><strong>94 and 95&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;Death and birth of congress.</li>
+
+<li><strong>95 and 96&mdash;<abbr title="Exclusion">Ex.</abbr></strong>&mdash;A congress meets and a cabinet dissolves.</li>
+
+<li><strong>96 and 97&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;A cabinet failed and a bank failed.</li>
+
+<li><strong>97 and 98&mdash;<abbr title="Inclusion">In.</abbr></strong>&mdash;Bank failure and Home Rule bill defeated.</li>
+
+<li><strong>98 and 99&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Bill killed intentionally&mdash;a man killed
+accidentally.</li>
+
+<li><strong>99 and 100&mdash;<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>&mdash;Fatal attack of poison&mdash;unsuccessful
+attack on Darwinianism.</li>
+</ul>
+
+<p style="margin-bottom:0;">As to the dates of the 100 events, they will cause no difficulty. The
+pupil should look upon my formulas as models merely, and make his own
+whenever possible. In all the events belonging to this century, we have
+only to deal with the last two figures&mdash;(3) <i>M</i>odel (7) <i>Q</i>ueen gives
+the date of (18)37. The rule in regard to the month and the day of the
+month is very easily applied. A separate word for each figure except for
+the three months [October, November and December] where there are two
+figures in the one word that expresses the number of the month, as
+<i>t</i>ie<i>s</i>, <i>d</i>ue<i>s</i>, <ins class="corr" title="Transcriber&#8217;s note: Original read &ldquo;t&#8217;is&rdquo;.">&#8217;<i>t</i>i<i>s</i></ins>, <i>th</i>u<i>s</i>, <i>th</i>i<i>s</i>, <i>th</i>o<i>s</i>e, express
+October, the tenth month; <i>th</i>a<i>t</i>, <i>d</i>i<i>d</i>, <i>d</i>ie<i>d</i>, <i>d</i>o<i>t</i>,
+<i>d</i>a<i>t</i>e, <i>t</i>hough<i>t</i>, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr>, indicate November, the eleventh month;
+and <i>th</i>e<i>n</i>, <i>th</i>i<i>n</i>, <i>t</i>o<i>n</i>e, <i>t</i>u<i>n</i>e, a<i>t</i>tai<i>n</i>, <abbr title="et cetera">&amp;c.</abbr>, <abbr title="et cetera">&amp;c.</abbr>, mean
+December, the twelfth month. A <i>M</i>odel <i>Q</i>ueen <i>J</i>ust i<i>n</i> <i>s</i>eason&mdash;Just
+in its &ldquo;J&rdquo; means the sixth month, or <i>J</i>une, and &ldquo;n&rdquo; in &ldquo;i<i>n</i>&rdquo; and &ldquo;s&rdquo;
+in <i>s</i>eason means a cypher&mdash;or 20&mdash;the translation of the phrase is
+(18)37&mdash;June&mdash;20th day<ins class="corr" title="Transcriber&#8217;s note: The following list was originally wrapped with this paragraph.">.</ins></p>
+<ul class="brackets" style="margin-top:0;">
+<li class="f">(2) A<i>m</i>ending a <i>c</i>ode <i>g</i>ives <i>t</i>rue
+<i>c</i>aution =&nbsp;(18)37&mdash;July&mdash;17th</li>
+<li class="f">(3) <i>M</i>aking <i>f</i>riends i<i>n</i>side <i>th</i>e
+<i>m</i>agnates =&nbsp;(18)38&mdash;February&nbsp;13</li>
+<li class="f">(4) A<i>m</i>idship <i>V</i>oyager <i>sh</i>ows
+<i>d</i>ouble <i>g</i>eering =&nbsp;(18)38&mdash;June&mdash;17</li>
+<li class="f">(5) <i>M</i>utual <i>F</i>airness <i>g</i>ives
+<i>m</i>ultiplied <i>d</i>issemination =&nbsp;(18)38&mdash;July&mdash;31</li>
+<li class="f">(6) <i>M</i>eetings
+<i>f</i>orbidden <i>t</i>o<i>n</i>e <i>d</i>own <i>n</i>oise =&nbsp;(18)38&mdash;Dec.&mdash;12</li>
+<li class="f">(7) <i>M</i>eal a
+<i>f</i>avorite <i>th</i>e<i>n</i> <i>t</i>ook <i>p</i>recedence =&nbsp;(18)38&mdash;December&mdash;19</li>
+<li class="f">(8) A
+<i>m</i>issive <i>p</i>enny <i>f</i>avors <i>th</i>e <i>c</i>ommonality =&nbsp;(18)39&mdash;August&mdash;17</li>
+<li class="f">(9)
+A <i>R</i>oyal <i>C</i>ementing i<i>n</i> <i>th</i>e <i>s</i>anctuary
+=&nbsp;(18)40&mdash;February&mdash;10th</li>
+<li>(10) A <i>R</i>oyal <i>S</i>pinster [or <i>c</i>elebrity]
+<i>d</i>i<i>d</i> i<i>n</i>vite <i>d</i>estiny =&nbsp;(18)40&mdash;November&mdash;21</li>
+<li>(11) <i>R</i>oyal E<i>d</i>ward
+<i>d</i>i<i>d</i> a<i>p</i>pear =&nbsp;(18)41&mdash;Nov.&mdash;9th</li>
+<li>(12) Ea<i>r</i>l&#8217;s u<i>n</i>doing
+<i>m</i>anifested i<i>n</i>sane <i>s</i>uicide<span class="num" title="Page&nbsp;168">&zwnj;</span><a name="p168" id="p168"></a> =&nbsp;(18)42&mdash;March&mdash;20th</li>
+<li>(13) <i>R</i>egistered
+<i>n</i>ames wi<i>l</i>l e<i>n</i>thuse =&nbsp;(18)42&mdash;May&mdash;2</li>
+<li>(14) <i>R</i>epressing <i>N</i>atalites
+<i>l</i>eft <i>n</i>o <i>ch</i>ange =&nbsp;(18)42&mdash;May&mdash;26</li>
+<li>(15) <i>R</i>ebinding <i>N</i>ations
+<i>f</i>avored <i>p</i>atriotism =&nbsp;(18)42&mdash;August&mdash;9</li>
+<li>(16) <i>R</i>educing A<i>m</i>eers
+<i>t</i>ook <i>d</i>etermined <i>sh</i>ooting =&nbsp;(18)43&mdash;January&mdash;16</li>
+<li>(17) <i>R</i>oyal
+<i>M</i>ary <i>r</i>ightly <i>n</i>amed A<i>l</i>ice =&nbsp;(18)43&mdash;April&mdash;25</li>
+<li>(18) A<i>r</i>kwright&#8217;s
+<i>m</i>illions wi<i>l</i>l e<i>n</i>rich hei<i>r</i>s =&nbsp;(18)43&mdash;May&mdash;24</li>
+<li>(19) <i>R</i>oyal
+E<i>r</i>nest; a <i>f</i>avored <i>ch</i>ild =&nbsp;(18)44&mdash;August&mdash;6</li>
+<li>(20) <i>R</i>eleasing
+a<i>r</i>rears <i>f</i>avored <i>d</i>ebtor&#8217;s <i>s</i>entences =&nbsp;(18)44&mdash;August&mdash;10</li>
+<li>(21)
+<i>R</i>eligious I<i>l</i>liberalities wi<i>l</i>l <i>d</i>estroy <i>ch</i>arity
+=&nbsp;(18)45&mdash;May&mdash;16</li>
+<li>(22) A <i>r</i>eal <i>l</i>ikeness <i>t</i>ha<i>t</i> <i>l</i>inks
+=&nbsp;(18)45&mdash;Nov.&mdash;5</li>
+<li>(23) A <i>r</i>oyal <i>ch</i>ild&mdash;He<i>l</i>ena&mdash;<i>n</i>ow <i>l</i>aughs
+=&nbsp;(18)46&mdash;May&mdash;25</li>
+<li>(24) <i>R</i>eading whi<i>ch</i> <i>d</i>i<i>d</i> <i>r</i>ationalize
+=&nbsp;(18)46&mdash;Nov.&mdash;4</li>
+<li>(25) A hoa<i>r</i>y <i>c</i>ottage <i>b</i>ought <i>t</i>oo <i>ch</i>eap
+=&nbsp;(18)47&mdash;Sept.&mdash;16</li>
+<li>(26) A <i>r</i>ate <i>c</i>ausing <i>th</i>ose <i>m</i>erchants
+<i>d</i>istress =&nbsp;(18)47&mdash;Oct.&mdash;31</li>
+<li>(27) <i>R</i>elieving <i>ch</i>loroform <i>t</i>ha<i>t</i>
+<i>d</i>rugs <i>n</i>erves =&nbsp;(18)47&mdash;Nov.&mdash;12</li>
+<li>(28) <i>R</i>evolutionizing <i>F</i>renchmen
+i<i>n</i>dicated a <i>n</i>ew <i>n</i>ation =&nbsp;(18)48&mdash;Feb.&mdash;22</li>
+<li>(29) A <i>r</i>oyal <i>f</i>airy
+<i>m</i>aiden <i>d</i>evelops <i>f</i>ancy&mdash;(she is an artist)
+=&nbsp;(18)48&mdash;March&mdash;18</li>
+<li>(30) O<i>r</i>atorical <i>p</i>rayers <i>p</i>rocure <i>n</i>ational
+<i>s</i>ecurity =&nbsp;(18)49&mdash;Sept.&mdash;20</li>
+<li>(31) A <i>l</i>awful <i>s</i>cheme a<i>r</i>ouses
+<i>t</i>opmost <i>p</i>atronage =&nbsp;(18)50&mdash;April&mdash;19</li>
+<li>(32) A <i>l</i>uckless <i>s</i>tumble
+<i>k</i>illed a <i>n</i>obleman =&nbsp;(18)50&mdash;July&mdash;2</li>
+<li>(33) Wi<i>l</i>liam&#8217;s wi<i>th</i>drawal
+e<i>n</i>ded <i>n</i>umerous <i>ch</i>arms =&nbsp;(18)51&mdash;Feb.&mdash;26</li>
+<li>(34) <i>V</i>ictoria
+we<i>l</i>comes <i>th</i>e Ha<i>l</i>l <i>t</i>o-day =&nbsp;(1)851&mdash;May&mdash;1</li>
+<li>(35) <i>L</i>ouis&#8217;
+au<i>d</i>acity <i>th</i>e<i>n</i> a<i>n</i>nounced =&nbsp;(18)51&mdash;Dec.&mdash;2</li>
+<li>(36) We<i>l</i>lington&#8217;s
+e<i>n</i>d <i>b</i>rought <i>d</i>ue <i>r</i>ecognition =&nbsp;(18)52&mdash;Sept.&mdash;14</li>
+<li>(37) <i>L</i>eopold
+<i>m</i>ildly <i>r</i>aises a <i>c</i>ry =&nbsp;(18)53&mdash;April&mdash;7</li>
+<li>(38) A <i>l</i>ord&#8217;s <i>m</i>essage
+<i>d</i>oes <i>t</i>each a <i>P</i>resbytery =&nbsp;(18)53&mdash;Oct.&mdash;19</li>
+<li>(39) <i>L</i>earned
+<i>M</i>aurice <i>t</i>eaches u<i>n</i>welcome <i>c</i>reeds =&nbsp;(18)53&mdash;Oct.&mdash;27</li>
+<li>(40) A
+<i>l</i>urid <i>m</i>anifesto <i>th</i>a<i>t</i> <i>th</i>reatened =&nbsp;(18)53&mdash;Nov.&mdash;1</li>
+<li>(41) A
+<i>L</i>awful <i>R</i>uler <i>m</i>enaces <i>n</i>ew a<i>n</i>tagonisms =&nbsp;(18)54&mdash;March&mdash;22</li>
+<li>(42)
+No month or day of month being given, we will express three figures
+thus: E<i>v</i>olution&#8217;s <i>l</i>aws i<i>l</i>lustrated =&nbsp;(1)855</li>
+<li>(43) A<i>l</i>liances
+<i>j</i>oined <i>m</i>ean <i>m</i>anifest <i>s</i>ecurity =&nbsp;(18)56&mdash;March&mdash;30</li>
+<li>(44)
+<i>L</i>isteners <i>ch</i>armed a<i>r</i>ound <i>th</i>e <i>m</i>usic =&nbsp;(18)56&mdash;April&mdash;13</li>
+<li>(45) A
+<i>l</i>ucky <i>g</i>irl he<i>r</i>e a<i>t</i>tains <i>r</i>oyalty =&nbsp;(18)57&mdash;April&mdash;14</li>
+<li>(46) A
+<i>l</i>awless <i>c</i>onspiracy <i>b</i>eaten i<i>n</i> <i>S</i>eptember
+=&nbsp;(18)57&mdash;Sept.&mdash;20</li>
+<li>(47) <i>L</i>oosening<span class="num" title="Page&nbsp;169">&zwnj;</span><a name="p169" id="p169"></a> <i>f</i>amilies <i>d</i>estroys <i>th</i>e
+<i>ch</i>ildren =&nbsp;(18)58&mdash;January&mdash;16</li>
+<li>(48) A <i>L</i>ifeless <i>f</i>igure <i>p</i>ictures
+<i>N</i>ewton&#8217;s i<i>d</i>entity =&nbsp;(18)58&mdash;Sept.&mdash;21</li>
+<li>(49) No month or day being
+given, we may express the complete date: <i>D</i>arwinianism <i>f</i>ormulates
+<i>l</i>egitimate <i>b</i>iology =&nbsp;1859</li>
+<li>(50) <i>L</i>ifeless <i>B</i>abington <i>th</i>e<i>n</i>
+e<i>n</i>tered a <i>v</i>ault =&nbsp;(18)59&mdash;Dec&mdash;28</li>
+<li>(51) A <i>sh</i>ameless
+<i>s</i>choolmaster&#8217;s <i>c</i>ruelty <i>n</i>ow <i>m</i>urders, or a <i>s</i>choolmaster&#8217;s
+<i>s</i>entence <i>c</i>auses <i>n</i>o <i>m</i>ercy&nbsp;= (18)60&mdash;July&mdash;23</li>
+<li>(52) <i>S</i>hielding
+ou<i>t</i>sides <i>m</i>ay <i>d</i>efy a<i>t</i>tack =&nbsp;(18)61&mdash;March&mdash;11</li>
+<li>(53) <i>Ch</i>ivalry
+<i>d</i>elighted, wi<i>l</i>l <i>f</i>ight =&nbsp;(18)61&mdash;May&mdash;8</li>
+<li>(54) <i>Sh</i>edding <i>t</i>ears
+<i>t</i>ha<i>t</i> <i>t</i>ear hea<i>r</i>ts =&nbsp;(18)61&mdash;Nov.&mdash;14&mdash;or <i>V</i>ictoria <i>s</i>hed
+<i>t</i>ears =&nbsp;(1)861</li>
+<li>(55) A <i>j</i>oyful <i>m</i>arriage <i>m</i>ay ai<i>d</i> <i>s</i>overeignty
+=&nbsp;(18)63&mdash;March&mdash;10</li>
+<li>(56) <i>Sh</i>akespeare&#8217;s <i>r</i>eign <i>r</i>eturns o<i>n</i>ce
+<i>m</i>ore =&nbsp;(18)64&mdash;April&mdash;23</li>
+<li>(57) A <i>j</i>ustifiable <i>r</i>evival wi<i>l</i>l
+e<i>n</i>dorse <i>C</i>alvin =&nbsp;(18)64&mdash;May&mdash;27</li>
+<li>(58) <i>J</i>enner&#8217;s <i>l</i>ikeness
+<i>p</i>leases <i>d</i>octors =&nbsp;(18)65&mdash;Sept.&mdash;1</li>
+<li>(59) A <i>ch</i>artered <i>j</i>ewel
+<i>m</i>eans <i>c</i>apture =&nbsp;(18)66&mdash;March&mdash;7</li>
+<li>(60) <i>G</i>enerosity&#8217;s <i>ch</i>ampion
+<i>m</i>anifests u<i>n</i>usual <i>f</i>aith =&nbsp;(18)66&mdash;March&mdash;28&mdash;or <i>G</i>enerosity&#8217;s
+<i>ch</i>ampion <i>m</i>arkedly e<i>n</i>thused <i>V</i>ictoria =&nbsp;(18)66&mdash;March&mdash;28</li>
+<li>(61)
+<i>S</i>ure <i>f</i>orwarders <i>g</i>ain <i>m</i>ultitudinous <i>t</i>elegraphs
+=&nbsp;(18)68&mdash;July&mdash;31</li>
+<li>(62) <i>Ch</i>arming <i>p</i>ractitioners <i>d</i>ose u<i>n</i>easy
+a<i>ch</i>es =&nbsp;(18)69&mdash;Oct.&mdash;27</li>
+<li>(63) <i>C</i>reditors <i>s</i>cold <i>th</i>e <i>d</i>ebtors
+=&nbsp;(18)70&mdash;January&mdash;1</li>
+<li>(64) <i>C</i>ontagion <i>s</i>preads <i>th</i>rough <i>th</i>e ai<i>r</i>
+=&nbsp;(18)70&mdash;January&mdash;14</li>
+<li>(65) A <i>k</i>inglet&#8217;s <i>t</i>yphoid <i>th</i>at e<i>n</i>ded
+<i>m</i>arvellously =&nbsp;(18)71&mdash;Nov.&mdash;23</li>
+<li>(66) <i>G</i>reat (Britain) i<i>m</i>mediately
+<i>p</i>aid <i>th</i>e awa<i>r</i>d =&nbsp;(18)73&mdash;Sept.&mdash;14</li>
+<li>(67) <i>C</i>ourageous <i>R</i>ichards
+<i>sh</i>owed u<i>n</i>usual <i>p</i>edestrianism =&nbsp;(18)74&mdash;June&mdash;29</li>
+<li>(68) A
+<i>C</i>aptain&#8217;s <i>l</i>ivery wi<i>l</i>l e<i>n</i>sure <i>f</i>loating =&nbsp;(18)75&mdash;May&mdash;28</li>
+<li>(69)
+A <i>c</i>urrent&#8217;s <i>b</i>rightness <i>d</i>oes e<i>n</i>rich eye<i>s</i>ight
+=&nbsp;(18)79&mdash;Oct.&mdash;20</li>
+<li>(70) A <i>C</i>rippled <i>B</i>ridge <i>th</i>e<i>n</i> i<i>n</i>stantly
+<i>f</i>ell =&nbsp;(18)79&mdash;Dec.&mdash;28</li>
+<li>(71) A <i>f</i>emale <i>s</i>cribe <i>d</i>ie<i>d</i> i<i>n</i>
+<i>N</i>ovember&mdash;(18)80&mdash;Nov.&mdash;22</li>
+<li>(72) <i>F</i>oreign <i>d</i>octors <i>f</i>ormulate
+<i>m</i>edicine =&nbsp;(18)81&mdash;Aug.&mdash;3</li>
+<li>(73) <i>F</i>ixing <i>l</i>imits <i>t</i>o <i>t</i>ime
+=&nbsp;(18)85&mdash;January&mdash;1</li>
+<li>(74) <i>V</i>ictoria <i>l</i>earns Ho<i>l</i>y <i>T</i>estaments
+we<i>l</i>l =&nbsp;(18)85&mdash;May&mdash;15</li>
+<li>(75) Hal<i>v</i>ing e<i>l</i>ectrics <i>d</i>oubles
+<i>t</i>elegraphing =&nbsp;(18)85&mdash;Oct.&mdash;1</li>
+<li>(76) <i>V</i>ictoria&mdash;<i>Q</i>ueen <i>r</i>eally
+e<i>n</i>ters a <i>m</i>onastery =&nbsp;(18)87&mdash;April&mdash;23</li>
+<li>(77) <i>V</i>ictorian
+<i>c</i>ongratulations <i>sh</i>ow e<i>n</i>lightened <i>s</i>ubjects
+=&nbsp;(18)87&mdash;June&mdash;20</li>
+<li>(78) A <i>F</i>act <i>f</i>inder <i>d</i>rinks <i>t</i>oasts
+=&nbsp;(18)88&mdash;January&mdash;1</li>
+<li>(79) <i>F</i>emale<span class="num" title="Page&nbsp;170">&zwnj;</span><a name="p170" id="p170"></a> <i>v</i>ictims o<i>f</i> u<i>n</i>natural
+<i>b</i>utchery =&nbsp;(18)88&mdash;August&mdash;29</li>
+<li>(80) <i>V</i>ictoria a<i>p</i>plauds I<i>r</i>ving&#8217;s
+<i>n</i>umerous <i>ch</i>armers =&nbsp;(18)89&mdash;April&mdash;26</li>
+<li>(81) A <i>f</i>amous <i>B</i>oard
+<i>b</i>rought a<i>l</i>leviation =&nbsp;(18)89&mdash;Sept.&mdash;5</li>
+<li>(82) <i>F</i>urnishing
+<i>b</i>uildings <i>d</i>i<i>d</i> <i>d</i>elight <i>p</i>aupers =&nbsp;(18)89&mdash;Nov.&mdash;19</li>
+<li>(83) A <i>b</i>ig
+<i>s</i>peech <i>f</i>or e<i>d</i>ucation =&nbsp;(18)90&mdash;Aug.&mdash;1</li>
+<li>(84) A <i>p</i>riest
+<i>s</i>urrenders a<i>f</i>ter <i>th</i>eological <i>t</i>oil =&nbsp;(18)90&mdash;Aug.&mdash;11</li>
+<li>(85)
+<i>B</i>radlaugh <i>d</i>ies i<i>n</i> <i>m</i>ockery or <i>B</i>radlaugh&#8217;s <i>d</i>eath <i>n</i>ow
+<i>m</i>ourned =&nbsp;(18)91&mdash;Feb.&mdash;3</li>
+<li>(86) <i>P</i>erishing &ldquo;U<i>t</i>opia&rdquo; <i>m</i>eans a
+wa<i>t</i>ery <i>g</i>rave =&nbsp;(18)91&mdash;March&mdash;17</li>
+<li>(87) <i>P</i>ostal <i>d</i>elegates wi<i>l</i>l
+i<i>n</i>augurate <i>m</i>ethods =&nbsp;(18)91&mdash;May&mdash;23</li>
+<li>(88) <i>B</i>ritish <i>d</i>omination
+<i>g</i>enerates <i>t</i>rue <i>p</i>atriotism =&nbsp;(18)91&mdash;June&mdash;19</li>
+<li>(89) <i>P</i>rimrose
+<i>d</i>emonstration <i>g</i>ave Ha<i>t</i>field <i>f</i>lattery =&nbsp;(18)91&mdash;July&mdash;18</li>
+<li>(90)
+<i>P</i>ushing e<i>d</i>ucation <i>f</i>or <i>ch</i>ildren =&nbsp;(18)91&mdash;Aug.&mdash;6</li>
+<li>(91) <i>P</i>ublic
+<i>t</i>itles <i>p</i>ublicly <i>th</i>rown <i>d</i>own =&nbsp;(18)91&mdash;Sept.&mdash;11</li>
+<li>(92) <i>B</i>aring&#8217;s
+<i>d</i>ues <i>p</i>aid <i>th</i>e <i>c</i>reditors =&nbsp;(18)91&mdash;Sept.&mdash;17</li>
+<li>(93) <i>P</i>ublishing
+<i>t</i>uberculosis <i>d</i>oes i<i>n</i>vite i<i>n</i>vestigation =&nbsp;(18)91&mdash;Oct.&mdash;22</li>
+<li>(94)
+<i>B</i>ooming <i>t</i>unes <i>th</i>e<i>n</i> <i>l</i>uxuriated =&nbsp;(18)91&mdash;Dec.&mdash;5</li>
+<li>(95)
+O<i>p</i>ening <i>d</i>ays <i>th</i>i<i>n</i> I<i>n</i>dian <i>C</i>ongress =&nbsp;(18)91&mdash;Dec.&mdash;27</li>
+<li>(96) A
+<i>B</i>ritish <i>m</i>inistry <i>d</i>etermine <i>th</i>e <i>K</i>hedive
+=&nbsp;(18)93&mdash;January&mdash;17</li>
+<li>(97) <i>B</i>ank <i>m</i>ismanagement <i>r</i>uins <i>n</i>umerous
+<i>s</i>ubscribers =&nbsp;(18)93&mdash;April&mdash;20</li>
+<li>(98) A <i>B</i>ill <i>m</i>ade <i>P</i>eers a<i>f</i>raid
+=&nbsp;(18)93&mdash;Sept.&mdash;8</li>
+<li>(99) A <i>P</i>rofessor&#8217;s &ldquo;<i>M</i>rs.&rdquo; <i>th</i>e<i>n</i> e<i>r</i>red
+=&nbsp;(18)93&mdash;Dec.&mdash;4&mdash;, or giving the year alone we say: <i>T</i>yndall&#8217;s Wi<i>f</i>e
+<i>b</i>ecame a <i>m</i>ind-wanderer or <i>T</i>yndall&#8217;s Wi<i>f</i>e <i>p</i>oisoned hi<i>m</i>
+=&nbsp;1893</li>
+<li style="text-indent:-2.4em;">(100) <i>D</i>arwinianism <i>f</i>avors <i>b</i>iological <i>r</i>idicule =&nbsp;1894&mdash;,
+or <i>B</i>iological <i>r</i>esearches <i>f</i>avors <i>f</i>ault-finding
+=&nbsp;(18)94&mdash;August&mdash;8.</li>
+</ul>
+
+
+<h3>A CONCLUDING REMARK.</h3>
+
+<p>If the pupil has painstakingly reviewed this entire work, let him for
+the next three months, whenever he wishes to fix anything in mind, not
+apply the methods of the system to it, but concentrate his thoughts upon
+it with the utmost intensity so that his improved power of assimilation
+will seize upon it with an unreleasing grasp, and, then, when the three
+months period has passed, he will find that he has consolidated the
+Habit of Attention and Memory. <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">&larr;ToC</a></p>
+
+
+<div class="footnotes"><h2><small>FOOTNOTES:</small></h2>
+
+<ol>
+<li class="footnote"><p><a name="Footnote-A" id="Footnote-A"></a> These followers make a great boast of learning a series of
+suggestive words in pairs and without interfering with the mind&#8217;s action
+in doing so, when they are clearly indebted to Thomas Hallworth for this
+inadequate method, yet they never have the grace to acknowledge their
+indebtedness.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-A"><span>Return from footnote </span>A</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-B" id="Footnote-B"></a> See rules on <a href="#p72">page&nbsp;72</a>.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-B"><span>Return from footnote </span>B</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-C" id="Footnote-C"></a> Gouraud said: &ldquo;<i>S</i>a<i>t</i>a<i>n</i> <i>m</i>ay <i>r</i>e<i>l</i>i<i>sh</i> <i>c</i>o<i>f</i>fee
+<i>p</i>ie.&rdquo;</p>
+<span class="label">[<a title="Return to text." href="#Anchor-C"><span>Return from footnote </span>C</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-D" id="Footnote-D"></a> Pupils who have a poor ear for sounds sometimes fail to
+note when &ldquo;n&rdquo; sounds like &ldquo;ng&rdquo; and so means 7 instead of 2. Let them
+study the words &ldquo;ringer&rdquo; (474), &ldquo;linger&rdquo; (5774), and &ldquo;ginger&rdquo; (6264).
+The first syllable of &ldquo;linger&rdquo; rhymes with the first of &ldquo;ringer&rdquo; and not
+with the first of &ldquo;ginger;&rdquo; it rhymes with &ldquo;ring&rdquo; and not with &ldquo;gin;&rdquo;
+and if the first syllable of &ldquo;ringer&rdquo; is 47, the first of &ldquo;linger&rdquo; must
+be 57; but the second syllable of &ldquo;linger&rdquo; is &ldquo;ger,&rdquo; while the second
+syllable of &ldquo;ringer&rdquo; is only &ldquo;er<ins class="corr" title="Transcriber&#8217;s note: Original had a comma rather than a period.">.</ins>&rdquo; So &ldquo;linger&rdquo; is pronounced as if
+spelled &ldquo;ling-ger,&rdquo; the &ldquo;n&rdquo; sounds like &ldquo;ng.&rdquo; &ldquo;Ringer<ins class="corr" title="Transcriber&#8217;s note: Original lacked a closing quote mark.">&rdquo;</ins> is pronounced
+&ldquo;ring-er,&rdquo; and &ldquo;ginger&rdquo; as if spelled &ldquo;gin-ger.&rdquo;</p>
+<span class="label">[<a title="Return to text." href="#Anchor-D"><span>Return from footnote </span>D</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-E" id="Footnote-E"></a> Those who were in office more than four years were
+re-elected for a second term. The second term always began four years
+after the beginning of the first term.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-E"><span>Return from footnote </span>E</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-F" id="Footnote-F"></a> Those who were Presidents for less than four years died in
+office and were succeeded by Vice-Presidents. President Lincoln was
+murdered forty days after the commencement of his second term of office,
+when Vice-President Johnson became the 17th President.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-F"><span>Return from footnote </span>F</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-G" id="Footnote-G"></a> See Lippincott&#8217;s Gazetteer, <abbr title="page">p.</abbr>&nbsp;1573.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-G"><span>Return from footnote </span>G</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-H" id="Footnote-H"></a> No one supposes that Butler really stole spoons.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-H"><span>Return from footnote </span>H</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-I" id="Footnote-I"></a> Lord Elgin, the present Viceroy, gave Prof. Loisette
+<abbr title="His Excellency&#8217;s">H.&nbsp;E.&#8217;s</abbr> patronage when the Professor lectured in Calcutta. As his system
+is the foe of all artificial methods, it is <i lang="fr" xml:lang="fr">par excellence</i> the
+&ldquo;Natural&rdquo; System.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-I"><span>Return from footnote </span>I</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-J" id="Footnote-J"></a> The &ldquo;New Memory-Aiding French Vocabulary&rdquo; by Albert Tondu,
+published by Hachett et Cie, London, in 1881, is a somewhat similar work
+to Charles Turrell&#8217;s.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-J"><span>Return from footnote </span>J</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-K" id="Footnote-K"></a> In some English schools the first syllable in &ldquo;panis&rdquo;
+sounds &ldquo;pan,&rdquo; in others &ldquo;pain.&rdquo; If an English word derived from a
+foreign word (or from the same root) occurs to you, use it; but do not
+spend time hunting for derivations. Unfamiliar words are no help; do not
+think the word &ldquo;panification&rdquo; will help you to &ldquo;panis,&rdquo; because it is an
+English word meaning &ldquo;bread-making,&rdquo; and you are an Englishman. You
+would be much wiser to try to remember the English &ldquo;panification&rdquo; by the
+aid of the Latin &ldquo;panis,&rdquo; than <i lang="la" xml:lang="la">vice-versa</i>, that is, if any mortal ever
+does want to remember that pedantic dictionary word.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-K"><span>Return from footnote </span>K</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-L" id="Footnote-L"></a> One of the meanings of &ldquo;Salient&rdquo; is &ldquo;to force itself on the
+attention.&rdquo; Recall his threat when coughed down on the occasion of his
+maiden speech in the House of Commons. &ldquo;You will hear me&rdquo; (18)05.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-L"><span>Return from footnote </span>L</a>]</span> </li>
+
+<li class="footnote"><p><a name="Footnote-M" id="Footnote-M"></a> It is sufficient to indicate the figure 9, as we know that
+it could not have been the year 9 of the Christian Era, and as it was
+somewhere about the beginning of this century, the figure 9 makes an
+indefinite impression definite and exact.</p>
+<span class="label">[<a title="Return to text." href="#Anchor-M"><span>Return from footnote </span>M</a>]</span> </li>
+</ol>
+
+</div>
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of the Project Gutenberg EBook of Assimilative Memory, by 
+Marcus Dwight Larrowe (AKA Prof. A. Loisette)
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@@ -0,0 +1,8101 @@
+The Project Gutenberg EBook of Assimilative Memory, by
+Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Assimilative Memory
+       or, How to Attend and Never Forget
+
+Author: Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
+Release Date: May 6, 2008 [EBook #25354]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK ASSIMILATIVE MEMORY ***
+
+
+
+
+Produced by Barbara Tozier, Bill Tozier, Laura Wisewell
+and the Online Distributed Proofreading Team at
+http://www.pgdp.net
+
+
+
+
+
+
+    +--------------------------------------------------------------+
+    |                                                              |
+    | 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 for
+the first time becoming acquainted with his System of Memory Training,
+that he was the first teacher of a Memory System to announce and to
+insist that Memory is not a _separate faculty_ whose office it is to
+carry the recollective burdens of the other faculties--but that Memory
+is a Physiological and Psychological property of each mental act, and
+that such act retains the traces and history of its own action, and that
+there are as many memories as there are kinds of mental action, and
+that, therefore, Memory is always concrete, although, for convenience
+sake, we do speak of it in the abstract, and that consequently all
+Memory improvement means _improvement of the Action_ or _Manner_ of
+action of the Mental powers, and that what he imparts is the right way
+to USE the Intellect and Attention--and that hence his System does make
+and must make better observers, clearer and more consecutive thinkers,
+and sounder reasoners as well as surer rememberers; that in short the
+fundamental principle of his System is Learn by Thinking, and that his
+achievements as a mind-trainer are completed when he has helped the
+student of his System to acquire the Habit of Attention and the Habit of
+Thinking on that to which he is attending on all occasions, which two
+Habits combined constitute the Habit of Assimilation, and that when this
+Habit of Assimilation is thus established in the pupil's mind, the
+System 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 is
+the opposite of mind-wandering. What is thinking? It consists in
+_finding relations_ between the objects of thought with an _immediate
+awareness_ of those relations.
+
+What is the Sensuous memory? It is association through the eye or ear of
+a _succession_ of sights or sounds without any reflection or
+consideration of the units of the succession, or what they stand for, or
+represent. It is learning by _rote_--mere repetition--mere brainless or
+thoughtless repetition--a mode of learning that is not lasting--and
+always 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 representatives
+shall be _ready for revival or recall whenever wanted_. It is learning
+through relations--by thinking--from grasping the ideas or thoughts--the
+meaning and the comprehension of the subject matter. This mode of
+learning 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 to
+the number composing the procession, their style of costume or dress,
+the orderliness or otherwise of their march, the shape and form of the
+musical instruments in the hands of the band, and the appearance of the
+officer in charge on horseback. Into your ears went impressions of the
+sound of the tramp and tread of the soldiers, the tune played by the
+band, and any commands uttered by the officer. These impressions
+commingling in your brain made up your experience of the passing of the
+procession--your first and only experience of it at _that_ time. I call
+this 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? Not
+the procession itself; for it is no longer in existence. You saw and
+heard it then, but you do not see or hear it now. You only recall the
+impression left upon your mind by the procession. A ray of Consciousness
+is passed over that impression and you re-read it, you re-awaken the
+record. This is the Second Stage of the Memory--the _revival_ of the
+previous experience--the recall to consciousness of the First
+Impression. The First Impression with no power to revive it afterward,
+gives no memory. However great the power of Revival, there is no memory
+unless there was a First Impression. There are three conditions of
+memory--(1) Impression. (2) Its Preservation. (3) Its Revival. We are
+mainly concerned here with the Impression and its Revival.
+
+There are (_five_) kinds of memories rising from the natural aptitudes
+of different individuals--(1) First Impressions are apt to be feeble and
+the power to revive them weak--a poor memory. (2) First Impressions are
+usually weak but the power to revive them is strong--still a poor
+memory. (3) First Impressions are usually vivid but the power to revive
+them is weak--a poor memory. (4) First Impressions on all subjects are
+strong and the power to revive them is strong--a first-class memory. (5)
+First Impressions in some particulars are very strong and the reviving
+power in regard to them is very strong--a good memory for these
+particulars, or a memory good for mathematics, or music, or faces, or
+reciting, or languages, &c., but usually weak in most other respects.
+
+SINCE WE ARE TO LEARN BY THINKING WE MUST AT THE OUTSET LEARN THE
+DEFINITION 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 lesson
+after learning the definition of the following Three Laws--is to be able
+to clearly understand the examples under each Law, and whether they
+verify 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 often
+appropriated to the other, that there seems to be something in common in
+the meaning of the terms--but it is not so, they are mere cases of
+Concurrence, but of almost indissoluble Concurrence. For instance, a man
+might examine a "spade" in all its parts and might even make one after a
+model, and not even know what "dig" means. The mention of "dig" is as
+likely 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 does
+not furnish an example of Inclusion. But as "dig" is frequently
+appropriated to "spade"--as we have often thought of those words
+together--this is a case of strong Concurrence. The term "swoop" is
+almost exclusively applied to "eagle." A certain action or movement of
+the eagle is termed swooping. But "eagle" does not mean "swoop," nor
+does "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 same
+thought, either completely or partially, we say that it is a case of
+Inclusion, 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 us
+see. Building applies to many kinds of structures; _house_, _stable_,
+_church_, _depot_, _store_, etc. It is applicable to all of these in a
+general way, but it designates none of them. But dwelling means a
+_special_ kind of structure--_a building occupied by man_--a place to
+live in. This pair of words therefore illustrates Inclusion by Genus and
+Species, 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 also
+Co-equal Species under a common Genus, as under "Receiver" we may
+include "Can" and "Bin"--under carnivorous birds we may include the
+Eagle 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 Synonymous
+Inclusion, 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 does
+the _parlor_, _dining-room_, _kitchen_, _bedroom_, etc. Parlor is a
+_part_ of the whole house. Hence this pair of words illustrates
+Inclusion by Whole & Part designated by In. W. & P., or merely by In. We
+may 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 North
+America, 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 the
+words, but there is the syllable "Par" belonging to both alike. It is
+the same in _spelling_ in both words, and virtually the same in
+_pronunciation_, the same by Sight and by sound, represented by In. by
+capital S for In. by sight, and In. by small s for In. by sound, or
+merely 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 the
+Partridge. 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 the
+quality of _lightness_, but say nothing about that quality. Light has
+several meanings. Here taken in connection with feathers, it means
+nearly destitute of weight, or the quality of lightness. It is an
+abstract term that describes an attribute, but feathers are things and
+therefore concrete. Hence the pair of words illustrate Inclusion by
+Abstract and Concrete, and is indicated by In. by A. and C., or merely
+by 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 that
+which _enables us to see_. "Lighterman" is the man who works upon a boat
+called a "Lighter." There is nothing in common in the meaning of this
+pair 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 it
+signifies the man that manages a Lighter, and in the latter it was
+primitively connected with Field, as "A Man's Field." After a time it
+became 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. and
+s. Other cases: "Regiment, Compliment;" "Sell, Selfish;"
+"Miniature, Mint," &c.
+
+Now let the pupil read over very thoughtfully the ten words just
+examined, and _recall_ the _relation_ which we found to exist between
+every 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 it
+out of sight and endeavour to recall the ten words from Building to
+Fieldhand from memory. He will find no difficulty in doing so. He
+learned the series by heart without any suspicion that he was committing
+it to memory.
+
+Now let him realise how he did this. It was because he made use of the
+cementing Laws of the Memory. He sought out and found the relations
+between the words. By _thinking_ of those relations, he _exercised_ his
+intellect on those words in a double way--the _meaning_ and the _sound_
+of the words were considered and then the _similarities_ of meaning and
+of sound were noticed. A vivid _First Impression_ was thus received from
+the words themselves and from the relations between them and an easy and
+certain 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 was
+cemented to its predecessor and its successor, and hence it makes no
+difference whether you go forward or backward. When, however, you learn
+by _rote_ you know the task as you learned it, and not in the reverse
+way. 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 are
+not to _learn_ the series; for this has been done already, but it is to
+consolidate 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 eats
+not what he does not earn. A Millionnaire is at the opposite pole, and
+can have a superabundance of all things. It is a case of opposition.
+_Where two ideas pertain to one and the same idea, but occupy opposite
+relations in regard to it, it is a case of Exclusion._ The means of
+subsistence is the common idea and Fieldhand and Millionnaire occupy
+opposite 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 destitution
+of the pauper is contrasted with the state or condition of being over
+supplied. 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" be
+taken in its derivative sense, as "wealth in common," or, the "public
+wealth," then this would be a case of Exclusion. If "Wealth" is taken
+as the condition of great abundance, and "Commonwealth" as the political
+body, known as a State, then this is a case of Inclusion by sight, or by
+sound, the word "wealth" belonging to both alike.
+
+    =COMMONwealth.= } Ex.
+    =UNcommon.=     }
+
+Considering "Common" in relation with "Uncommon" we have Exclusion. In
+the previous pair, we used wealth of commonwealth to make a relation
+with the simple word wealth. Here we use the first two syllables of the
+word 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 in
+reference to "well done," it means _partially cooked_ or _underdone_.
+This, then, is a clear case of Exclusion. Other examples: "Men whose
+heads do grow beneath their shoulders, and men whose shoulders do grow
+beneath 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 another
+word 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" is
+a 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 the
+relations 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 Princess
+to Fieldhand. Do this five times--_each time from memory and more
+rapidly than before_.
+
+Again, repeat from memory, at least five times, the series from Building
+to Good Princess, and back from Good Princess to Building, reciting as
+fast 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 the
+name "Carlo." It is a sound which we call a name, and which we apply to
+one person to distinguish that person from all others, as in this case
+Pocahontas is used to distinguish the daughter of Powhattan from all
+other Indian women. She knew who was meant when that name was applied to
+her. But the name Pocahontas does not indicate that she was wise or
+unwise, learned or unlearned, tall or short, old or young. In saving the
+life 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 all
+this, and now when we think of Pocahontas, we are apt to remember that
+she was a good Princess for saving Smith's life. The connection between
+these words I call Concurrence. We have thought of these words together,
+and the mind by its own operation has cemented them together, so that
+when we think of one it is apt to make us remember the other.
+_Concurrence means that which has been accidentally, or as cause and
+effect, conjoined in our experience._ Between the words or ideas thus
+conjoined, there is, strictly speaking, neither Inclusion or Exclusion.
+Whenever there are unrelated things which the mind holds together simply
+because it has occupied itself with them, then we have a case of
+concurrence to be represented by Con. Other examples: "Harrison,
+Tippecanoe;" "Columbus, America;" "Washington, Cherry Tree;" "Andrew
+Jackson, 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 memories
+by the Law of Concurrence. When we recall the name of Pocahontas, we are
+apt to revive also the name of Capt. John Smith and _vice versa_.
+Another case:--A gentleman was present at Ford's Theatre in Washington
+when John Wilkes Booth shot Abraham Lincoln. Just a moment before, he
+recognised the odour of a hyacinth held by a lady in front of him. The
+next 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 thinking
+of that scene, nor could Lincoln's assassination be mentioned in his
+presence without his instantly thinking of hyacinth. Nothing could have
+been more purely _accidental_ than the quick succession of the sensation
+of the odour and the murder of the President. But they were _experienced
+together_ or nearly together. They became cemented together, so that the
+revival 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, or
+name Smith may also be a general term applicable to many classes of
+persons, as _coppersmith_, _goldsmith_, _silversmith_, &c. When we think
+of _Capt. John_ Smith we use the word as a proper name. But when we
+think of Smith and Anvil we use the word Smith in its general sense. In
+either case it is an act of Concurrence. Smiths use anvils. We have
+thought of these words together, and that mental act has had a tendency
+to unite them together.
+
+    =Anvil.= } In. by A. & C.
+    =Heavy.= }
+
+Anvil is a _concrete thing_ that possesses the attribute heaviness; and
+heavy is an abstract term that applies to heavy things, but does not
+state what they are. The idea or thought of heaviness is _common_ to
+both words, and therefore it is a case of In., and as one term is
+concrete 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 the
+action of gravity in their case. Gravitation, whatever that is, is what
+makes them tend toward the earth. We may say it is a Cause, and as we
+think of Cause producing Effect, and Effect as produced by Cause, such
+cases are _thought of together_, or almost simultaneously, and hence we
+have a case of Concurrence.
+
+    =Gravitation.=      } Con.
+    =Sir Isaac Newton.= }
+
+There is no In. or Ex. here, but Con. We have read or heard that Newton
+discovered the Law of Gravitation. We have exercised our minds in regard
+to these two words, in thinking of them together, and that is
+concurrence.
+
+    =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 the
+light, which set fire to most valuable manuscripts. They burned up. When
+Newton returned and discovered what his pet had done, he exclaimed, "O!
+Diamond, Diamond, thou little knowest what thou hast done." The name
+Diamond becomes thus vividly associated in our minds with the
+forbearance of the great Newton. We cannot forget it. We hold them
+together 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 great
+numbers wherever it prevails.
+
+    =Cholera.= } Con.
+    =Terror.=  }
+
+Concurrence includes all cases of Cause and Effect, Instrument or Means
+to End, Person by whom or Thing by which, &c. Cholera causes terror.
+Terror is the _effect_ of the existence of the cholera. Now carefully
+read over the eleven words just considered, and think out the relations
+between 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, and
+from Terror to Building, the same number of times.
+
+For further training, let each pupil recite the foregoing series of
+thirty words forward and backward two or three times per day for an
+entire month. He need not stop further study, but whatever else he
+learns 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 a
+pair of words exemplify all three Laws, as plough and sword. The
+relation between them may be In., since both of them are _cutting_
+instruments; one cuts and hacks human beings and the other cuts and
+turns over the soil. It may be Ex., in a metaphorical sense, as one is
+the 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 beating
+swords 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 to
+20 times. This reading secures scarcely anything more than a _succession
+of sights to the eye_ or _sounds to the ear_. No _study_ of the words is
+required. The _action_ of the _intellect_ is not invoked. It is the
+_mere sensuous_ impression of Eye or Ear or both together that holds the
+words together, and thus _many or endless_ repetitions are required to
+memorise 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 series
+or a large part of it many times, the series is slowly read over once or
+several times _by pairs_, only two words at a time, but the method of
+_acquirement_ is precisely the same as in the former rote process. Let
+us look at this last proceeding in detail. (1) It is usually applied
+only where there is a _natural suggestiveness_ between each pair of
+words. (2) But no previous study is prescribed in regard to what
+_constitutes_ this suggestiveness, nor are the _varieties_ of it set
+forth and required to be mastered. (3) But above all, no _study_ of the
+_pairs of words themselves_ is insisted upon. On the contrary, all such
+study is emphatically deprecated. The mind is not allowed to be
+_directed_ to anything in _particular_ in reading over the pairs. It
+must 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 but
+intellectual dawdling? A method of Vacuity pure and simple--the exact
+opposite of Mental Assimilation. (4) If in reading over many times an
+entire series, only the ear and eye are mainly affected and the
+_intellect is left to wander_, much more must it wander here. In running
+over many words, the intellect might be arrested by chance. But here
+the series consisting of two words only and all attempt to occupy or
+engage the intellect being purposely avoided, and nothing being done to
+enchain the attention to the consideration of the meaning or sounds of
+the two words, or the _relation_ between them, the intellect wanders
+away from want of occupation. If when we wish to retain in our memories
+a paragraph of fine sentiment or lucid reasoning, we find our attention
+wanders, 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 stimulus
+or motive for examining the words or for _finding the relation_ between
+them, but on the contrary we are forbidden to interfere with the
+spontaneous action of the mind. The _intellect might be abolished_ so
+far as its _participation_ in such an operation is concerned. What is
+absorbed in such a case is absorbed intuitively and blindly. Hence we
+see that what is accomplished by these two processes of _rote_ learning
+is weak impressions upon the memory and a distinct cultivation of mind
+wandering.
+
+This method of _rote_ learning by pairs was invented and first taught by
+Thomas Hallworth in New York in 1822. His method was adopted without
+acknowledgment by Carl Otto in Germany and Austria, and his followers in
+England and America.[A]
+
+[A] These followers make a great boast of learning a series of
+suggestive words in pairs and without interfering with the mind's action
+in doing so, when they are clearly indebted to Thomas Hallworth for this
+inadequate method, yet they never have the grace to acknowledge their
+indebtedness.
+
+3. The opposite of these two methods of _rote_ learning is my method,
+which injects an _active process_ between each pair of words. Each pair
+of words is appraised and dovetailed by the Laws of Memory. And hence
+the reader can notice the _fundamental difference_ between all other
+methods and mine. My method is to keep the mind in an _assimilating,
+absorbing condition when trying to learn_ by making the Intellect stay
+with 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, it
+was kept in an _active_ state. The _intellect_ was directed by the will
+into 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 the
+most vivid _First Impressions_ always result from the action of the
+_intellect_ upon the sensuous _stimuli_ from ear and eye. _Intellectual
+Assimilation_ is a proper name for my methods.
+
+4. The Three Laws are Forms or Modes of Mental Assimilation. But when
+used _consciously_ for any length of time, they operate much more
+efficaciously than formerly--and they greatly increase the
+Impressionability and Revivability--as any student can affirm who
+faithfully carries out my instructions, and then his General Memory
+becomes 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 of
+Attention must not omit to learn and practise the following exercise
+_precisely as I prescribe_. He will experience great satisfaction in
+carrying out my directions to the letter, because his conformity in this
+and in other respects will bring the reward of a NEW MEMORY power almost
+immediately. And if he were to disregard my directions, he will have no
+one to blame but himself.
+
+He must write down the first two words, "Ice" and "Slippery," the latter
+word under the former. Let him ascertain the exact relation between
+these words. He will find that "Ice" is a concrete word, and "Slippery"
+indicates a quality of "Ice" and of other things. He places opposite the
+abbreviation In., by A. and C. In a similar way he proceeds to write
+down one word at a time, and at once ascertaining its relation to the
+previous word, and indicating that relation by the appropriate
+abbreviation. When he has analysed ten words in this painstaking manner
+he must recall them backward and forward from memory at least five
+times, and each time faster than the other.
+
+Let him deal with the next ten in a similar manner in all respects, and
+then let him repeat the twenty words both ways at least five times, and
+so on till he has analysed, learned and recited the entire one hundred
+words; and, finally, let him recite the one hundred words both ways at
+least once a day for thirty days, in connection with the Building Series
+and the Presidential Series and Series of English Sovereigns hereafter
+given.
+
+As the result of this Analysis and recitals, the pupil will make these
+Laws 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 poor
+learner of my system, because he acts on hasty inferences of his own
+instead of attending to my long-tried and never-failing methods. To
+illustrate: Instead of _analysing the above series in pairs_, and
+_discovering_ and _noting_ the _relation_ between each pair as I
+require, _he reads over the entire series_. His previous study of the
+Memory Laws has, however, so impressed his mind with their influence
+that 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 read
+the series in pairs, but without analysis, without trying to ascertain
+and realise the exact relation between the words_. This is the method of
+Vacuity or Dawdling formerly mentioned. But his study of the three Laws
+in learning the Building Series has so sharpened and quickened his
+appreciation of In., Ex., and Con., that he _learned the one hundred
+words in this wrong_ way _very readily_.
+
+_But why should he not follow my directions?_ Why not pursue my plan and
+thereby acquire the _full power_ of my system instead of the small
+portion of that power gained by disregarding my direction? On the other
+hand, pupils of only average natural ability are very apt to follow my
+directions to the letter and thereby acquire an amount of Memory
+Improvement which the above gifted, but non-complying pupil, seems
+unable to understand.
+
+If a person is afflicted with a _very_ bad memory in any or all
+respects, and particularly if this memory weakness is traceable to
+_mind-wandering_, or if it co-exist with the latter infirmity, such a
+person may find it best to make a series of from _one hundred to five
+hundred words_ on the model of the foregoing series, and learn the same
+and _recite it daily both ways_ for a month or more in addition to the
+prescribed exercises, and if any trace of mind-wandering remain after
+that, let him make and memorise another series of the same extent and
+practise 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 has
+just 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 takes
+place_ shortly after the listening, as that is like a continuation of
+the original experience.
+
+
+TRAINING THE INTELLECT TO STAY WITH THE SENSES.
+
+_Attention is the Will directing the Intellect into some particular
+channel and keeping it there._ There are virtually two processes
+involved in Attention. The Intellect is directed into a particular
+channel, but to keep it there, all intruders must be excluded. To
+illustrate. A student attempts to learn a proposition in Geometry. To do
+this he must keep his mind on the printed explanations, and if his
+thoughts attempt to fly away, he must repress that attempt. To guide his
+mind into the channel of the printed exposition, he calls into play the
+Directory power of the attention. To prevent intruders or extruders from
+withdrawing his mind from the text, he exercises the Inhibitory function
+of the Attention.
+
+To fully understand what takes place when trying to study, let the pupil
+recall that there are three sources of knowledge.
+
+First: The Senses carry into his mind reports from the outside
+world--Sensation--sight of the letters, words and sentences, &c. Second:
+The Intellect operates on these undigested elementary Sense-reports, or
+Sensations, and find _relations_ among them. This is Perception, or
+relations among Sensations. Third: The mind acts on the _perceived
+relations_ and finds relations among them. This is Reason or relations
+among relations.
+
+Now the geometrical student in reading the printed instructions to
+himself or in reading them aloud, might simply occupy his _eye_, or _eye
+and 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 question
+for us to answer in our own case is--shall it co-operate with the senses
+or the matter before us, or shall it wander away?
+
+What the geometrical student requires and what we all require in such
+cases is to _compel the Intellect to stay with the Senses, and follow
+the 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 compels
+this co-operation. And one of the processes which is most of all
+effective in TRAINING the Intellect to obey the Will and thereby to stay
+with the Senses (where it is not a case of pure reflection), and thereby
+to institute and develop the Habit of the activity of the Intellect
+co-operating with the action of the mere senses, is practice in the use
+of the Laws of In., Ex., and Con. To illustrate: In reciting the last
+training example of one hundred words, the Directory power is exercised
+and then the Inhibitory power is brought into play, and so on
+_alternately_. Suppose the reciter has got to "Signatures." If he does
+not inhibit or exclude from his mind the word "Petition" he can make no
+advance. If he dwells upon "Petition" he will never reach "Cygnet." But
+if 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 the
+Directory and Inhibitory functions to co-operate in recalling the entire
+Series, and notice how many distinct and separate times he has exerted
+the Directory function and how many times the Inhibitory function in
+reciting 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 I
+require_, he is sure to greatly strengthen his Attention and thereby
+habituate the intellect to stay with the senses and thereby help to
+banish mind-wandering. And when the Intellect is thus trained into the
+Habit of staying with the sense of sight or hearing in reading or
+listening, the geometrical or other student can keep his mind on the
+subject before him until it is mastered.
+
+
+IMPORTANT CHARACTERISTICS OF ANALYSIS.
+
+It sometimes happens that we wish to quickly learn five or twenty Proper
+Names, the whole or part of which are _entirely new_ to us, as a list of
+members of a committee, a series of facts in science, &c. We can usually
+do this by Analysis.
+
+Recollective Analysis, or Analysis for the purpose of helping to learn
+by heart, is not an originating or _manufacturing_ process. It simply
+_finds_ relation _already existing_ between the words or the ideas which
+the words suggest or evoke. But where there is _no existing relation_
+between the words or ideas, it is a case for Synthesis, to be taught
+hereafter.
+
+The highest Analysis relates to _objects_, or rather to the _ideas_ we
+have of them, and the lowest to _mere words_, to mere articulated
+sounds, or their written or printed representatives. The great body of
+examples and illustrations in my lessons pertain to ideas; but in the
+list of twenty-four Presidents I deal with the proper Names as words
+only, as words or articulated sounds--words which are nearly devoid of
+meaning except as marks or sounds for naming persons, or as words
+containing syllables which may have a general meaning in other
+applications. 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 was
+succeeded by Rutherford B. Hayes. The initial syllables of Ulysses and
+of Rutherford make an inclusion by sound. The "U" of Ulysses is
+pronounced 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 Ruth
+as a long "u;" but if it be considered to be a short sound of "u," it is
+only a weak case of In. by s. But if the pupil shuts his eyes, such
+inclusions will not be observed. It is true that such application is not
+so 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_, and
+on 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, that
+they _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 a
+particular idea and the word used to stand for it. Not only do different
+nations use different _words_ or _sounds_ to arouse the _same_ thought,
+but different words in the same language are sometimes used to portray
+practically _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 organ
+of sight. To the eyesight they are obviously unlike. It may be well to
+remark that in imposing a name in the first place, _a reason_ may exist
+why that name is given, as Albus (white) was given to the mountains,
+now more euphoniously called Alps, because they were white or
+snow-crowned; but Alps does not _mean_ white to the moderns. The word
+now merely indicates or points out the mountains so called. A word may
+survive and take a new meaning after its original meaning is no longer
+ascertainable.
+
+The _context_ helps us to know which meaning of the word was intended
+when the word is spoken, and the context and spelling tell the same
+thing when writing or print is used. Take the words "Hounds, Bark." Here
+Bark means the cry or yelp of the dogs. But in "Tree, Bark," the Bark of
+the tree is suggested. Yet the word Bark is spelled precisely the same
+in both cases. The word spelled "Bark" is really used to express two
+different things and the context generally tells which is meant in any
+particular case.
+
+Individual _letters_ become so strongly associated with a particular
+meaning that although the vocal value is exactly the same, yet the one
+spelling goes to one man and the other to a different man. "Spenser"
+would never suggest to a learned man the author of the "Philosophy of
+Evolution," nor would "Spencer" ever suggest the author of the "Fairie
+Queen." "Mr. Mil" would never mean "John Stuart Mill," although the
+words "Mil" and "Mill" are pronounced exactly alike. We sometimes cannot
+recall a Proper Name, yet we feel sure that it begins or ends with S or
+K or L, or that a certain other letter is in the middle of the word. We
+usually find that we were right. In these cases _our clue to the entire
+word was found in only one letter of it_.
+
+Noticing that the _same letter is in common to two words_, although _all
+the other letters may be different_, is one case of Inclusion by
+spelling. Take an example: President John Tyler was followed by
+President James K. Polk. Analyse the two names--Tyler and Polk. The
+letter "l" alone is common to the two names. Here is one _letter_ found
+in totally unlike contexts. If this fact is _noticed_, it cannot but
+help hold those two names together. The exercise of learning the names
+of 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 the
+Presidents than to learn that order by the only other method the pupil
+has heretofore known, viz., _endless repetition_. When the pupil thinks
+a relation may be weak, let him consider that a weak relation _thought
+about_ is a hundred-fold stronger than _mere_ repetition _without any
+thinking at all_. It is either _thoughtless_ repetition, or _thoughtful
+Analysis_ 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, the
+Kings of England and of the American Presidents is to learn them in
+their places in History, as parts of the Historical order of events to
+which they belong, as facts in the chain of causes and effects.
+
+Their Terms, Administrations, or Reigns are, however, used by historians
+as landmarks, and to follow the historians to the best advantage, it may
+be desirable to know the series as such, as a useful preparation for the
+study of the Times and age. But whatever the advantages of knowing the
+order of the American Presidents, I deal with it here _solely_ for the
+_training_ effect in Analysis and as an example of a method of dealing
+with any list of _mere_ names.
+
+The mode of dealing with this Presidential series will show how all
+similar Series may be handled during the period of the pupil's training.
+I divide the series or list of the twenty-four American Presidents into
+three Groups: the first Group containing _seven_ names, the second
+having _eight_ names, and the third having _nine_ names. The number of
+names 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 able
+to analyse this Group of names with the greatest ease. Let him try, and
+if he fail, then let him study my Analysis as given below. Points of
+Analysis 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 his
+own 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. by
+sound, imperfect but adequate if _noticed_.
+
+    =Thomas JefferSON.=  } In.
+    =James MadiSON.=     }
+
+Both names terminating with the same syllable, "son", makes a clear case
+of In. by sound and spelling.
+
+    =JAMES Madison.=     } In.
+    =JAMES Monroe.=      }
+
+This pair of names furnishes an example of perfect In. by sound and
+spelling 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 Washington
+to Andrew Jackson at least five times, each time recalling and realizing
+how each pair of names was linked together. After this let the list be
+recalled several times forward and backward, and more rapidly each
+time, without recalling the analysis.
+
+
+REMARKS.
+
+1. This group may well be termed the "Long-Term Group," since all of the
+seven Presidents except John Adams and his son, John Q. Adams, served
+two terms.
+
+2. Three of the members of this group died after the close of their
+terms of office, on the _natal day_ of the Republic, viz., John Adams
+and Thomas Jefferson, on the _4th of July_, 1826, and James Monroe on
+the _4th of July_, 1831.
+
+3. This group also might be called the "J" group, since the initial
+letter of the Christian name or surname of every member of it begins
+with "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 William
+belonged 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 furnished
+by 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 in
+common. John and James is a case of Con., for both occur together many
+times 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 James
+Buchanan several times, and at each recall let him also recall the
+_relation_ which bound the pairs together, and then let him recall the
+series from Washington to Buchanan, both forward and backward, without
+consciously reviving the relations.
+
+
+REMARKS.
+
+1. This may be called the "Single Term Group," since none of the group
+served more than one term.
+
+2. The group is notable for the fact that it is the only one in which
+two 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" in
+both, but not pronounced alike. This must be _noticed_, as it is a weak
+In.
+
+    =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 in
+sound. It must be _noticed_, as it is the weakest of all. A stronger tie
+has heretofore been given.
+
+    =Rutherford B. HAYes.=  } Con.
+    =James A. GarFIELD.=    }
+
+There is a strong association between Hay of _Hay_es and and the field
+of 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 are
+alphabetically 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 to
+separate, are opposites, hence it is also an example of Exclusion.
+
+Let the student, as in the case of the other groups, recall this list
+several times, and each time revive the relation by which each pair of
+names was cemented together, and after this let him recall this list
+several times both ways without reviving the cementing relations, and
+finally let him recall several times, both ways, the entire series of
+Presidents from Washington to Cleveland, and from Cleveland to
+Washington.
+
+
+REMARKS.
+
+1. This group furnishes the notable fact that two Presidents (Lincoln
+and Garfield) were assassinated while in office.
+
+2. Another peculiarity of this group is that, for the first time since
+the days of Washington, there was a widespread discussion and effort
+made to push the claims of a President (Grant) for a third term.
+
+3. This group contains the name of the grandson (Benjamin Harrison) of
+William Henry Harrison, of the second group. The only other instance of
+relationship between the Presidents was in the case of John Adams and
+his 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 a
+President are separated by the full term of another President (Benjamin
+Harrison).
+
+
+
+
+ENGLISH SOVEREIGNS.
+
+A UNIQUE EXERCISE.
+
+
+The method here used of memorising the order of the English sovereigns
+from William I., the Conqueror, to Victoria possesses the following
+novelties:--
+
+(1) We learn the order of the entire series of thirty-seven sovereigns
+by means of the relations, direct and indirect, which we establish with
+the reigning sovereign, Victoria.
+
+(2) The precise credit is claimed for this method which it is entitled
+to receive. In a list of proper names we sometimes have several surnames
+alike, with usually a difference of Christian names, as in the
+presidential series we have--_William Henry_ Harrison and _Benjamin_
+Harrison, and _John_ Adams and _John Quincy_ Adams, and we also
+sometimes 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 the
+differences indicated by _ordinal_ numbers, as George I., George II.,
+George III., George IV. This order of the English Kings is most
+extraordinary, neither the Popes of Rome, nor the French, nor any other
+list of kings, furnishing any parallel in more than a few incidents. It
+is these unique coincidences and recurrences that make it so easy to
+find relations between these sovereigns. This method is not applicable
+to the American Presidents, Prime Ministers of England, or hardly any
+other series.
+
+(3) No accidental relations of parts of names is resorted to, as was
+done in the case of the American Presidents.
+
+(4) The series is so taught that it can be recited forwards and
+backwards--the only true test of learning any series.
+
+(5) The series is completely worked out and nothing is left to chance or
+possible mistakes so liable to be committed by novices in dealing for
+the first time with a new process that has to be applied to many
+details.
+
+(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 are
+occasionally reviewed and _identified_, its recital both ways once or
+twice a day for a month helps to develop the Attention as well as the
+Assimilative powers.
+
+(8) The _exact name_ of each Sovereign is learned. The student relies on
+real relations and names, and not on unidentified jingles of threes and
+threes and twos and twos, like three Edwards and three Henrys and two
+Edwards and two Henrys, with the inevitable necessity of having
+afterwards to learn _which_ Edward and _which_ Henry was meant, &c. But
+summations 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 the
+words of a foreign language. When we begin to learn such words they are
+wholly unknown to us. But in learning ordinary series of names or prose
+or poetry by heart, all the names and words used may be equally well
+known by us; but it is mainly the _order_ in which these occur that we
+wish to memorise, and we begin at the beginning and proceed as we learn
+on from the Better Known or Best Known. In the list of American
+Presidents the series extends back to a little more than a century; but
+in the case of the English Sovereigns, when we begin with the Conqueror,
+the series extends back to 1066--upwards of 800 years--and, although in
+such a series the names of all the Sovereigns may be known, yet the
+latest is vastly better known to us than the earliest. In such a case it
+may be most useful to begin with the Best Known.
+
+(10) Fortunately in this case the Best Known Sovereign is a PIVOT around
+which all the other Sovereigns are directly or indirectly related.
+_How_, we will proceed to show. Something of the method will be
+intimated 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 is
+an independent Queen, since she has never shared sovereignty with
+anyone; but Mary, of "William III. and Mary," was not an independent
+Queen, because she did share the Sovereign Power with her husband.
+Hereafter, when I use the word Queen I mean an independent Queen, except
+when Mary, of "William III. and Mary," is mentioned, and her name will
+be used only in Connection with William III. England has had only four
+independent 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_, or
+I. [In.] Again, _Queen_ Elizabeth was followed by _King_ James, making a
+clear case of Ex. Again, Anne, the _third_ queen, was preceded by Wm.
+the _Third_, or III., and Mary [In.] And these _two_ co-equal
+Sovereigns were preceded by James the _Second_, or II. [In., between
+cardinal number _two_ and the ordinal number _Second_]. This series of
+Queens concludes with Victoria the _fourth_ Queen, who was preceded by
+William the _Fourth_, or IV. [In.], and William the _Fourth_, or IV.,
+was preceded by George the _Fourth_, or IV. [In.]; and George IV. by
+George III., and he by George II., and he by George I.,--a concurrence
+reversed, 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 very
+beginning of the series--Con.
+
+Now let us recall in the forward and reverse order what we have learned
+so far. William I., William II., Edward VI., Mary, Elizabeth, James I.,
+James II., William III. and Mary, Anne, George I., George II., George
+III., George IV., William IV., and Victoria, and the order reversed is
+Victoria, 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 usually
+called the Commonwealth, we see that between Elizabeth and William III.
+and Mary, are four monarchs, the two James and the two Charles. We
+have already learned that Elizabeth was followed by James I. and that
+William III. and Mary were preceded by James II. Hence we see that the
+two Charles must come _between_ the two James, and, of course, that
+Charles I. must precede Charles II., and that the order of these four
+monarchs _must_ be James I., Charles I., Charles II., and James II.--a
+plain case of Con. reversed. We saw that there were two of these four
+monarchs 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), the
+Parliament (the House of Commons) abolished the kingly office and House
+of Lords, and appointed a Council of State of 41 members, which with the
+House of Commons was to be the government. Intermediate then between
+Charles 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 beginning
+and close of these intermediates, and between them came Oliver Cromwell
+and his son, Richard Cromwell. Charles I., followed by Council of State
+and Parliament, made a case of Exclusion and the Council of State and
+Parliament, followed by the Protector Oliver Cromwell, gives another
+example of Ex. and a case of In. between Oliver Cromwell and his son
+Richard, who inherited the protectorate, but a case of Ex. again between
+the powerful Oliver and his weak son Richard, and another example of Ex.
+between the protectorate of Richard Cromwell and the Council of State
+and Parliament, and another between the latter and the full-fledged
+monarchy of Charles II.
+
+Now review what we have learned so far and we have William I., William
+II., Edward VI., Mary, Elizabeth, James I., Charles I., Council of State
+and Parliament, Oliver Cromwell, Richard Cromwell, Council of State and
+Parliament, Charles II., James II., William III. and Mary, Anne, George
+I., 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, James
+II., 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 between
+William 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., is
+followed by Henry the Second, or II. [Con.], with the _first_ and only
+Stephen as the _first_ single intermediary [In.]. Returning to Edward
+VI., we see that he, the _last_ Edward, is preceded by Henry VIII., or
+the _last_ Henry [In.] We also notice that Edward VI. is preceded by
+Henry 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 are
+three series of kings completed--eight Henrys, six Edwards, and three
+Richards. Making the three Richards _reference_ points we can easily fix
+the 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 that
+Richard II. is preceded by Edward I., Edward II., and Edward III., or
+three Edwards, and followed by Henry IV., Henry V., and Henry VI., or
+three Henrys, and that Richard III. is preceded by Edward IV. and Edward
+V., or two Edwards, and followed by Henry VII. and Henry VIII., or two
+Henrys.
+
+Recalling the succession from William I. to Edward VI., we have William
+I., William II., Henry I., Stephen, Henry II., Richard I., John, Henry
+III., Edward I., Edward II., Edward III., Richard II., Henry IV., Henry
+V., Henry VI., Edward IV., Edward V., Richard III., Henry VII., Henry
+VIII., 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 William
+I.
+
+We conclude with the recital both ways of the thirty-seven Sovereigns
+from 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 instantaneous
+apprehension which always reward the studious use of In., Ex., and Con.,
+they can, amongst other new achievements, always remember and never
+forget figures and dates.
+
+_Pike's Peak_, the most famous in the chain known as the Rocky Mountains
+in 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, and
+that the last figure is half of fourteen, or 7 In. by W. and P., making
+14,147. Of course, one who is not practised in analogies, in discovering
+similarities and finding differences would not have noticed any
+peculiarity in these figures which would enable him to remember them.
+Few people ever notice any relations among numbers. But any possible
+figures or dates always possess relations to the mind trained in In.,
+Ex., and Con.
+
+_Fujiyama_, the noted volcano of Japan, is twelve thousand three hundred
+and sixty-five feet high. Does any pupil who has mastered the first
+lesson and who is expert in the use of In., Ex., and Con., fail to
+notice that here we have the disguised statement that the height of this
+mountain is expressed in the number of months and days of the year,
+12,365 feet high? These figures drop into that mould and henceforth are
+remembered without difficulty. These are remarkable coincidences no
+doubt, but are not all sets of figures similarly impressive coincidences
+to the trained eye, and the _active_, _thinking_ and _assimilative_
+mind?
+
+No reader of English history has failed to notice the three sixes in the
+date of the Great Fire in London, _viz._, 1666. The "three sixes" are
+generally resorted to as a signal for fire companies to turn out in full
+force; yet such a coincidence of figures in a distant date makes a
+slight impression compared to the vividness of events that happened in
+the year of our birth, the year of graduation from school, the year of
+marriage, and the year of the death of relatives, &c., &c. Keep a small
+blank 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 classify
+them and otherwise study them under the eye. You will soon be astonished
+at 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 have
+67 and 65--a difference of 2 only. The two groups of 672 and 265 have
+the figure 2 at the end of the first group, and another 2 at the
+beginning 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 three
+figures each. The first two figures of the first group are 38, and the
+first two figures of the second group are 40--a difference of 2. Two
+taken from 8 leaves 6, or the third figure of the first group, and 2
+added to the first figure of the second group makes 6. The 40 ends with
+a cypher, and it is a case of Syn. In. that the last figure of the
+second group or the third figure of it should likewise be a cypher.
+Besides, those who know anything at all about the population of Sydney
+must know that it is vastly more than 38,640, and hence that there must
+be another cypher after 40, making the total of 386,400.
+
+The population of Melbourne is 490,912. Here we have 4 at the beginning
+and half of 4 or 2 at the end of the six figures. The four interior
+figures, viz., 9091 is a clear case of Con.--or 90 and 91. Then again 91
+ending with 1, the next figure is 2--a case of sequence or Con. But
+490,912 is the population of the city of Melbourne with its suburbs. The
+"city" itself contains only 73,361 inhabitants, 73 reversed becomes
+37--or only 1 more than 36. This 1 placed at the end of or after 36
+makes the 361. Now 37 reversed is 73, and then follows 361, making the
+total to be 73,361.
+
+Let the attentive pupil observe that this method does not give any set
+of rules for thinking in the same manner in regard to different sets or
+example of numbers. That would be impossible. Thinking or finding
+relations amongst the objects of thought must be differently worked out
+in each case, since the figures themselves are differently grouped.
+
+The foregoing cases in regard to population will suffice for those who
+live in the Australian colonies, and to others they will teach the
+method of handling such cases, and leave them the pleasure of working
+out the process in regard to the population where they reside, or other
+application of the method they may wish to make.
+
+Great encouragement is found in the circumstance that after considerable
+practice 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 principles
+were involved, or the same figures occur in different dates with regard
+to 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 same
+events, conspicuously opposite views held by the same man at different
+periods, or by different men who were noticeably similar in some other
+respects, or antithesis as to the character or difference in the
+nationality [if the two nations are frequent foes] of different men in
+whose careers, date of birth, or what not, there was something
+distinctly parallel--Egbert, first King of England, died 837. William
+IV., last King of England, died 1837. What a vivid exclusion here for
+instance: Abraham died 1821 B.C., and Napoleon Bonaparte died 1821 A.D.
+
+CONCURRENCES are found in events that occur on the same date or nearly
+so, or follow each other somewhat closely.
+
+Charles Darwin, who advocated evolution, now popular with scientists in
+every quarter of the globe, and Sir H. Cole, who first advocated
+International Exhibitions, now popular in every part of the world
+[Inclusion] were born in the same year 1809 [Concurrence] and died in
+the same year 1882 [Concurrence].
+
+Garibaldi [the Italian] and Skobeleff [the Russian] [Exclusion, being of
+different countries], both great and recklessly patriotic generals
+[Inclusion] and both favourites in France [Inclusion], died in the same
+year, 1882 [Concurrence]. Longfellow and Rossetti, both English-speaking
+poets [Inclusion] who had closely studied Dante [Inclusion] died in the
+same year, 1882 [Concurrence].
+
+Haydn, the great composer, was born in 1732, and died in 1809; this date
+corresponds to that of the birth [Exclusion and Concurrence] of another
+famous composer [Inclusion], Mendelssohn, who himself died in 1847, the
+same year as O'Connell.
+
+Lamarck [1744-1829], advocated a theory of development nearly
+resembling the Darwinian Theory of the Origin of Species [In.]. This he
+did in 1809, the year in which Charles Darwin was born [Con.]. Darwin's
+writings have altered the opinions of many as to the Creation, and the
+year of his birth was that of the death of Haydn, the composer of the
+Oratorio "The Creation." [Con. and Ex.].
+
+John Baptiste Robinet taught the gradual development of all forms of
+existence from a single creative cause. He died in 1820, the year in
+which Herbert Spencer, the English Apostle of Evolution, was born [In.,
+Ex., and Con.].
+
+Galileo, founder of Modern Astronomy, born in 1564--Shakespeare's birth
+year [Con.]--died in 1642, the very year in which Sir Isaac Newton was
+born. Galileo's theory was not proved but merely made probable, until
+the existence of the laws of gravitation was established, and it was
+Newton who discovered gravitation. This is an instance of Inclusion as
+to the men, of Exclusion and Concurrence as to date of birth and death.
+
+Two prominent _literati_ [Inclusion], one a Frenchman the other an
+Englishman [Exclusion], well-known for the pomposity and sonority of
+their style of writing [Inclusion], were born in the same year, 1709,
+and died the same year 1784, a double Concurrence--Lefranc de
+Pompignan--[pompous In. by S.], and Samuel Johnson.
+
+General Foy, an _orator_ and artillery officer, fond of literature, was
+born the same year [Concurrence] 1775, as the _orator_ [Inclusion],
+Daniel O'Connell. He died in 1825, the same year [Concurrence] as
+Paul-Louis Courier, who was also an artillery officer [Inclusion], fond
+of literature [Inclusion], and moreover, like O'Connell, a violent
+pamphleteer [Inclusion].
+
+Two illustrious, uncompromising characters [Inclusion], both brilliant
+composers [Inclusion], the one musical, the other literary, the one a
+representative of the music of the future, the other of the obsolete
+polemic of the past [Exclusion], Richard Wagner and Louis Veuillot, were
+born in the same year, 1813, and died in the same year, 1883. The last
+point is a double Concurrence.
+
+Two foremost harbingers of modern thought [Inclusion], Voltaire and
+J. J. Rousseau, died in 1778--[Concurrence]. Both gained for themselves
+the reputation of having been the most reckless antagonists of
+Christianity [Inclusion]. And still the one dedicated a church to the
+service of God, whilst the other in his "Emile" wrote a vindication of
+Christianity [Exclusion as to each of them, Inclusion as to both of
+them].
+
+A little practice makes the pupil prompt in dealing with any figures
+whatever. Take the height of Mount Everest, which is 29,002 feet. We
+have all heard that it is more than five miles high. Let us test this
+statement. There are 5,280 feet in a mile, multiply 5,280 by 5, and we
+have 26,400. Hence we see that Mount Everest being 29,002 feet high must
+be 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 that
+Mount Everest is 51/2 miles high lacking 38 feet, or that if we add
+38 feet to its height of 29,002, it would then be exactly 51/2 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 Edition
+of 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 our
+memories? We can begin with whichever date we prefer. If we add
+together the figures of the year of his birth, 1564, they make 16. All
+the dates hereafter considered occurred in 1600, &c. We can thus
+disregard the first 16 and consider only the last two figures which
+constitute the fraction of a century.
+
+Let us begin with his death in 1616 in the _sixteens_. Is not this a
+vivid collocation of figures? Can we forget it as applied to the great
+dramatist? Now if we double the last 16, it gives us the date of the
+second Folio in [16]32 and 32 reversed gives us the date of the first
+Folio. Again, seven years after his death ["seven ages of man"] his
+first Folio was published in 1623. The second Folio was published in
+1632 or 23 reversed, and the third Folio in 1664, or 32 doubled, and
+just 100 years after his birth in 1564. His birth might also be
+remembered as occurring in the same year as that of the great astronomer
+Galileo. The fourth Folio appeared in 1685 or 21 years after the third
+Folio. This period measures the years that bring man's majority or full
+age.
+
+Attention to the facts of reading will be secured by increased power of
+Concentration, and a familiarity with In., Ex., and Con. will enable us
+to assimilate all dates and figures by numeric thinking with the
+greatest promptitude, especially the longer or larger series.
+
+Try the case of Noah's Flood, 2348 B.C. Here the figures pass by a unit
+at a time from 2[3] to 4, and then by doubling the 4 we have the last
+figure 8--making altogether 2348. Another method of dealing with this
+date 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 us
+find the other figures. Noah's three sons and their wives make three
+pairs 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 figure
+4. Finally the total number of human beings who entered the ark were
+4 pairs or _eight_ persons. This gives the figure 8. Thus we have the
+entire set of figures, 2348 B.C. Take the date of the creation
+according to the accepted biblical chronology as 4004 B.C. We could say
+the date has _four_ figures, that the expression of it begins and ends
+with the figure 4, and that the two intermediates are nought, or
+cyphers; or that the figures are expressed by 40 and _forty reversed_ as
+40-04--or 4004.
+
+
+A SCIENTIFIC EXPERIMENT.
+
+Having met several persons who claimed that they always remembered
+figures by reasoning about them [whatever that may have meant], and yet
+all such persons having shown an inability to remember many dates or
+numbers, I inferred that they were honestly mistaken in supposing that
+they could remember numbers, or else that such a method was not adapted
+to their idiosyncrasies. At that time, I did not suspect that their
+failure may have arisen from lack of _training_ in In., Ex., and Con.
+From the circumstance that I myself could use this method with
+promptitude and certainty, I determined to test it in a strictly
+scientific way.
+
+I made the experiment two years ago, and all my experience since has
+corroborated the conclusion then arrived at.
+
+I experimented with the two groups of 20 pupils each. Neither knew any
+method of dealing with dates and numbers. The first group had had no
+training in In., Ex., and Con.; the second group had been well practised
+in those laws. I then gave each member of each group several very
+difficult cases of dates and numbers to be memorised--one example
+containing 24 figures. To save time and space in exposition, I have
+heretofore only mentioned 12 figures, or the half of the amount. All of
+the first group failed except one. He, however, could not memorise the
+24 figures. All of the second group handled all the new examples with
+success, and only two of them met with much difficulty in dealing with
+the 24 figures.
+
+Since this decisive experiment, I have heartily recommended the method
+of finding relations amongst the numbers themselves, to all who are
+proficient in the use of In., Ex., and Con.
+
+The example of 24 figures must conclude this exposition. They represent
+respectively the number of the day of the month in which the first
+Saturday in each month falls in 1895 and 1896. To one without practice
+in applying analysis to figures, there seems no hope of memorising this
+long 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 2
+groups of 12 figures each and number the first group, divided into four
+sections, thus:--
+
+    (1)    (2)    (3)    (4)
+    522,   641,   637,   527.
+
+Now bring the first and fourth groups into relation, and you see at once
+that the fourth group is larger than the first group by only _five_.
+Bringing the _second_ group into relation with the _third_ group, we
+find they differ only by _four_. Again: the third group is larger than
+the fourth by 100 and by 10, that is 527 becomes 637, the seven alone
+remaining steadfast. Beginning with the fourth group and passing to the
+third group we have the fourth group with 110 added. The second group is
+the third group with only four added, and the first group is the fourth
+group with only five subtracted. Thinking out these relations you can
+recall the groups as groups or the separate figures of each group or the
+entire 12 figures either forwards or backwards--and you have achieved
+this 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 notice
+that it is larger by two--and considering the second group with the
+fourth group, we find that the second group is as much and one more
+above 400 as the fourth is below 400. Other minor matters could be
+noticed, as that the first two figures of each group are respectively
+41--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 represents
+the number of the day of the month to which it belongs on which
+the first Saturday in that month falls. The figures for 1895 are
+522--641--637--527. The first Saturday in January, 1895, falls on the
+_fifth_ day of January, hence the second Saturday must be 5 + 7 = the
+12th day of January; the third Saturday the 19th, and the fourth
+Saturday 26th. It is easy to know on what day of the _week_ any day in
+January falls. Suppose you ask on what week day the 25th of January
+falls? You know the 26th is Saturday, and hence the 25th must be the day
+preceding the 26th, to wit, Friday, the 25th. Suppose you ask on what
+week day the 9th of January falls. You know the 12th is Saturday (the
+second Saturday). You now count backward thus: 12 is Saturday, 11 must
+be Friday, 10 Thursday, 9 must be Wednesday. The _first_ Saturday in
+January, 1895, is the 5th; of February, the 2nd; of March, the 2nd; of
+April, the 6th; of May, the 4th, &c., &c. And we can tell on what week
+day any day of any of the other months falls.
+
+
+EXERCISES.
+
+1.--The Ratio of the Circumference of the circle to its diameter is
+expressed by the integer 3 and 708 decimals, of which I give only eight.
+Learning these nine figures is good practice in numeric
+thinking--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 seen
+from the fact that notwithstanding my elaborate handling of the
+processes of learning prose and poetry by heart, I often receive
+requests to send some indication of how I would learn a particular
+chapter or selection by heart! But a chapter consists of paragraphs and
+paragraphs of sentences. Learning the desired passages by heart is done
+by applying the methods here so profusely illustrated to the successive
+sentences of the chapter or selection, until practice and training in
+these methods will make their further application unnecessary.
+
+In pursuance of my plan to keep the mind in an ASSIMILATING condition
+when trying to learn and to further aid in making the intellect stay and
+work with the senses, I proceed to furnish a Training Method for
+committing prose and poetry to memory.
+
+_Endless repetition or repeating a sentence to be memorised over and
+over again_ is the usual process. After one perusal, however, the mind
+in such a case has sated its curiosity in regard to the meaning of the
+sentence and each subsequent repetition for the purpose of fixing it in
+the memory merely makes an impression upon the eye or ear or both, and
+the intellect, being unoccupied, naturally wanders away. Hence, learning
+by _rote_ promotes _mind-wandering_: for the Attention always wanders
+unless wooed to its work by all-engrossing interest in the subject which
+in case of a weak power of Attention is rarely sufficient, or by =the
+stimulating character of the process of acquirement= which is made use
+of. In the Method about to be given, the intellect is agreeably
+occupied, and thereby a Habit of Attention is promoted.
+
+The justification for this Method is found in the Psychological maxim
+that the intellect can assimilate a simple idea more easily than a
+complex idea, and a few ideas at a time than many ideas.
+
+The process of this New Method of Decomposition and Recomposition is as
+follows:--Find the _shortest sentence or phrase that makes sense_ in the
+sentence to be memorised. Add to this short sentence or phrase,
+_modifiers_ found in the original sentence, always italicising each new
+addition--one at a time--until the original sentence is finally
+restored. Suppose we wish to memorise Bacon's definition of education:
+"_Education is the cultivation of a just and legitimate familiarity
+betwixt the mind and things._" Begin with the briefest sentence and then
+go 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 the
+cultivation of a just _and legitimate_ familiarity betwixt the mind and
+things. In this process, the sentence is first taken to pieces, and then
+reconstructed. Finding the lowest terms, "Education is cultivation," we
+proceed step by step to add modifiers until the original sentence is
+fully restored.
+
+Each time we make an addition, we recite _so much_ of the original
+sentence as has hitherto been used, in connection with the _new
+modifiers_ laying _special emphasis_ on the new matter as represented by
+the italic words. The intellect is thus kept compulsorily and
+delightfully occupied from the start to the finish. It seeks the
+shortest phrase or sentence and adds successively all the modifiers,
+making no omissions. This analyzing and synthesizing process--_this
+taking 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 strengthened
+and mind-wandering diminished and the natural Memory strengthened in
+both its Stages.
+
+This process admits usually of several applications in the case of a
+long sentence. In the foregoing example, it might have proceeded thus:
+1. Education is a familiarity. 2. Education is the familiarity _betwixt
+the mind and things_. 3. Education is the _cultivation_ of a familiarity
+betwixt the mind and things. 4. Education is the cultivation of _just_
+familiarity betwixt the mind and things. 5. Education is the cultivation
+of a just _and legitimate_ familiarity betwixt the mind and things. Or
+we might have taken this course: 1. Education is a familiarity. 2.
+Education is a familiarity _betwixt the mind and things_. 3. Education
+is a _just_ familiarity betwixt the mind and things. 4. Education is a
+just _and legitimate_ familiarity betwixt the mind and things. 5.
+Education is _the cultivation_ of a just and legitimate familiarity
+betwixt 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 particular
+channel and keeping it there." 1. Attention is the will. 2. Attention is
+the will _directing the intellect_. 3. Attention is the will directing
+the intellect _into a channel_. 4. Attention is the will directing the
+intellect into _some_ channel. 5. Attention is the will directing the
+intellect into some _particular_ channel. 6. Attention is the will
+directing the intellect into some particular channel _and keeping it
+there_. Or we may take this course: 1. Attention is directing the
+intellect. 2. Attention is directing the intellect _into a channel_. 3.
+Attention is directing the intellect into _some_ channel. 4. Attention
+is directing the intellect into some _particular_ channel. 5. Attention
+is directing the intellect into some particular channel _and keeping it
+there_. 6. Attention is the _will_ directing the intellect into some
+particular channel and keeping it there.
+
+
+A LONG LEGAL DEFINITION.
+
+"An estate upon condition is one which depends upon the happening or not
+happening of some uncertain event whereby the estate may be either
+originally created or enlarged or finally defeated."
+
+1. An estate is one. 2. An estate _upon condition_ is one. 3. An estate
+upon condition is one _which depends upon the happening of some event_.
+4. An estate upon condition is one which depends upon the happening _or
+not happening_ of some event. 5. An estate upon condition is one which
+depends upon the happening or not happening of some _uncertain_ event.
+6. An estate upon condition is one which depends upon the happening or
+not happening of some uncertain event _whereby the estate may be created
+or enlarged or defeated_. 7. An estate upon condition is one which
+depends upon the happening or not happening of some uncertain event
+whereby the estate may be _either_ created or enlarged or defeated. 8.
+An estate upon condition is one which depends upon the happening or not
+happening of some uncertain event whereby the estate may be either
+_originally_ created or enlarged or defeated. 9. An estate upon
+condition is one which depends upon the happening or not happening of
+some uncertain event whereby the estate may be either originally created
+or 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 it
+is applied to single sentences, that he is apt to work at it too long
+at a time. Let him not at the outset analyse and reconstruct more than
+from 3 to 4 sentences at one sitting or lesson, but let him do what he
+attempts in the most thorough manner, and after a time he will not find
+it 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's
+recreation.
+
+4. Attention is adjusting the observer to the object in order to seize
+it in its unity and diversity.
+
+5. Assimilative Memory is the Habit of so receiving and absorbing
+impressions and ideas that they or their representatives shall be ready
+for revival or recall whenever wanted.
+
+
+INTERROGATIVE ANALYSIS USED FOR SHORT SENTENCES.
+
+Interrogative Analysis or intellectual Inquisition is another and most
+effective mode of inciting the intellect to pass from a passive into an
+active =assimilating= condition when trying to learn by heart as well as
+to help create the habit of the intellect staying with the senses. The
+process consists of two parts: (1) _To not only ask a question on every
+important word in the sentence to be memorised_, but, (2) _to repeat the
+entire sentence in reply to each question, while specially emphasising_
+that word of the sentence which constitutes the _answer_ to the
+question. 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 a
+smile 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! thou
+pendulum 'twixt a _smile_ and tear." 4. 'Twixt a smile and what else is
+man said to be a pendulum? "Man! thou pendulum 'twixt a smile _and
+tear_." 5. By what word is the relation between "pendulum" and "a smile
+and tear" described? "Man! thou pendulum _'twixt_ a smile and tear." 6.
+Is the pendulum which man is said to be 'twixt a smile and tear
+addressed 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 the
+ordinary question and answer method. In the latter procedure, a question
+is asked and the answer is given by "yes" or "no," or by the use of one
+or more words of the sentence. To illustrate: What is "man" called in
+this 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 is
+possible informing the question and the whole of it in each reply_; and
+in _question and reply_ the _word_ that _constitutes the point of both_
+is to be especially _emphasized_, and in this way _the mind is exercised
+on each word of the sentence twice_ (once in question and once in
+answer), and _each word of the sentence is emphasized in reference to
+the whole of the sentence_. And in all these separate steps it is
+impossible for the mind to remain in a passive state, but must be
+_active_ and _absorbing_ throughout, and thereby a most vivid =first
+impression= is secured, and the remembrance of it assured.
+
+Besides the habit of exhaustively considering and weighing a sentence
+which is created by this method, it not only secures the faithful
+recollection of the passages to which it is applied, but it gives
+another great advantage. What usually makes a person dull in
+conversation? Setting aside timidity, we find that well-informed persons
+are sometimes good listeners, but no talkers. Why is this? In
+conversation their minds are apt to remain in a _recipient passive_
+state. Hence no trains of thought arise in their own minds. And having
+nothing in their minds which seeks utterance, they remain quiet. Now the
+practice of Interrogative Analysis compels such persons to
+interrogate--to propose questions--to think. And when such mental
+activity becomes strong, it will break out in conversations by
+interrogatories 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 pupils
+to ask questions on their tasks. The reason is that their pupils remain
+in a passive state of mind. Had they been thoroughly drilled in
+Interrogative Analysis as I teach it, they would quickly have questions
+to ask on all subjects.
+
+I show them _how_ to interrogate. They cannot help practising this
+method. They commence with the first word of a sentence and go on to the
+last. And from the numerous examples I give, they see exactly how this
+is to be done in all other cases. But if I had merely told them to ask
+questions on the sentence to be learned, they would have had no guide or
+rule of procedure to follow. As I fully illustrate my Method the pupil
+at once knows how to proceed, and he gains confidence in his ability to
+use the method every time he tries it, and at length the Habit of active
+thinking has been formed, and he is almost sure to be an interrogator
+and 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. I
+deal with it by the Analytic-Synthetic, and also by the Interrogative
+Analysis 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. The
+Devil hath not an arrow _for the heart_. 4. The Devil hath not an arrow
+for the heart _like a voice_. 5. The Devil hath not an arrow for the
+heart like a _sweet_ voice. 6. The Devil hath not, _in his choice_, an
+arrow 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. The
+Devil hath not, in _all_ his quiver's choice, an arrow for the heart
+like a sweet voice.
+
+
+THE SAME BY INTERROGATIVE ANALYSIS.
+
+1. _Who_ hath not in all his quiver's choice an arrow for the heart like
+a sweet voice? The _Devil_ hath not, in all his quiver's choice, an
+arrow for the heart like a sweet voice. 2. Hath the Devil in all his
+quiver's choice an arrow for the heart like a sweet voice? The Devil
+hath _not_, in all his quiver's choice, an arrow for the heart like a
+sweet voice. 3. What hath not the Devil in all his quiver's choice for
+the 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 all
+his quiver's choice an arrow like a sweet voice? The Devil hath not, in
+all 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 an
+arrow for the heart? The Devil hath not, in all his quiver's choice, an
+arrow for the heart _like a sweet voice_. 6. Like what kind of a voice
+hath 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 heart
+like a _sweet voice_.
+
+   "A bad workman blames his tools."
+
+Who blames his tools? A _bad workman_ blames his tools. What kind of a
+workman blames his tools? A _bad_ workman blames his tools. What bad man
+blames his tools? A bad _workman_ blames his tools. How does a bad
+workman treat his tools? A bad workman _blames_ his tools. Whose tools
+does a bad workman blame? A bad workman blames _his_ tools. What things
+belonging 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 do
+judgments operate on interest? Judgments _draw_ interest at six
+per cent. What do judgments draw? Judgments draw _interest_ at six
+per cent. At what rate do judgments draw interest? Judgments draw
+interest at _six_ per cent. A part of what sum is the interest of six
+dollars 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. Was
+effort the price of success? Effort _is_ the price of success. What
+bearing has effort on success? Effort is _the price_ of success. Effort
+is 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 a
+scratched face. Does truth ever go without a scratched face? Truth
+_seldom_ goes without a scratched face. What does truth seldom do
+without 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 goes
+without a _scratched face_. What kind of a face is spoken of? Truth
+seldom goes without a _scratched_ face. Without what scratched thing
+does 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 the
+examples given under the Analytic-Synthetic Method. This will give the
+needful additional practice. But let him not attempt too much at any one
+time. Three to four examples thoroughly studied are quite sufficient for
+one 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 all
+about, to learn its aim and _mode of development_ and its
+_peculiarities_, and not least of all, to look up and note down in
+writing the _meaning of unfamiliar_ words.
+
+2. In this poem the average reader might have to consult the dictionary
+for the precise meaning of "Crystalline" [clear, unalloyed], "Runic"
+[old-fashioned, mystical], "Tintinnabulation" [bell-ringing], "Monody"
+[a monotonous sound], "Ghouls" [imaginary evil beings supposed to prey
+upon human bodies], and "Paean" [a song of triumph]. The pupil should
+understand that except in the rare cases where mere sound helps us, we
+learn wholly through the _meaning_ of the words and their _relations_
+between the meanings, and therefore if he fails to know the import of
+any word or words in a selection, he cannot receive the full benefit of
+the methods taught in this System.
+
+3. The reader finds that there are four stanzas in this poem, each
+dealing with a different kind of bell, _viz._: Silver, Golden, Brazen
+and Iron bells.
+
+4. It is always best to fix in memory the order of paragraphs or of
+stanzas the moment the opportunity occurs for that purpose, and here,
+before attempting to memorise the stanzas themselves, let the order of
+them be fixed.
+
+5. The order of the bells is first "silver," second "golden," third
+"brazen," and fourth "iron." How establish this order in mind? Silver
+and gold are the precious metals used for coins. They occur here in the
+order of their value, "silver" being first and the cheaper, and "gold"
+the second and the most valuable of all. Next we have "brazen," which
+resembles "gold" in colour, and fourth and last we have "iron," the
+cheapest of the four--silver, gold, brass and iron. If this analysis of
+the order of the subject-matter of the stanzas is retained, the student
+is ready to take account of other things which his first perusal of the
+poem has taught him.
+
+6. Before doing so, however, let us notice a method of the old
+Mnemonics, which is still taught and which should never be resorted to.
+It is their story-telling method. A story or narrative is invented for
+the purpose of helping the student, as it is claimed, to memorise it. In
+this poem we find there are four stanzas, each occupied with a different
+kind of bell. To help remember that the order of the bells is silver,
+gold, brass and iron, the old Mnemonics advises us to invent a
+story--the following will answer: A couple of lovers once took a
+sleigh-ride, the horses carrying _silver_ bells. After a time they
+marry, when wedding or _golden_ bells are used. Later on their house is
+on fire, when alarm or _brazen_ bells are brought into requisition, and
+last 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 it
+as such, but as a memory-aid it is always unreliable, since it is
+something _in addition_ to the matter to be remembered and forming no
+part of it, the invented story, if remembered at all, is apt to be
+recalled as an integral part of the selection itself.
+
+7. In this first perusal the reader has noticed that there is a _certain
+uniformity of construction_ in the first line of each stanza, as in the
+first stanza we have: "Hear the sledges with the bells--silver bells;"
+in the second, "Hear the mellow wedding bells--golden bells;" in the
+third, "Hear the loud alarum bells--brazen bells;" and in the fourth and
+last, "Hear the tolling of the bells--iron bells."
+
+8. The reader has also observed that the second line in each stanza
+contains a reflection in the form of an exclamation on the function or
+result of the uses of the bells spoken of, as in the second line of the
+first stanza we see: "What a world of merriment their melody foretells;"
+in the second stanza the second line gives us, "What a world of
+happiness their harmony foretells;" the second line of the third stanza
+reads as follows: "What a tale of terror, now, their turbulency tells;"
+and in the fourth stanza the second line runs thus: "What a world of
+solemn thought their monody compels."
+
+9. Other points of resemblance [In.], or of unlikeness [Ex.], were
+noticed in the reader's first perusal of this poem, and these, as well
+as those already remarked upon, will greatly facilitate his learning the
+exact 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 and
+poetry by the _rote_ method--the method of repeating the sentences over
+and over again almost endlessly till ear or eye retains the exact
+language.
+
+Now, if the reader has gained a _clear conception_ of the
+Analytic-Synthetic and Interrogative Analysis methods, he is sure to be
+convinced of their undoubted superiority to the _rote_ method. And if he
+must needs learn Poe's "Bells" before to-morrow night, he would probably
+spend most of the intervening time in trying to learn it by the
+discredited _rote_ method, and most likely fail in the attempt, while he
+is satisfied in theory that he could memorise it by one of my methods in
+three hours, or in half of that time. The difficulty in his case is to
+induce him to exert his willpower long enough to practise my methods in
+learning not a few detached sentences, but an entire poem of 50 or 200
+lines; but if he does this in one instance, he effectually breaks down
+the old bad habit of endless unassimilating repetition and introduces a
+good habit instead. He will then learn Poe's "Bells" by my methods in
+one-tenth, if not one-fiftieth, part of the time it would take him to do
+it by the _rote_ method.
+
+11. I here produce the poem in the hope that every one who studies my
+System will learn it by the Analytic-Synthetic method, and when he has
+learned the first stanza he should then glance at my Analysis of it
+which follows the poem and compare his work with mine. Let him then
+learn the rest of the poem--and thereafter, as a genuine exercise of
+his _reviving_ power and as a training in attention, let him recall it
+as often as once a week for as many weeks as his desire for improvement
+continues, 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 paean from the bells!
+    And his merry bosom swells with the paean of the bells!
+    And he dances and he yells;
+    Keeping time, time, time, in a sort of Runic rhyme,
+    To the paean 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 the
+idiosyncrasies of different students. One way is as follows:--"Hear the
+sledges with the bells--silver bells." Applying this method, we have--1.
+Hear the sledges; 2. Hear the sledges _with the bells_; 3. Hear the
+sledges with the bells--_bells_; 4. Hear the sledges with the
+bells--_silver_ bells. Or, if we use the Interrogatory Analysis Method
+we could proceed thus: 1. What act of the mind do we exercise in regard
+to the sledges with the bells--silver bells? "_Hear_ the sledges with
+the bells--silver bells." 2. What kind of a vehicle do we hear with the
+bells? "Hear _the sledges_ with the bells--silver bells." 3. What is it
+we hear in connection with the sledges? "Hear the sledges with _the
+bells_--silver _bells_." 4. What kind of bells do we hear? "Hear the
+sledges with the bells--_silver_ bells."
+
+We advance to the second line, which is a reflection on the facts stated
+in the first line. The two lines are thus connected through the
+operation of cause, or occasion. [Con.] "What a world of merriment their
+melody foretells." We will henceforth only use the Analytic-Synthetic
+Method. 1. Melody foretells. 2. _Their_ melody foretells. 3. _What
+merriment_ their melody foretells. 4. What _a world_ of merriment their
+melody foretells. Having seen that the second line grows out of the
+first, 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 icy
+air of night." Melody means "a succession of agreeable musical sounds."
+It is a general term--"tinkle, tinkle, tinkle," means a species of
+musical sounds, the sounds of the bells. Thus we see that these two
+lines bear towards each other the relation of genus and species. This
+relation carefully noticed will tend to hold the lines together. Let us
+now 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 the
+night. 5. How they tinkle, tinkle, _tinkle_ in the night. 6. How they
+tinkle, tinkle, tinkle, in the _air of_ night. 7. How they tinkle,
+tinkle, tinkle in the _icy_ air of night. Now let us recall all the
+lines 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 connection
+with the fifth line, and in the expression of the Analysis, we can print
+the first word of the fifth line with a capital letter. The two lines
+are:
+
+    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 directly
+connected with "stars" of the fourth line by Concurrence. This observed
+relation will tend to cement the lines together. Using our Method we
+say: 1. Stars oversprinkle. 2. _While the_ stars oversprinkle. 3. While
+the stars oversprinkle _the heavens_. 4. While the stars oversprinkle
+_All the heavens_. 5. While the stars _that_ oversprinkle All the
+heavens. 6. While the stars that oversprinkle All the heavens _seem to
+twinkle_. 7. While the stars that oversprinkle All the heavens seem to
+twinkle _with delight_. 8. While the stars that oversprinkle All the
+heavens seem to twinkle with a _crystalline_ delight. So far we have
+learned 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 sort
+of Runic rhyme." We observe that as "time" is here repeated three times,
+so "tinkle" was repeated three times in the third line. We must have
+observed, 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 as
+grammatical 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. Keeping
+time, time, time in a _sort_ of rhyme. 5. Keeping time, time, time in a
+sort 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. The
+tintinnabulation wells. 2. The tintinnabulation _that_ wells. 3. The
+tintinnabulation that _musically_ wells. 4. The tintinnabulation that
+_so_ musically wells. 5. _To_ the tintinnabulation that so musically
+wells. Wells from what? From the bells, bells--occurring altogether six
+times more. This makes the eighth line. But some pupils say at once, "I
+can 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 say
+bells _four_ times, as bells, bells, bells, bells. Then, of course, they
+can 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--bells
+being taken in their utmost generality, viz., _musical_ action. But in
+the ninth or last line we have the very specific action of the bells, to
+wit: "From the _jingling_ and the _tinkling_ of the bells." We can make
+a short analysis, which is always better than unthinking repetition, as:
+1. From the bells. 2. From the _jingling_ of the bells. 3. From the
+jingling _and the tinkling_ of the bells. The seventh, eighth, and ninth
+lines 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 these
+last three by the previous six, and we have the first stanza as
+follows:--
+
+    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 of
+bells, and having dealt with the first or "silver" bells, we know that
+the next or second stanza is concerned with the "golden" bells.
+Similarly, when we finish the second stanza, we know that the third
+stanza deals with the "brazen" bells, and the last with the "iron"
+bells.
+
+No further hints need be offered except perhaps in regard to the last
+ten lines of the last stanza.
+
+Notice the coincidences, the resemblances, or Inclusions, the
+Exclusions, and the Concurrences. "Keeping time, time, time, in a sort
+of Runic rhyme," occurs three times--but on the third appearance of that
+phrase, there is a change which must be observed; for it bears this
+form: "Keeping time, time, time, _as he knells, knells, knells, in a
+happy_ Runic rhyme." But the main difficulty with most students seems to
+be to remember _the number of times_ the word "bells" is repeated in the
+different lines. We must keep to the text and not resort to any foreign
+matter to help the feeble memory. The words _paean_, _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 the
+last line "bells" is found once, and the words "moaning" and "groaning"
+appear. Memorise these seven words by Analysis, to wit: paean, throbbing,
+sobbing, rolling, tolling, moaning and groaning. Thus _paean_--a song of
+triumph--might cause heart _throbbing_, an inward act accompanied in the
+present instance by _sobbing_, and this outward manifestation of grief
+would be intensified by the _rolling_ of the bells and their _tolling_.
+_Moaning_ and _groaning_ are figurative expressions for the moaning and
+groaning of the mourners.
+
+Now the figures 2, 4, 1, 4, 8, 1 (easily learned by analysis as 2, 4, 1
+and 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 words
+just learned. Opposite the line where _tolling_ occurs we have marked 8,
+since "bells" occurs in that line five times and three times in the
+next line, where no other word is found.
+
+       Keeping time, time, time, in a sort of Runic rhyme,
+    2. To the _paean_ 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 number
+of times the word "bells" occurs in each line. There are other
+legitimate ways to assist a poor memory to master these lines, but
+whatever 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 all
+difficult selections do, numerous opportunities for applying Analysis to
+fix the lines in memory. Hence it should be _mastered_ and often recited
+by all who would learn to memorise poetry or prose, in, at the very
+least, _one-fifth_ of the time required by the old mind-wandering
+process 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 not
+yet mastered NUMERIC THINKING. The pupil will appreciate its practical
+value the moment he masters the key to it.
+
+This is given in the next few pages, and it will be found to be easy of
+comprehension and interesting to a surprising degree.
+
+The whole thing is in a nutshell. Numbers, as such, are abstractions and
+hard to be remembered. To make them hard to forget, we translate them
+into words or phrases. These are easily remembered and they always
+instantly _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, together
+with w] have _no numerical_ value assigned to them, we turn dates or any
+numbers into translating _words_, which will always tell us precisely
+the 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 can
+learn _how it is done_ by only _one thoughtful_ perusal.
+
+The questions at the bottom of each page constitute an invaluable aid to
+test the accuracy of his knowledge and the correctness of his
+inferences.
+
+   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 by
+r, 5 by l, 6 by sh, j, ch, or g^soft as in the first g of George, 7
+g^hard as in Gorge, k, c^hard as in _c_ane, q, or ng, 8 by f or v, and 9
+by b or p.
+
+Ample practice in translating the sounded consonants of words into
+figures, or of figures into the sounded consonants of words will now be
+given. If the reader can _remember_ the foregoing consonant equivalents
+of figures in connection with the tabulated Figure Alphabet on the 74th
+page of this lesson, he can at once pass on through the book. If not, he
+must carefully study the intervening pages with painstaking--for when
+once learned, no further difficulty can arise.
+
+The tabulated Figure Alphabet on the 74th page of this lesson expresses
+the consonant values of the nought and nine digits in perpendicular
+columns, as under nought (0) are placed _s_, _z_, and _c_^soft; under
+nine are placed _b_ and _p_; under six are placed _sh_, _j_, _ch_, and
+_g_^soft, &c. Only those who possess first-rate natural memories can
+learn the equivalents of the sounded consonants in figures from this
+table. But when learned in this way, the pupil requires much practice in
+translating words into figures and figures into words. Even this
+exceptional pupil had better carefully study the ensuing examples.
+
+The first thing to be done is to learn _which_ consonants are used to
+stand 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 we
+do not give the vowels [a, e, i, o, u], or w, or y, _any number value
+whatever_.
+
+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 a
+cipher [0]. S = 0, and the vowel "e" and the consonant "w" have _no figure
+value_. 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 half
+attached to the top half, it would make a nought (=0=). _So it is easy to
+remember that S represents =0=._ C^soft as in _cease_ has the same sound
+as S, and should therefore stand for the same figure, _viz._, 0; and Z
+is a cognate of S--that is, it is _made by the same organs of speech in
+the same position_ as when making S, only it is an undertone, and S is a
+whispered letter. Besides Z should represent =0= because it begins the
+word Zero--C^soft should also stand for =0= for the additional reason that
+C^soft begins the word cipher. _In translating a word into figures we
+always turn S, Z, or C^soft into nought (0); in turning figures into
+words 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 no
+figure 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" has
+no 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 the
+figure 1, and when we want to represent 1, by letters, we translate it
+into 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_ in
+several languages. Ai{r} = 4. A and i are vowels, and count for no figure
+value 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 figure
+value, do not change the numerical value of the word; therefore the
+figure 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 LETTER
+VALUES 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 no
+figure 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 THE
+LETTER EQUIVALENTS OF 7 IN THE INITIAL CONSONANTS OF THE PHRASE:
+(Seven), {G}reat {K}ings {C}ame {Q}uarrelli{ng}. We thus use the
+termination "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 figure
+value, 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. This
+first "{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" TO
+BE AN ELONGATED 8, AND "V" IS A COGNATE OF "F," hence equivalent to the
+same number; as, Wi{f}e = 8, Wo{v}e = 8. The vowels, although used in
+the words, have no figure values, neither do "w," "y," or "h," when not
+a 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 would
+indicate the figure value of 9, in the initial consonants of
+"{b}eautiful {p}eacocks." {B}ee = 9, and the two vowels "ee" have no
+figure 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 the
+initial consonants of the ten subsequent phrases following the
+figures:--
+
+    "{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 the
+figures_. Another way to fix these values in mind for permanent use is
+to turn _words into figures_, as in going through an ordinary
+spelling-book. This practice quickly enables you to _turn figures into
+words_, and to translate them back into figures. Facility will be
+attained 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 the
+words "ringer" (474), "linger" (5774), and "ginger" (6264). The first
+syllable of "linger" rhymes with the first of "ringer" and not with the
+first of "ginger;" it rhymes with "ring" and not with "gin;" and if the
+first syllable of "ringer" is 47, the first of "linger" must be 57; but
+the 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 with
+decimals.
+
+[As a rule, it is better not to use words _beginning_ with S, except to
+translate _decimals_ and _fractions_, and Date-words where a _doubt_
+might otherwise arise (unless in a phrase like "To see Jiji," "delay a
+spy," &c.); and in case of the _decimals_, S, as the _initial_ letter,
+means (not 0, but) the decimal point. (1) If there is an integer
+followed by a decimal, two separate words are used; the decimal-word
+begins with S, thus: 945.51 = barley sold; 71.3412 = "good Samaritan."
+(2) If it is a decimal by itself, the S indicates the decimal point
+only; .01 = society; .02 = Susan; .94 = sparrow. (3) If it is a vulgar
+fraction, the words translating numerator and denominator begin with S,
+and the S's are not counted, the numerator-word coming first, and the
+denominator-word last; thus 5/12 = sell Satan.]
+
+As to Date-words, just _before_ the Christian Era you may use an initial
+S [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 _Anno
+Domini_--in the year of our Lord]; Soar = 4 B.C., and Rue = 4 A.D. In a
+Date-word like Trial, to express 145 B.C., no doubt could arise; if the
+Pupil knows the contemporary history, he could not imagine it could be
+290 later, or 145 A.D. If he fears he might not remember that it was
+B.C. he could remove all doubt by using the word Stroll, or any other
+word 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 the
+greatest satisfaction and profit. If he has not mastered it, let him
+carefully review the foregoing pages of this chapter, and then he can
+advance 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 are
+used to represent each of the numbers, you simply write at the side of
+the numbers to be turned into words the consonants which stand for them;
+and using any vowels you please, you find out by experimenting what
+words can translate the figures. Suppose you wish to find out what words
+will translate the date of the settlement of Jamestown, Va., 1607. You
+place the figures under each other as below, and then you place at the
+right 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 represent
+1607; 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, opposite
+1; 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 explanations
+heretofore given. A little practice will enable you to dispense with
+writing down the figures and the consonants which represent them; but at
+first 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 relation
+of In., Ex., or Con., to the event itself, that word or phrase is
+synthetic and is dealt with hereafter._
+
+Nearly all the translating words given in this section so far are
+synthetic. "The coughing," sustains no relation of In., Ex., or Con., to
+the adoption of the Constitution of the U. S., and is therefore
+relegated to the next chapter for the method of cementing it to that
+event if we were obliged to use that phrase.
+
+Synthesis will be sometimes hereafter resorted to to connect in our
+minds an event to its date. When this will be necessary, the sequel will
+show.
+
+
+ANALYTIC DATE AND NUMBER WORDS.
+
+_When the word or phrase which translates the date or number sustains
+the relation of In., Ex., or Con., to the event or fact itself, that
+word or phrase is analytic, and is memorised by merely assimilating that
+relation._
+
+Different ways of expressing figures by words, phrases, or sentences
+that 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 oldest
+Collegiate Institution in America--really introduced "the chum age" in
+America. The formula for the date of its foundation in 1636 may be
+thus 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 four
+hundred 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 OR
+SENTENCES ARE USED.
+
+Caius Julius Caesar was born 100 B.C., and he died 44 B.C. His birth may
+be expressed by the phrase, (1) "{Th}e (0) {S}tripling (0) {C}aesar;" and
+his death by a phrase which declares that his death was the remote
+result 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 places
+as if they were single words, using only the initial consonant of the
+first 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 Dutch
+in 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 be
+analytically 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 of
+1880, may be expressed through the initial consonants of the following
+sentence: "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," or
+50,189,209.
+
+The _exact_ population of the United States declared in June, 1890,
+commonly called the _census of "ninety,"_ was stated as _sixty-two
+millions 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, or
+for 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 and
+Indians 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 be
+67,000,000 [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. Several
+different ways of expressing the _same date_ will be given in a few
+cases.
+
+It is often convenient for a teacher, and others, to recall the number
+of a page of a book in which a citation is found. In Prof. William
+James's Psychology Abridged for Schools and Colleges, the chapter on
+Habit begins on p. 134, or "(1) {Th}e (3) {M}ould (4) {R}ules;" the
+chapter 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 on
+p. 253, or (2) "{N}ow (5) He{l}p (3) {M}emory;" and that on Memory on
+p. 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 and
+present century it is usual to indicate the last two figures of the
+date. 64, therefore, is all we need express. Formula: Sheridan's ride in
+1864--(64) {Ch}ee{r}s; or, (64) {Sh}e{r}idan. The Pennsylvania Whisky
+Rebellion took place in 1794; or, (94) {B}{r}ewery.
+
+4. SOMETIMES THE FIRST AND LAST CONSONANTS OF A WORD ARE USED, AND
+SOMETIMES TWO CONSONANTS IN THE MIDDLE OF A WORD.
+
+These devices are rarely resorted to, but if ever used, they must be
+thoroughly assimilated. Battle of Waterloo was fought in 1815; 15 may be
+found 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 different
+dates; as, its first two consonants for one date and its two middle, or
+its first and last consonants, to express another date.
+
+6. _Never fail to carefully analyse the relations between the fact or
+event and its date or number word._
+
+SUBJECT TO THE EXCEPTIONS HEREAFTER NAMED, ALL DATES AND NUMBERS SHOULD
+BE EXACTLY EXPRESSED IN THE DATE OR NUMBER WORDS.
+
+Alexander the Great was born 356 B.C. and died in a drunken debauch
+323 B.C. His birth: (3) {M}acedonia's (5) A{l}exander a (6) {Ch}ild. His
+death: A (3) {M}acedonian's (2) I{n}ebriation (3) {M}ortal. Several
+mnemonists of the old school have for the past forty years used the
+phrase "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, when
+they found their father lying on the ground in a fit of intoxication,
+could have no pertinence when applied to the Creator, to the creation
+in general, or to the creation of this world in particular. A
+self-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 figures
+of the date should be expressed in the date words. {M}a{r}{s} expresses
+340 and could be used to indicate the invention of cannon in (1) 340 by
+one who knew that Mars was the name of the god of war in classic
+mythology. The formula would be: "Invention of cannon: (1) 340
+{M}a{r}{s}." But this term would have no mnemonic significance to one who
+knows the word Mars as meaning only one of the planets. Hence the
+danger--ever to be avoided--of using classical allusions in teaching the
+average student. A (3) {m}artial (4) O{r}gan (0) {S}ways, or {m}urderous
+a{r}tillery {s}tarted.
+
+_Second Exception._--From A.D. 1700 to the present moment, the last two
+figures must be expressed in the date words. Many examples will
+hereafter illustrate this exception. In very rare cases, the expression
+of the last figure in the date word will suffice. We know that Ralph
+Waldo Emerson and Oliver Wendell Holmes [author of the Autocrat of the
+Breakfast Table] were born towards the beginning of this century, the
+former in 1803 and the latter in 1809. The following formulas would give
+the date of their birth: Ralph Waldo (180)3 E{m}erson; Oliver Wendell
+Holmes (180)9 "{B}reakfast."
+
+_Third Exception._--In cases where there is no practical utility in
+comparing one very large number with another, as in the case of the
+distances of the planets from the sun, mere round numbers may suffice,
+yet astronomers must know such numbers with exactness. But in regard to
+all mundane affairs, the pupil must throw off the character of scholar
+and assume the license of children, if he attempts to express large
+numbers, as of populations, &c., by "guessing," or, what is the same
+thing, by only giving round numbers. The Brooklyn Suspension Bridge is
+5989 feet long, and the Forth Bridge, which crosses the Firth of Forth
+in Scotland, is 8296 feet long. Now, instead of saying that the former
+is _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 latter
+is _about or somewhere in the neighbourhood_ of 8000 feet long, why not
+be 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 poor
+memories, as I have had, can realise the fact that in most cases of poor
+memories _the facts themselves are often possessed_, but are mostly
+_unrecallable_ when wanted. I have tried to teach pupils how to find
+analytic 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 other
+hand, I have always found that these failures become successes after a
+thorough practical training in In., Ex., and Con., such as I have
+already given. In fact, I never had a pupil who became proficient in the
+use of In., Ex., and Con., who did not arrive at the use of analytic
+number words without any specific directions from me. But I think, on
+the whole, that it is the better way to _combine_ direct and specific
+training in analytic number words, with a previous exhaustive general
+drill in In., Ex., and Con.
+
+The rules hereafter given must be carefully studied and every example
+painstakingly examined. After studying my formulas let the pupil
+endeavour in _each case_ to find a better one himself. If the pupil acts
+on my advice, he will know how to be always _sure_ to think of the
+needful related or including facts for finding analytic date words,
+phrases, or sentences.
+
+The different processes for dealing with dates or numbers may be
+classified 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 like
+the charlatanry which has disgraced many former memory systems to allow
+the pupil to suppose that it frequently happens. A glance at the event,
+word, or description will quickly tell him if it represents the
+necessary figures, and if it do not, he must resort to an analytic date
+word, or phrase, or sentence, whichever he finds most suitable for him.
+No one figure alphabet contains the advantages of all others. Each has
+special 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 the
+date or number._ "I{l}l-u{s}a{g}e" expresses the date of the death of
+Columbus 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 not
+apply to any one who had been ill-used?" Certainly not. It applies only
+to an ill-used man whose date (birth or death, &c.) was in 1506. If he
+knows 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 next
+paragraph.
+
+Six distinguished persons were born in 1809, yet the date of the birth
+of each is easily fixed: Darwin, whose principal work was called "Origin
+of Species;" Gladstone, noted for his vigorous eloquence; Lincoln, who
+was conspicuous as a binder together of separated States; Tennyson, who
+was chosen as Poet-Laureate, and who was born at Somersby, England;
+Felix Mendelssohn-Bartholdy, who early displayed a musical genius, and
+whose first oratorio was called "St. Paul;" Elizabeth Barrett Browning
+[_nee_ Elizabeth Barrett], whose poems are distinguished for their
+subjectivity. The analytic formulas for these different persons born in
+the 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 a
+precocious boy: or the single word (06) {S}a{g}e. As he was a great
+worker 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 analytically
+express the date._
+
+The analytic number words, phrases, and sentences which one retains most
+easily are those which he has made himself. Formulas prepared by others
+are 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 of
+the event, and they sometimes offer a wider range for selection of the
+needed consonants; but care must be taken to avoid ambiguity. To
+indicate 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 also
+assassinated, the formula in its _meaning_ would equally apply to the
+latter. If, however, we know that Garfield was born in 1831, the
+ambiguity 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 of
+Buchanan, Pierce and Fillmore, but it would express the birth-date only
+of 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 apply
+to 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 analytic
+sentences where _all the sounded consonants_ are used. But a greater
+_variety_ of sentences might be found, or _one_ sentence be more readily
+found 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. Other
+specific analytic phrases for this event may easily be found by the
+student.
+
+The superiority of analytic phrases where _all_ the sounded consonants
+are used, over the analytic sentences, where only the initial consonants
+are employed, may be seen in the case of the number of men who enlisted
+in behalf of the Federal Government in the late war. The number was _two
+millions, three hundred and twenty thousand, eight hundred and
+fifty-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 sounded
+consonants 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 that
+a condensed, brief statement, if clear and definite, makes a more vivid
+impression than a longer one, we shall find that a short analytic phrase
+is better for the memory than an analytic sentence, and an analytic
+single word than a phrase. But a short analytic phrase, or a short
+analytic sentence, is usually necessary, owing to our ignorance of the
+subject 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 _we
+are ignorant_ of all the facts which would give us significant or
+analytic date-words; and (3) where we know the needful pertinent facts
+with which analytic words could be formed, but we cannot _recall_ them
+for use. In these three cases Synthesis must be used. I will now give
+and illustrate the rules for the prompt finding of _analytic date or
+number words_.
+
+The _preparation_ for thus remembering numbers without effort is the
+only 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 and
+number words promptly.
+
+(1) SUCH A MASTERY OF THE FIGURE ALPHABET THAT THE CONSONANT EQUIVALENTS
+OF THE CIPHER AND NINE DIGITS ARE AT INSTANT COMMAND, AND NEVER HAVE TO
+BE LOOKED UP WHEN YOU HAVE TO DEAL WITH FIGURES.
+
+Pumps were invented in 1425. A student who thinks 2 is to be translated
+by "m" instead of "n," translates the dates by these phrases, _viz._,
+"Drum a whale," or "Trim oil," or "To ram a wall." As these phrases
+sustain the relation neither of In., Ex., or Con. to the fact, they are
+hard to be remembered; and if remembered, they mislead. The student who
+has mastered the Fig. Alphabet remembers that "n" stands for 2, and if
+he 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} a
+we{l}l (1425)," or (1) Wa{t}er (4) {r}aised (2) i{n} a (5) ho{l}low. How
+could he forget the date?
+
+Tea was first used in Europe in 1601. The unobserving student imagines
+that 6 is translated by g^hard, k, c^hard, q, or ng, and so he
+translates 1601 into "Ou{tc}a{st}," (1701); a mistake of 100 years, and,
+besides, "Outcast" is wholly unconnected with the introduction of tea
+into 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 first
+introduced into Europe--{T}ea {ch}e{s}{t} (1601)." The figure phrase
+bears the relation of In. and Con. to the event, and cannot be forgotten.
+Besides many people believe that tea helps digestion, and such persons
+would find an analytic date-word thus: "Tea first used in
+Europe--{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's
+steamboat "Clermont" was launched in 1807. Such a pupil translates that
+date by the phrase, "{D}e{f}ie{s} i{c}e" (1800). Here "c" is soft and
+represents 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 easily
+outrun the "scow," the phrase is easily remembered.
+
+An impatient pupil who never learns anything thoroughly often disregards
+the rule about _silent_ consonants. Braddock and most of his men were
+killed by the Indians in 1755. This date this pupil translates by the
+phrase, "Dock knell all" (17255). He overlooks the fact that 17 was
+expressed by "Dock," and no one out of a mad-house can tell how he came
+to add "knell all," unless he had forgotten that he had provided for the
+7 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 unindustrious
+pupil imagines that "p" represents 8, and not "f" or "v," and translates
+1845 into "{T}o {p}ou{r} oi{l}" (1945). The diligent student finds an
+analytic 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 Figure
+Alphabet must be _mastered_ before the attempt is made to deal with
+dates and numbers.
+
+(2) THE PUPIL MUST POSSESS SUCH A MASTERY OF THE SUBJECT MATTER THAT HE
+CAN INSTANTLY RECALL FACTS RELATING THERETO ON THE LINES OF IN., EX.,
+AND CON. If he lacks such knowledge he had better deal with dates and
+numbers which he must remember by synthesis [hereafter], or by Numeric
+Thinking, rather than strive in vain to find _analytic_ date and number
+words.
+
+   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 not
+know that the tongue is moved in different ways to pronounce the
+distinctive sounds of different languages, he might not think of this
+analytic translation of (1750), "{T}o{ng}ue a{l}l way{s}."
+
+The population of Kentucky according to the last census (1880) was
+1,648,690. Those who do not know the Kentuckians raise fine saddle and
+race horses, many of which are bays, might not think of the analytic
+phrases, "{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 do
+not know how cruelly coachmen often treat the horses under their charge
+might 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 not
+know that this park was recently created, might not think of the
+analytic 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 could
+easily find an analytic phrase, if he thinks of the act of delivering or
+handing 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 awkwardly
+constructed, it is very easy to memorise it by the analytic-synthetic
+method; as (1) They unpack. (2) They unpack _money_. (3) They unpack
+money _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 year
+of 1881-82 was 1,280,636,200. If the student knows that the Central Post
+Office of London is a very large building, he could instantly find the
+analytic 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 by
+fire, we shall readily find an analytic phrase by means of which we can
+certainly 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 by
+the phrase, "From labor to refreshment," in the masonic ritual, will at
+once 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 can
+find figures to translate "Odd" or "Fellows," or any other fact
+pertaining to the Order, and you have the analytic phrase, "A{l}l
+ha{p}py 'O{d}d' {f}a{c}e{s}."
+
+There have been granted 428,212 patents in the United States. Can you
+find any word pertaining to patents in those figures? "We he{r}e
+i{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 an
+analytic 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). An
+analytic phrase founded on any conspicuous characteristic of the
+population, 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 this
+lesson will find that he can have the great satisfaction of always being
+exact 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_ careful
+analytic perusal. If the relation is not understood in any case, a
+glance at the explanations which follow the series of Presidents will
+remove 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 a
+second term. The second term always began four years after the beginning
+of the first term.
+
+[+] Those who were Presidents for less than four years died in office
+and were succeeded by Vice-Presidents. President Lincoln was murdered
+forty days after the commencement of his second term of office, when
+Vice-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 of
+Presidents from Washington to Grover Cleveland, and to have recited it
+forwards and backwards many times. Now let him learn the dates of their
+accession to office, and then let him recite the series both ways in
+connection 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 the
+pupil to find his own analytic date-words, yet, as many may not have the
+time to do so while studying this lesson, I append a few explanations of
+the facts on which the above analytic date-words are founded.
+
+"'Fabian' was applied to the military tactics of Washington, on some
+occasions, when he imitated the policy of Quintus Fabius Maximus
+Verrucosus, a Roman General who not daring to hazard a battle against
+Hannibal, harassed his army by marches, counter-marches, and
+ambuscades." "Bickerings" were incessant during John Adams's
+administration between his own supporters and the faction of Hamilton.
+"Steed"--Jefferson rode on horseback to the Capitol to take his oath of
+office as President. Arrived there he dismounted and fastened his steed
+to an elm-tree, since known as Jefferson's tree. He did this to
+signalise his disapprobation of royalty, and his preference for
+democratic equality. "Speculative" were the celebrated "Madison Papers."
+"Doctrine"--the Monroe doctrine declared that no foreign power should
+acquire additional dominion in America. "Unlucky" was correctly applied
+to John Quincy Adams's administration. See Barnes's U. S. His.,
+p. 175. "Unwhipped"--Jackson always came off victorious in all his
+duels and military campaigns. "Mocked"--Van Buren was appointed by
+Jackson as U. S. Minister to England. The United States Senate rejected
+his nomination. This political insult secured much sympathy for him,
+and helped to make him President. "Hard-cider" was a party watchword
+during Harrison's campaign for the Presidency. "Rudderless"--Tyler
+often changed his political views, and finally turned against
+the United States Government, of which he had been Chief Executive.
+"Realm-extender"--during Polk's administration the United States
+acquired the territory embracing California, Arizona, New
+Mexico, 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 in
+the distance. "Lecompton" constitution of Kansas was a pro-slavery
+document which Buchanan favoured. "Agitation" preceded and attended
+Lincoln's inauguration, and finally culminated in the civil war.
+"Shall"--Johnson made use of the imperative "shall" in regard to the
+removal of Edwin M. Stanton, for which attempt he was afterward sought
+to be impeached. "Chapultepec" was the battle in which Grant entered
+upon that career of military achievement which secured him two
+Presidential terms. "Cocoa" was characteristic of the drinks allowed at
+Hayes's table at the White House. No wine was tolerated. "Fatal" was
+Guiteau's shot to Garfield. "After"--although Tyler, Fillmore, Johnson,
+and Arthur became Presidents on the death of their chiefs, yet only
+Arthur succeeded to the Presidency in 1881, which is indicated by the
+first two consonants of "After." "Flood"--Cleveland vetoed an
+unprecedented number of bills during his term. There was a "flood" of
+them. "Fibrous" applies metaphorically to mental qualities; it means
+strong, sinewy--high talents, just below genius. "Boom" refers, of
+course, to the large amount of support which Cleveland obtained on his
+second 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 be
+given, and from 1700 A.D. to date only the last two figures require to
+be given. It is better for the pupil to find his own phrases. A slight
+acquaintance with English History will make all the formulas here given
+easily 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 that
+on his death his kingdom should go to Duke William of Normandy. (2)
+William II. early directed a goldsmith to decorate his father's grave
+with gold and silver ornaments. (3) Henry I. was called Beauclerc, or
+fine Scholar. (4) Stephen had produced a false witness to swear that the
+late 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 made
+during the late troubles. (6) Richard punished the people who had
+befriended him against his father. (7) Arthur had the best right to the
+throne, but John imprisoned and murdered him. (8) Henry III. was crowned
+at 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 my
+groom." (10) Gaveston was the king's comrade and favourite, and was
+finally beheaded by the indignant barons. (11) Edward III. erected
+Windsor Castle. (12) The king's poll-tax collector was killed by Wat
+Tyler. (13) A successful Scottish war was this monarch's first
+achievement. (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 at
+Towton; 40,000 men were slain. (17) Edward V. was only thirteen years
+old. The Lord Protector, Duke of Gloucester, threw him, with his
+brother, into the Tower and caused them to be murdered. (18) Richard's
+affected modesty is conspicuously brought out in Shakespeare's tragedy
+of Richard III. (19) Henry VII., to quell forever the hostility of the
+rival 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 will
+that a council of sixteen should govern during Edward's minority. (22)
+Mary was fond of her husband, who cared little for her, and unlucky in
+her advisers. (23) Elizabeth showed the natural arbitrariness of her
+disposition in her vetoes. In one year--1597--she refused the royal
+assent to 48 bills passed by the Commons. (24) James I. was the first
+Scottish king that reigned over England. (25) Charles I. lost his life
+in the attempt to act independent of the Commons. (26) If anyone thinks
+that Charles was not rightfully beheaded, he could make the phrase--(6)
+{Ch}arles (4) w{r}ongfully (9) {b}eheaded. (27) The phrase is obviously
+true. (28) The phrase gives the exact date of Richard Cromwell's
+accession and the word "offspring" means Richard Cromwell. (29) A Junta
+here means the "council." (30) Charles Second was called the "merry"
+monarch. (31) Parliament at once voted James II. nearly two million
+pounds sterling per annum for life. (32) William and Mary were
+cooerdinate sovereigns. (33) Anne was truly "submissive" or easily
+influenced. (34 and 35) Green intimates that George I. and George II.
+hardly affected the course of events--the former followed the advice of
+his ministers and the latter of his wife Caroline. (36) George III. was
+emphatically a sovereign. (37) George IV. had tried ineffectually to get
+rid of his wife; her death at last released him. (38) William IV. had
+been a midshipman in the navy. (39) Victoria has certainly proved
+herself 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 IN
+THAT PRACTICAL CHARACTER AND WORKING POWER OF THEM WHICH I TEACH, THAT
+HE CAN INSTANTLY APPLY THEM TO THE EVERY-DAY AFFAIRS AND ORDINARY
+OCCURRENCES AND EVENTS OF LIFE.
+
+If you know that the number of square[E] miles in the area of the State
+of New York runs into _thousands_, and you wish to remember that the
+_exact number_ of thousands is 47, you could accomplish this object if
+you found a word which spells 47, and is at the same time connected by
+In., Ex., or Con. to New York. You try the varieties of Inclusion; and
+in 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; thus
+you cannot _see_ the name of New York or _think of it_ without having
+conclusive evidence of the number of thousands of square miles the State
+contains.
+
+[E] See Lippincott's Gazetteer, p. 1573.
+
+The title of a subject, the name or description of an event or date, can
+always 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 of
+the United States which are called "York." If the context makes an
+otherwise indefinite thing definite, it is sufficient.
+
+_Analytic date and number words do not have to be memorised._--Seeing is
+believing, and, in this case, _remembering_ too. If you thoroughly
+master my system you can find, in most cases, analytic date and number
+words without any difficulty, and by means of them you can remember
+_thousands_ of dates and sets of figures, when without the system you
+could have remembered only five or ten of them.
+
+Suppose in your haste you failed to notice that "York" spells 47, and
+you then proceed to try Inclusion by Genus and Species; regarding York
+as the general word, you would find _New_ York as a species or kind of
+York; the same with Yorkshire, Yorktown, York Minster, etc. In this way
+you would, if your mastery of the Figure Alphabet were perfect, scarcely
+fail to notice that York spells 47; but if you fail, you then try
+Inclusion by Whole and Part, and run over the political divisions of the
+State until you come to {R}o{ck}land County, and there you find in its
+first two consonants the letters "r" and "ck" (the equivalent of "k" in
+sound). These consonants spell 47. You would find the same consonants in
+the County of He{r}{k}imer.
+
+Suppose, however, that from unfamiliarity with the Figure Alphabet, or
+from 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 by
+Abstract and Concrete, and regarding the State of New York as the
+Concrete, and the Abstract or characterizing epithet "{r}o{ck}y" as
+applicable to New York, you would then find in that word "{r}o{ck}y" the
+number 47.
+
+If you did fail, you would try Exclusion, and you would find nothing
+which 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 the
+surface, and what is below the surface as the opposite of it. In the
+latter case you would find in the words "E{r}ie {C}anal," which is a
+great artificial channel running through a part of the State, the
+letters "r" and "c" hard, which spell 47. A more exact Exclusion might
+be found in the word "{r}i{ng}," which spells 47. For if we consider the
+shape of the boundary of New York we would see that in no vague sense a
+ring, as a circle, is the opposite of it.
+
+But suppose that from a chronic absent-mindedness or an overworked
+brain, or downright bad physical health or insufficient knowledge of the
+system, you failed to see 47 in any of the foregoing cases, you would
+try Concurrence. Considering that the State of New York is largely
+agricultural, 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 a
+political sense, the word "{r}i{ng}s" gives 47, as New York has been
+celebrated for them.
+
+All that the student requires is _one_ analytic word. I have gone
+through the varieties of Inclusion, through Exclusion, and Concurrence,
+merely to show _how to find_ analytic words and not because more than
+one 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 that
+Shakespeare wrote. You know it is less than 50; but you wish to remember
+the exact number--it was 37. You experiment; you try the varieties of
+Inclusion, and among the rest you try Whole and Part; you find in the
+first two consonants of the name {M}a{c}beth the figures 37; but if you
+did not notice that {M}a{c}beth afforded you the means of always
+remembering that the Shakespeare Plays numbered 37, you would try
+Exclusion perhaps. If you look upon the attempt to ascribe the
+authorship of the Shakespeare Plays to Bacon as a {m}o{ck}ery you would
+find in the first two consonants of that word the figures 37 through the
+operation of Exclusion; and if you recollect that the character of
+Shylock 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 his
+name 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 evinced
+the 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 signed
+for by him in his ambitious hopes--expresses his birth-date by Con. His
+death occurred in 1821. "E{n}{d}" (21) or "U{n}{d}one" (21) expresses
+his death-date by synonymous Inclusion. "{N}a{t}ivity" (21) indicates it
+by Ex. Since he died from cancer in the stomach, he could retain very
+little 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, he
+was blue-eyed, hawk-nosed, slender, and ungainly, "{Ch}u{b}by" (69), by
+Ex., expresses his birth-date. A more vivid concurrence can scarcely be
+imagined, 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 date
+of his death by only one year too many. But a means of remembrance that
+requires readjustment or modification can seldom be relied upon, except
+by those who are practised in Higher Analysis. He was 83 years old when
+he 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 illness
+carried him off. Hence "I{l}l{n}ess" (52) is a fact connected with his
+death by Con.
+
+These elaborate illustrations must indicate to any student how to apply
+the laws of In., Ex., and Con., so as to find analytic date and number
+words. Cases of Ex. give good practice, but are rarely ever necessary.
+
+
+MISCELLANEOUS EXAMPLES.
+
+_Inclusion_, as applied to the events of life possesses the same variety
+as in regard to words. In dates of the last and present century, the
+expression of the _last two figures_ is sufficient. William Cullen
+Bryant was born in 1794. '94 is found in the name {B}{r}yant, a case of
+Synonymous Inclusion. Aaron Burr killed Alexander Hamilton in a duel in
+1804. As we know it was about the beginning of this century, this
+translation of the 4 indicates the exact date and is found in Aa{r}on
+and 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 in
+the word {Sh}e{r}man [or by two words: (6) {Sh}erman (4) {R}avaging]. In
+dates previous to the last century, the last three figures must be
+expressed. Movable types were invented in 1438. We know it was not
+A.D. 438, but was 1438; a mistake of 1,000 years is not possible. If we
+translate 438 it will mean to us the same as 1438. 438 is found in the
+analytic 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 mechanism
+to receive sounds to the Phonograph; for both processes utilize
+vibrations, and are therefore from similarity of functions "Cognate"
+methods. How any one could forget analytic date-words is more than I can
+understand, 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 is
+found in "{T}u{b}" by Exclusion, as the most opposite to a steam-driven
+ship. Andrew Johnson was advanced to the Presidency on the death of
+Abraham 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 by
+Exclusion the birth of George Washington in 1732, as indicating a
+youthful quality the opposite of that which he manifested, and by two
+words: (3) A{m}erica's (2) I{n}fant. Other examples are given in
+subsequent pages.
+
+_Concurrence_ finds incidents or concomitants of a fact or event,
+something that by accident became connected with it. It may be a
+forerunner or successor, the cause or consequence, or a contemporaneous
+fact, etc.
+
+William Cullen Bryant, from a fall, died in 1878. The last two figures
+78 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 middle
+name of Bryant. When Jefferson became Vice-President, in 1797, he wore
+the 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 by
+Concurrence 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 find
+these figures in "{Ch}a{n}{c}e," which by Concurrence describes the risk
+they ran. The Telephone was invented in 1877. Whoever has listened to
+the telephone to identify a speaker, and heard others talking in the
+shrill tones that strike upon the ear, is apt to think of the cackling
+of hens, and "{C}a{ck}le" expresses the date 77.
+
+Jefferson Davis disguised himself in the hood, shawl, and dress of his
+wife in 1865. "{Sh}aw{l}" by Concurrence expresses that date. The
+Constitution of the United States was _adopted_ in 1787, which spells
+"{Th}e {G}i{v}i{ng}." To adopt the Constitution, it required the States
+to give their assent. They _gave_ the Federal Government all the power
+it possessed. "{Th}e {G}i{v}i{ng}" is therefore a case of Concurrence. A
+circumstance 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 College
+was founded in 1636, which spells "{T}ea{ch} {M}u{ch}." Whether we take
+this phrase as describing the object or result of founding that college,
+it is a case of Concurrence. A college is sometimes called a seat of
+learning. Yale College was founded in 1701, which spells "{T}oo{k} a
+{s}ea{t}." This phrase describes the locating of the college, and is
+therefore a relation by Concurrence.
+
+(4) THE PUPIL MUST SEEK _ANALYTIC_ WORDS WHICH ARE _APPROXIMATELY
+SPECIFIC_, AS BIRTH-DATE WORDS MUST, WHERE POSSIBLE, RELATE TO BIRTH OR
+JUVENILE EVENTS; MARRIAGE-DATE WORDS, TO EVENTS CONNECTED NEARLY OR
+REMOTELY WITH THE MARRIAGE; DATE WORDS FOR ANY OTHER EVENT IN LIFE OR
+FACT IN HISTORY SHOULD, DIRECTLY OR INDIRECTLY, RELATE TO SUCH EVENT
+OR FACT; AND, FINALLY, DEATH-DATE WORDS SHOULD REFER TO INCIDENTS WHICH
+PRECEDED, ACCOMPANIED, OR FOLLOWED THE FACT OF THE DEATH.
+
+This rule, theoretically correct, must be very liberally interpreted in
+practice. This lesson furnishes numerous illustrative examples.
+
+As shown heretofore, _the pupil must know the facts_, and the System
+will then help him to fix their date.
+
+A pupil had loaned money to a horse-dealer who lived at No. 715 of a
+certain street. He knew the house well, yet he could not recollect the
+number 715. At length he thought of "{C}a{t}t{l}e" as a figure word to
+enable him to remember the number. Yet the word is general and
+apparently unconnected with the house, as it was not a stable but a
+boarding-house. Yet, as cattle and horse are species of the genus
+domestic animal, and cattle would recall horses and horse-dealer, he did
+right to use that term, and it served him well. At first he instantly
+recalled the word "cattle" whenever he thought of the horse-dealer's
+residence, and at once 715 was given him. After a time, he directly
+recalled 715 without first thinking of "cattle." This is always the case
+where 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 not
+used the phrase "(7) {C}ollect (1) {Th}e (5) {L}oan," which was the
+object 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 single
+word, with another a phrase, and with another a sentence, is most
+serviceable. He had other borrowers who lived at other places. Why could
+this phrase "Collect the loan," which would apply in its meaning to the
+case of others, remind him of this particular debtor's home? Because, if
+he had consciously devised that phrase to identify this debtor's
+address, 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 helps
+revive the facts_.
+
+I do not, for instance, undertake in this lesson to teach the pupil that
+Washington never left America but once, when he accompanied his invalid
+brother to Barbadoes in 1751, in search of health. But if he knows these
+facts, my method helps him retain the date, by using those facts for
+this 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 in
+all countries and in all ages, and is therefore a word of the most
+general character and of the most extended application. How, then, can
+it have any _special_ significance in this case? Because by knowing the
+facts, in the first place, as "health" was the object of the visit of
+Washington and his brother; and seeking for a date word which spells
+(17)51, the pupil has discovered that this general word "health" spells
+that date; and, as the pupil has applied the word "health" to this date
+and to no other, he has thus made the general word specific for his
+purpose. Because "tonic" is a health promoter, and "island" is a help to
+recall 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." But
+either the single word or phrase becomes specific, if the facts of the
+case are assimilated, and then by the pupil are applied to furnish a
+date word.
+
+
+BIOGRAPHY, HISTORY, AND SCIENCE.
+
+Much of the substance and pith of historic eras can be expressed in the
+analytic words, phrases, or sentences with which their dates are
+enunciated. If the foregoing and subsequent examples are carefully, not
+hurriedly, studied, the student can readily hereafter retain a great
+deal of the significance of facts, events, or epochs by his infallible
+recollection 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 express
+the 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 water
+supplies there, told me the true population is 817,564, which he fixed
+by 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. of
+India = 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}iving
+Au{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 an
+equal bulk of some other body taken as a standard. This standard is
+usually 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; or
+I{n}dia's {P}eak I{s} {C}ertainly U{n}equalled.--This is the highest
+mountain 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 what
+Mountain is meant if we omit the first syllable "kin." Hence we can use
+the 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 not
+know the Latitude and Longitude of the chief Cities of the
+World.
+
+    Lat. = 55 deg.--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 deg.--52'      } (4) Yo{r}k (0) {C}ity's (5) {L}atitude
+    (2) NEW YORK CITY    }     (2) {N}amed.
+    Long. = 73 deg.--59'     } (7) {C}ommercial (3) {M}etropolis'
+                         }     (5) {L}ongitude (9) {P}ortrayed.
+
+    Lat. = 40 deg.--00'      } (4) {R}epublic's (0) {Z}ealous
+    (3) PHILADELPHIA     }     (0) {S}tatesman (0) {S}igned.
+    Long. = 75 deg.--10'     } (7) {Q}uaker (5) {L}ongitude (1) {T}oo
+                         }     (0) {S}ober.
+
+    Lat. 41 deg.--45'        } (4) {R}ebuilt (1) {T}own's (4) {R}eal
+    (4) CHICAGO          }     (5) {L}atitude.
+    Long. = 87 deg.--50'     } (8) {F}ires (7) {C}annot (5) {L}ongitude
+                         }     (0) {S}acrifice.
+
+    Lat. = 42 deg.--20'      } (4) Ha{r}vard (2) U{n}iversity's (2) {N}earest
+    (5) BOSTON           }     (0) {C}ity.
+    Long. = 71 deg.--05'     } (7) {G}ives (1) {T}ea (0) {S}pillers'
+                         }     (5) {L}ongitude.
+
+    Lat. = 30 deg.--00'      } (3) {M}ississippi's (0) {S}outhernmost
+    (6) NEW ORLEANS      }     (0) {S}eaport (0) {S}erene.
+    Long. = 90 deg.--00'     } (9) "{B}utler (0) {S}tole (0) {S}ilver
+                         }     (0) {S}poons."[F]
+
+    Lat. = 39 deg.--41'      } (3) {M}ountain (9) {P}eaks (4) O'e{r}look
+    (7) DENVER           }     (1) {D}enver.
+    Long. = 105 deg.--00'    } (1) {D}enver's (0) {C}ertain (5) {L}ongitude
+                         }     (0) {S}afely (0) A{s}certained.
+
+    Lat. = 37 deg.--30'      } (3) {M}etallic (7) {C}alifornia's
+    (8) SAN FRANCISCO    }     (3) {M}etropolitan (0) {C}ity.
+    Long. = 122 deg.--00'    } (1) {Th}e (2) {N}avigator (2) {N}ow (0) {S}ees
+                         }     (0) {S}an Francisco.
+
+    Lat. = 34 deg.--19'      } (3) {M}en (4) {R}elish (1) Ho{t} (9) {B}aths.
+    (9) HOT SPRINGS      }
+    Long. = 93 deg.--00'     } (9) {B}athing (3) {M}ust (0) {S}ave
+                         }     (0) {S}ickness.
+
+    Lat. = 40 deg.--29       } (4) I{r}on (0) {S}melting (2) Hau{n}ts
+    (10) PITTSBURG       }     (9) {P}ittsburg.
+    Long. = 79 deg.--50'     } (7) {G}reat (9) {P}ittsburg's (5) {L}ongitude
+                         }     (0) {S}ecured.
+
+    Lat. = 43 deg.--02'      } (4) {R}oaring (3) {M}agnificent (0) {C}easeless
+    (11) NIAGARA FALLS   }     (2) {N}iagara.
+    Long. = 79 deg.--12'     } (7) A {C}ataract (9) {P}ours (1) A{t}
+                         }     (2) {N}iagara.
+
+    Lat. = 18 deg.--53'      } (1) {Th}e (8) {F}irst (5) Is{l}and (3) {M}et.
+    (12) BOMBAY          }
+    Long. = 72 deg.--53'     } (7) {K}ipling's (2) {N}ativity (5) We{l}l
+                         }     (3) {M}entioned.
+
+    Lat. = 22 deg.--34'      } (2) {N}umerous (2) {N}atives (3) {M}igrate
+    (13) CALCUTTA[G]     }     (4) He{r}e.
+    Long. = 88 deg.--24'     } (8) A {V}iceroy (8) {F}avours (2) {N}atural
+                         }     (4) {R}emembering.
+
+    Lat. = 37 deg.--49' (S)  } (3) {M}elbourne's (7) {G}rounds (4) Ya{r}ra
+    (14) MELBOURNE       }     (9) {B}isects.
+    Long. = 44 deg.--58' (E) } (4) Ha{r}bour's (4) {R}iver (5) We{l}l
+                         }     (8) {F}urrowed.
+
+    Lat. = 33 deg.--55' (S)  } (3) {M}athematical (3) {M}apping (5) Wi{l}l
+    (15) CAPETOWN        }     (5) {L}ast.
+    Long. = 18 deg.--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.'s
+patronage when the Professor lectured in Calcutta. As his system is the
+foe 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 through
+studies which they cannot comprehend, and which, therefore, create
+chronic habits of Inattention; and if the idea of numbers and their
+elementary processes are _objectively_ taught, until habits of sure
+enumeration and calculation are formed, then, when the child reaches
+maturity, he will rarely if ever require any conscious aid in
+remembering a series of 2, 3, 4, or more figures.
+
+Meantime, a thorough training in this system tends to do away with the
+injurious effects of false mental habits; to set the Memory and
+Attention at work in a natural way, and greatly strengthen both; and
+while learning a large number of dates in a short time, or many figures
+in one series may still require the use of the System, unless the
+Numeric Thinking prior to this chapter has been mastered, yet, in the
+ordinary way of meeting figures in reading, study, or business, there
+will seldom occur any _necessity_ for resorting to the method taught in
+this lesson.
+
+
+WHAT MUST BE DONE FOR AN ACQUIRED ATTENTION.
+
+In the case of those who have not inherited, but who have _acquired_, a
+great power of Attention, a decided _benefit_ will ensue, however, if
+throughout life they occasionally use the System in regard to numbers
+and in learning prose and poetry by the Analytic-Synthetic and
+Interrogative 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 originally
+acquired, it requires considerable effort to _continue_ that power. The
+unnumbered objects of thought which civilization constantly brings
+before the mind, without giving any opportunity for a mastery of many of
+them; the fierce rivalries of interest, and the enervating habits of
+body which are constantly being formed or perpetuated--all alike and
+together tend to break down an acquired power of Attention. It is said
+that Alexander Hamilton used to go through the demonstrations of
+Euclid's Geometry before the commencement of each Session of the early
+Congress. For what purpose? In order to be able to make use of
+geometrical knowledge in debate? Certainly not. He reviewed this study
+to stiffen the back-bone of his power of Attention. And he possessed
+this power in an extraordinary degree by nature. I am not suggesting any
+such severe course of self-discipline. But if the pupil whose
+_attention was formerly weak_ will never allow a date to come before him
+without fixing it in mind by my method, and if he will also occasionally
+learn by heart a passage of prose or poetry by my _assimilating_
+methods, he will train his Attention in a pleasanter and more effective
+way than Hamilton did his by his studies in Euclid--besides making
+himself conspicuously accurate where most men are notoriously
+inaccurate.
+
+[It is a most misleading mistake to suppose that the principles of the
+following or either of the previous chapters are to be _consciously and
+constantly_ used by the pupil, whether he be a student or a man of
+business. It is only used at all during the training period--rarely
+afterwards. But during the training period, I desire the pupil to make
+as much use of the devices and principles of the system as he possibly
+can--and the more he uses them the sooner he no longer has occasion to
+use 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 twelfth
+President of the United States, but he could always readily recall his
+nick-name, "Rough and Ready." In this case there was no _revivable_
+connection established in his mind between the _name_ Zachary Taylor and
+the 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 enable
+this Congressman to readily recall the name Zachary Taylor was to
+_establish_ or _make a revivable connection_ between the name Zachary
+Taylor and the image of him, or some characteristic of him, as it was
+known to that Congressman; or to connect the well-remembered name "Rough
+and Ready" to the usually forgotten name Zachary Taylor. This would be a
+_device_ for helping him to revive this hitherto unrecallable name. But
+another and better way to aid him would be to STRENGTHEN his REVIVING
+POWER GENERALLY, so that he could readily recall the name Zachary Taylor
+as well as his other previous experiences; for there is no doubt that he
+had a _record_ in his mind of the name Zachary Taylor; for whenever he
+failed to recall it, he _recognised_ it the moment he saw it, or it was
+mentioned in his presence. This proved that he _knew_ the name but could
+not _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 device
+resorted to in each separate case to help make a more vivid First
+Impression. Nearly all Memory Systems hitherto taught have only been
+such Devices; of little benefit except in the cases where they have been
+_actually applied_--mere temporary appliances, and many of them of
+doubtful value, devoid of any strengthening power. (2) By a Method of
+Memory TRAINING. This is the unique character of my System. It is used
+as a device during the process of developing the latent powers of the
+Memory and the Attention, but the _result of its use_ is to so
+strengthen the Memory that, as a Device it is no longer required. As a
+trainer my System operates in three ways. (1) It increases the general
+_Impressionability_, so that all First Impressions must be more vivid
+than they have ever been before. (2) It increases the general
+_Revivability_, so that First Impressions are more under the control of
+the will, and can be afterward recalled when desired. (3) It compels the
+Intellect to stay with the senses and thereby it abolishes
+mind-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 Impressions
+are made in all cases, that is enough. This opinion implies a limited
+acquaintance with the different kind of memories. In some cases where a
+person is troubled with chronic forgetfulness, a vivid First Impression
+may be received, and no recollection of it will long survive. That a
+vivid impression was received is proved by the fact that, shortly after
+the occurrence, his memory of the details of it is possibly nearly
+perfect, and yet, after the lapse of a few days, or weeks, or months,
+the recollection of every trace of the occurrence has vanished. After
+the total oblivion of the matter in his waking moments, he will
+sometimes recall all the details of the affair in a dream. This is
+demonstration irresistible that the trouble in this case lies, not in
+receiving vivid First Impressions, but in the weakness of his reviving
+power. In fact, some memories are much oftener weak from deficiency in
+reviving power than from feebleness of first impressions. If, however,
+Impressionability be increased to the highest degree in all cases, and
+Revivability be strengthened to the same extent, all memories will be
+good, however bad some of them may theretofore have been in any or in
+all respects.
+
+
+MODES OF ESTABLISHING CONNECTIONS.
+
+RECOLLECTIVE ANALYSIS is used to memorise a series of words or facts
+between every pair of which the relation of In., Ex., or Con. exists. It
+equally applies to a single pair of such words or facts.
+
+RECOLLECTIVE SYNTHESIS OR THOUGHTIVE UNIFICATION is used where _no
+relation exists_.
+
+A _revivable_ connection is established in such cases by means of a
+Correlation which always consists of one or more unifying intermediates.
+And the words, hitherto un-united, which are thus cemented together, are
+called Extremes.
+
+We had experience in learning the Series in the first chapter that the
+application of the Laws of In., Ex., and Con. enable us to memorise
+those 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_ have
+committed to memory such Series by mere _rote_ or _repetition_, and not
+one in a hundred could have learnt to say them backwards by _rote_
+alone. Yet my Pupils easily learn them both ways, because Analysis
+affords the highest possible AID to the Natural Memory. In fact, the
+_deepest_ and _most abiding_ impression that can be made upon the
+Natural Memory is by impressing it with _relations_ of In., Ex., or
+Con.; because these are the Memory-Senses (if the phrase be allowed),
+these are the Eyes, Ears, Touch, Taste, and Smell of the Memory: and we
+have only to impress the _Memory_ according to the laws of its own
+nature and the _Memory_ will RETAIN the impression. This is exactly what
+my Art does: for I translate every case of Synthesis into an Analytic
+series by supplying one or more _Memory-intermediates_ that grow out of
+the "Extremes," each one of which is an instance of In., Ex., or
+Con.--Thus, every example of Synthesis is a =developed or extended
+Analysis=. To make this translation from Synthesis into Analysis requires
+no intellectual ingenuity--no constructive power of imagination--but
+only a _recall to consciousness_, through In., Ex., or Con., of what we
+already _know_ about the "Extremes." I call a specimen of developed
+Analysis 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 the
+old-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) between
+each 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 Analysis
+and 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 their
+intellectual operations have been twisted out of the natural order by
+perversities of early education; but even in these cases the _diligent_
+student will be able--usually before these pages are finished--at once
+to correlate any word whatever to any or all the words in any
+dictionary. A learned Professor declared that no person unacquainted
+with 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 connect
+them. She promptly replied, "MOON--(1) Honey-moon--(3) Kissing--(1)
+Buss--(1) OMNIBUS." A moment after, she gave another: "MOON--(1) Full
+Moon--(1) 'Full inside'--(3) OMNIBUS." Once more: "MOON--(1)
+Moonlight--(1) Lightning--(3) 'Conductor'--(3) OMNIBUS." Another pupil
+imagined 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 cannot
+soon 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 through
+which you must think as the _Best Known_, in order to recall it--many
+instances will be given in this lesson:--or, (2) SERIAL FACTS, which
+must be remembered in the _exact order_ in which they were presented to
+the mind--illustrated by many examples in this Lesson.
+
+NEVER FORGET that this System serves two distinct purposes: (1) That it
+is a Device for memorising any Isolated Fact or Serial Facts by means of
+mere Analysis, otherwise called Instantaneous Assimilation or memorised
+Correlations, as well as by other means. (2) And that by memorising and
+repeating for a considerable period Analytic Series, and especially by
+_making_ and _memorising_ one's own Correlations, it is an unequalled
+system of Memory-TRAINING. Let the ambitious Pupil =learn as many
+examples as I give in the lessons in order to so strengthen his natural
+memory 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 with
+genuine 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--Synthesis
+applies connecting intermediates where no relations previously existed,
+and then Analysis characterizes the relations introduced by the
+cementing intermediates.
+
+Even in the First Exercises the Series are Synthetic. Every pair of
+words of which such Series consists exemplifies the relations either of
+Inclusion, Exclusion, or Concurrence. I used to call that Lesson
+Recollective Analysis, because in it the pupil is engaged in
+familiarising himself with those Laws of Assimilation, and in
+_discovering_ and _declaring_ the character of the relations between the
+words of such Synthetic Series. He commits to memory such a series by
+_thinking_ of the relations between the words. A minor object is to
+memorise the Series--but a greater and higher object never lost sight of
+in these Lessons is to train the Memory and Attention. And let the pupil
+clearly notice _how_ this training comes about. Merely running over a
+Series--two words at a time--without discriminating the _kind_ and
+_quality_ of the relations between the words--hoping that the mind
+unpractised in the Laws of Assimilation will intuitively feel those
+relations, constitutes no training of the Memory. Such reading neither
+strengthens the old power nor develops any new power. It is a blind act
+of unconscious absorption, however little be absorbed. But if the mind
+_acts_ in such cases and _tries to find_ and _characterise_ the
+relations, then the appreciation of the relations of In., Ex., and Con.,
+is quickened and invigorated and becomes in time so intensified that
+those relations are thereafter almost automatically felt, and the
+impression they make on the Memory, henceforth, is the most vivid
+possible.
+
+   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 the
+function of Synthesis. Since "extremes" are words with no relation
+between 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 of
+such 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 might
+have noticed that "mitral" ends with the letter "l," and that the word
+"left" begins with the letter "l"--as "l" belongs to both of these
+words, here would be a case of analysis. Such a device, however, could
+never be erected into a rule, for it is founded on accident only, and
+cannot be used in all cases. How much more vivid to many persons in this
+example 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 after
+subtracting an angle from _one_ right-angle. Take 60 degrees from
+90 degrees, and we have the complement 30 degrees--a _Supplement_ is
+what remains after subtracting an angle from two right-angles. Take
+120 degrees from 180 degrees and we have the supplement 60 degrees. How
+to remember that "Complement" relates to one right-angle, and
+"Supplement" relates to two right-angles, is a difficulty for a poor
+memory. Looking at the accidents of the subject, we see that Supplement
+and two right-angles have a relation in this, that Supplement begins
+with S and two begins with _T_. S ... T. Hence we must remember that
+Supplement relates to _T_wo right-angles, and, of course, the word
+Complement to one right-angle.
+
+Or to use the Synthetic Method: "_Complement_ (compliment) ... praise
+bestowed ... 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 ... _two
+right-angles_).
+
+I could give many other illustrations of the narrow scope of this Method
+of Accidents, though _genuine within that scope_, and how, in _all_
+cases, by the Synthetic Method we can find in the facts _to be
+remembered_ the means of their recollection. One case more: In regard to
+memorising the statement that "the Posterior Nerve of the Spinal Column
+is Sensory, and the Anterior Nerve is Motor," using this Method of
+Accidents, "You observe that Posterior and Sensory go together, and that
+Anterior and Motor go together. The initial letters of Posterior and
+Sensory are P and S, and the initial letters of Anterior and Motor are A
+and M. By considering that A and M are in the upper part of the Alphabet
+and P and S are in the lower part of it, you will be sure to remember
+that Anterior is associated with Motor and Posterior with Sensory." I
+admit that the _first time_ one hears this elaborate method applied the
+novelty of the principle of it might make an impression; but, after
+that, the method would probably fail from its lengthy exposition;
+because it is difficult to retain the _steps of an argument_ in a weak
+Memory and therefore such a method cannot certainly act as a _Means for
+Aiding_ the Memory. How do I manage this case? By correlating Posterior
+to Sensory, thus: _Posterior_ ... Post-Mortem ... Insensible ...
+_Sensory_; or Anterior to Motor, thus: _Anterior_ ... Ant ... disturbed
+anthill ... commotion ... _Motor_; or _Anterior_ ... antediluvian ...
+rush of water ... water-power ... _Motor_. In uniting the two
+unconnected "Extremes" together by means of a _developed Analysis
+memorised_, 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_. The
+intermediates 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 Memory
+be weak_, repeat from _memory_ the intermediates forwards and backwards,
+as:--ANCHOR ... _sheet-anchor_ ... _sheet_ ... _bed_ ...
+BOLSTER--BOLSTER ... _bed_ ... _sheet_ ... _sheet-anchor_ ... ANCHOR, at
+least three times each way. These six repetitions from memory, three
+forward and three back, are only required _at first_. In a short time
+you will infallibly remember every Correlation _you make_; at last, the
+memory will become so strong, that you will no longer have to make
+Correlations at all. After you have repeated the Correlation, then
+repeat the two extremes, thus--"Anchor" ... "Bolster." "Bolster" ...
+"Anchor." "Bolster" ... "Anchor." "Anchor" ... "Bolster."
+
+Nothing else is so easy to memorise as a Correlation, for a Correlation
+is 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 primordial
+Psychological Sequence of Ideas in which one includes another, excludes
+another, or in which one idea has been so often or so vividly united
+with another in past experience that the two are inseparably connected
+in memory--and a little practice in making and _memorising_ these
+Correlations 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 injury
+to the cause of public or self-education than the too prevalent opinion
+amongst teachers generally that "physiological retentiveness" is the
+memory's sole reliance _in all stages of life_. It is nearly the sole
+reliance in infancy, and a partial reliance in youth. But when an
+accumulation of experiences and a fair command of language have been
+gained, new acquisitions are henceforward principally made by _the
+affiliation_ of one idea upon or with another or _the making of
+associations between ideas already established_.
+
+And, if this be so, then memory must be very greatly improvable, since
+no mental power is susceptible of so much improvement as assimilative
+association.
+
+A good memory, whether natural or acquired, belongs to quick and vivid
+_associability_ and _revivability_ rather than to mere inherent and
+perpetual physiological _record making_.
+
+After a certain number of experiences the child learns the appearance of
+a square. All his future experiences, however varied, of squares become
+affiliated upon, or connected with the record of this original square.
+If each new square had to be separately impressed on the brain as a
+distinct and independent physiological record, it would take as much
+time and trouble to learn every new square as it did to learn the first
+square. But the _instant_ recognition of every square after learning the
+first one shows that the old brain record is used in the case of each
+new experience of squares or that the new square is interpreted by the
+old or original record through the Laws of Association. Again: Taking
+the prefixes _com._, _de._, _im._, _op._, _re._, _sup._, &c., which are
+used in thousands of cases, and the suffixes _ment_, _sion_, _ible_,
+_ibility_, &c., also used in thousands of words, and using these in
+connexion 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 or
+more words of which Press constitutes the base, and must a new record be
+also made for each of the prefixes and suffixes in the thousands of
+combinations in which they occur? No one believes any such absurdity.
+
+If space permitted it would be easy to offer additional considerations
+tending to show that after infancy and early youth new acquisitions are
+mainly made by combinations and recombinations of ideas already
+possessed, and not by new and independent records physiologically
+reimpressed 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 the
+relations between the words by writing in the figures 1, 2, or 3, and he
+should pursue the same course with his own correlations.
+
+3. Ofttimes "extremes" are in different planes of thought, so
+occasionally three intermediates are necessary to cement them; two are
+often required; but after considerable practice in making correlations
+one 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 not
+refer back to any except its _immediate_ antecedent, never to its second
+or third antecedent. A pupil wrote:--_Short steps_ ... stepson ... real
+son ... more a son ... _Morrison_. Here, "more a son" refers to the
+comparison between "real son" and "stepson," but the latter is the
+second antecedent so the correlation is a defective one. He might have
+said: _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 after
+that, 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 the
+intermediates must be the simplest elements, either sensations or
+perceptions [relations among sensations] or abstractions [relations
+among relations], or one of these with either of the others, always
+exemplifying either In., Ex., or Con.
+
+7. My correlations are good for me, but they may not be so vivid to
+others, especially where the concurrences are used. To fix the date of
+Magna Charta (1215), the pupil could memorise this Correlation--MAGNA
+CHARTA ... King John ... Jew's teeth ... DENTAL. But if the pupil did
+not know _before_ that King John had granted that charter, and if he did
+not also know the story about the extraction of the Jew's teeth to make
+him pay the royal exaction, there would be no concurrence as to the
+first word and second, or second and third, and if he learned the
+Correlation it would be by mere repetition without aid from Analysis. In
+such a case he would make and memorise his own Correlation, perhaps
+thus: MAGNA CHARTA ... magnify ... diminish ... DWINDLE. When a pupil
+makes his own Correlations, every concurrence he uses is a _real_
+concurrence to him, and so with his Ins. and Exs. This is a decisive
+reason why the Pupil should merely look upon my Correlations as models,
+but make and memorise his _own_ Correlations in all cases, as being more
+vivid to _him_ and, therefore, more certainly remembered, as well as
+more effectively strengthening the Memory in both its Stages.
+
+8. Vivid Ins. by _meaning_ are better than Ins. by S. (the latter when
+used, should be as perfect as possible). EAR ... EEL makes a weak In. by
+S. to some persons, but it would make a much more vivid first impression
+to most persons to deal with them in this way: EAR ... (w)ring ... twist
+... wriggle ... EEL. But "Bivou_ac_ ... _aq_ueduct" is a perfect In. by
+S. as to the last syllable of the former and the first syllable of the
+latter, since those syllables are pronounced exactly alike. We may
+connect 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 useful
+purpose of fixing specific facts in the memory, yet the MAIN OBJECT in
+making and memorising Correlations is to develop the latent power of the
+Natural Memory to such a degree that all facts are hereafter remembered
+without the aid of conscious Correlations.
+
+11. Never try to find _analytic_ date or number words until you _know
+the material facts connected with the date or number_ before you. The
+student wishes to fix the date of Voltaire's birth, in 1694. "The
+Shaper" and "The Giber" occur to him. If he is ignorant of the facts of
+Voltaire'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) ... mocking
+dissector ... (1) ... {Th}e {G}i{b}e{r} (1694)." If he had known that
+Voltaire 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 a
+terrible 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, he
+might think of "{T}e{r}ra{p}i{n}" (a large tide-water turtle, abounding
+in Maryland), and correlate thus: "Discovery of America ... (1) ...
+Maryland ... (3) ... {T}e{r}ra{p}i{n} (1492)." But if he remembers that
+Con. 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 a
+blessing to the Old as well as the New World, he would say: "Discovery
+of America ... (3) {T}{r}ue {B}oo{n} (1492)." Or, if he considers that the
+moment America was made known to Europe the whole of the Western
+Continent was open to every new-comer, he would find analytic date-words
+thus: "Discovery of America ... (3) ... {D}oo{r} o{p}e{n} (1492)." If he
+merely wants to fix the fraction 92, he could use the first two
+consonants of the name of one of his ships, and say: "Discovery of
+America ... {P}i{n}ta (1492)."
+
+
+ISOLATED FACTS.
+
+Correlate an _Isolated Fact_ to something (to some fact in its
+environment or _entourage_ that is BEST KNOWN and) which you are sure to
+THINK 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 name
+when introduced. If not quite sure, ask for it. (2) _Pronounce_ the
+_name aloud_ whilst _looking at_ the person. Do this several times, if
+possible. The object is to produce a concurrence or connection between
+the _sight-image of the Person_ and a _sound-image of his Name_. (3) To
+help the ear for sound, always pronounce everyone's name aloud whenever
+you meet him. This helps nature. These directions carried out never fail
+to make a pupil perfect in remembering proper names.
+
+To remember PROPER NAMES in the absence of the person, correlate the
+Person's Name to the name of some Peculiarity of the Person (as the BEST
+KNOWN and) which you are sure to THINK of whenever you think of the
+Person. If you _memorise_ the Correlation, you will recall the Name
+whenever 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 certain
+to think of, and which will enable you to recall the name, _provided_
+you cement by a memorised Correlation the "Best Known" to the name
+itself; in fact, a similarity of sound _alone_ and _by itself_ is likely
+to mislead you into reviving itself instead of the name. A celebrated
+Member of Parliament (who in the days of his youth, before he had
+greatly tested Mnemonics, gave a high opinion of its value) was to
+deliver an address at the Birkbeck Institution, some years ago. Having
+difficulty in remembering proper names, he thought he would _fix_ the
+name of its founder in his memory by the Mnemonical device of finding a
+word that sounded like it; he said to himself, "It reminds me of
+'Pinchbeck.'" He commenced as follows: "Before coming to the subject on
+which I am to speak this evening, I desire to pay a deserved tribute of
+praise to the founder of this great Institution, the celebrated Mr.
+PINCHBECK." A shout of laughter revealed to him that Mnemonics may get
+us into trouble, and fail to help us out: he could not remember the real
+name, 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 could
+have remembered the name Birkbeck--which he was afraid he would
+forget--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. If
+he had memorised either of these Correlations, or one of his own, by
+repeating the intermediates forwards and backwards two or three times,
+and then recalled the two extremes, "Founder," "Birkbeck," several
+times, the moment he thought of Founder, he would instantly have
+recalled Birkbeck, one extreme recalling the other without the
+intermediates being recalled. When one has received only a third of the
+benefit of this System as a Memory-TRAINER, the mere _making_ of a
+Correlation ensures remembering two extremes together without thinking
+of 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 several
+times aloud and sometimes _spelled_ it. This produced a vivid first
+impression of the man's _name_; but it did not _connect_ the name to the
+man who bore it. People who have adopted the Johnsonian Method
+sometimes remember the name but apply it to the wrong person, because
+they did not establish any relation between the name and the man to whom
+it belonged.]
+
+
+EXERCISES IN CORRELATING.
+
+Make 20 of your own Correlations between faces and names (or between
+words and meanings), using some of the extremes given by me, and, as
+other extremes (words, &c., of your own selection, or) names and faces
+of 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 Mueller 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 so
+that hereafter one will recall the other, the teachers of other Memory
+Systems say: "What can I invent to tie them together--what story can I
+contrive--what foreign extraneous matter can I introduce--what mental
+picture can I imagine, no matter how unnatural or false the
+juxtaposition may be, or what argument or comparison can I originate--no
+matter how far-fetched and fanciful it may be, to help hold these
+'Extremes' together?" They do not reflect that all these mnemonical
+outside and imported schemes must _also_ be remembered, and that being
+in the form of sentences expressing loose relation of mere physical
+juxtapositions or the complex relations invented by constructive
+imagination or subtle intellect, they are, to most, more difficult to
+recollect than the extremes would be without these ponderous aids.
+Hence, in their professed attempt to aid the memory, they really impose
+a _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_ about
+the "Extremes." The first intermediate of a correlation is _directly_
+connected through In., Ex., or Con., with the first "Extreme," and the
+last intermediate with the last "Extreme," and the intervening
+intermediate (if there be one) with the other two, and thus, the
+_intermediates being already in the memory_, and not the result of
+invention or ingenuity, my Method of Correlation is purely and solely a
+MEMORY process. In this way, I use the MEMORY TO HELP THE MEMORY, I use
+the _reviving_ power of the memory to make a vivid FIRST IMPRESSION
+between two hitherto unconnected "Extremes." I add nothing to the
+"Extremes," import nothing from abroad in regard to them, invent
+nothing. I simply _arouse_, _re-waken_ to consciousness, _what is
+already stored away_ in the memory in regard to those "Extremes," and,
+by reciting the Correlation a few times forwards and backwards, cement
+the "Extremes" themselves so vividly together, that henceforth one
+"Extreme" revives the other "Extreme" without the recall of the
+intermediates.
+
+And in the chapter on Recollective Analysis, and also in the previous
+part of this chapter, I have given the attentive student such a
+familiarity with the Memory Laws of In., Ex., and Con., that he can make
+Correlations as easily as he breathes.
+
+When learning prose or poetry by means of endless repetitions to
+acquire, and endless views to retain, the mind soon wanders, and thus
+discontinuity is promoted; but, in reciting a Correlation forwards _and
+backwards_ from memory, the mind cannot wander, and thus the continuity
+is 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 the
+memory is exercised in conformity to Memory's own laws; and in
+_memorising_ the Correlations both stages of memory are most vividly
+impressed. Thus, making and memorising the Correlations TRAINS both
+Memory and Continuity. And if to this training process there be added
+the habit of Assimilation which the use of the Analytic-Synthetic and
+Interrogative Analysis Methods of learning Prose and Poetry by heart
+imparts, as well as my other training methods, then the NEW memory thus
+acquired _will not demand the further use of the System any more than
+the adult swimmer will need the plank by which as a boy he learned to
+swim_.
+
+   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 between
+the French and English Languages," compiled by Charles Turrell,
+Professor of Languages, and published in 1828, contains the words which
+are the _same_ in each language (alphabet, banquet, couplet, &c.), and
+those almost the same--"Letters necessary in English, and superfluous in
+French, are included in a parenthesis, thus Bag(g)age. Letters necessary
+in French, and superfluous in English are printed in Italics, thus
+Hom_m_age." At first sight it seems as if this plan were a good one (and
+some still recommend it[H]). But of the words which are the same in both
+languages, some of them have meanings one rarely if ever needs to
+express, while others are seldom seen except in Dictionaries, so the
+student who uses this method does not make much _useful_ progress. The
+Rev. W. Healy, of Johnstown (Kilkenny), long before he had finished my
+course of lessons, stated: "_I wrote out the French words that
+correspond to the English of everything around us and that are in common
+use, and found that by the aid of Rec. Syn. I could commit them much
+faster than the time taken to write them out._"
+
+[H] The "New Memory-Aiding French Vocabulary" by Albert Tondu, published
+by Hachett et Cie, London, in 1881, is a somewhat similar work to
+Charles Turrell's.
+
+The words he had made himself familiar with were those most frequently
+met with in reading, and useful in speaking and writing.
+
+Mr. D. Nasmith employed a clerk in finding the number of occurrences of
+the same word in three books. Some words occurred thousands of times,
+and others only five, or fewer. The words which frequently occurred he
+arranged in order, the commonest first, and compiled exercises to suit
+them. 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, a
+useful knowledge of German (or French) can be rapidly acquired.
+
+A pupil who had a very slight acquaintance with French learned an
+Analytic Series of French words, asking a French friend the meaning and
+pronunciation of the words unfamiliar to him. By doing this he in about
+an hour learned the spelling, pronunciation, and meaning of nearly 100
+French words. Since then he has been extending the exercise, and in that
+way he has learned 1,000 French words. In doing so he is strengthening
+his memory by exercising it in accordance with its own laws, increasing
+the control his will has over his attention, and extending his French
+vocabulary.
+
+   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 the
+Definition as the BEST KNOWN to the Unfamiliar or Foreign Word, and
+memorise the Correlation. In the case of Foreign Words, the last
+Intermediate is necessarily a case of Inclusion by sound. Sometimes
+there is In. by sight or by sound between a part or the whole of the
+English 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 of
+a correlation in such cases if he notice the analytic relation. The
+French word _Anachorete_ might have for its equivalent by sound either
+"_Anna_," or "_Core_," or "_Ate_," or "_Anna goes late_," or "_Ann a
+core ate_," or "_Anna's cold hate_," and perhaps to some of my readers
+it would seem like something else. _Cravache_ might sound like "_Crack
+of lash_." Pupils often disagree as to what is good Inclusion by sound;
+let each use what suits himself, and not trouble about other people's
+ears. _In. by sound, or by sense, or by spelling_, is sufficient even if
+it refers to _only one syllable_.
+
+  ENGLISH.     INTERMEDIATES.                                   GREEK.
+  Merchant ... market ... emporium ...                          emporos
+  Move     ... move on ... next stage ... next-of-kin ...       kineo
+  True     ... naked truth ... pith of the matter ... pithy ... pithanos
+  Course   ... coarse hair ... camel hair ... dromedary ...     dromos
+  Servant  ... light fare ... dole out
+               [maid ... bride ... dowry] ...                   doulos
+  Tanner   ... leather ... leather purse ... disburse ...       burseus
+  Cup      ... tea-cup ... tea-pot ...                          poterion
+  Fetters  ... criminal ... desperate ...                       desmos
+  Fragile  ... thin ... rapier ... "thrust us" ...              thraustos
+  ----         glass houses ... "throw stones"                  ----
+  Fruit    ... fruit-knife ... fish-knife ... carp ...          karpos
+  Round    ... fat ... stout ... strong ...                     strongylos
+  Bride    ... fair ... fairy ... forest nymph ...              nymphe
+  Pearl    ... Necklace ... sweetheart ... Sweet Margery ...    margarites
+  Bread    ... baker ... baker's art ...                        artos
+  Marry    ... lottery of life ... risky game ...               gameo
+  Join     ... engaged--[suited ... apt] ... apt to disagree ...apto
+  Culprit  ... cull ... select a few ... few gone ...           pheugon
+  Milk     ... milky way ... galaxy ...                         gala
+  Drink    ... water ... small leak ... pinhole ...             pino
+  Suffer
+  hunger   ... ng of hunger ... pining away ...                 peinao
+  Time     ... watch ... chronometer ...                        chronos
+  ----         Father Time ... old age ... old crony            ----
+  Deliver  ... capture ... lasso ...                            apalasso
+  Spread   ... Christmas feast ... deck a church ...
+               dye a spire ...                                  diaspeiro
+  Uncover  ... bare ... bare foot ... a Kaliph's toe ...        ekkalypto
+  Shut     ... shut out ... severe weather ... bad climate ...  kleio
+  I judge  ... condemn ... refute ... refuse ... cry "no" ...   krino
+  Found    ... establish ... fix ... fasten thus ... tie so ... ktizo
+  Soldier  ... art of war ... strategy ...                      stratiotes
+
+   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 (or
+from the same root) occurs to you, use it; but do not spend time hunting
+for derivations. Unfamiliar words are no help; do not think the word
+"panification" will help you to "panis," because it is an English word
+meaning "bread-making," and you are an Englishman. You would be much
+wiser to try to remember the English "panification" by the aid of the
+Latin "panis," than _vice-versa_, that is, if any mortal ever does want
+to 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 ...                laessig
+  Dangerous  ... storm ... steamboat fare ...                  gefaehrlich
+  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 ...                         Ruebe
+  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    ... assafoetida ... fish bait ...               beton
+  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 ...                tete
+  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 ... fusee ...            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 ...            fidele
+  ----       ... faithfulness ... fidelity ...               ----
+  Pity       ... pitying ... misery ...                      misericorde
+  Misfortune ... missing train ... mail hour ...             malheur
+  Hang fire  ... fire engine ... "haste" ... tear along
+                 too ...                                     faire longfeu
+  Star       ... diamond ... ball dress ... toilet ...       etoile
+  ----       ... Star ... Inn ... hotel ...                  ----
+  Cake       ... cheesecake ... mouse ... cat ...            gateau
+  Sword      ... soldier ... soldier's pay ...               epee
+  ----       ... war ... misery ... happy ...                ----
+  Book       ... pages ... leaves ... [See Latin] ...        livre
+  Castle     ... ruined ... shattered ...                    chateau
+  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 ...                  paniera
+    "        ... casket ... ring ... bull ... bellow ...       corbello
+  Gold       ... nugget ... ore ...                            oro
+  His        ... his own ... zone ... bind ... sew ...         suo
+  Thy        ... thy face ... head ... foot ... toe ...        tuo
+  Uncle      ... "Dutch uncle" ... Holland ... Zuyder Zee ...  Zio
+  Pius       ... church ... pew ...                            Pio
+  Month      ... Month of May ... mace ...                     mese
+  Made       ... servant-maid ... cook ... fat ...             fatto
+
+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 Correlated
+to 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 its
+tonnage (or destined port) on the other.
+
+To remember _Dates_ of _Birth_ and _Death_ (&c.) of men, correlate the
+SURNAME AS BEST KNOWN to the word expressing the date of BIRTH, and
+correlate the BIRTH-WORD to the DEATH [&c.] word:--
+
+Do not look for Analytic Date-words in the following cases until you
+have first memorised my Correlations or your own. You can then review
+the examples and easily find Analytic Date-words if you are
+_sufficiently acquainted_ with the facts of the cases, as: Lord
+Beaconsfield (18)05, {S}a{l}ient.[J] Here is a supposed Analytic formula
+by English Liberals, of Gladstone's birth:--Gladstone--"{S}u{p}reme"
+(18)09; by Foreigners--"{S}u{p}ereminent;" by Tories, "{S}{p}oliator;" by
+Home Rulers--"{S}u{p}porter;" by Parnellites--"A{s}{p}erser;" by
+Churchmen--"{S}{p}iritual;" by Agnostics--"{S}u{p}erstitious;" by
+Unionists--"{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 the
+attention." Recall his threat when coughed down on the occasion of his
+maiden 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}oe{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 ... L10 ... {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 could
+not have been the year 9 of the Christian Era, and as it was somewhere
+about the beginning of this century, the figure 9 makes an indefinite
+impression definite and exact.
+
+Learning dates and other figures by Synthesis is never recommended
+except where the pupil is ignorant of the subject matter and cannot in
+consequence use Analytic Substitution. Synthesis power has a good
+training 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 in
+alphabetical order, for instance, and yet a different order could be
+given. Lists of exceptions in Grammar are usually stated in the
+alphabetical order, yet if the component parts or words of the list are
+remembered, the alphabetical order is of no consequence. One teacher has
+re-arranged Series in Foreign Grammars in such a manner that he finds a
+natural suggestiveness between the words. No doubt such a re-arrangement
+can be made, but I question whether his doing it for another would help
+the latter much. For the pupil to benefit, he should re-adjust the
+Series 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. At
+best, when found, they will be weak; but, by correlating the series
+together, my Pupils make a strong and vivid relation between all of the
+words of a Series to be memorised, and at the same time exercise
+attention 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 of
+certain 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 _endless
+repetition_, 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 in
+order to learn it more easily. Yet such a Series can be learned by
+correlating 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 occur
+in nature, thus:--Violet, Indigo, Blue, Green, Yellow, Orange, Red. The
+unconscionable word VIBGYOR has been given as a means, through the
+initial letters of the colour words, to enable us to remember those
+words, and ROYGBIV to enable us to remember the Series backwards. To
+such a pass are educators driven when they lack my Universal Method of
+cementing Extremes. We know the Series both ways if we Correlate the
+words, 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 English
+Sovereigns, as of the American Presidents, or of any other list of
+Rulers, is to deal with them only in the course of reading. When met
+with in History, all the facts are before the reader, and, if he fails
+to hold the _order of succession_ clearly in mind in any case, he can
+easily correlate the Names together. And if he fails to retain some of
+the dates, he can readily make forgetfulness impossible by correlating
+names 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 infallibly
+remember that the date of the beheading of Charles I. was 1649. The
+formula is "Charles I.--{T}oo {sh}a{r}{p} (1649)." If the reader's
+memory-training is imperfect, and he is ignorant of the facts, he had
+better correlate. If his memory-education is complete, and the facts are
+within his knowledge, he will need no aid, or he will use analytic
+date-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 remember
+the order of succession of the Kings, he can refresh his recollection by
+turning 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_ to
+which he will Correlate an _isolated fact_.
+
+The following anecdote is taken from the ERA ALMANACK, 1882, p. 36. The
+actor, whose name was Taylor, could not remember the name assigned to
+him in his part of the play. We shall see how Mnemonics helped him.
+
+ASSOCIATION OF IDEAS.--Macready was once victimised in _Virginius_. The
+Numitorius could not remember the name given him in the play. "You will
+remember 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's
+hand?"
+
+_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 mere
+In. by sound, like the word "Numbers" which Macready proposed, and which
+is really _not a genuine In. by sound_, is of little service to a poor
+memory. A Correlation would have been much better.
+
+To any conceivable "_Isolated Fact_" you can find a _Best Known_ to
+which you can correlate it, and thereby always have it at command. This
+is true, even in cases of _anticipatory_ memory. Instead of tying a
+string round your finger to remind you to buy something when you get to
+the bazaar, and when you get there forgetting to notice the string or
+forgetting what the string was intended to remind you of, correlate the
+name of what you wish to purchase to the name of something you are sure
+to _think_ of at the place you are going to, and memorise the
+Correlation. When you see the _Best Known_, the thing you correlated to
+it will at once occur to mind. I will add only one more illustration:--A
+commercial traveller was in the habit of putting his watch under his
+pillow, and also in the habit of forgetting that he put it there! After
+losing two watches in this way, he came to me to improve his memory, and
+asked me if my System could aid him to think of his watch and where he
+had put it. "Infallibly," I replied, "if there is anything you can
+mention which you are _certain_ to think of when you get up, such as
+boots, trousers, hat, &c." "There is one thing," he rejoined, "I am more
+certain to think of than any article of clothing. I always think what a
+shame 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' to
+it ... thus: 'GET UP'--Spring up--Watch Spring--WATCH." After a tour
+of four months he reported he had always thought of his watch the moment
+he awoke.
+
+
+SPEAKING WITHOUT WRITTEN OR PRINTED NOTES.
+
+After the clergyman has decided on his text, or the speaker on any
+subject he has selected for his special topic, the next step is to
+_think it out_--to make his plan--his mode of development of his
+ideas--their order and sequence, illustrations, &c. All this will
+constitute an outline--the SKELETON OF THE DISCOURSE. This should
+usually be _committed to paper_. If he possesses the requisite command
+of language to enable him to express his views, all he now requires to
+do 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 is
+merely rehearsing fervour a week or more old; but, having the exact
+order of ideas in his memory, he can proceed to speak on each
+_successive_ topic until he has exhausted all the points and
+illustrations that he had intended to use.
+
+A young clergyman is very apt to imagine that he will correlate together
+20 to 100 propositions in every discourse--a theoretical conjecture
+never verified in fact. In _practice_, he will find that he will very
+rarely correlate more than ten propositions together, and he will
+correlate sub-propositions, citations, or illustrations to the
+respective propositions to which they belong. Instead of correlations,
+_he may unite his propositions together by analysis_. Each person will
+manage this matter as he finds most convenient to himself; or, if he
+desires to literally memorise his discourses, he can do so in the manner
+pointed out in learning sentences, or by two or three careful perusals.
+But, by one who speaks without notes is generally understood one who has
+only memorised his leading ideas, and it is always a judicious practice
+for a beginner to rehearse his leading topics and their amplifications
+in 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 it
+before the public_. This private discipline is all the more necessary in
+the early stages of extempore speaking--if the speaker is at all
+troubled by nervous anxieties or mind-wandering.
+
+Suppose a teacher of the Art of Expression has studied Moses True
+Brown's [see his Synthetic Philosophy of Expression] reduction
+of Delsarte's Nine Laws of Gesture to Brown's One Law of
+Correspondence--and suppose this teacher wishes to explain to his class,
+or to an audience, how Mr. Brown proceeded. If he desires to do this
+without notes, he must memorise the order of those Nine Laws; they are
+abstractly stated and difficult to correlate, but it can be done. The
+Laws 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 discourse
+together, and so memorise his correlations that he can recall the series
+in 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 one
+after the other. When he has finished his explanation of the reduction
+of the three Forms of Motion [Concentric, Poise, and Eccentric] to the
+Law of Correspondence, he can proceed to the consideration of the
+sub-topics under Velocity, and so on. When he has fixed the other of his
+topics in mind, he has a mental chart or map to guide him in his
+exposition, 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 understand
+what 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, and
+the facial; two directed backwards, the occipital and the posterior
+auricular; and three extending upwards, the ascending pharyngeal branch,
+together with the temporal and internal maxillary, the two terminal
+branches into which the artery divides."
+
+Dissect, or study a model or diagram of these branch arteries, and then
+the 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 familiarise
+yourself by diligent dissection with the aspects of the muscles and the
+actual facts of their attachments. It is possible to memorise their
+origins and insertions by my System, merely from their written
+descriptions; but this is not _learning_. It is a vicious system of
+cramming, which can do no good. When you have thoroughly familiarised
+yourself with the actual facts proceed to fix these facts in your
+memory by my System. In dealing with facts of such complexity as the
+origin and insertion of muscles, it may be needful to have free recourse
+to the assistance of homophones, &c. In the whole of anatomy there is no
+task so difficult as that of learning the precise attachments of the
+muscles 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 no
+substitute for _dissection and experiment_. You can get a COMPREHENSION
+of anatomical facts only by _actual experience_, and to attempt to
+require an _understanding_ of them from books is to substitute a
+knowledge of words for a knowledge of things.
+
+The following will indicate one way in which you may proceed in
+memorising 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 of
+the third, fourth, fifth, and sixth dorsal vertebrae, and superiorly to
+the transverse processes of the first two or three cervical vertebrae."
+
+    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 the
+attachment is to the Spinous processes, and the word Image indicates
+that the vertebrae implicated are the third to the sixth. The second pair
+show that the transverse processes, from the first to the third, are
+those into which the muscle is inserted.
+
+"The SPLENIUS CAPITIS arises from the spines of the seventh cervical and
+two upper dorsal vertebrae and from the ligamentum nuchae. It is inserted
+into the lower and back part of the mastoid process, and into the outer
+part 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 NUCHAE.
+    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 have
+taken laudanum or any other preparation of opium ... OPIUM ... opium
+eater ... intemperate ... _brandy_ ... _wine_ ... beverage ... _coffee_
+... cough ... cold ... camphorated spirit ... _camphor_.
+
+Mucilage, camphor, and oil may be taken to neutralize
+cantharides:--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 tipsy
+man:--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 ... _animal
+charcoal_.
+
+   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 of
+the 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, Hydrochloric
+Acid] ... alkali ... lemon kali ... effervescing draught ... citrate of
+magnesia ... _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 freshly
+precipitated 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 ... _Artificial
+respiration_ ... perspiration ... hot ... _cold effusion_ ... exposed to
+wet ... rust ... _fresh precipitated oxide of iron_.]
+
+Soap and Sulphide of Potassium are antidotes against arsenic and other
+metallic 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 of
+Potassium and Chloral Hydrate_ ... organic compound ... heated organic
+compound ... 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 causes
+profuse perspiration].
+
+
+THE TWELVE PAIRS OF CRANIAL NERVES.
+
+The following list is worked out for practice _much more fully_ than a
+medical student would do if he were learning the list in his studies.
+The medical student would doubtless first objectively identify these
+nerves in dissection, and then use correlations to help him remember
+those which his natural memory could not carry. If not a medical
+student, my pupil may omit this and the previous examples from Quain's
+Anatomy.
+
+
+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 ... optical
+glass ... OPTIC (2nd pair) ... optician ... eyeglass ... _sight_ ...
+eye-witness ... ocular demonstration ... OCCULO MOTOR (3rd pair) ocular
+motions ... _move the eye many ways_ ... tear in the eye ... TROCHLEAR
+or 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 (6th
+pair) ... sent out ... see out ... _moves the eye outwards_ ... face
+outwards ... FACIAL (7th pair--motor to muscles of expression) ... face
+... audience ... AUDITORY (8th pair, sensory for hearing and
+equilibration) ... 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 known
+as proteids, and each is composed of carbon, hydrogen, oxygen and
+nitrogen.
+
+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., or
+in Daily Life, with which the System cannot cope--thus proving the
+greatest saver of Labour and Time if the pupil makes an application of
+it 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 general
+view of my meaning. I will reproduce most of those views here, premising
+that I have never suggested that books are to be _learned by heart_, but
+only the _important_, _useful_ portions of them--such as are new to the
+reader and which he may desire to retain.
+
+I do not mean such books as Bradshaw's Guide, the London Post-Office
+Directory, or any other mere collection of names, addresses, statistics,
+&c., which one may have occasion to _consult_, but which it would be the
+mere bravado of Memory to learn by heart--though even this is possible
+enough to the master of my System. What is one's object in reading a
+book? 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 a
+book, there will be fewer new ideas in it than in one with which he is
+unacquainted. Now, what do I mean by Learning either of these books in
+one reading? I mean exactly what I say. All that you desire to remember
+shall 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_ or
+endless repetition. A celebrated Coach in Anatomy says that no one can
+learn Anatomy until he has learned and _forgotten_ it from three to
+seven times! In learning any book in this way, each sentence would be
+repeated over and over again, and then reviewed and _re_learnt and
+forgotten and learned again! And then at last the Pupil if he possesses
+a first-rate _cramming_ memory might answer questions on it. In learning
+a book by _rote_, the number of times that each sentence and section is
+repeated, if actually written out and printed, would doubtless cover
+5,000 to 50,000 or more pages!--and even then the Pupil passes his
+examination, if he really does "pass," partly by luck and partly by
+merit; all his life he is constantly referring to it, and repeating it,
+and studying it, over and over again--showing really that he possesses
+little more than a Reference Memory in regard to it! But let us be
+candid and confess the truth; tens of thousands every year and during
+successive years try the various professions--law, medicine, divinity,
+or sciences, history, &c., &c., and utterly fail to "pass," even
+respectably, because they lack the extraordinary sensuous MEMORY
+necessary to acquire knowledge by _rote_.
+
+It is only the exceptionally powerful natural memories that win at
+exacting examinations by _rote_--even then their learning is soon
+forgotten, unless it is _perpetually renewed_.
+
+(2) The other mode of learning any book in the thorough manner I have
+indicated, 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 technical
+work, is by my Method. In fact, I believe no one can learn any book so
+thoroughly by _rote_, even if he possesses a marvellous Natural Memory
+and if he peruse it ever so many times, as my Pupils can by my method in
+a single perusal. Let the reader note that my System has two important
+aspects--(1) It is a Device or Method of memorising or learning any
+facts whatever--prose, poetry, dates, data, formulae and facts and
+principles of the sciences, &c., &c., &c., or anything whatsoever to be
+remembered. (2) There is another equally, if not _more_ important aspect
+of it, namely, as a _Trainer or Strengthener of the Natural Memory_ to
+any extent the pupil wishes to carry it. And the Natural Memory is so
+strengthened by the use of the System, that as a Device, the System is
+no longer required. You then remember from your new Memory-power without
+taking any pains to remember, and I am happy to add that the diligent
+student can derive the full benefit of the System as a Memory Trainer by
+learning the lessons in the way I point out.
+
+Now, those who have thus derived the _full benefit_ of the System, both
+as a Device for memorising and also as a Memory Trainer, _are the
+persons who can learn a book in one reading_. "Reading" is used by
+Coaches in a technical sense; that is, synonymous with "thorough study."
+By a "single" or "one reading," I mean a single careful perusal _in
+conformity to the requirements of my System_. I do not mean that they
+can do this and doze during the process.
+
+I now reproduce most of the plan always adopted in dealing with books
+whose contents, or the unfamiliar portions of them are to be mastered.
+
+(1) You will not read the book with the _rapidity_ with which some young
+ladies are said to devour the latest novel. They are often suspected of
+skipping pages at a time in order to discover the different stages of a
+plot, until a thoroughly aroused curiosity compels them to hasten at
+once to the last chapter to fall upon the denouement. This is not the
+style of perusal I contemplate.
+
+(2) Nor is it to be supposed because you understand the method that it
+will therefore work itself. It has to be _applied_ carefully and
+methodically _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 in
+vastly less time than would be possible for them without the System, and
+the study is a pleasure instead of a task. On the other hand, those who
+are in the possession of poor health or of weak concentration, or who
+are overburdened with business anxieties, domestic cares or competitive
+worries, would very seldom, if ever, master any book in the ordinary way
+by _mere repetition_. These persons are extremely unfavourably situated
+to do justice to the System, and it costs them more time and trouble to
+master a book than the former class. A student admitted that he had
+carefully read a manual of English History completely through _sixteen_
+times, and then failed in the examination. To have obtained a lasting
+knowledge of this History by my method would probably have occupied him
+as long as he was formerly engaged in _two or three_ of the sixteen
+fruitless perusals of it. There is, however, only one difference between
+this unfortunate student and the great majority of those who succeed in
+the examinations through _cramming_. He forgot all his historical
+knowledge _before_ the examination--they usually forget theirs shortly
+_after_. In fact, a student or a man in advanced years who has really
+mastered 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 are
+usually only REFERENCE memories. They know where to _find_ the coveted
+knowledge, 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 _really
+knows_ the contents of it, and he is thus enabled to devote to other
+purposes _an enormous amount of time in the future_ that other people
+have to spend in _perpetually refreshing_ their superficial
+acquirements. Moreover, the average student who has carried out _all_ my
+instructions can even _now_ learn as much by my Method in any stated
+time 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 been
+pressed for time, or who has been in a panic about an impending
+examination, or who has been too much troubled with Discontinuity, too
+ill in general health, or too idle, to do more than superficially glance
+at my lessons--if any such person doubts his competency to accomplish as
+much as the diligent student of average ability has done, then let him
+turn back and really and truly MASTER my System [for he does not even
+KNOW what my System is until he has faithfully carried out to the very
+letter all my instructions, unless he has been a pupil of my oral
+lectures], and then and not before he will probably find that the
+achievements of the average diligent student of my System are quite
+within the easy range and scope of his own powers.
+
+(3) In regard to the _subject matter_ of the book, you do not care to
+occupy yourself with what you are _already familiar_ with, and in most
+books there are a great many things that you already know. In many
+works, too, there is a great deal of padding-matter inserted to increase
+the bulk of the book, and possessing no permanent interest. The
+expositions and explanations which enable you to _understand_ the new
+matter usually take up a large part of the book, and sometimes much the
+largest part of it, and are not to be memorised, but only understood
+with a sole view to appreciate the valuable and important parts of the
+book--these expositions can be learned if desired--but they usually
+serve only a preliminary purpose. There is also very much
+_repetition_--the same matter in new dress, is reintroduced for sake of
+additional comments or applications. You do not trouble yourself with
+these iterations. The contents of a book which demand your attention are
+the IDEAS which are NEW to you, or the NEW USES made of familiar ideas.
+
+Students who have not learned to exercise any independent thought often
+confess that in reading any book they are always in a maze. One thing
+seems just as important as another. To them the wheat looks exactly like
+the chaff. As an illustration that the power of Analysis is entirely
+wanting in many cases, I may mention that I once received a letter in
+which the writer had literally copied one of my column advertisements,
+and then added, "Please send me what relates to the above!" A modicum of
+mental training would have led him to say, "Kindly send me your
+Prospectus."
+
+
+LEARN FIRST TO MAKE ABSTRACTS OF WHAT IS NEW TO YOU.
+
+A great authority on education says: "Any work that deserves thorough
+study, 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, new
+to the reader, such as the student must master.
+
+If you are thinking of making an Abstract of a particular book, awaken
+the utmost interest in regard to it before you begin. Are you sure that
+it is worthy of thorough study? Is it the last or best work on the
+subject? And if you advance, note in a separate memorandum book your
+criticisms on the author's method and the soundness of his views. These
+criticisms will help keep up your interest in the Abstract, and at the
+close enable you to suggest modifications, additions, excisions, or a
+refutation.
+
+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 Stuart
+Mill's Logic, and then compare his work with the Analysis of this same
+chapter by the Rev. A. H. Killick (published by Longmans), and he will
+at once see the enormous difference between the essentials and the
+non-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 occupies
+two to five pages. But do not reverse the process and read Mr. Killick's
+Analysis first and then make your Abstract. The latter, however, is _the
+easier_, _the usual_, and _the useless_ method. Let the student continue
+this comparison till he attains very nearly the brevity and
+discrimination displayed by Mr. Killick. Or, if he prefers History, let
+him write a summary of any chapter of Green's "Short History of the
+English People," and then compare his digest with Mr. C. W. A. Tait's
+Analysis of the same chapter (now bound up with Green's History, as
+lately published in England). It would be a capital training for the
+student to abstract the whole of Green's work and compare his abridgment
+of each chapter with that of Mr. Tait. After considerable practice in
+this way in making Abstracts and _comparing his work with that of such
+Masterly Abstractors_ as Dr. Killick and Mr. Tait, the student who needs
+this training is prepared to make abstracts of his own text-books.
+
+Any other work of which an Abstract is published will serve the student
+as well as the above. There were formerly published Abstracts of several
+law books. And there may be other works whose abstracts are available to
+the ambitious student.
+
+Abstracts would be very amusing if they did not indicate an almost
+total failure of educational training in the matter of _thinking for
+one's self_. Recently a Pupil brought me a work on Physiology, written
+for general readers, and pointing to a paragraph in it that occupied
+nearly a whole page, exclaimed, "The only way I can make an abstract of
+that paragraph is to _learn it by heart_!" A glance at it showed me that
+I could express the gist and pith of it in the following sentence:--"The
+pulse beats 81 times per minute when you are standing, 71 times when
+sitting, and 66 times when lying down." After a re-perusal of the
+paragraph he remarked, "You are right. That is all one cares to remember
+in that long passage." To his request for me to memorise the Abstract, I
+replied by asking what is the "Best Known" in it. Why, "pulse," of
+course. It is merely occupied with the _number of times_ the pulse beats
+per minute in different positions of the body. Now correlate (memorising
+your correlations as you proceed) "pulse" to "standing," and "standing"
+to a word expressing 81 ({f}ee{t}); "sitting" to a word that translates
+71 ({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 not
+be correlated together. Pulse ... beating ... fighting ... stand-up
+fight ... 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 to
+distinguish the main ideas from the subordinate ones, and he will then
+know when reading a book what to attend to and what to reject. Try a
+short essay first, then a longer one; and at last, when you are familiar
+with the method, attack any book, and you will cope with it
+successfully. Not much practice in this way will be required to enable
+you to know, from a glance at the _table of contents_, just what to
+assail and what to disregard. And in all your _first_ attempts in
+reading a technical work, make out an Abstract of each chapter in
+writing, and then deal only with this Abstract. Whenever the Subject is
+not treated in a desultory manner, but with logical precision, you will
+soon be able to find Suggestive or Prompting Words in the Sequence of
+Ideas and in the successive Links in the Chain of Thought that runs
+through the exposition. If there is no such Sequence of Ideas or Chain
+of Thought running through it, it may serve as an amusement, but is
+little likely to command serious study. _In a short time_ you will be
+able, in the language of Dr. Johnson, "to tear out the heart of any
+book." Hazlitt said that Coleridge rarely read a book through, "but
+would plunge into the marrow of a new volume and feed on all the
+nutritious matter with surprising rapidity, grasping the thought of the
+author and following out his reasonings to consequences of which he
+never dreamt." Such a result is rarely attained even by the ablest of
+men--but it is the ultimate goal at which every student should aim--an
+aim in which he will be largely assisted by the ART OF ASSIMILATIVE
+MEMORY.
+
+There are four methods of learning abstracts: one is by Synthesis; the
+other is by the Analytic-Synthetic Method, the third is mostly by
+Assimilative Analysis, and the fourth method is by the memory developed
+and trained by the System, but which is not consciously used.
+
+(1) It is the novelties of Fact, Opinion, Illustration, &c., set forth
+in your Abstract that you correlate together, thus: You correlate the
+Title of the First Chapter to the Title of the Book; next, the Titles of
+the Chapters to each other; and then you correlate, in each chapter, the
+first leading idea or proposition to the title of the chapter, the
+second leading idea to the first, &c., &c. In this way you will proceed
+until you have absorbed all the _new ideas_, _facts_, _statistics_ or
+_illustrations_, or whatever you wish to retain. You can then test
+yourself on the work by calling to mind whatever you have thus cemented
+together. 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 in
+learning by heart selections in Prose or Poetry, and same method can be
+used in memorising an Abstract of such parts of a book as are new to the
+reader. This method, too, once used in addition to what has been done by
+the 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 recommended
+to those only whose natural memories are not yet made powerfully
+retentive by the System as a Memory-TRAINER. If, however, a Pupil
+possesses a good natural memory and a mastery of the System as a Device
+for memorising, and he has also greatly added to the power of his
+Concentration as well as his memory by doing all the exercises, he _will
+not use my System, even in the reading of the first book, except now and
+then_--certainly _not_ constantly, but _only occasionally_. Although not
+necessary in case of memories made strong by the System, yet I do most
+earnestly recommend the most gifted and highly endowed to deal with
+_one_ book in the above thorough-going manner. As for instance, Herbert
+Spencer's little work on Education [four short essays]. Dr. Charles
+Mercier, who next to Herbert Spencer is the most original and clear
+sighted Psychologist in England, presents, in a work entitled "Sanity
+and Insanity," a scarcely equalled example of lucid exposition and
+logical development. Whichever one is selected it should be fairly and
+honestly handled by my method. The gain to Intellectual Comprehension
+from having carefully abstracted one book, and the gain to the memory
+from having made and memorised the Abstract, will produce results that
+will last through life, and make all subsequent acquisitions more easy
+and delightful, and make all further abstracts probably unnecessary.
+
+
+HOW TO LEARN A LONG SERIES OF UNCONNECTED FACTS IN THE SCIENCES OR
+EVENTS IN HISTORY, CHAPTERS IN BOOKS, OR THE CONTENTS OF BOOKS.
+
+1. It is useless for the pupil to attempt to learn the exercise here
+given unless he has carefully studied the Building, Ice, Presidential,
+and English Sovereign Series. The _meaning_ of In., Ex., and Con. can be
+understood in application to the facts of life, the events of History
+and the principles and details of the Arts and Sciences, only by a
+complete mastery of all that precedes this exercise.
+
+2. Let the pupil learn only _ten_ facts, propositions or statements at
+each of the first few sittings, and then, as he adds ten more, let him
+recite from memory all that he has previously learned of this exercise.
+The _cementing relations_ of In., Ex., and Con., which bind the events
+together, must in each case be first found by the student himself, and
+afterwards, and not before, let him glance at my analysis which follows
+this 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 would
+make one of interest mostly or mainly to doctors, and similarly with
+educators, statesmen, editors, &c., &c. But I have selected events with
+a view to find the most difficult cases to deal with and with no other
+view, and if the pupil masters these, all other work hereafter will be
+easy to him.
+
+4. This method can be promptly used, provided the pupil does not attempt
+to 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 six
+Exercises is enough for any one session or sitting.
+
+5. Between a pair of _words_ it may be difficult sometimes to find
+either 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 of
+the cementing relations. Relations which to me are strong, may seem weak
+to some pupils. No two persons would find the same relation in some
+cases, but, however different the solutions may be, they must always
+verify In., Ex., or Con.
+
+6. The Int. Analysis, the Analytic-Synthetic, or the mere Analytic
+method, will enable the pupil to memorise the statement or sentence
+which describes the fact whenever any aid is necessary.
+
+7. This Method can be readily applied to events in ancient or modern
+times, or to an accumulation of facts in the sciences, &c.
+
+8. If we were to express only the year the formula would in most cases
+be different. To indicate the month and the day of the month, a
+consistent phrase must be used.
+
+
+
+
+ONE HUNDRED EVENTS OF THE VICTORIAN ERA, LEARNED BY ONE CAREFUL READING
+OR 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 L8,000,000        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 L20 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
+       L3,000                                             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'etat                       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,
+       L3,000,000 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 L250,000 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
+       L13,000,000 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 L20, would be looked upon as a burden
+    removed. Here we have Ex.
+
+As before suggested, let the pupil recite the foregoing ten events
+forwards and the reverse way several times from memory. And then let him
+similarly 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. The
+pupil should look upon my formulas as models merely, and make his own
+whenever possible. In all the events belonging to this century, we have
+only to deal with the last two figures--(3) {M}odel (7) {Q}ueen gives
+the date of (18)37. The rule in regard to the month and the day of the
+month is very easily applied. A separate word for each figure except for
+the three months [October, November and December] where there are two
+figures 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, express
+October, 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., mean
+December, the twelfth month. A {M}odel {Q}ueen {J}ust i{n} {s}eason--Just
+in 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 for
+the next three months, whenever he wishes to fix anything in mind, not
+apply the methods of the system to it, but concentrate his thoughts upon
+it with the utmost intensity so that his improved power of assimilation
+will seize upon it with an unreleasing grasp, and, then, when the three
+months period has passed, he will find that he has consolidated the
+Habit of Attention and Memory.
+
+
+
+
+
+End of the Project Gutenberg EBook of Assimilative Memory, by
+Marcus Dwight Larrowe (AKA Prof. A. Loisette)
+
+*** END OF THIS PROJECT GUTENBERG EBOOK ASSIMILATIVE MEMORY ***
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author	Roger Frank <rfrank@pglaf.org>	2025-10-15 02:16:39 -0700
committer	Roger Frank <rfrank@pglaf.org>	2025-10-15 02:16:39 -0700
commit	ebe133ea92d92fcb671ba8312a80baa986dbd4a9 (patch)
tree	424598b4aa55714b4e231bfadbfe749c58e52c50