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+ margin:0; + font-variant:normal; + font-weight:normal; + white-space:nowrap; + width:18em; } +.fleft * {vertical-align:middle; } +.fleft abbr {vertical-align:baseline; } +.pair { float:left; margin:0 0.25em 0 0; clear:left; } +.fleft big {font-size:200%; padding-left:0.25em;} +p.after {text-indent:0; margin-top:0; margin-bottom:0;} +div.clear {width:100%; clear:both; + padding-top:0.75em; } +--> + /* XML end ]]>*/ + </style> + </head> +<body> + + +<pre> + +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’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 ‘txet.’">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>–<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">ἔμπορος</span>.</p> + + +<p><strong>Accessibility:</strong> Expansions of abbreviations have been provided using the <abbr> 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 <i>…</i> markup: emphasis of other words will not be lost, since they have been marked instead using <em>. +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’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 ‘A. Loisette’ 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’s note: Original omitted this dot.">. </ins>A. LOISETTE</big></p> + +<p class="title">FUNK & 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’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. 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—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—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.</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 →</a></h2> + + +<p class="toc"> <span class="ralign allsc">PAGE</span></p> +<ol class="toc"> +<li>—<a href="#FUNDAMENTAL-PRINCIPLES"><strong class="smcap">Fundamental Principles of Assimilative Memory.</strong></a> <a class="ralign" href="#p1">1</a> </li> + +<li>—<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>—<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’s note: Actually page 20.">15</ins></a> </li> + +<li>—<a href="#HOW-TO-LEARN-PROPER-NAMES">Learning any Series of Proper Names</a>—American Presidents. <a class="ralign" href="#p25">25</a> </li> + +<li>—<a href="#ENGLISH-SOVEREIGNS">The Unique Case of the English Sovereigns</a>—How to learn their +Succession quickly. <a class="ralign" href="#p31">31</a> </li> + +<li>—<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>—<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’s Bells. <a class="ralign" href="#p47">47</a> </li> + +<li>—<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>—<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>—<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>—<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 1">‌</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>—mere repetition—mere brainless or +thoughtless repetition—a mode of learning that is not lasting—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—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.</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 2">‌</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—your first and only experience of it at <em>that</em> time. I call +this the First Stage of the Memory—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—the <em>revival</em> 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.</p> + +<p>There are (<em>five</em>) 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,<span class="num" title="Page 3">‌</span><a name="p3" id="p3"></a> or music, or faces, or +reciting, or languages, <abbr title="et cetera">&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—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:— + +<ul> +<li><dfn class="smcap">Whole and Part.</dfn>—(Earth, Poles.) (Ship, Rudder.) +(Forest, Trees.) (Air, Oxygen.) (House, Parlor.) +(Clock, Pendulum.) (Knife, Blade.) (India, Punjab.) (14, 7.) +(24, 12.)</li> + +<li><dfn class="smcap">Genus and Species.</dfn>—(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.)</li> + +<li><dfn class="smcap">Abstract and Concrete.</dfn>—[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.)</li> + +<li><dfn class="smcap">Similarity of Sound.</dfn>—(Emperor, Empty.) +(Salvation, Salamander.) (Hallelujah, Hallucination.) +(Cat, Catastrophe.) (Top, 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, Temple.) (Pocket, Black +Hole.)</li> +</ul></li> + +<li><span class="num" title="Page 4">‌</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, Poverty.) (Hot, Cold.) (Old, Young.) +(Damp, Dry.) (Life, Death.) (Love, Hate.) (Joy, Sorrow.) +(Courage, Cowardice.) (Health, Sickness.) (Righteous, Wicked.) +(Beauty, Ugliness.) (Peace, 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.—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.)</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—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 <em>action</em> of the +“spade,” or the <em>use</em> 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<span class="num" title="Page 5">‌</span><a name="p5" id="p5"></a> 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 <abbr title="Inclusion">In<ins class="corr" title="Transcriber’s note: Original omitted the period.">.</ins></abbr>, but <abbr title="Concurrence">Con.</abbr><ins class="corr" title="Transcriber’s note: Original omitted the closing bracket.">]</ins></p> + +<p>(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.) <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">←ToC</a></p> + + + +<hr /> +<h2><span class="num" title="Page 6">‌</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> & <abbr title="Species">S.</abbr></span> +</div> + +<p class="after">If we examine the <em>meaning</em> of these two words—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—<em>a building occupied by man</em>—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> & <abbr title="Species">S.</abbr> or simply by <abbr title="Inclusion">In.</abbr> +Other examples: “Planet, Mars;” “Mountain, Vesuvius;” “River, +Mississippi;” “Building Material, Potsdam Sandstone;” “Fruit, Peaches.”</p> + +<p>We may for convenience include in this class, cases of the Genus and the +<em>Individual</em> as “Man and George Washington;” “Judge, <abbr title="Honorable">Hon.</abbr> John Gibson;” +“New Yorker, <abbr title="Honorable">Hon.</abbr> 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”<span class="num" title="Page 7">‌</span><a name="p7" id="p7"></a> 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.”</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 “<abbr title="Synonymous Inclusion">Syn. In.</abbr>” Other cases: “Near, Close to;” +“Likeness, Resemblance;” “Lift, Raise;” “Meaning, Signification;” “John, +Jack;” “James, Jim;” “Elizabeth, Bessy;” “Margaret, Maggy;” “Gertrude, +Gertie;” “Ellen, Nellie.”</p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">House. </strong> +<strong class="pair">Parlor.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr> by Whole & 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 & Part designated by <abbr title="Inclusion">In.</abbr> <abbr title="Whole and Part">W. & 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 +“Bureau, Oak;” “Tower, Brick;” “Harness, Leather.” Other cases: +“Wagon, Wheel;” “Razor, Blade;” “Table, Legs;” “United States of North +America, New York<ins class="corr" title="Transcriber’s note: Original had a period instead of a semi-colon.">;”</ins> “State, County;” “City, Street;” +“Bird, Feathers;” “Year, Month;” “Week, Sunday;” “Engine, Boiler;” +“100, 50;” “10, 5,” <abbr title="et cetera">&c.</abbr></p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">PARlor. </strong> +<strong class="pair">PARtridge.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr> by <abbr title="Sight and sound">S. & 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 “Par” 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: “Nice, Gneiss;” “Pole, Polarity;” +“Popular, Popgun;” “Jeffer<i>son</i>, Madi<i>son</i>.”</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. & 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: “Coat, Buttons;” “Elephant,<span class="num" title="Page 8">‌</span><a name="p8" id="p8"></a> Trunk;” +“Bottle, Neck;” “Pen, Nib;” “South Africa, Cape Colony.”</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. & 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: “Sour, Vinegar;” “Sweet, Sugar;” “Coward, Fear;” +“Swiftness, Express train,” <abbr title="et cetera">&c.</abbr></p> + + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">LIGHT. </strong> +<strong class="pair">LIGHTerman.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr> by <abbr title="Sight and sound">S. & s.</abbr></span> +</div> + +<p class="after">As before remarked, “Light” has several meanings. Here it means that +which <em>enables us to see</em>. “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 <abbr title="Inclusion">In.</abbr> by Sight and sound. Other cases: “Dark, Darkness;” +“Starch, March;” “Rage, Forage;” “Barber, Barbarism,” <abbr title="et cetera">&c.</abbr></p> + + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">LighterMAN. </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 “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 <abbr title="Inclusion">In.</abbr> by <abbr title="Sight and sound">S. and s.</abbr> Other cases: +“Tempest, Temperature;” “Antepenult, Antediluvians.”</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. & s.</abbr></span> +</div> + +<p class="after">As “Field” 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: “Regiment, Compliment;” “Sell, Selfish;” +“Miniature, Mint,” <abbr title="et cetera">&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 9">‌</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—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 “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 <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 +“Building” to “Fieldhand,” 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 10">‌</span><a name="p10" id="p10"></a>SECOND LAW OF MEMORY.</h3> + +<div class="fleft"> +<strong class="pair">Fieldhand. </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: “Upper, +Under;” “Above, Beneath;” “Before, After;” “Entrance, Exit;” “Appear, +Vanish;” “Cheap, Dear;” “Empty, Full;” “<abbr title="Colonel">Col.</abbr> Ingersoll, Talmage;” +“Washington, Arnold;” “Minnehaha, Minneboohoo.”</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: “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 <em>rote</em>,” <abbr title="et cetera">&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: “Insufficient, Enough;” “Work, Play;” “Crying, +Laughing;” “Awkward, Graceful;” “In, Out;” “East, West;” “North, South;” +“Saint, Sinner;” “Fast, Slow,” <abbr title="et cetera">&c.</abbr></p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">WEALTH. </strong> +<strong class="pair">CommonWEALTH.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr> by <abbr title="Sight and sound">S. & s.</abbr></span> +</div> + +<p class="after">If “Wealth” is taken as “Private” or individual, and “Commonwealth” be +taken in its derivative sense, as “wealth in common,” or, the “public +wealth,”<span class="num" title="Page 11">‌</span><a name="p11" id="p11"></a> 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.</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 “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 <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: “Choice, +Preference;” “Resolute, Determined;” “Economical, Frugal;” “Ugly, +Ill-looking;” “Insane, Mad;” “Lie, Untruth;” “Reliable, Trustworthy;” +“Air, Atmosphere;” “Resident, Dweller,” etc.</p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">Rare. </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. “Rare” with reference to “Uncommon” +means <em>unusual</em>, <em>seldom met</em>, or <em>unfrequent</em>; but considered in +reference to “well done,” it means <em>partially cooked</em> or <em>underdone</em>. +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.”</p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">Well done. </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 “done,” but one is done “well,” +and the other “badly done,” 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 “Bad” is the opposite of “Good.”</p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">Good. </strong> +<strong class="pair">Good Princess.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr> by <abbr title="Genus">G.</abbr> & <abbr title="Species">S.</abbr></span> +</div> + +<p class="after">“Good” covers all cases, whatsoever, of its kind, but “Good Princess” is +a particular kind of species of good things or<span class="num" title="Page 12">‌</span><a name="p12" id="p12"></a> persons. Examples: +“Snake, Copperhead;” “Spider, Tarantula;” “Horse, Dray horse,” 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—<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> & <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 “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 <abbr title="Captain">Capt.</abbr> John Smith she became entitled to be called a “<em>Good</em> +Princess.”<span class="num" title="Page 13">‌</span><a name="p13" id="p13"></a> In this case it would be <abbr title="Inclusion">In.</abbr> by <abbr title="Genus">G.</abbr> & <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’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: “Harrison, +Tippecanoe;” “Columbus, America;” “Washington, Cherry Tree;” “Andrew +Jackson, To the Victors belong the Spoils;” “Newton, Gravitation;” +“Garfield, Guiteau;” “Gladstone, Home Rule,” <abbr title="et cetera">&c.</abbr></p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">Pocahontas. </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:—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 <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 14">‌</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">&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. </strong> +<strong class="pair">Heavy.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr> by <abbr title="Abstract and Concrete">A. & 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. & C.</abbr></p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">Heavy. </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. </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">“Diamond.”</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 +“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<span class="num" title="Page 15">‌</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. </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">&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>“Diamond.”</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 16">‌</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 “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 +<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 17">‌</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 18">‌</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—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.</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, “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 <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 19">‌</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 20">‌</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">&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">←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 21">‌</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—Sensation—sight of the letters, words and sentences, <abbr title="et cetera">&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—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 22">‌</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 “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,” +<abbr title="et cetera">&c.</abbr>, <abbr title="et cetera">&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">&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 23">‌</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—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 “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 <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—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">&c.</abbr>, <abbr title="et cetera">&c.</abbr> Nor is this all—the <em>same sound</em> +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, <em>a reason</em> may exist +why<span class="num" title="Page 24">‌</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 “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.</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. “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 <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—Tyler and Polk. The +letter “l” 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 25">‌</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">←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’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 26">‌</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">“Ton” and “John” make a fairly good <abbr title="Inclusion">In.</abbr> by sound.</p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">JOHN Adams. </strong> +<strong class="pair">THOMas Jefferson.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr></span> +</div> + +<p class="after">“John” and “Thom” (the “h” 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, “son”, 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. </strong> +<strong class="pair">JOHN Q. Adams.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr></span> +</div> + +<p class="after">“Mon” and “John” 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. </strong> +<strong class="pair">Andrew JACKson.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr></span> +</div> + +<p class="after">“Jack” is a nickname for John—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 27">‌</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 “Long-Term Group,” 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 “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 <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. </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>: “An” and “Van”, and “rew” and “Bu.”</p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">Martin Van BuREN. </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 “ren” and “Hen.” 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 [“y” occurs in both names] is furnished +by the syllables “ry” and “Ty.”</p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">John TyLer. </strong> +<strong class="pair">James K. PoLk.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr> & <abbr title="Concurrence">Con.</abbr></span> +</div> + +<p class="after">The letter “l” 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 28">‌</span><a name="p28" id="p28"></a> +<strong class="pair">James K. Polk. </strong> +<strong class="pair">Zachary TAYlor.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr></span> +</div> + +<p class="after">“K” is pronounced as if spelled “Kay,” a good <abbr title="Inclusion">In.</abbr> with “Tay.”</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 “ar” 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 “ar” of Millard and the “an” of Franklin is a case of <abbr title="Concurrence">Con.</abbr> reversed, +<em>i.e.</em>, “an” and “ar” is <abbr title="Concurrence">Con.</abbr> since “n” precedes “r” in the Alphabet. +Here the alphabetical order is reversed.</p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">FrANklin Pierce. </strong> +<strong class="pair">James BuchANAN.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr></span> +</div> + +<p class="after">The “an” in Franklin is identical in spelling and in sound with the two +“ans” 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 “Single Term Group,” 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. </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, “am” 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 29">‌</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 “l” in “coln,” and the “h” in “John” are silent. It is a case of <abbr title="Inclusion">In.</abbr> +by sound. To the ear the sound of “<abbr title="Concurrence">Con.</abbr>” is like that of “Jon.”</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">“An” in Andrew and in Grant has the same sound.</p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">UlyssES S. Grant. </strong> +<strong class="pair">Rutherford B. HayES.</strong> +<big>}</big> +<span><abbr title="Inclusion">In.</abbr></span> +</div> + +<p class="after">“Es” in Ulyss<i>es</i> and in Hay<i>es</i> is the same in <em>spelling</em>—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 “Hayfield.”</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 “Gar” and “Ar” 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 “thur” and “ver” there is a clear <abbr title="Inclusion">In.</abbr> by sound.</p> + +<div class="clear"></div> +<div class="fleft"> +<strong class="pair">Grover ClevelANd. </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 “an” and “am;” 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> & <abbr title="Exclusion">Ex.</abbr></span> +</div> + +<p class="after">Here “am” and “an” occur in alphabetical order, and is a case of <abbr title="Inclusion">In.</abbr>, +and “jam,” meaning pressing together, and “cle(a)ve” 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 30">‌</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">←ToC</a></p> + + + +<hr /> +<h2><span class="num" title="Page 31">‌</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 <abbr title="the 1st">I.</abbr>, the Conqueror, to Victoria possesses the following +novelties:—</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—<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 <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 <abbr title="the 1st">I.</abbr>, George <abbr title="the 2nd">II.</abbr>, +George <abbr title="the 3rd">III.</abbr>, George <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 32">‌</span><a name="p32" id="p32"></a> and +backwards—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">&c.</abbr> But +summations can follow specifications.</p> + +<p>(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 <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—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.</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 33">‌</span><a name="p33" id="p33"></a> Something of the method will be +intimated by the difference of type and spaces between the names:—</p> + + +<table class="lists" summary="List of English Sovereigns in order."> +<tr><td> +<ul> +<li>William <abbr title="the 1st">I.</abbr></li> +<li>William <abbr title="the 2nd">II.</abbr></li> +<li>Henry <abbr title="the 1st">I.</abbr></li> +<li>Stephen.</li> +<li>Henry <abbr title="the 2nd">II.</abbr></li> +<li> </li> +<li>Richard <abbr title="the 1st">I.</abbr></li> +<li> </li> +<li>John.</li> +<li>Henry <abbr title="the 3rd">III.</abbr></li> +<li>Edward <abbr title="the 1st">I.</abbr></li> +<li>Edward <abbr title="the 2nd">II.</abbr></li> +<li>Edward <abbr title="the 3rd">III.</abbr></li> +<li> </li> +<li>Richard <abbr title="the 2nd">II.</abbr></li> +<li> </li> +<li>Henry <abbr title="the 4th">IV.</abbr></li> +<li>Henry <abbr title="the 5th">V.</abbr></li> +<li>Henry <abbr title="the 6th">VI.</abbr></li> +<li>Edward <abbr title="the 4th">IV.</abbr></li> +<li>Edward <abbr title="the 5th">V.</abbr></li> +<li> </li> +<li>Richard <abbr title="the 3rd">III.</abbr></li> +</ul> +</td><td> +<ul> +<li>Henry <abbr title="the 7th">VII.</abbr></li> +<li>Henry <abbr title="the 8th">VIII.</abbr></li> +<li>Edward <abbr title="the 6th">VI.</abbr></li> +<li><em>Mary.</em></li> +<li><em>Elizabeth.</em></li> +<li>James <abbr title="the 1st">I.</abbr></li> +<li>Charles <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 <abbr title="the 2nd">II.</abbr></li> +<li>James <abbr title="the 2nd">II.</abbr></li> +<li>William <abbr title="the 3rd">III.</abbr> and Mary.</li> +<li><em>Anne.</em></li> +<li>Henry <abbr title="the 4th">IV.</abbr></li> +<li>George <abbr title="the 1st">I.</abbr></li> +<li>George <abbr title="the 2nd">II.</abbr></li> +<li>George <abbr title="the 3rd">III.</abbr></li> +<li>George <abbr title="the 4th">IV.</abbr></li> +<li>William <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 “William <abbr title="the 3rd">III.</abbr> 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 <abbr title="the 3rd">III.</abbr> and Mary,” is mentioned, and her name will +be used only in Connection with William <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 <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 34">‌</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 <abbr title="the 4th">IV.</abbr> by +George <abbr title="the 3rd">III.</abbr>, and he by George <abbr title="the 2nd">II.</abbr>, and he by George <abbr title="the 1st">I.</abbr>,—a concurrence +reversed, and William <abbr title="the 4th">IV.</abbr> was preceded, as we have seen, by William <abbr title="the 3rd">III.</abbr> +and Mary—and William <abbr title="the 3rd">III.</abbr> by William <abbr title="the 2nd">II.</abbr>, and William <abbr title="the 1st">I.</abbr> at the very +beginning of the series—<abbr title="Concurrence">Con.</abbr></p> + +<p>Now let us recall in the forward and reverse order what we have learned +so far. William <abbr title="the 1st">I.</abbr>, William <abbr title="the 2nd">II.</abbr>, Edward <abbr title="the 6th">VI.</abbr>, Mary, Elizabeth, James <abbr title="the 1st">I.</abbr>, +James <abbr title="the 2nd">II.</abbr>, William <abbr title="the 3rd">III.</abbr> and Mary, Anne, George <abbr title="the 1st">I.</abbr>, George <abbr title="the 2nd">II.</abbr>, +George <abbr title="the 3rd">III.</abbr>, George <abbr title="the 4th">IV.</abbr>, William <abbr title="the 4th">IV.</abbr>, and Victoria, and the order +reversed is Victoria, William <abbr title="the 4th">IV.</abbr>, George <abbr title="the 4th">IV.</abbr>, George <abbr title="the 3rd">III.</abbr>, George <abbr title="the 2nd">II.</abbr>, +George <abbr title="the 1st">I.</abbr>, Anne, William <abbr title="the 3rd">III.</abbr> and Mary, James <abbr title="the 2nd">II.</abbr>, James <abbr title="the 1st">I.</abbr>, Elizabeth, +Mary, Edward <abbr title="the 6th">VI.</abbr>, William <abbr title="the 2nd">II.</abbr>, William <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 <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 <abbr title="the 1st">I.</abbr> and that +William <abbr title="the 3rd">III.</abbr> and Mary were preceded by James <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 <abbr title="the 1st">I.</abbr> must precede Charles <abbr title="the 2nd">II.</abbr>, and that the order of these four +monarchs <em>must</em> be James <abbr title="the 1st">I.</abbr>, Charles <abbr title="the 1st">I.</abbr>, Charles <abbr title="the 2nd">II.</abbr>, and James <abbr title="the 2nd">II.</abbr>—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 <abbr title="the 1st">I.</abbr> and Charles <abbr title="the 1st">I.</abbr> before the Commonwealth and Charles <abbr title="the 2nd">II.</abbr> +and James <abbr title="the 2nd">II.</abbr> after it.</p> + +<p>On the day that Charles <abbr title="the 1st">I.</abbr> 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 <abbr title="the 1st">I.</abbr> and Charles <abbr title="the 2nd">II.</abbr> there came—</p> + +<ul class="small"> +<li><span class="num" title="Page 35">‌</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 <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 <abbr title="the 2nd">II.</abbr></p> + +<p>Now review what we have learned so far and we have William <abbr title="the 1st">I.</abbr>, +William <abbr title="the 2nd">II.</abbr>, Edward <abbr title="the 6th">VI.</abbr>, Mary, Elizabeth, James <abbr title="the 1st">I.</abbr>, Charles <abbr title="the 1st">I.</abbr>, Council +of State and Parliament, Oliver Cromwell, Richard Cromwell, Council of +State and Parliament, Charles <abbr title="the 2nd">II.</abbr>, James <abbr title="the 2nd">II.</abbr>, William <abbr title="the 3rd">III.</abbr> and Mary, +Anne, George <abbr title="the 1st">I.</abbr>, George <abbr title="the 2nd">II.</abbr>, George <abbr title="the 3rd">III.</abbr>, George <abbr title="the 4th">IV.</abbr>, William <abbr title="the 4th">IV.</abbr>, and +Victoria. Reverse the recital and we have Victoria, William <abbr title="the 4th">IV.</abbr>, +George <abbr title="the 4th">IV.</abbr>, George <abbr title="the 3rd">III.</abbr>, George <abbr title="the 2nd">II.</abbr>, George <abbr title="the 1st">I.</abbr>, Anne, William <abbr title="the 3rd">III.</abbr> and +Mary, James <abbr title="the 2nd">II.</abbr>, Charles <abbr title="the 2nd">II.</abbr>, Council of State and Parliament, Richard +Cromwell, Oliver Cromwell, Council of State and Parliament, Charles <abbr title="the 1st">I.</abbr>, +James <abbr title="the 1st">I.</abbr>, Elizabeth, Mary, Edward <abbr title="the 6th">VI.</abbr>, William <abbr title="the 2nd">II.</abbr>, and William <abbr title="the 1st">I.</abbr></p> + +<p>(<abbr title="3.">III.</abbr>) We now proceed to learn the eighteen kings intermediate between +William <abbr title="the 2nd">II.</abbr> and Edward <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 <abbr title="the 1st">I.</abbr> and Henry <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 <abbr title="the 6th">VI.</abbr>, we see that he, the <em>last</em> Edward, is preceded by +Henry <abbr title="the 8th">VIII.</abbr>, or the <em>last</em> Henry [<abbr title="Inclusion">In.</abbr>] We also notice that Edward <abbr title="the 6th">VI.</abbr> is +preceded by Henry <abbr title="the 6th">VI.</abbr>, and<span class="num" title="Page 36">‌</span><a name="p36" id="p36"></a> Henry <abbr title="the 6th">VI.</abbr> by Henry <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 <abbr title="the 2nd">II.</abbr> and +Mary, there are three series of kings completed—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 <abbr title="the 1st">I.</abbr> or the <em>First</em>, is preceded by Henry <abbr title="the 2nd">II.</abbr> and followed by +Henry <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 <abbr title="the 2nd">II.</abbr> is preceded by Edward <abbr title="the 1st">I.</abbr>, +Edward <abbr title="the 2nd">II.</abbr>, and Edward <abbr title="the 3rd">III.</abbr>, or three Edwards, and followed by +Henry <abbr title="the 4th">IV.</abbr>, Henry <abbr title="the 5th">V.</abbr>, and Henry <abbr title="the 6th">VI.</abbr>, or three Henrys, and that +Richard <abbr title="the 3rd">III.</abbr> is preceded by Edward <abbr title="the 4th">IV.</abbr> and Edward <abbr title="the 5th">V.</abbr>, or two Edwards, +and followed by Henry <abbr title="the 7th">VII.</abbr> and Henry <abbr title="the 8th">VIII.</abbr>, or two Henrys.</p> + +<p>Recalling the succession from William <abbr title="the 1st">I.</abbr> to Edward <abbr title="the 6th">VI.</abbr>, we have +William <abbr title="the 1st">I.</abbr>, William <abbr title="the 2nd">II.</abbr>, Henry <abbr title="the 1st">I.</abbr>, Stephen, Henry <abbr title="the 2nd">II.</abbr>, Richard <abbr title="the 1st">I.</abbr>, John, +Henry <abbr title="the 3rd">III.</abbr>, Edward <abbr title="the 1st">I.</abbr>, Edward <abbr title="the 2nd">II.</abbr>, Edward <abbr title="the 3rd">III.</abbr>, Richard <abbr title="the 2nd">II.</abbr>, Henry <abbr title="the 4th">IV.</abbr>, +Henry <abbr title="the 5th">V.</abbr>, Henry <abbr title="the 6th">VI.</abbr>, Edward <abbr title="the 4th">IV.</abbr>, Edward <abbr title="the 5th">V.</abbr>, Richard <abbr title="the 3rd">III.</abbr>, Henry <abbr title="the 7th">VII.</abbr>, +Henry <abbr title="the 8th">VIII.</abbr>, Edward <abbr title="the 6th">VI.</abbr> Reversing the order, we have Edward <abbr title="the 6th">VI.</abbr>, +Henry <abbr title="the 8th">VIII.</abbr>, Henry <abbr title="the 7th">VII.</abbr>, Richard <abbr title="the 3rd">III.</abbr>, Edward <abbr title="the 5th">V.</abbr>, Edward <abbr title="the 4th">IV.</abbr>, Henry <abbr title="the 6th">VI.</abbr>, +Henry <abbr title="the 5th">V.</abbr>, Henry <abbr title="the 4th">IV.</abbr>, Richard <abbr title="the 2nd">II.</abbr>, Edward <abbr title="the 3rd">III.</abbr>, Edward <abbr title="the 2nd">II.</abbr>, Edward <abbr title="the 1st">I.</abbr>, +Henry <abbr title="the 3rd">III.</abbr>, John, Richard <abbr title="the 1st">I.</abbr>, Henry <abbr title="the 2nd">II.</abbr>, Stephen, Henry <abbr title="the 1st">I.</abbr>, William <abbr title="the 2nd">II.</abbr>, +and William <abbr title="the 1st">I.</abbr></p> + +<p>We conclude with the recital both ways of the thirty-seven Sovereigns +from William <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 <abbr title="the 1st">I.</abbr></li> +<li>William <abbr title="the 2nd">II.</abbr></li> +<li>Henry <abbr title="the 1st">I.</abbr></li> +<li>Stephen.</li> +<li>Henry <abbr title="the 2nd">II.</abbr></li> +<li>Richard <abbr title="the 1st">I.</abbr></li> +<li>John.</li> +<li>Henry <abbr title="the 3rd">III.</abbr></li> +<li>Edward <abbr title="the 1st">I.</abbr></li> +<li>Edward <abbr title="the 2nd">II.</abbr></li> +<li>Edward <abbr title="the 3rd">III.</abbr></li> +<li>Richard <abbr title="the 2nd">II.</abbr></li> +<li>Henry <abbr title="the 4th">IV.</abbr></li> +<li>Henry <abbr title="the 5th">V.</abbr></li> +<li>Henry <abbr title="the 6th">VI.</abbr></li> +<li>Edward <abbr title="the 4th">IV.</abbr></li> +<li><span class="num" title="Page 37">‌</span><a name="p37" id="p37"></a>Edward <abbr title="the 5th">V.</abbr></li> +<li>Richard <abbr title="the 3rd">III.</abbr></li> +<li>Henry <abbr title="the 7th">VII.</abbr></li> +<li>Henry <abbr title="the 8th">VIII.</abbr></li> +<li>Edward <abbr title="the 6th">VI.</abbr></li> +<li><strong class="smcap">Mary.</strong></li> +<li><strong class="smcap">Elizabeth.</strong></li> +<li>James <abbr title="the 1st">I.</abbr></li> +<li>Charles <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 <abbr title="the 2nd">II.</abbr></li> +<li>James <abbr title="the 2nd">II.</abbr></li> +<li>William <abbr title="the 3rd">III.</abbr> and Mary.</li> +<li><strong class="smcap">Anne.</strong></li> +<li>George <abbr title="the 1st">I.</abbr></li> +<li>George <abbr title="the 2nd">II.</abbr></li> +<li>George <abbr title="the 3rd">III.</abbr></li> +<li>George <abbr title="the 4th">IV.</abbr></li> +<li>William <abbr title="the 4th">IV.</abbr></li> +<li>VICTORIA.</li> +</ul> +</td><td> +<ul> +<li>VICTORIA.</li> +<li>William <abbr title="the 4th">IV.</abbr></li> +<li>George <abbr title="the 4th">IV.</abbr></li> +<li>George <abbr title="the 3rd">III.</abbr></li> +<li>George <abbr title="the 2nd">II.</abbr></li> +<li>George <abbr title="the 1st">I.</abbr></li> +<li><strong class="smcap">Anne.</strong></li> +<li>William <abbr title="the 3rd">III.</abbr> and Mary,</li> +<li>James <abbr title="the 2nd">II.</abbr></li> +<li>Charles <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’s note: Original had a comma instead of a period.">.</ins></li> +<li>Charles <abbr title="the 1st">I.</abbr></li> +<li>James <abbr title="the 1st">I.</abbr></li> +<li><strong class="smcap">Elizabeth.</strong></li> +<li><strong class="smcap">Mary.</strong></li> +<li>Edward <abbr title="the 6th">VI.</abbr></li> +<li>Henry <abbr title="the 8th">VIII.</abbr></li> +<li>Henry <abbr title="the 7th">VII.</abbr></li> +<li>Richard <abbr title="the 3rd">III.</abbr></li> +<li>Edward <abbr title="the 5th">V.</abbr></li> +<li>Edward <abbr title="the 4th">IV.</abbr></li> +<li>Henry <abbr title="the 6th">VI.</abbr></li> +<li>Henry <abbr title="the 5th">V.</abbr></li> +<li>Henry <abbr title="the 4th">IV.</abbr></li> +<li>Richard <abbr title="the 2nd">II.</abbr></li> +<li>Edward <abbr title="the 3rd">III.</abbr></li> +<li>Edward <abbr title="the 2nd">II.</abbr></li> +<li>Edward <abbr title="the 1st">I.</abbr></li> +<li>Henry <abbr title="the 3rd">III.</abbr></li> +<li>John.</li> +<li>Richard <abbr title="the 1st">I.</abbr></li> +<li>Henry <abbr title="the 2nd">II.</abbr></li> +<li>Stephen.</li> +<li>Henry <abbr title="the 1st">I.</abbr></li> +<li>William <abbr title="the 2nd">II.</abbr></li> +<li>William <abbr title="the 1st">I.</abbr></li> +</ul> + <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">←ToC</a></td></tr> +</table> + + + +<hr /> +<h2><span class="num" title="Page 38">‌</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’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 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 39">‌</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 “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, <abbr title="et cetera">&c.</abbr>, <abbr title="et cetera">&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—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 (<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—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>—or 90 and 91. Then again 91 +ending with 1, the next figure is 2—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 +“city” itself contains only 73,361 inhabitants,<span class="num" title="Page 40">‌</span><a name="p40" id="p40"></a> 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.</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—End of Augustus’s empire [death] +14 <span class="allsc">A.D.</span>—End of Charlemagne’s [death] 814 <span class="allsc">A.D.</span>, and end of Napoleon’s +[abdication] 1814 <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—Egbert, first King of England, died 837. +William <abbr title="the 4th">IV.</abbr>, last King of England, died 1837. What a vivid exclusion +here for instance: Abraham died 1821 <span class="allsc">B.C.</span>, and Napoleon Bonaparte +died 1821 <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 41">‌</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’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’Connell.</p> + +<p><ins class="corr" title="Transcriber’s note: Original read ‘Lamark’.">Lamarck</ins> [1744–1829], 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’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.” [<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—Shakespeare’s birth +year [<abbr title="Concurrence">Con.</abbr>]—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.</p> + +<p>Two prominent <i lang="la" xml:lang="la"><ins class="corr" title="Transcriber’s note: Original read ‘litterati’.">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 42">‌</span><a name="p42" id="p42"></a> 1784, a double Concurrence—Lefranc de +Pompignan—[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’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].</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. 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].</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 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 <abbr title="5 and a half">5½</abbr> miles high lacking 38 feet, or that if we add +38 feet to its height of 29,002, it would then be exactly <abbr title="5 and a half">5½</abbr> miles high. +Can we then forget that it is exactly 29,002 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 43">‌</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">&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 [“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.</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’s Flood, 2348 <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—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. 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’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 pairs or <em>eight</em> persons. This gives the figure 8. Thus we have the +entire set of figures, 2348 <span class="allsc">B.C.</span> Take the date of the creation according<span class="num" title="Page 44">‌</span><a name="p44" id="p44"></a> +to the accepted biblical chronology as 4004 <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—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—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 45">‌</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:—</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—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’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—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.</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 46">‌</span><a name="p46" id="p46"></a> The figures for 1895 are +522—641—637—527. The first Saturday in January, 1895, falls on the +<em>fifth</em> 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 <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">&c.</abbr>, <abbr title="et cetera">&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>—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.</li> + +<li>—The Yellowstone National Park contains 2,294,740 acres.</li> + +<li>—The Monster Chartist Petition contained 3,317,702 names. <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">←ToC</a></li> +</ol> + + +<hr /> +<h2><span class="num" title="Page 47">‌</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 48">‌</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:—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—one at a time—until the original sentence is finally +restored. Suppose we wish to memorise Bacon’s definition of education: +“<em>Education is the cultivation of a just and legitimate familiarity +betwixt the mind and things.</em>” 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, “Education is cultivation,” 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—<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 49">‌</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>“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 <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 50">‌</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>“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.”</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 51">‌</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’s business and the business man’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:—</p> + +<blockquote class="poem" style="width:18em;"> +<div class="stanza"> +<span class="i26">“Man!<br /></span> +<span class="i0">Thou pendulum ’twixt a smile and tear.”<br /></span> +</div> +</blockquote> + +<p>1. <em>Who</em> is a pendulum ’twixt a smile and tear? “<em>Man!</em> thou pendulum +’twixt a smile and tear.” 2. What function does man perform ’twixt a +smile and tear? “Man! thou<span class="num" title="Page 52">‌</span><a name="p52" id="p52"></a> <em>pendulum</em> ’twixt a smile and tear.” 3. +’Twixt a tear and what else is man said to be a pendulum? “Man! thou +pendulum ’twixt a <em>smile</em> and tear.” 4. ’Twixt a smile and what else is +man said to be a pendulum? “Man! thou pendulum ’twixt a smile <em>and +tear</em>.” 5. By what word is the relation between “pendulum” and “a smile +and tear” described? “Man! thou pendulum <em>’twixt</em> 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! <em>thou</em> pendulum +’twixt a smile and tear.”</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 “yes” or “no,” or by the use of one +or more words of the sentence. To illustrate: What is “man” 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">&c.</abbr>, <abbr title="et cetera">&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 53">‌</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—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.</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 54">‌</span><a name="p54" id="p54"></a> +<span class="i0" style="margin-left:1.6em;">“The Devil hath not, in all his quiver’s choice,<br /></span> +<span class="i0">An arrow for the heart like a sweet voice!”<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’s</em> choice, an arrow for the heart like a sweet voice. 8. The +Devil hath not, in <em>all</em> his quiver’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’s choice an arrow for the heart like +a sweet voice? The <em>Devil</em> 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 <em>not</em>, 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, <em>an arrow</em> +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 <em>for the heart</em> 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 <em>like a sweet voice</em>. 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 <em>sweet voice</em>.</p> + +<blockquote> +<p>“A bad workman blames his tools.”</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 55">‌</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>“Judgments draw interest at six per cent.”</p> +</blockquote> + +<p>What draw interest? <em>Judgments</em> draw interest at six per cent. How do +judgments operate on interest? Judgments <em>draw</em> interest at six +per cent. What do judgments draw? Judgments draw <em>interest</em> at six +per cent. At what rate do judgments draw interest? Judgments draw +interest at <em>six</em> per cent. A part of what sum is the interest of six +dollars which judgments draw? Judgments draw interest at six <em>per cent</em>.</p> + +<blockquote> +<p>“Effort is the price of success.”</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>“Truth seldom goes without a scratched face.”</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 56">‌</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’s “Bells.”</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 “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 <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 “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<span class="num" title="Page 57">‌</span><a name="p57" id="p57"></a> 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.</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—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: “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.”</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: “What a world of merriment their melody +foretells;” in the second stanza the second line gives us, “What a world<span class="num" title="Page 58">‌</span><a name="p58" id="p58"></a> +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.”</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’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 “second” +nature. The Duke of Wellington more truly said: “Habit is <em>ten times</em> +nature.” The reader early acquired the habit of learning prose and +poetry by the <em>rote</em> method—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’s “Bells” 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’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 <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—and thereafter, as a genuine<span class="num" title="Page 59">‌</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—silver bells—<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—<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—<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—<br /></span> +<span class="i0">Of the bells, bells, bells, bells, bells, bells, bells—<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—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—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 60">‌</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—of the bells—<br /></span> +<span class="i0">Of the bells, bells, bells, bells, bells, bells, bells—<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—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—ah, the people—<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—<br /></span> +<span class="i0">They are neither man nor woman—<br /></span> +<span class="i0">They are neither brute nor human—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 pæan from the bells!<br /></span> +<span class="i0">And his merry bosom swells with the pæan 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 pæan of the bells—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—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—of the bells, bells, bells—<br /></span> +<span class="i0">To the tolling of the bells, of the bells, bells, bells, bells, bells, bells, bells—<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:—“Hear the +sledges with the bells—silver bells.” Applying this method, we have—1. +Hear the sledges; 2. Hear the sledges <em>with the bells</em>; 3. Hear the +sledges with the bells—<em>bells</em>; 4. Hear the sledges with the +bells—<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—silver bells? “<em>Hear</em> the sledges with +the bells—silver bells.”<span class="num" title="Page 61">‌</span><a name="p61" id="p61"></a> 2. What kind of a vehicle do we hear with the +bells? “Hear <em>the sledges</em> with the bells—silver bells.” 3. What is it +we hear in connection with the sledges? “Hear the sledges with <em>the +bells</em>—silver <em>bells</em>.” 4. What kind of bells do we hear? “Hear the +sledges with the bells—<em>silver</em> bells.”</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>] “What a world of merriment their +melody foretells.” 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—silver bells—</li> +<li>What a world of merriment their melody <ins class="corr" title="Transcriber’s note: Original read ‘fortells’.">foretells</ins>!</li> +</ol> + +<p>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—<ins class="corr" title="Transcriber’s note: Original lacked an opening quote mark.">“</ins>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 <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—silver bells—</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 62">‌</span><a name="p62" id="p62"></a>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. <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—silver bells—</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: “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, +<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—silver bells—</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? +“To the tintinnabulation that so musically<span class="num" title="Page 63">‌</span><a name="p63" id="p63"></a> wells.” 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—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 <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—</li> +</ol> + +<p>The ninth line is—“From the jingling and the tinkling of the bells.”</p> + +<p>In the eighth line we have “bells” seven times repeated in all—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: “From the <em>jingling</em> and the <em>tinkling</em> of the bells.” 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—</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:—</p> + + +<ol class="poem" style="width: 33em;"> +<li>Hear the sledges with the bells—silver bells—</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—</li> +<li>From the jingling and the tinkling of the bells.</li> +</ol> + +<p><span class="num" title="Page 64">‌</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 “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.</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. “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, <em>as he knells, knells, knells, in a +happy</em> Runic rhyme.” But the main difficulty with most students seems to +be to remember <em>the number of times</em> 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 <em>pæan</em>, <em>throbbing</em>, +<em>sobbing</em>, <em>rolling</em> and <em>tolling</em> 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 <em>pæan</em>—a song of +triumph—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 “bells” 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 65">‌</span><a name="p65" id="p65"></a> “bells” 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. </td> + <td>To the <em>pæan</em> of the bells—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 “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.</p> + +<p>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 <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">←ToC</a></p> + + + +<hr /> +<h2><span class="num" title="Page 66">‌</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 67">‌</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—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">&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 “sew,” therefore equals or is represented by a +cipher [0]. S = 0, and the vowel “e” and the consonant “w” have <em>no figure +value</em>. Cannot the<span class="num" title="Page 68">‌</span><a name="p68" id="p68"></a> student understand at once that <i>S</i>ay = 0, <i>S</i>ee = 0, +Ea<i>s</i>e = 0, I<i>s</i> = 0, and <i>Z</i>oe = 0, and <i>S</i>ei<i>z</i>e = 00, <i>S</i>i<i>z</i>e = 00, +<i>S</i>au<i>c</i>e = 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—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—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 “cognate”?</li> +<li>What kind of a letter is S?</li> +</ol> + +<p><strong class="smcap">1 is represented by the consonant “t,” “th,” or “d.”</strong></p> + +<p><i>T</i>oy = 1. As “t” 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 = 1, <i>Th</i>ou = 1, <i>D</i>ay = 1, <i>D</i>ew = 1, <i>Th</i>i<i>s</i> = 10, +<i>Th</i>u<i>s</i> = 10, <i>D</i>oe<i>s</i> = 10, <i>T</i>ie<i>s</i> = 10, <i>T</i>oe<i>s</i> = 10, +<i>D</i>ee<i>d</i> = 11, <i>D</i>o<i>th</i> = 11, <i>T</i>o-<i>d</i>ay = 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> = 11, +<i>T</i>u<i>t</i> = 11, <i>T</i>oa<i>d</i> = 11, <i>T</i>ie<i>d</i> = 11, <i>S</i>a<i>t</i> = 01, <i>S</i>ai<i>d</i> = 01, +<i>S</i>ea<i>t</i>= 01, <i>D</i>ay<i>s</i> = 10, <i>T</i>oy<i>s</i> = 10, <i>Th</i>e<i>s</i>e = 10, +<i>Th</i>o<i>s</i>e = 10.</p> + +<p>“t” stands for 1, because it is made with <em>one</em> downward stroke. “h” has +no figure value except when it is united with “s” or “c” in sh or ch, +and therefore “th” <em>must</em> 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.</p> + +<p><span class="num" title="Page 69">‌</span><a name="p69" id="p69"></a><strong class="smcap">2 is represented by “n,”</strong> because it is made by two downward strokes. +<i>N</i>o = 2, A<i>n</i>y = 2, O<i>n</i>e = 2, <i>N</i>oi<i>s</i>e = 20, <i>N</i>i<i>c</i>e = 20, +<i>N</i>e<i>st</i> = 201, <i>N</i>o<i>t</i>e = 21, <i>Th</i>e<i>n</i> = 12, <i>N</i>u<i>n</i> = 22, +<i>N</i>a<i>n</i> = 22, <i>S</i>o<i>n</i> = 02, <i>S</i>i<i>n</i>e = 02, <i>Z</i>o<i>n</i>e = 02, <i>N</i>i<i>n</i>e = 22, +<i>Z</i>e<i>n</i>o = 02, <i>S</i>ow<i>n</i> = 02.</p> + +<p><strong class="smcap">3 is represented by “m,”</strong> because the written m is made by <em>three</em> +downward strokes. Ai<i>m</i> = 3, <i>S</i>u<i>m</i> = 03, <i>M</i>u<i>m</i> = 33, <i>M</i>ai<i>m</i> = 33, +<i>M</i>o<i>n</i>ey = 32, <i>M</i>o<i>th</i> = 31, <i>M</i>oo<i>n</i> = 32, <i>M</i>a<i>n</i> = 32, +<i>M</i>o<i>nth</i> = 321, A<i>m</i>e<i>nds</i> = 3210, <i>Th</i>i<i>n</i> = 12, E<i>n</i>e<i>m</i>ie<i>s</i> = 230, +Ho<i>m</i>e = 3.</p> + +<p><strong class="smcap">4 is represented by “r,”</strong> because it terminates the word <em>four</em> in +several languages. Ai<i>r</i> = 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 = 4, <i>R</i>ow = 4, Wo<i>rt</i> = 41, W<i>r</i>a<i>th</i> = 41, Wo<i>rth</i> = 41, +<i>R</i>i<i>d</i>e = 41, Hei<i>rs</i> = 40, <i>R</i>ui<i>ns</i> = 420, <i>R</i>oa<i>st</i> = 401, +<i>R</i>u<i>m</i> = 43, <i>R</i>oa<i>r</i> = 44, <i>S</i>au<i>c</i>e<i>r</i> = 004, +<i>S</i>wo<i>rdsm</i>a<i>n</i> = 041032, <i>R</i>a<i>z</i>o<i>rs</i> = 4040, A<i>r</i>i<i>s</i>e<i>n</i> = 402, +He<i>rm</i>i<i>ts</i> = 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 “t” stand for 1?</li> +<li>When does the letter “h” 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 “l,”</strong> because in the Roman alphabet L stood for 50, +and we disregard the cipher and make it stand for 5 only—as, Oi<i>l</i> = 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 “oi<i>l</i>” is 5, the same as though the “l” stood alone. +<i>L</i>ay = 5, <i>L</i>aw = 5, Ho<i>l</i>y = 5, Awhi<i>l</i>e = 5, Whee<i>l</i> = 5, +<i>L</i>i<i>t</i> = 51, Wea<i>lth</i> = 51, <i>L</i>a<i>d</i> = 51, <i>S</i>o<i>l</i>o = 05, +<i>S</i>a<i>l</i>e<i>s</i> = 050, <i>Sl</i>owe<i>r</i> = 054, <i>L</i>a<i>n</i>e = 52, A<i>l</i>o<i>n</i>e = 52, +<i>L</i>a<i>m</i>a = 53, Ea<i>rl</i>ie<i>r</i> = 454, Who<i>l</i>e<i>s</i>a<i>l</i>e = 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 = 2351420.</p> + +<p><strong class="smcap">6 is represented by “sh,” “j,” “ch,” and “g<sup>soft</sup>.” 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 = 6, +<i>J</i>oy = 6, Ha<i>tch</i> = 6, Hu<i>g</i>e = 6, <i>S</i>a<i>g</i>e = 06, <i>Ch</i>ea<i>ts</i> = 610, +<i>Sh</i>e<i>d</i> = 61, <i>Sh</i>ea<i>th</i> = 61, <i>Sh</i>o<i>t</i> = 61, <i>G</i>i<i>n</i> = 62, +<i>Sh</i>i<i>n</i> = 62, <i>J</i>ea<i>n</i> = 62, <i>Ch</i>i<i>n</i> = 62, <i>G</i>e<i>m</i> = 63, <i>J</i>a<i>m</i> = 63, +<i>Sh</i>a<i>m</i>e = 63, <i>Ch</i>i<i>m</i>e = 63, U<i>sh</i>e<i>r</i> = 64, <i>J</i>u<i>r</i>y = 64, +<i>Ch</i>ai<i>r</i> = 64, Wa<i>g</i>e<i>r</i> = 64, <i>Sh</i>a<i>l</i>l = 65, <i>J</i>ai<i>l</i> = 65, +<i>Ch</i>i<i>l</i>l = 65, <i>G</i>e<i>ntl</i>e = 6215, <i>J</i>ewi<i>sh</i> = 66.</p> + +<p><strong class="smcap">7 is represented by “g<sup>hard</sup>” “k,” “c<sup>hard</sup>” “q,” and<span class="num" title="Page 70">‌</span><a name="p70" id="p70"></a> “ng.” 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’s note: Original read ‘King’."><i>K</i>ings</ins> <i>C</i>ame <i>Q</i>uarrelli<i>ng</i>. We thus use the +termination “ng” to express 7. Ho<i>g</i> = 7, <i>K</i>ey = 7, <i>C</i>ue = 7, +You<i>ng</i> = 7, Yo<i>k</i>e = 7, Wi<i>g</i> = 7. As no vowels have any figure value, +they cut no figure in translating into numbers. <i>D</i>e<i>ck</i> = 17, +<i>D</i>e<i>sk</i> = 107, <i>K</i>i<i>d</i> = 71. <i>Sk</i>a<i>t</i>e = 071, A<i>sk</i> = 07, +A<i>sk</i>in<i>g</i> = 077, <i>Sk</i>e<i>tch</i> = 076, <i>Sq</i>ui<i>r</i>e = 074, <i>C</i>a<i>s</i>e<i>s</i> = 700, +<i>G</i>a<i>t</i>e = 71, E<i>g</i>a<i>d</i> = 71, <i>K</i>i<i>t</i><ins class="corr" title="Transcriber’s note: Original italicised the ‘e’.">e</ins> = 71, <i>Q</i>uo<i>t</i>e = 71. This first +“<em>g</em>” is hard (7) and the second “<em>g</em>” is soft (6) in <i>G</i>an<i>g</i>es. The +“<em>g</em>” in Governor is hard and in General is soft in +<i>G</i>overnor-<i>G</i>eneral. The first “<i>c</i>” is hard (7) and the second “<i>c</i>” +is soft (0) in a<i>cc</i>i<i>d</i>e<i>nt</i>, = 70121, Ha<i>g</i>g<i>l</i>e = 75, A<i>cm</i>e = 73, +<i>C</i>a<i>n</i>no<i>n</i> = 722, <i>G</i>ui<i>t</i>a<i>r</i> = 714, <i>Sq</i>uea<i>k</i> = 077.</p> + +<p><strong class="smcap">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,”</strong> hence equivalent to the +same number; as, Wi<i>f</i>e = 8, Wo<i>v</i>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.” <i>S</i>a<i>f</i>e = 08, <i>S</i>a<i>v</i>e = 08, I<i>v</i>y = 8, +Hi<i>v</i>e = 8, <i>F</i>oe = 8, <i>D</i>i<i>v</i>e = 18, E<i>d</i>i<i>f</i>y = 18, <i>T</i>i<i>f</i>f = 18, +<i>Th</i>ie<i>f</i> = 18, <i>Th</i>ie<i>v</i>e = 18, <i>T</i>ou<i>gh</i> = 18, E<i>n</i>ou<i>gh</i> = 28, +<i>N</i>a<i>v</i>y = 28, K<i>n</i>a<i>v</i>e = 28, <i>N</i>e<i>f</i>a<i>r</i>iou<i>s</i> = 2840, <i>M</i>u<i>f</i>f = 38, +<i>M</i>o<i>v</i>e = 38, <i>R</i>u<i>f</i>f = 48, <i>R</i>oo<i>f</i> = 48, <i>R</i>ou<i>gh</i> = 48, +<i>R</i>e<i>v</i>iew = 48, A<i>l</i>i<i>v</i>e = 58, A<i>l</i>oo<i>f</i> = 58, <i>L</i>ea<i>v</i>e = 58, +<i>L</i>ea<i>f</i> = 58, A<i>lph</i>a = 58, <i>Sh</i>ea<i>f</i> = 68, <i>Ch</i>a<i>f</i>f = 68, +<i>J</i>o<i>v</i>e = 68, <i>Sh</i>a<i>v</i>e = 68, <i>Sh</i>o<i>v</i>e = 68, <i>C</i>a<i>v</i>e = 78, +<i>C</i>al<i>f</i> = 78, <i>G</i>a<i>v</i>e = 78, <i>C</i>ou<i>gh</i> = 78, <i>Q</i>ua<i>f</i>f = 78, +<i>Q</i>ui<i>v</i>e<i>r</i> = 784, <i>F</i>i<i>v</i>e = 88, <i>F</i>i<i>f</i>e = 88, <i>F</i>eo<i>f</i>f = 88, +<i>F</i>i<i>fth</i> = 881, <i>V</i>i<i>v</i>i<i>d</i> = 881, <i>F</i>a<i>c</i>e<i>s</i> = 800.</p> + +<p><strong class="smcap">9 is represented by “b” and “p.”</strong> <ins class="corr" title="Transcriber’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 71">‌</span><a name="p71" id="p71"></a> consonants of +“<i>b</i>eautiful <i>p</i>eacocks.” <i>B</i>ee = 9, and the two vowels “ee” have no +figure value. <i>B</i>ow = 9, <i>P</i>ie = 9, <i>P</i>ew = 9, <i>P</i>ay = 9, A<i>p</i>e = 9, +U<i>p</i> = 9, <i>B</i>y = 9, <i>B</i>a<i>s</i>e = 90, <i>B</i>ia<i>s</i> = 90, <i>P</i>o<i>s</i>e = 90, +<i>P</i>au<i>s</i>e = 90, <i>B</i>oa<i>t</i> = 91, <i>B</i>o<i>th</i> = 91, <i>B</i>ea<i>d</i> = 91, +<i>B</i>ea<i>n</i> = 92, <i>B</i>o<i>n</i>e = 92, <i>P</i>o<i>t</i> = 91, <i>P</i>a<i>th</i> = 91, <i>P</i>a<i>d</i> = 91, +<i>P</i>i<i>n</i>e = 92, <i>B</i>ea<i>m</i> = 93, <i>B</i>a<i>r</i> = 94, <i>B</i>a<i>l</i>e = 95, +<i>B</i>a<i>dg</i>e = 96, <i>B</i>u<i>sh</i> = 96, <i>B</i>u<i>f</i>f = 98, <i>B</i>a<i>b</i>y = 99, +<i>P</i>oe<i>m</i> = 93, <i>P</i>ai<i>r</i> = 94, <i>P</i>i<i>l</i>e = 95, <i>P</i>u<i>sh</i> = 96, +<i>P</i>a<i>g</i>e = 96, <i>P</i>u<i>f</i>f = 98, <i>P</i>i<i>p</i>e = 99, <i>P</i>o<i>p</i>e = 99, +<i>P</i>ac<i>k</i> = 97.</p> + +<ol class="sidenote"> +<li>Why is 5 represented by “L”?</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 “ng” 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:—</p> + +<table summary="Phrases to remember the figure-alphabet."> +<caption> +“<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”<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. <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. <abbr title="2nd Samuel 23.">2 Sam. 23.</abbr>)</td></tr> +<tr><th>Four </th><td>(4)</td><td><i>R</i>oads. (or 4 <i>R</i>ings. <abbr title="Exodus 25 verse 26, and 38 verse 5.">Ex. 25, 26; 38, 5.</abbr>)</td></tr> +<tr><th>Five </th><td>(5)</td><td><i>L</i>oaves. (<abbr title="Matthew">Matt.</abbr> 14; Mark 6; Luke 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 ’<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 72">‌</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>—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 “ll” = 5, “nn” = 2, “rr” = 4, “dd” = 1, <abbr title="et cetera">&c.</abbr> The +first two consonants have different values in the word +“accident” = 70121.</li> + +<li>—All <em>silent</em> consonants are <em>disregarded</em>, as “b” in +“Lam<i>b</i>” = 53, “Com<i>b</i>” = 73, or in “Tom<i>b</i>” = 13. “<em>Ph</em>” and +<ins class="corr" title="Transcriber’s note: Original lacked these quote marks.">“<em>h</em>”</ins> in <ins class="corr" title="Transcriber’s note: Original omitted the opening quote mark.">“</ins><i>Ph</i>t<i>h</i>isic” = 107; “<em>gh</em>” in +Bou<i>gh</i>t = 91; “<em>k</em>” in <i>K</i>now = 2; “<em>gh</em>” in +Nei<i>gh</i>bours = 2940; “l” in Cou<i>l</i>d = 71, or in Psa<i>l</i>m = 03.</li> + +<li>—The <em>equivalents</em> of the figure-consonants have the <em>same +value</em> as those consonants themselves, as “gh” in +“<i>T</i>ou<i>gh</i>” = 18, “gh” in E<i>n</i>ou<i>gh</i> = 28; “gh” in +<i>R</i>ou<i>gh</i> = 48. “<i>Phr</i>a<i>s</i>e” = 840, “<i>N</i>y<i>mph</i><ins class="corr" title="Transcriber’s note: Original omitted the closing quote mark.">”</ins> = 238, +“<i>L</i>o<i>ck</i>” = 57. “N” sometimes sounds like ng, and so +represents 7, as in “Bank” (977) which <em>sounds</em> 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<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 = gs or ks = 70, as in example = 70395; in +oxygen = 7062. Sometimes X = Z, as in Xerxes = 04700,<span class="num" title="Page 73">‌</span><a name="p73" id="p73"></a> 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<i>dge</i> = 66. Tch = ch = 6, as in ditch = 16 (it rhymes +with rich = 46). Ch sometimes = k, as in <i>Ch</i>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.</li> + +<li>—No notice is taken of any <em>vowel</em> 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, <abbr title="et cetera">&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 = 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 “N” 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 “To see Jiji,” “delay a +spy,” <abbr title="et cetera">&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 = 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<span class="num" title="Page 74">‌</span><a name="p74" id="p74"></a> S, +and the S’s are not counted, the numerator-word coming first, and the +denominator-word last; thus 5/12 = 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 <span class="allsc">B.C.</span> +[Before Christ]; and, of course, Tower would mean 14 <span class="allsc">A.D.</span> [for <i lang="la" xml:lang="la">Anno +Domini</i>—in the year of our Lord]; Soar = 4 <span class="allsc">B.C.</span>, and Rue = 4 <span class="allsc">A.D.</span> In a +Date-word like Trial, to express 145 <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 <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 “S” in dealing with decimals?</li> +<li>When does “S” 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 “S”?</li> +<li>Are the S’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 75">‌</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 = t, th, d.</li> +<li>6 = sh, j, ch, g soft (as in gem),</li> +<li>0 = s, z, c soft (as in cease).</li> +<li>7 = g hard, k, c hard, q, and ng.</li> +</ul> + +<p>By experimenting you soon find the following phrases will represent +1607; as, “A <i>D</i>u<i>tch</i> <i>S</i>o<i>ng</i>,” “<i>D</i>a<i>sh</i> a <i>S</i>a<i>ck</i>,” “<i>T</i>o wa<i>sh</i> a +<i>S</i>o<i>ck</i>,” “<i>Th</i>e <i>Ch</i>oo<i>s</i>i<i>ng</i>,” “<i>Th</i>e <i>Ch</i>a<i>s</i>i<i>ng</i>,” “<i>T</i>ou<i>ch</i>e<i>s</i> +a <i>K</i>ey,” <abbr title="et cetera">&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: “<i>T</i>o <i>g</i>i<i>v</i>e a <i>K</i>ey,” “<i>Th</i>e <i>g</i>i<i>v</i>i<i>ng</i>,” “<i>Th</i>e +<i>q</i>ua<i>f</i>fi<i>ng</i>,” “<i>Th</i>e <i>C</i>ou<i>gh</i>i<i>ng</i>,” <abbr title="et cetera">&c.</abbr></p> + +<p>In all cases you must carefully comply with the rules<span class="num" title="Page 76">‌</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 “taxes due” 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 +“<i>D</i>a<i>sh</i> a <i>m</i>i<i>dg</i>e,” “<i>Th</i>e <i>ch</i>u<i>m</i> a<i>g</i>e,” “<i>T</i>ea<i>ch</i> <i>m</i>u<i>ch</i>,” +“<i>T</i>o <i>sh</i>ow <i>m</i>y <i>j</i>oy,” <abbr title="et cetera">&c.</abbr></p> + +<p>The founding of Yale College in 1701 gives: “<i>T</i>oo<i>k</i> a <i>s</i>ea<i>t</i>,” +“<i>Th</i>e <i>c</i>o<i>st</i>,” “<i>Th</i>e <i>q</i>ue<i>st</i>,” “<i>Th</i>e <i>c</i>a<i>st</i>,” “A <i>t</i>a<i>x</i> +<i>d</i>ue,” or “<i>T</i>oo<i>k</i> a <ins class="corr" title="Transcriber’s note: Original also italicised the ‘y’."><i>c</i>i<i>t</i>y</ins>,” <abbr title="et cetera">&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">&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. “The coughing,” 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. 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 77">‌</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 “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 <ins class="corr" title="Transcriber’s note: Original read ‘my’.">may</ins> be +thus expressed—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: “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>” [6,427,148 tons].</p> + +<p>The great wall of China is 1,250 miles long. This may be expressed thus: +“<i>Th</i>ey <i>n</i>ow a high Wa<i>l</i>l see” [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: “He +<i>D</i>e<i>f</i>i<i>n</i>e<i>s</i>” [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 Cæsar was born 100 <span class="allsc">B.C.</span>, and he died 44 <span class="allsc">B.C.</span> His birth may +be expressed by the phrase, (1) “<i>Th</i>e (0) <i>S</i>tripling (0) <i>C</i>æsar;” and +his death by a phrase which declares that his death was the remote +result of his crossing the Rubicon, thus: (4) “<i>R</i>ubicon’s (4) +<i>R</i>evenge.”</p> + +<p>Marcus Tullius Cicero was born 106 <span class="allsc">B.C.</span>, and he died 43 <span class="allsc">B.C.</span> His birth: +(1) “<i>T</i>ullius (0) <i>C</i>icero’s (6) <i>Ch</i>ildhood.” His death: (4) “<i>R</i>emove +(3) <i>M</i>arcus.” [In allusion to the order for his death.]</p> + +<p>The height of Egypt’s greatest pyramid is 479 feet, or (4) “Wo<i>r</i>ld’s +(7) <i>G</i>reatest (9) <i>P</i>yramid.”</p> + +<p>The city of Melbourne was named after Lord Melbourne in 1837, or (3) +“<i>M</i>elbourne (7) <i>Ch</i>ristened.”</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) “<i>D</i>utchmen (6) <i>Ch</i>ose (2) +<i>N</i>ew-Amsterdam (6) <i>J</i>oyfully.”</p> + +<p>Virginia was settled at Jamestown in 1607. This date<span class="num" title="Page 78">‌</span><a name="p78" id="p78"></a> may be analytically +expressed thus: (1) “<i>Th</i>en (6) <i>J</i>amestown (0) Wa<i>s</i> (7) <i>C</i>olonized.”</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: “A (5) <i>L</i>ate (0) <i>C</i>ensus, (1) ‘Eigh<i>t</i>y’s’ (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,” 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 “ninety,”</em> was stated as <em>sixty-two +millions six hundred and twenty-two thousand two hundred and fifty</em>, or +“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) ‘<i>N</i>inety’s’ (5) <i>L</i>arge (0) <i>C</i>ensus.” 62,622,250, or +for the last three figures we could say: (2) U<i>n</i>ited States’ (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) “U<i>n</i>knowable” (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’s Psychology Abridged for Schools and Colleges, the chapter on +Habit begins on <abbr title="page">p.</abbr> 134, or “(1) <i>Th</i>e (3) <i>M</i>ould (4) <i>R</i>ules;” the +chapter on Will begins on <abbr title="page">p.</abbr> 415: “A (4) <i>R</i>esolve (1) <i>D</i>enotes +(5) Wi<i>l</i>l;” the chapter on Attention begins on <abbr title="page">p.</abbr> 217, or “(2) <i>N</i>otice +(1) A<i>t</i>tention’s (7) <i>Q</i>ualities;” the chapter on Association begins on +<abbr title="page">p.</abbr> 253, or (2) “<i>N</i>ow (5) He<i>l</i>p (3) <i>M</i>emory;” and that on Memory on +<abbr title="page">p.</abbr> 287, or “(2) I<i>n</i>tellect (8) <i>F</i>orbids (7) <i>C</i>ramming.” Prof. +Loisette’s New York Office is in<span class="num" title="Page 79">‌</span><a name="p79" id="p79"></a> Fifth Avenue at <abbr title="Number">No.</abbr> 237, or “A (2) +<i>N</i>ew (3) <i>M</i>emory (7) <i>G</i>iven,” or “A (2) <i>N</i>ew (3) <i>M</i>emory (7) +A<i>c</i>quired.” 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 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’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) <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 <span class="allsc">B.C.</span> and died in a drunken debauch +323 <span class="allsc">B.C.</span> His birth: (3) <i>M</i>acedonia’s (5) A<i>l</i>exander a (6) <i>Ch</i>ild. His +death: A (3) <i>M</i>acedonian’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 “Rise, Sire,” to express the date of the creation of the world, +which according to the accepted biblical chronology took place 4004 <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 80">‌</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: +“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.”</p> + +<p><em>First Exception.</em>—From <span class="allsc">A.D.</span> 1000 to <span class="allsc">A.D.</span> 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: “Invention of cannon: (1) 340 +<i>M</i>a<i>rs</i>.” 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) <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>—From <span class="allsc">A.D.</span> 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 “<i>B</i>reakfast.”</p> + +<p><em>Third Exception.</em>—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">&c.</abbr>, 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 <em>about</em> 5000 feet long, why not say 5989 feet<span class="num" title="Page 81">‌</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 feet long, why not +be exact and say 8296 feet long? [(8) <i>F</i>orth’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:—</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 82">‌</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> “I<i>l</i>l-u<i>s</i>a<i>g</i>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, <abbr title="et cetera">&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 “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 “<abbr title="Saint">St.</abbr> Paul;” Elizabeth Barrett Browning +[<i lang="fr" xml:lang="fr">née</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>——</td> + <td>William Ewart Gladstone</td> + <td><i>Sp</i>ellbinder (18)09</td> +</tr> +<tr> + <td>——</td> + <td>Abraham Lincoln</td> + <td><i>Sp</i>licer (18)09</td> +</tr> +<tr> + <td>——</td> + <td> + Alfred <ins class="corr" title= + "Transcriber’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>——</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>——</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 83">‌</span><a name="p83" id="p83"></a>Benjamin Franklin was born in 1706, and died in 1790. (0) “<i>S</i>agacious +(6) <ins class="corr" title="Transcriber’s note: Original had an extra opening doublequote mark before this word."><i>ch</i>ild</ins>” 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) “<i>B</i>u<i>s</i>y,” or “(9) <i>B</i>enjamin (0) <i>C</i>eased” +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’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’s (9) <i>P</i>unisher would exclusively apply +to Lincoln’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 “h” has no figure value, could we not use “Shaper”?</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) “<i>N</i>oah a (34) <i>M</i>e<i>r</i>e (8) Wai<i>f</i>,” (2) “<i>N</i>oah (3) <i>M</i>ay (48) +<i>R</i>o<i>v</i>e,” or (2) “<i>N</i>oah (3) <i>M</i>ay (48) A<i>r</i>ri<i>v</i>e,” 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’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 84">‌</span><a name="p84" id="p84"></a> (8) <i>F</i>amous, or (2) <i>N</i>oah’s (3) <i>M</i>arvellous (4) +<i>R</i>ainy (8) <i>F</i>lood, or (2) <i>N</i>oah’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—“I<i>n</i>hu<i>m</i>a<i>n</i> Ci<i>v</i>i<i>l</i> Wa<i>r</i>;” 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 “Inhuman Civil War” 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 85">‌</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 “m” instead of “n,” translates the dates by these phrases, <i lang="la" xml:lang="la">viz.</i>, +“Drum a whale,” or “Trim oil,” or “To ram a wall.” 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 “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—<i>Dr</i>ai<i>n</i> a +we<i>l</i>l (1425),” 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 “Ou<i>tc</i>a<i>st</i>,” (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<sup>soft</sup>, and so he at once finds the analytic formula: “Tea +first introduced into Europe—<i>T</i>ea <i>ch</i>e<i>st</i> (1601).” 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 86">‌</span><a name="p86" id="p86"></a> believe that tea helps digestion, and +such persons would find an analytic date-word thus: “Tea first used in +Europe—<i>D</i>i<i>g</i>e<i>st</i> (1601).”</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>“C<sup>soft</sup>” is often mistaken for “c<sup>hard</sup>” by careless learners. +Fulton’s steamboat “Clermont” was launched in 1807. Such a pupil +translates that date by the phrase, “<i>D</i>e<i>f</i>ie<i>s</i> i<i>c</i>e” (1800). Here +“c” is soft and represents a cipher and not 7. “<i>D</i>e<i>f</i>y a <i>sc</i>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.</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, “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 +“<i>Th</i>ey <i>k</i>i<i>l</i>l a<i>l</i>l” <ins class="corr" title="Transcriber’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 “p” represents 8, and not “f” or “v,” and translates +1845 into “<i>T</i>o <i>p</i>ou<i>r</i> oi<i>l</i>” (1945). The diligent student finds an +analytic translation of the date in the phrase “<i>Th</i>e <i>f</i>a<i>r</i>ewe<i>l</i>l” +(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 87">‌</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), “<i>T</i>o<i>ng</i>ue a<i>l</i>l way<i>s</i>.”</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, “<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>,” or “<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.”</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, “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.”</p> + +<p>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<i>n</i>e <i>N</i>ew <i>P</i>a<i>rk</i> a<i>r</i>o<i>s</i>e.”</p> + +<p>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 “<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.” 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’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 1881–82 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<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.”</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 88">‌</span><a name="p88" id="p88"></a> remember that large number of dollars—“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.”</p> + +<p>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, “<i>J</i>o<i>l</i>ly +<i>M</i>a<i>s</i>o<i>ns</i>.”</p> + +<p>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<i>l</i>l +ha<i>p</i>py ‘O<i>d</i>d’ <i>f</i>a<i>c</i>e<i>s</i>.”</p> + +<p>There have been granted 428,212 patents in the United States. Can you +find any word pertaining to patents in those figures? “We he<i>r</i>e +i<i>nv</i>e<i>nt</i> a<i>n</i>ew.”</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—“<i>N</i>o <i>r</i>e<i>d</i> <i>m</i>a<i>n</i> ha<i>p</i>py.”</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 “A (5) <i>L</i>egal (0) <i>C</i>ensus (8) O<i>f</i> (2) <i>N</i>ew-York’s +(8) <i>F</i>olks (7) <i>C</i>omprising (1) Eigh<i>t</i>y’s.”</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’s in the word “loyally” a figure value?</li> +<li>In translating the word +“debt,” 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">&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 89">‌</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 “Hard cider”?</li> +<li>Why would not “Sweet cider” 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 90">‌</span><a name="p90" id="p90"></a><strong class="smcap">Remarks.</strong>—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">&c.</abbr>, <abbr title="et cetera">&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>“‘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. <abbr title="History">His.</abbr>, <abbr title="page">p.</abbr> 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”<span class="num" title="Page 91">‌</span><a name="p91" id="p91"></a>—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.</p> + +<ol class="sidenote"> +<li>Should the pupil find his own analytic date-words in this exercise?</li> +<li>How were Washington’s military tactics sometimes characterised?</li> +<li>What is the relation between “Bickerings” and John +Adams?</li> +<li>Why is “Steed” analytic of Jefferson’s inauguration?</li> +<li>What has the word “Doctrine” to do with Monroe’s administration?</li> +<li>To what +book is the pupil especially referred in regard to J. Q. Adams’s +administration?</li> +<li>Is “Mocked” 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 92">‌</span><a name="p92" id="p92"></a>DATES OF THE ACCESSION OF THE ENGLISH SOVEREIGNS.</h3> + +<p>From 1000 <span class="allsc">A.D.</span> to 1700 <span class="allsc">A.D.</span>, the last <em>three figures only</em> need be +given, and from 1700 <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’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 <abbr title="Saint">St.</abbr> John,” +may be recommended.</p> + +<ul class="brackets"> +<li class="f">(1) William <abbr title="the 1st">I.</abbr> (1066)—(0) Ha<i>s</i>tings (6) <i>ch</i>ampion (6) <i>j</i>ustified.</li> +<li class="f">(2) William <abbr title="the 2nd">II.</abbr> (1087)—He (1) <i>d</i>ecorated (0) hi<i>s</i> (8) <i>f</i>ather’s (7) +<i>g</i>rave; or (0) <i>s</i>ilvering a (8) <i>f</i>ather’s (7) <i>g</i>rave.</li> +<li class="f">(3) Henry <abbr title="the 1st">I.</abbr> +(1100)—(1) <i>Th</i>e (0) <i>s</i>cholarly (0) <i>s</i>overeign.</li> +<li class="f">(4) Stephen +(1135)—(1) <i>Th</i>e (3) <i>m</i>onarch’s (5) <i>l</i>iar.</li> +<li class="f">(5) Henry <abbr title="the 2nd">II.</abbr> (1154)—(1) +<i>Th</i>e (5) <i>l</i>and (4) <i>r</i>estorer.</li> +<li class="f">(6) Richard <abbr title="the 1st">I.</abbr> (1189)—(1) <i>Th</i>e (8) +<i>f</i>awners (9) <i>p</i>unished.</li> +<li class="f">(7) John (1199)—(1) <i>D</i>epriving a (9) +<i>p</i>retty (9) <i>b</i>oy.</li> +<li class="f">(8) Henry <abbr title="the 3rd">III.</abbr> (1216)—(1) “<i>Th</i>ird” (2) He<i>n</i>ry’s (1) <i>t</i>ender (6) <i>ch</i>ildhood.</li> +<li class="f">(9) Edward <abbr title="the 1st">I.</abbr> (1272)—(2) O<i>n</i> a (7) +<i>c</i>rusade (2) u<i>n</i>supported.</li> +<li>(10) Edward <abbr title="the 2nd">II.</abbr> (1307)—(3) A <i>m</i>onarch (0) +e<i>s</i>pouses a (7) <i>c</i>omrade.</li> +<li>(11) Edward <abbr title="the 3rd">III.</abbr> (1327)—He (3) <i>m</i>ade (2) +Wi<i>n</i>dsor (7) <i>C</i>astle.</li> +<li>(12) Richard <abbr title="the 2nd">II.</abbr> (1377)—A (3) <i>m</i>onarch’s (7) +<i>c</i>ollector (7) <i>k</i>illed.</li> +<li>(13) Henry <abbr title="the 4th">IV.</abbr> (1399)—A (3) <i>m</i>onarch (9) +<i>p</i>unished (9) <i>b</i>orderers.</li> +<li>(14) Henry <abbr title="the 5th">V.</abbr> (1413)—A (4) <i>r</i>ioter (1) +<i>t</i>urned (3) <i>m</i>onarch.</li> +<li>(15) Henry <abbr title="the 6th">VI.</abbr> (1422)—(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 <abbr title="the 4th">IV.</abbr> (1461)—(4) Yo<i>r</i>k (6) <i>ch</i>ampioned (1) <i>T</i>owton.</li> +<li>(17) +Edward <abbr title="the 5th">V.</abbr> (1483)—(4) <i>R</i>uler (8) “<i>F</i>ifth” (3) <i>m</i>urdered.</li> +<li>(18) +Richard <abbr title="the 3rd">III.</abbr> (1483)—(4) <i>R</i>ichard (8) <i>f</i>eigns (3) <i>m</i>odesty.</li> +<li>(19) +Henry <abbr title="the 7th">VII.</abbr> (1486)—(4) <i>R</i>oses (8) <i>f</i>inally (6) <i>j</i>oined.</li> +<li>(20) +Henry <abbr title="the 8th">VIII.</abbr> (1509)—A (5) <i>l</i>ady (0) <i>s</i>laying (9) <i>p</i>olicy.</li> +<li>(21) +Edward <abbr title="the 6th">VI.</abbr> (1547)—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)—(5) <i>L</i>uckless +(5) <i>l</i>oving (3) <i>M</i>ary.</li> +<li>(23) Elizabeth (1558)—(5) E<i>l</i>izabeth (5) +<i>l</i>iked (8) <i>v</i>etoes.</li> +<li>(24) James <abbr title="the 1st">I.</abbr> (1603)—(6) <i>J</i>ames a (0) <i>S</i>cottish +(3) <i>m</i>onarch.</li> +<li>(25) Charles <abbr title="the 1st">I.</abbr> (1625)—(6) <i>Ch</i>arles’ (2) i<i>n</i>supportable (5) i<i>l</i>legalities.</li> +<li>(26) Council and Parliament (1649)—(6) <i>Ch</i>arles (4) <i>r</i>ightly (9) <i>b</i>eheaded.</li> +<li>(27) Oliver Cromwell (1653)—(6) <i>G</i>eneral (5) O<i>l</i>iver’s (3) <i>m</i>astery.</li> +<li>(28) Richard Cromwell (1658)—(6) <i>G</i>eneral (5) O<i>l</i>iver’s (8) o<i>f</i>fspring.</li> +<li>(29) Council and Parliament (1659)—A (6) <i>J</i>unta<span class="num" title="Page 93">‌</span><a name="p93" id="p93"></a> (5) <i>l</i>eading (9) <i>P</i>arliament.</li> +<li>(30) Charles <abbr title="the 2nd">II.</abbr> (1660)—(6) <i>Ch</i>eerful (6) <i>Ch</i>arles (0) +<i>S</i>econd.</li> +<li>(31) James <abbr title="the 2nd">II.</abbr> (1685)—(6) <i>J</i>ames’ (8) <i>f</i>ollowers (5) +e<i>l</i>ated.</li> +<li>(32) William <abbr title="the 3rd">III.</abbr> and Mary (1689)—(6) <i>J</i>oining (8) o<i>f</i> (9) +<i>P</i>owers.</li> +<li>(33) Anne (1702)—(0) <i>S</i>ubmissive (2) A<i>n</i>ne.</li> +<li>(34) George <abbr title="the 1st">I.</abbr> (1714)—(1) U<i>t</i>terly (4) <i>r</i>esigned.</li> +<li>(35) George <abbr title="the 2nd">II.</abbr> (1727)—(2) A<i>n</i>spach’s (7) <i>C</i>aroline.</li> +<li>(36) George <abbr title="the 3rd">III.</abbr> (1760)—(6) <i>G</i>eorge’s (0) <i>S</i>overeignty.</li> +<li>(37) George <abbr title="the 4th">IV.</abbr> (1820)—(2) U<i>n</i>divorcible (0) <i>S</i>overeign.</li> +<li>(38) William <abbr title="the 4th">IV.</abbr> (1830)—(3) <i>M</i>idshipman (0) <i>S</i>overeign.</li> +<li>(39) Victoria (1837)—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 <abbr title="the 2nd">II.</abbr> early directed a goldsmith to decorate his father’s grave +with gold and silver ornaments.</li> +<li class="f">(3) Henry <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 <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 <abbr title="the 3rd">III.</abbr> was crowned +at the age of ten. “Third” tells <em>which</em> Henry is meant.</li> +<li class="f">(9) Edward <abbr title="the 1st">I.</abbr> +declared—“I will go on, if I go on with no other follower than my +groom.”</li> +<li>(10) Gaveston was the king’s comrade and favourite, and was +finally beheaded by the indignant barons.</li> +<li>(11) Edward <abbr title="the 3rd">III.</abbr> erected +Windsor Castle.</li> +<li>(12) The king’s poll-tax collector was killed by Wat +Tyler.</li> +<li>(13) A successful Scottish war was this monarch’s first +achievement.</li> +<li>(14) Riotous Prince Hal became a spirited, valiant king. +</li> +<li>(15) Henry <abbr title="the 6th">VI.</abbr> was only nine months old when his predecessor died.</li> +<li>(16) Edward <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 <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 94">‌</span><a name="p94" id="p94"></a> be murdered.</li> +<li>(18) Richard’s +affected modesty is conspicuously brought out in Shakespeare’s tragedy +of Richard <abbr title="the 3rd">III.</abbr></li> +<li>(19) Henry <abbr title="the 7th">VII.</abbr>, to quell forever the hostility of the +rival Roses, married Elizabeth of York, the daughter of Edward <abbr title="the 4th">IV.</abbr></li> +<li>(20) The formula in this case is clearly justified by history.</li> +<li>(21) Edward <abbr title="the 6th">VI.</abbr> was but ten years old. Henry <abbr title="the 8th">VIII.</abbr> had provided in his will +that a council of sixteen should govern during Edward’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—1597—she refused the royal +assent to 48 bills passed by the Commons.</li> +<li>(24) James <abbr title="the 1st">I.</abbr> was the first +Scottish king that reigned over England.</li> +<li>(25) Charles <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—(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’s +accession and the word “offspring” means Richard Cromwell.</li> +<li>(29) A Junta +here means the “council.”</li> +<li>(30) Charles Second was called the “merry” +monarch.</li> +<li>(31) Parliament at once voted James <abbr title="the 2nd">II.</abbr> nearly two million +pounds sterling per annum for life.</li> +<li>(32) William and Mary were +coördinate sovereigns.</li> +<li>(33) Anne was truly “submissive” or easily +influenced.</li> +<li>(34 and 35) Green intimates that George <abbr title="the 1st">I.</abbr> and George <abbr title="the 2nd">II.</abbr> +hardly affected the course of events—the former followed the advice of +his ministers and the latter of his wife Caroline.</li> +<li>(36) George <abbr title="the 3rd">III.</abbr> was +emphatically a sovereign.</li> +<li>(37) George <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 <abbr title="the 4th">IV.</abbr> had +been a midshipman in the navy.</li> +<li>(39) Victoria has certainly proved +herself to be a “Model Queen.”</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 95">‌</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 “Yo<i>rk</i>” itself, the “y” +having no figure value, and “r” standing for 4, and “k” 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 “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.</p> + +<p><em>Analytic date and number words do not have to be memorised.</em>—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 “York” 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 “r” and “ck” (the equivalent<span class="num" title="Page 96">‌</span><a name="p96" id="p96"></a> of “k” 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 “<i>r</i>o<i>ck</i>y” as +applicable to New York, you would then find in that word “<i>r</i>o<i>ck</i>y” 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 “E<i>r</i>ie <i>C</i>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 “<i>r</i>i<i>ng</i>,” 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 +“<i>R</i>a<i>k</i>e” would spell 47; this would be a case of Concurrence. In a +political sense, the word “<i>r</i>i<i>ng</i>s” 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’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’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 97">‌</span><a name="p97" id="p97"></a>NUMBER OF SHAKESPEARE’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—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 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. +“<i>Sh</i>a<i>p</i>ely” (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 “<i>Sh</i>e<i>p</i>herd-boy” +(69)—a birth-date by <abbr title="Exclusion">Ex.</abbr> “<i>Ch</i>a<i>p</i>let”—a wreath or garland <ins class="corr" title="Transcriber’s note: Original read ‘sighed’.">signed</ins> +for by him in his ambitious hopes—expresses his birth-date by <abbr title="Concurrence">Con.</abbr> His +death occurred in 1821. “E<i>nd</i>” (21) or <ins class="corr" title="Transcriber’s note: Original lacked an opening quote mark.">“</ins>U<i>nd</i>one” (21) expresses +his death-date by synonymous Inclusion. “<i>N</i>a<i>t</i>ivity” (21) indicates it +by <abbr title="Exclusion">Ex.</abbr> Since he died from cancer in the stomach, he could retain very +little food. “I<i>nd</i>igestion” (21) makes his death-date by <abbr title="Concurrence">Con.</abbr></p> + +<p>Wellington’s birth, in 1769, may be expressed by “<i>Sh</i>ee<i>p</i>-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, “<i>Ch</i>u<i>b</i>by” (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 98">‌</span><a name="p98" id="p98"></a>Wellington died in 1852 at Wilmer Castle. “Wi<i>lm</i>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. “<i>L</i>a<i>n</i>tern-jawed” (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. +“A<i>l</i>ie<i>n</i>ated” (52) expresses his death-date by <abbr title="Exclusion">Ex.</abbr> A sudden illness +carried him off. Hence “I<i>l</i>lness” (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. ’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 “sheep-faced” 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’s in the word “illness”?</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’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> 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 99">‌</span><a name="p99" id="p99"></a> same as 1438. 438 is found in the +analytic word (438) “<i>R</i>e<i>m</i>o<i>v</i>able” [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 “Cognate” +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>—The first steamship crossed the Atlantic in 1819. 19 is +found in “<i>T</i>u<i>b</i>” 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 +“<i>Sh</i>e<i>l</i>ved,” which means the opposite of promotion [or by two words, +thus: (6) <i>J</i>ohnson (5) E<i>l</i>evated]. “<i>M</i>e<i>n</i>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<i>m</i>erica’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 “(7) +<i>C</i>ullen’s (8) <i>F</i>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 “<i>B</i>i<i>g</i>-wig” +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 +“<i>M</i>e<i>rc</i>iless.” Or (3) <i>M</i>urderous (4) A<i>r</i>tillery’s (0) <i>S</i>courge. +Plymouth (Mass.) was settled in 1620. 620 will indicate it. We find +these figures in “<i>Ch</i>a<i>nc</i>e,”<span class="num" title="Page 100">‌</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 “<i>C</i>a<i>ck</i>le” expresses the date 77.</p> + +<p>Jefferson Davis disguised himself in the hood, shawl, and dress of his +wife in 1865. “<i>Sh</i>aw<i>l</i>” by Concurrence expresses that date. The +Constitution of the United States was <em>adopted</em> in 1787, which spells +“<i>Th</i>e <i>G</i>i<i>v</i>i<i>ng</i>.” To adopt the Constitution, it required the States +to give their assent. They <em>gave</em> the Federal Government all the power +it possessed. “<i>Th</i>e <i>G</i>i<i>v</i>i<i>ng</i>” 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 “<i>Th</i>e <i>Ch</i>oosi<i>ng</i>.” +This phrase relates to the settlement by Concurrence. Harvard College +was founded in 1636, which spells “<i>T</i>ea<i>ch</i> <i>M</i>u<i>ch</i>.” 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 “<i>T</i>oo<i>k</i> a +<i>s</i>ea<i>t</i>.” 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’s note: Original read ‘indirecly’.">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 101">‌</span><a name="p101" id="p101"></a> he could not recollect the +number 715. At length he thought of “<i>C</i>a<i>t</i>t<i>l</i>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) <i>C</i>ollect (1) <i>Th</i>e (5) <i>L</i>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 <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 “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 <em>special</em> 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<span class="num" title="Page 102">‌</span><a name="p102" id="p102"></a> 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) “<i>T</i>o (7) +<i>G</i>ain (5) Is<i>l</i>and (1) <i>T</i>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.</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 = +<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 = 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 = <i>Th</i>e <i>N</i>egro Continent. <abbr title="Population">Pop.</abbr> of Bombay += 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 = 840,000; or <i>V</i>iceroy’s <i>R</i>esidential <i>S</i>eat. <abbr title="Population">Pop.</abbr> of +India = 292,000,000; or I<i>n</i>dia’s <i>P</i>opulation E<i>n</i>umerated.</p> + +<p><abbr title="Population">Pop.</abbr> of Australasia, <abbr title="et cetera">&c.</abbr>, 4,250,000 = 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) = 490,912 = (4) Ou<i>r</i> (9) +<i>B</i>iggest (0) <i>C</i>ity’s (9) <i>B</i>uildings (1) <i>d</i>ecidedly<span class="num" title="Page 103">‌</span><a name="p103" id="p103"></a> (2) u<i>n</i>equalled. +The “City” contains 73,361 = (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) = 386,400 = 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 = 31,196; (3) <i>M</i>any (1) <i>T</i>asmanians +(1) Ea<i>t</i> (9) Ho<i>b</i>art’s (6) <i>J</i>am.</p> + +<p><abbr title="Population">Pop.</abbr> of Auckland (New Zealand), with suburbs, in (1891) = 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—</td> + <td><i>D</i>ollars <i>B</i>uy <i>S</i>u<i>n</i>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 + “<i>D</i>ollars <i>B</i>uy <i>S</i>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.</td> +</tr> +<tr> + <td class="tdr">2.</td> + <th>Silver</th> + <td class="tdr0">10.4—</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—</td> + <td>U<i>n</i>usually <i>D</i>uctile + <i>S</i>o<i>l</i>id.—Platinum is the most ductile metal + known.</td> +</tr> +<tr> + <td class="tdr">4.</td> + <th>Lead</th> + <td class="tdr0">11.3—</td> + <td><i>Th</i>e <i>T</i>in <i>Sm</i>ith.—Lead <ins class="corr" title="Transcriber’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—</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—</td> + <td><i>V</i>iew a <i>Sp</i>ire.—Copper points the lightning + rods.</td> +</tr> +<tr> + <td class="tdr">7.</td> + <th>Iron</th> + <td class="tdr0">7.7—</td> + <td>Hoo<i>k</i> <i>Sk</i>illet.—It means hang up an iron + pot.</td> +</tr> +<tr> + <td class="tdr">8.</td> + <th>Zinc</th> + <td class="tdr0">6.9—</td> + <td>A <i>Sh</i>eet <i>S</i>u<i>p</i>ply.—Zinc is rolled + into sheets.</td> +</tr> +<tr> + <td class="tdr">9.</td> + <th>Antimony</th> + <td class="tdr0">6.7—</td> + <td><i>G</i>erman <i>S</i>ee<i>k</i>er.—Antimony was + discovered by a German monk.</td> +</tr> +<tr> + <td class="tdr">10.</td> + <th>Calcium</th> + <td class="tdr0">1.0—</td> + <td>Whi<i>t</i>e <i>C</i>eiling.—Calcium is used in + white-washing.</td> +</tr> +</table> + + + +<h4><span class="num" title="Page 104">‌</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 miles <br />long).—</td> + <td><i>R</i>ushing <i>M</i>ississippi’s wa<i>v</i>es + E<i>n</i>croach.—The Mississippi River frequently overflows + its banks.</td> +</tr> +<tr> + <th>Nile</th> + <td class="tdr0">(3,370 <abbr title="miles">mi.</abbr>)—</td> + <td>(3) <i>M</i>ighty (3) <i>M</i>editerranean’s (7) + <i>G</i>reatest (0) <i>S</i>tream.</td> +</tr> +<tr> + <th>Volga</th> + <td class="tdr0">(2,400 <abbr title="miles">mi.</abbr>)—</td> + <td>I<i>n</i> <i>R</i>ussia’s <i>S</i>oil <i>S</i>uperior.—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 <abbr title="miles">mi.</abbr>)—</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 <abbr title="miles">mi.</abbr>)—</td> + <td><i>L</i>oire’s <i>M</i>ajestic <i>S</i>weep.</td> +</tr> +<tr> + <th lang="fr" xml:lang="fr">Seine</th> + <td class="tdr0">(470 <abbr title="miles">mi.</abbr>)—</td> + <td><i>R</i>olling <i>G</i>ay <i>S</i>eine.</td> +</tr> +<tr> + <th>Spree</th> + <td class="tdr0">(220 <abbr title="miles">mi.</abbr>)—</td> + <td><i>N</i>otice <i>N</i>oble <i>S</i>pree.</td> +</tr> +<tr> + <th>Jordan</th> + <td class="tdr0">(200 <abbr title="miles">mi.</abbr>)—</td> + <td>A K<i>n</i>own <i>S</i>alty <i>S</i>olution.—The River Jordan + is impregnated with considerable salt.</td> +</tr> +</table> + +<ol class="sidenote"> +<li>Why could we not substitute the phrase “<i>Th</i>e <i>M</i>ercury +<i>S</i>hie<i>l</i>d” for “<i>Th</i>e <i>M</i>ercury <i>s</i>o<i>l</i>d,” since “S” stands for “0,” +and “h” has no value?</li> +<li>Why not use the phrase “Whi<i>t</i>e <i>s</i>ea<i>l</i>ing” to +express the Specific Gravity of Calcium?</li> +<li>Could the Atomic Weight of +Silver (108) be expressed by the phrase “<i>Th</i>e <i>V</i>a<i>s</i>e?”</li> +<li>If not, why not?</li> +<li>Would the phrase “<i>Th</i>e <i>S</i>ilver <i>V</i>ase” be better?</li> +<li>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 <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’s <i>P</i>eak I<i>s</i> <i>C</i>ertainly U<i>n</i>equalled.—This is the highest +mountain on the globe; or I<i>n</i>dia’s <i>B</i>oundary <i>S</i>ummit I<i>s</i> +U<i>n</i>approachable. Kinchinjunga is 28,156 <abbr title="feet">ft.</abbr> high. We shall know what +Mountain is meant if we omit the first syllable “kin.” Hence we can use +the formula, “<i>N</i>ext E<i>v</i>erest <i>D</i>awns <i>L</i>ofty <i>Ch</i>injunga.”</p> + +<table class="sci" summary="Analytic formulas to memorise heights of mountains."> +<tr> + <th> + <ins class="corr" title= + "Transcriber’s note: Original read ‘Popocatapetl’."> + Popocatepetl</ins> + </th> + <td class="tdr0">(17,783 <abbr title="feet">ft.</abbr>) —</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 <abbr title="feet">ft.</abbr>) —</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 <abbr title="feet">ft.</abbr>) —</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 <abbr title="feet">ft.</abbr>) —</td> + <td><i>Th</i>is <i>M</i>ountain A<i>g</i>assiz <i>N</i>imbly + A<i>s</i>cended. —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 <abbr title="feet">ft.</abbr>) —</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 <abbr title="feet">ft.</abbr>) —</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 <abbr title="feet">ft.</abbr>) —</td> + <td><i>N</i>ear <i>K</i>eswick <i>V</i>iew a + <i>C</i>raig.—This mountain is situated near the town of + Keswick.</td> +</tr> +</table> + +<ol class="sidenote"> +<li>Are there any letters in the word “Ohio” which have a +figure value?</li> +<li>Do you see any way by which you can make the word +“Known” 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 105">‌</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> = 55<abbr title="degrees">°</abbr>—00<abbr title="minutes">′</abbr></td> + <td>(5) <i>L</i>ondon’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> = 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> = 40<abbr title="degrees">°</abbr>—52<abbr title="minutes">′</abbr></td> + <td>(4) Yo<i>r</i>k (0) <i>C</i>ity’s (5) <i>L</i>atitude (2) + <i>N</i>amed.</td> +</tr> +<tr> + <td><abbr title="Longitude">Long.</abbr> = 73<abbr title="degrees">°</abbr>—59<abbr title="minutes">′</abbr></td> + <td>(7) <i>C</i>ommercial (3) <i>M</i>etropolis’ (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> = 40<abbr title="degrees">°</abbr>—00<abbr title="minutes">′</abbr></td> + <td>(4) <i>R</i>epublic’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> = 75<abbr title="degrees">°</abbr>—10<abbr title="minutes">′</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’s note: Original omitted the =."> = </ins>41<abbr title="degrees">°</abbr>—45<abbr title="minutes">′</abbr></td> + <td>(4) <i>R</i>ebuilt (1) <i>T</i>own’s (4) <i>R</i>eal (5) + <i>L</i>atitude.</td> +</tr> +<tr> + <td><abbr title="Longitude">Long.</abbr> = 87<abbr title="degrees">°</abbr>—50<abbr title="minutes">′</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> = 42<abbr title="degrees">°</abbr>—20<abbr title="minutes">′</abbr></td> + <td>(4) Ha<i>r</i>vard (2) U<i>n</i>iversity’s (2) <i>N</i>earest + (0) <i>C</i>ity.</td> +</tr> +<tr> + <td><abbr title="Longitude">Long.</abbr> = 71<abbr title="degrees">°</abbr>—05<abbr title="minutes">′</abbr></td> + <td>(7) <i>G</i>ives (1) <i>T</i>ea (0) <i>S</i>pillers’ (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> = 30<abbr title="degrees">°</abbr>—00<abbr title="minutes">′</abbr></td> + <td>(3) <i>M</i>ississippi’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> = 90<abbr title="degrees">°</abbr>—00<abbr title="minutes">′</abbr></td> + <td>(9) “<i>B</i>utler (0) <i>S</i>tole (0) <i>S</i>ilver + (0) <i>S</i>poons.”<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> = 39<abbr title="degrees">°</abbr>—41<abbr title="minutes">′</abbr></td> + <td>(3) <i>M</i>ountain (9) <i>P</i>eaks (4) O’e<i>r</i>look (1) + <i>D</i>enver.</td> +</tr> +<tr> + <td><abbr title="Longitude">Long.</abbr> = 105<abbr title="degrees">°</abbr>—00<abbr title="minutes">′</abbr></td> + <td>(1) <i>D</i>enver’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> = 37<abbr title="degrees">°</abbr>—30<abbr title="minutes">′</abbr></td> + <td>(3) <i>M</i>etallic (7) <i>C</i>alifornia’s (3) + <i>M</i>etropolitan (0) <i>C</i>ity.</td> +</tr> +<tr> + <td><abbr title="Longitude">Long.</abbr> = 122<abbr title="degrees">°</abbr>—00<abbr title="minutes">′</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> = 34<abbr title="degrees">°</abbr>—19<abbr title="minutes">′</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> = 93<abbr title="degrees">°</abbr>—<ins class="corr" title= + "Transcriber’s note: Original had a double-prime.">00<abbr title="minutes">′</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> = 40<abbr title="degrees">°</abbr>—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> = 79<abbr title="degrees">°</abbr>—50<abbr title="minutes">′</abbr></td> + <td>(7) <i>G</i>reat (9) <i>P</i>ittsburg’s (5) <i>L</i>ongitude + (0) <i>S</i>ecured.</td> +</tr> +<tr class="gap"> + <th rowspan="2"><span class="num" title= + "Page 106">‌</span><a name="p106" id="p106"></a> (11) + <span class="smcap">Niagara Falls</span></th> + <td><abbr title="Latitude">Lat.</abbr> = 43<abbr title="degrees">°</abbr>—02<abbr title="minutes">′</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> = 79<abbr title="degrees">°</abbr>—12<abbr title="minutes">′</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> = 18<abbr title="degrees">°</abbr>—53<abbr title="minutes">′</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> = 72<abbr title="degrees">°</abbr>—53<abbr title="minutes">′</abbr></td> + <td>(7) <i>K</i>ipling’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> = 22<abbr title="degrees">°</abbr>—34<abbr title="minutes">′</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> = 88<abbr title="degrees">°</abbr>—24<abbr title="minutes">′</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> = 37<abbr title="degrees">°</abbr>—49<abbr title="minutes">′</abbr> (S)</td> + <td>(3) <i>M</i>elbourne’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> = 44<abbr title="degrees">°</abbr>—58<abbr title="minutes">′</abbr> (E)</td> + <td>(4) Ha<i>r</i>bour’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> = 33<abbr title="degrees">°</abbr>—55<abbr title="minutes">′</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> = 18<abbr title="degrees">°</abbr>—28<abbr title="minutes">′</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 +“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 <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 107">‌</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—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<span class="num" title="Page 108">‌</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—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—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.]</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’s?</li> +<li>Is it not more effectual? <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">←ToC</a></li> +</ol> + + +<hr /> +<h2><span class="num" title="Page 109">‌</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, “Rough and Ready.” 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—but there <em>was</em> +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 +<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 “Rough +and Ready” 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 110">‌</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>—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 111">‌</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 112">‌</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 “Extremes,” each one of which is an instance of <abbr title="Inclusion">In.</abbr>, <abbr title="Exclusion">Ex.</abbr>, or +<abbr title="Concurrence">Con.</abbr>—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—no constructive power of imagination—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 “Extremes.” 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 +“Extremes” (having nothing in common, in principle or nature, with the +old-fashioned Mnemonical “Links,” or “Phrases”).</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>——</td> + <td>(3) Capstan (1) Night-cap (3) Pillow (3)</td> + <td>——</td> +</tr> +<tr> + <td>——</td> + <td>(3) Roadstead (1) Bedstead</td> + <td>——</td> +</tr> +<tr> + <td>——</td> + <td>(3) Sea Bed (1)</td> + <td>——</td> +</tr> +<tr> + <td>2. PEN</td> + <td>(3) Ink (1) Ink-bottle (1) Smelling-bottle (3)</td> + <td>NOSE</td> +</tr> +<tr> + <td>——</td> + <td>(1) Pensive (2) Gay (1) Nosegay</td> + <td>——</td> +</tr> +<tr> + <td>——</td> + <td>(3) Wiper (3)</td> + <td>——</td> +</tr> +<tr> + <td>3. SLAIN</td> + <td>(3) Battle (3) Joshua (3)</td> + <td>MOON</td> +</tr> +<tr> + <td>——</td> + <td>(1) Struck-down (1) Moon-struck (1)</td> + <td>——</td> +</tr> +<tr> + <td>——</td> + <td>(3) Fallen (2) Risen (3)</td> + <td>——</td> +</tr> +<tr> + <td>4. TEA</td> + <td>(1) Teaspoon (1) Spooney (1)</td> + <td>LOVER</td> +</tr> +<tr> + <td>——</td> + <td>(3) Sugar (1) Sweet (1) Sweetheart (1)</td> + <td>——</td> +</tr> +<tr> + <td>5. ARROW</td> + <td>(3) Tell (3) Apple (3) Cider Mill (1)</td> + <td>TREADMILL</td> +</tr> +<tr> + <td>——</td> + <td>(3) Flight (3) Arrest (3) Convict (3)</td> + <td>——</td> +</tr> +<tr> + <td>6. BEE</td> + <td>(1) Beeswax (1) Sealing-wax (3) Title deeds (3)</td> + <td>ATTORNEY</td> +</tr> +<tr> + <td>——</td> + <td>(1) Queen Bee (1) Queen’s Counsel (3)</td> + <td>——</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 113">‌</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—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: +<strong class="smcap">Moon</strong>—(3) Gibbous [one of the phases of the Moon]—(1) “Bus”—(1) +<strong class="smcap">Omnibus</strong>. I asked a pupil then present—a girl nine years old—to connect +them. She promptly replied, “<strong class="smcap">Moon</strong>—(1) Honey-moon—(3) Kissing—(1) +Buss—(1) <strong class="smcap">Omnibus</strong>.” A moment after, she gave another: “<strong class="smcap">Moon</strong>—(1) Full +Moon—(1) ‘Full inside’—(3) <strong class="smcap">Omnibus</strong>.” Once more: “<strong class="smcap">Moon</strong>—(1) +Moonlight—(1) Lightning—(3) ‘Conductor’—(3) <strong class="smcap">Omnibus</strong>.” 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 “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:</p> + +<table class="corr" summary="Further pairs of correlations."> +<tr> + <td>“A”</td> + <td>(1) First Letter (1) First Mate (3) Ship (3)</td> + <td>“ANCHOR”</td> +</tr> +<tr> + <td><abbr class="ditto" title="A">"</abbr></td> + <td>(1) Aviary (3) Bird (3) Flew (1) Fluke (1)</td> + <td>——</td> +</tr> +<tr> + <td>“B”</td> + <td>(1) Bee (3) Sting (1) Sharp Pain (1) Sharp Horns (1)</td> + <td>“BULL”</td> +</tr> +<tr> + <td><abbr class="ditto" title="B">"</abbr></td> + <td>(1) Below (1) Bellow (3)</td> + <td>——</td> +</tr> +<tr> + <td>“C”</td> + <td>(1) Sea (3) Ocean Steamer (1) Cabin (1)</td> + <td>“CAB”</td> +</tr> +<tr> + <td>“D”</td> + <td>(1) “<abbr title="Doctor of Divinity">D.D.</abbr>” (1) Clerical Title (1) Venetian Title + (1)</td> + <td>“DOGE”</td> +</tr> +<tr> + <td>“COOLEY”</td> + <td>(1) Coolly Articulated (1) Definite Article (1)</td> + <td>“THE”</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 114">‌</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—many +instances will be given in this lesson:—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—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’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—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 “Analysis” cement together unconnected +“Extremes”? This question implies a contradiction of terms. I reply, +“Yes, by <em>accident</em>, and by accident only.”</p> + +<p>Analysis is <em>declaratory</em>—Synthesis is <em>constructive</em>. Analysis +<em>discovers</em> and <em>describes</em> the relations actually existing—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 115">‌</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—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—two words at a time—without discriminating the <em>kind</em> and +<em>quality</em> 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 +<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 “extremes” 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 +“Extremes,” and then Analysis can memorise these “extremes” by means of +such accidental relations. To illustrate:—</p> + +<p>A physician was troubled to remember on which side of the heart are the +“mitral valves.” As they are on the left<span class="num" title="Page 116">‌</span><a name="p116" id="p116"></a> 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: “<em>Mitral valves</em> … mitred Abbots… +none left … <em>left</em>.”</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 “I” belongs alike to Cambridge and +“Light” and is absent from Oxford and “Dark.”</p> + +<p>Take a case in Trigonometry—a <em>Complement</em> is what remains after +subtracting an angle from <em>one</em> right-angle. Take 60 degrees from +90 degrees, and we have the complement 30 degrees—a <em>Supplement</em> 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 <em>T</em>. S … 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: “<em>Complement</em> (compliment) … praise +bestowed … prize-winner … won … <em>one right-angle</em>” (<em>Complement</em> +completes right-angle … <em>one</em> … <em>right-angle</em>) or “<em>Supplement</em> … +supple … bend double … ‘two double’ … <em>two right-angles</em>” +(<em>Supplement</em> … added to … more than one right-angle … <em>two +right-angles</em>).</p> + +<p><span class="num" title="Page 117">‌</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 “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 <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> … Post-Mortem … Insensible … +<em>Sensory</em>; or Anterior to Motor, thus: <em>Anterior</em> … Ant … disturbed +anthill … commotion … <em>Motor</em>; or <em>Anterior</em> … antediluvian … +rush of water … water-power … <em>Motor</em>. In uniting the two +unconnected “Extremes” 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 “A” make a good <abbr title="Inclusion">In.</abbr> by sound with “Anchor” 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 “Mitral +valves” and “left.”</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. 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 118">‌</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:—<strong class="smcap">Anchor</strong> … <em>sheet-anchor</em> … <em>sheet</em> … <em>bed</em> … +<strong class="smcap">Bolster</strong>—<strong class="smcap">Bolster</strong> … <em>bed</em> … <em>sheet</em> … <em>sheet-anchor</em> … <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—“Anchor” … “Bolster.” “Bolster” … +“Anchor.” “Bolster” … “Anchor.” “Anchor” … “Bolster.”</p> + +<p>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 +<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—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 “Extremes” +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 “physiological retentiveness” is the +memory’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 119">‌</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">&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">&c.</abbr>, 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, <abbr title="et cetera">&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 120">‌</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 “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.</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:—<em>Short steps</em> … stepson … real +son … more a son … <em>Morrison</em>. 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: <em>Short steps</em> … <em>stepson</em> … <em>Morrison</em>.</p> + +<p>5. A word may be used twice but never three times. <em>Pen</em> … pensive … +gay … nosegay … <em>Nose</em>. 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, +<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—<strong class="smcap">Magna +Charta</strong> …<span class="num" title="Page 121">‌</span><a name="p121" id="p121"></a> King John … Jew’s teeth … <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’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> … magnify … diminish … <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> … <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> … (w)ring … twist +… wriggle … <strong class="smcap">Eel</strong>. But “Bivou<i>ac</i> … <i>aq</i>ueduct” 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: “<em>Bivouac</em> … aqueduct … flowing water +… falling water … <strong class="smcap">Rain</strong>.”</p> + +<p>9. <em>Never</em>—in the early stages of the study of the System—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 122">‌</span><a name="p122" id="p122"></a> 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: “<i>Vol</i>taire … (1) … +volatile … (2) … ‘fixed’ … (1) … ‘The Shaper’ <i>Th</i>e <i>Sh</i>a<i>p</i>e<i>r</i> +(1694);” or “Vol<i>taire</i> … (1) … tear to pieces … (1) … mocking +dissector … (1) … <i>Th</i>e <i>G</i>i<i>b</i>e<i>r</i> (1694).” If he had known that +Voltaire was a born writer, he would have found the analytic relation in +“Voltaire … <i>Th</i>e <i>Sh</i>a<i>p</i>e<i>r</i> (1694)” or if he had known that he was +a terrible mocker, he would have said: “Voltaire … <i>Th</i>e <i>G</i>i<i>b</i>e<i>r</i> +(1694).” If he wished to fix the date of the discovery of America, he +might think of “<i>T</i>e<i>r</i>ra<i>p</i>i<i>n</i>” (a large tide-water turtle, abounding +in Maryland), and correlate thus: “Discovery of America … (1) … +Maryland … (3) … <i>T</i>e<i>r</i>ra<i>p</i>i<i>n</i> (1492).” 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">&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: “Discovery +of America … (3) <i>Tr</i>ue <i>B</i>oo<i>n</i> (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) … <i>D</i>oo<i>r</i> o<i>p</i>e<i>n</i> (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 … <i>P</i>i<i>n</i>ta (1492).”</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 123">‌</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’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’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 “Best Known” 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 “Best Known” 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, “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. +<strong class="smcap">Pinchbeck</strong>.” 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 124">‌</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—which he was afraid he would +forget—by correlating it to the word—“Founder,” which he did remember, +thus:—<strong class="smcap">Founder</strong> … lost way … hark-back … Birkbeck; or, <strong class="smcap">Founder</strong> … +foundered horse … chestnut horse … chestnut … bur … <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, “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-<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’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’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">&c.</abbr>,<span class="num" title="Page 125">‌</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’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 … bowman</td> + <td>Mr. Archer</td> +</tr> +<tr> + <td>Wavy hair</td> + <td>dancing wave … Morris dance</td> + <td>Mr. Morrison</td> +</tr> +<tr> + <td>Black eyes</td> + <td>white … snow … pure as snow</td> + <td>Mr. Virtue</td> +</tr> +<tr> + <td>Retreating chin</td> + <td>retiring … home-bird</td> + <td>Mr. Holmes</td> +</tr> +<tr> + <td>High instep</td> + <td>high boots … mud … peat</td> + <td>Mr. Peat</td> +</tr> +<tr> + <td>Crooked legs</td> + <td>broken legs … crushed</td> + <td>Mr. Crushton</td> +</tr> +<tr> + <td>Apprehension</td> + <td>suspension … gallows</td> + <td>Mr. Galloway</td> +</tr> +<tr> + <td>Sombre</td> + <td>sad … mourning … hat-band</td> + <td>Mr. Hatton</td> +</tr> +<tr> + <td>Music</td> + <td>stave … bar</td> + <td>Mr. Barcroft</td> +</tr> +<tr> + <td>Violinist</td> + <td>violin … high note … whistle</td> + <td>Mr. Birtwistle</td> +</tr> +<tr> + <td>Painter</td> + <td>paint … colored cards … whist</td> + <td>Mr. Hoyle</td> +</tr> +<tr> + <td>Plumber</td> + <td>plum-pudding … victuals</td> + <td>Mr. Whittles</td> +</tr> +<tr> + <td>Joiner</td> + <td>wood … 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">Müller</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>—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 <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 “Extremes.” 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 “Extreme,” and the +last intermediate with the last “Extreme,” 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 126">‌</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 “Extremes.” I add nothing to the +“Extremes,” 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 “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.</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’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 127">‌</span><a name="p127" id="p127"></a>LEARNING FOREIGN WORDS.</h3> + +<p>“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 <em>same</em> in each language (alphabet, banquet, couplet, <abbr title="et cetera">&c.</abbr>), 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<i>m</i>age.” 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: “<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>”</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 128">‌</span><a name="p128" id="p128"></a> 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.</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’s note: Original read ‘Unfamilar‘.">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—<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">Anachorète</i> might have for its equivalent by sound either +“<em>Anna</em>,” or “<em>Core</em>,” or “<em>Ate</em>,” or “<em>Anna goes late</em>,” or “<em>Ann a +core ate</em>,” or “<em>Anna’s cold hate</em>,” and perhaps to some of my readers +it would seem like something else. <i lang="fr" xml:lang="fr">Cravache</i> might sound like “<em>Crack +of lash</em>.” 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. <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 129">‌</span><a name="p129" id="p129"></a> English.</th> + <th>Intermediates.</th> + <th>Greek.</th> +</tr> +<tr> + <td>Merchant</td> + <td>… market … emporium …</td> + <td><span lang="el" xml:lang="el" title= + "emporos">ἔμπορος</span></td> +</tr> +<tr> + <td>Move</td> + <td>… move on … next stage … next-of-kin …</td> + <td class="corr" title="Transcriber’snote: Original read ‘κιυέω’."><span lang="el" xml:lang="el" title= + "kineô">κινέω</span></td> +</tr> +<tr> + <td>True</td> + <td>… naked truth … pith of the matter … pithy …</td> + <td><span lang="el" xml:lang="el" title= + "pithanos">πιθανος</span></td> +</tr> +<tr> + <td>Course</td> + <td>… coarse hair … camel hair … dromedary …</td> + <td><span lang="el" xml:lang="el" title= + "dromos">δρόμος</span></td> +</tr> +<tr> + <td>Servant</td> + <td>… light fare … dole out [maid … bride … dowry] + …</td> + <td><span lang="el" xml:lang="el" title= + "doulos ">δούλος</span></td> +</tr> +<tr> + <td>Tanner</td> + <td>… leather … leather purse … disburse …</td> + <td><span lang="el" xml:lang="el" title= + "burseus ">βυρσεύς</span></td> +</tr> +<tr> + <td>Cup</td> + <td>… tea-cup … tea-pot …</td> + <td><span lang="el" xml:lang="el" title= + "potêrion ">ποτήρίον</span></td> +</tr> +<tr> + <td>Fetters</td> + <td>… criminal … desperate …</td> + <td><span lang="el" xml:lang="el" title= + "desmos">δεσμος</span></td> +</tr> +<tr> + <td>Fragile</td> + <td>… thin … rapier … “thrust us” …</td> + <td><span lang="el" xml:lang="el" title= + "thraustos ">θραυστος</span></td> +</tr> +<tr> + <td>——</td> + <td>glass houses … “throw stones”</td> + <td>——</td> +</tr> +<tr> + <td>Fruit</td> + <td>… fruit-knife … fish-knife … carp …</td> + <td><span lang="el" xml:lang="el" title= + "karpos">καρπος</span></td> +</tr> +<tr> + <td>Round</td> + <td>… fat … stout … strong …</td> + <td><span lang="el" xml:lang="el" title= + "strongylos ">στρογγύλος</span></td> +</tr> +<tr> + <td>Bride</td> + <td>… fair … fairy … forest nymph …</td> + <td><span lang="el" xml:lang="el" title= + "nymphê">νυμφη</span></td> +</tr> +<tr> + <td>Pearl</td> + <td>… Necklace … sweetheart … Sweet Margery …</td> + <td><span lang="el" xml:lang="el" title= + "margaritês ">μαργαρίτης</span></td> +</tr> +<tr> + <td>Bread</td> + <td>… baker … baker’s art …</td> + <td><span lang="el" xml:lang="el" title= + "artos">ἄρτος</span></td> +</tr> +<tr> + <td>Marry</td> + <td>… lottery of life … risky game …</td> + <td><span lang="el" xml:lang="el" title= + "gameô">γαμέω</span></td> +</tr> +<tr> + <td>Join</td> + <td>… engaged—[suited … apt] … apt to disagree + …</td> + <td><span lang="el" xml:lang="el" title= + "aptô">ἄπτω</span></td> +</tr> +<tr> + <td>Culprit</td> + <td>… cull … select a few … few gone …</td> + <td><span lang="el" xml:lang="el" title= + "pheugôn">φευγών</span></td> +</tr> +<tr> + <td>Milk</td> + <td>… milky way … galaxy …</td> + <td><span lang="el" xml:lang="el" title= + "gala">γάλα</span></td> +</tr> +<tr> + <td>Drink</td> + <td>… water … small leak … pinhole …</td> + <td><span lang="el" xml:lang="el" title= + "pinô">πίνω</span></td> +</tr> +<tr> + <td>Suffer hunger</td> + <td>… dying of hunger … pining away …</td> + <td><span lang="el" xml:lang="el" title= + "peinaô">πεινάω</span></td> +</tr> +<tr> + <td>Time</td> + <td>… watch … chronometer …</td> + <td><span lang="el" xml:lang="el" title= + "chronos">χρόνος</span></td> +</tr> +<tr> + <td>——</td> + <td>Father Time … old age … old crony</td> + <td>——</td> +</tr> +<tr> + <td>Deliver</td> + <td>… capture … lasso …</td> + <td><span lang="el" xml:lang="el" title= + "apalassô ">ἀπαλασσω</span></td> +</tr> +<tr> + <td>Spread</td> + <td>… Christmas feast … deck a church … dye a spire + …</td> + <td><span lang="el" xml:lang="el" title= + "diaspeirô ">διασπείρω</span></td> +</tr> +<tr> + <td>Uncover</td> + <td>… bare … bare foot … a Kaliph’s toe …</td> + <td><span lang="el" xml:lang="el" title= + "ekkalyptô ">ἐκκαλυπτω</span></td> +</tr> +<tr> + <td>Shut</td> + <td>… shut out … severe weather … bad climate …</td> + <td><span lang="el" xml:lang="el" title= + "kleiô">κλείω</span></td> +</tr> +<tr> + <td>I judge</td> + <td>… condemn … refute … refuse … cry “no” + …</td> + <td><span lang="el" xml:lang="el" title= + "krinô">κρίνω</span></td> +</tr> +<tr> + <td>Found</td> + <td>… establish … fix … fasten thus … tie so …</td> + <td><span lang="el" xml:lang="el" title= + "ktizô">κτίζω</span></td> +</tr> +<tr> + <td>Soldier</td> + <td>… art of war … strategy …</td> + <td><span lang="el" xml:lang="el" title= + "stratiôtês ">στρατιώτης</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 “camel hair”?</li> +<li>Could you not omit “leather,” which follows “tanner”?</li> +<li>Could you not omit after “cup” the word “tea-cup”?</li> +<li>Is not “tea-pot” connected by <abbr title="Concurrence">Con.</abbr> with “cup”?</li> +<li>After “bread” could you not omit “baker”?</li> +<li>Are not “bread” and “baker’s art” connected?</li> +<li>Could you not omit “watch,” after “Time”?</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>… heart-sick … fainting … cordial …</td> + <td lang="la" xml:lang="la">cor</td> +</tr> +<tr> + <td>Wickedness</td> + <td>… dishonesty … blackmail …</td> + <td lang="la" xml:lang="la">malum</td> +</tr> +<tr> + <td>Book</td> + <td>… printed thoughts … freedom of thought … liberty + …</td> + <td lang="la" xml:lang="la">liber</td> +</tr> +<tr> + <td>——</td> + <td>… books … library …</td> + <td>——</td> +</tr> +<tr> + <td><span class="num" title="Page 130">‌</span><a name="p130" id="p130"></a>Breast</td> + <td>… front … front view … aspect …</td> + <td lang="la" xml:lang="la">pectus</td> +</tr> +<tr> + <td>Spear</td> + <td>… thrust … quick motion … hasty …</td> + <td lang="la" xml:lang="la">hasta</td> +</tr> +<tr> + <td>Suitor</td> + <td>… princely suitor … married by proxy …</td> + <td lang="la" xml:lang="la">procus</td> +</tr> +<tr> + <td>Ask</td> + <td>… borrow … swindle … rogue …</td> + <td lang="la" xml:lang="la">rogare</td> +</tr> +<tr> + <td>Marrow</td> + <td>… Old English arrow … victory … medal …</td> + <td lang="la" xml:lang="la">medulla</td> +</tr> +<tr> + <td>Captain</td> + <td>… head of hundred … century …</td> + <td lang="la" xml:lang="la">centurio</td> +</tr> +<tr> + <td>Surveyor</td> + <td>… measure … dimension …</td> + <td lang="la" xml:lang="la">agrimensor</td> +</tr> +<tr> + <td>Furniture</td> + <td>… bent-wood chairs … bent legs … supple legs …</td> + <td lang="la" xml:lang="la">supellex</td> +</tr> +<tr> + <td>Vine</td> + <td>… wine … luxury … pampered …</td> + <td lang="la" xml:lang="la">pampinus</td> +</tr> +<tr> + <td>Liar</td> + <td>… false pretence … mendicant …</td> + <td lang="la" xml:lang="la">mendax</td> +</tr> +<tr> + <td>Cow</td> + <td>… cow-pox … vaccination …</td> + <td lang="la" xml:lang="la">vacca</td> +</tr> +<tr> + <td>Sing</td> + <td>… boatman’s song … canoe …</td> + <td lang="la" xml:lang="la">cano</td> +</tr> +<tr> + <td>Kill</td> + <td>… kill by hanging … broken neck …</td> + <td lang="la" xml:lang="la">necare</td> +</tr> +<tr> + <td>Redden</td> + <td>… blush … kissing … ruby lips …</td> + <td lang="la" xml:lang="la">rubesco</td> +</tr> +<tr> + <td>——</td> + <td>… red … ruby …</td> + <td>——</td> +</tr> +<tr> + <td>Dry</td> + <td>… dry mouth … feverish … sick …</td> + <td lang="la" xml:lang="la">siccus</td> +</tr> +<tr> + <td>Man</td> + <td>… married man … home …</td> + <td lang="la" xml:lang="la">homo</td> +</tr> +<tr> + <td>War</td> + <td>… victory … rejoicings … bells rung …</td> + <td lang="la" xml:lang="la">bellum</td> +</tr> +<tr> + <td>Rob</td> + <td>… robber … hue-and-cry … policeman’s rap …</td> + <td lang="la" xml:lang="la">rapto</td> +</tr> +<tr> + <td>Tanner</td> + <td>… russet leather … russet apple … apple core …</td> + <td lang="la" xml:lang="la">coriarius</td> +</tr> +<tr> + <td>Dove</td> + <td>… married love … United States … Columbia …</td> + <td lang="la" xml:lang="la">columba</td> +</tr> +<tr> + <td>Bench</td> + <td>… table … shop counter … selling …</td> + <td lang="la" xml:lang="la">subsellium</td> +</tr> +<tr> + <td>Oar</td> + <td>… Roman galley … Rome … Romulus and Remus …</td> + <td lang="la" xml:lang="la">Remus</td> +</tr> +<tr> + <td>Garret</td> + <td>… unhealthy … medicine … salts and senna …</td> + <td lang="la" xml:lang="la">cenaculum</td> +</tr> +<tr> + <td>Garret</td> + <td>… store-room … grain store …</td> + <td lang="la" xml:lang="la">granaria</td> +</tr> +<tr> + <td>Horse</td> + <td>… race … dead heat … equal …</td> + <td lang="la" xml:lang="la">equus</td> +</tr> +<tr> + <td>Cock</td> + <td>… spurring … goading … galling …</td> + <td lang="la" xml:lang="la">gallus</td> +</tr> +<tr> + <td>Lazy</td> + <td>… tramp … knave …</td> + <td lang="la" xml:lang="la">ignavus</td> +</tr> +<tr> + <td>Make heavy</td> + <td>… rich food … gravy …</td> + <td lang="la" xml:lang="la">gravo</td> +</tr> +<tr> + <td>Sign</td> + <td>… musical signs … notes …</td> + <td lang="la" xml:lang="la">nota</td> +</tr> +<tr> + <td>Poverty</td> + <td>… drafty garret … sleeping draught … opium …</td> + <td lang="la" xml:lang="la">inopia</td> +</tr> +<tr> + <td>Messenger</td> + <td>… news … false news … nonsense …</td> + <td lang="la" xml:lang="la">nuntius</td> +</tr> +<tr> + <td>Top</td> + <td>… high perch … hen’s perch … cackle …</td> + <td lang="la" xml:lang="la">cacumen</td> +</tr> +<tr> + <td>Face</td> + <td>… bare face … bare headed bird … vulture …</td> + <td lang="la" xml:lang="la">vultus</td> +</tr> +<tr> + <td>Useless</td> + <td>… needless impatience … irritation …</td> + <td lang="la" xml:lang="la">irritus</td> +</tr> +<tr> + <td>Dark</td> + <td>… dark staircase … insecure …</td> + <td lang="la" xml:lang="la">obscurus</td> +</tr> +<tr> + <td>Writer</td> + <td>… bad writer … scribbler …</td> + <td lang="la" xml:lang="la">scriba</td> +</tr> +<tr> + <td><span class="num" title="Page 131">‌</span><a name="p131" id="p131"></a>Harvest</td> + <td>… harvest home … “Mrs. at home?” …</td> + <td lang="la" xml:lang="la">messis</td> +</tr> +<tr> + <td>Dog</td> + <td>… dog’s tail … tin can … [cane carrier … 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>] …</td> + <td lang="la" xml:lang="la">canis</td> +</tr> +<tr> + <td>Egg</td> + <td>… boiled egg … boiled hard … over boiled …</td> + <td lang="la" xml:lang="la">ovum</td> +</tr> +<tr> + <td>Fox</td> + <td>… jackall … carcass … vulture …</td> + <td lang="la" xml:lang="la">vulpes</td> +</tr> +<tr> + <td>Bread</td> + <td>… sweat of brow … labour … pain … [bread-pan … + pan<a href= + "#Footnote-K" class="fnanchor" title="Go to footnote K."><span> Footnote </span>[K]</a>] …</td> + <td lang="la" xml:lang="la">panis</td> +</tr> +<tr> + <td>Table</td> + <td>… figures … calculation … mensuration …</td> + <td lang="la" xml:lang="la">mensa</td> +</tr> +<tr> + <td>Master</td> + <td>… schoolboard … fines … magistrate …</td> + <td lang="la" xml:lang="la">magister</td> +</tr> +<tr> + <td>Tree</td> + <td>… mast … ship … harbour …</td> + <td lang="la" xml:lang="la">arbor</td> +</tr> +<tr> + <td>Mother</td> + <td>… wife … helpmeet … help-mate …</td> + <td lang="la" xml:lang="la">mater</td> +</tr> +</table> + +<ol class="sidenote"> +<li>If “mendicants” are known to be liars, why could not +“false pretences” be omitted?</li> +<li>If “vaccination” means inoculating with +“cowpox,” why could not “cowpox” be omitted?</li> +<li>If “broken” neck means a +violent death, why not omit “kill by hanging”?</li> +<li>Ought not “billing and +cooing” to be inserted after “Dove”?</li> +<li>What relation is there between +“married love” and “United States”?</li> +<li>If “musical” be added to “notes,” +why could not “musical signs” be omitted?</li> +<li>If “scribbler” is a writer, +why could not “bad writer” 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>… play-day … free day … Friday …</td> + <td lang="de" xml:lang="de">Freude</td> +</tr> +<tr> + <td>Sad</td> + <td>… tomb … mason … trowel …</td> + <td lang="de" xml:lang="de">traurig</td> +</tr> +<tr> + <td>Clear</td> + <td>… clear tones … clarionet …</td> + <td lang="de" xml:lang="de">klar</td> +</tr> +<tr> + <td>Indolent</td> + <td>… “lazy bones” … lazy lass …</td> + <td lang="de" xml:lang="de">lässig</td> +</tr> +<tr> + <td>Dangerous</td> + <td>… storm … steamboat fare …</td> + <td lang="de" xml:lang="de">gefährlich</td> +</tr> +<tr> + <td>Part</td> + <td>… part of house … roof … tile …</td> + <td lang="de" xml:lang="de">Theil</td> +</tr> +<tr> + <td>Empty</td> + <td>… hollow … fox’s hole … lair …</td> + <td lang="de" xml:lang="de">leer</td> +</tr> +<tr> + <td>Take</td> + <td>… take husband … new name …</td> + <td lang="de" xml:lang="de">nehmen</td> +</tr> +<tr> + <td>Diffidence</td> + <td>… shy girl … schoolgirl … Miss …</td> + <td lang="de" xml:lang="de">Misstrauen</td> +</tr> +<tr> + <td>Little</td> + <td>… grow less … on the wane …</td> + <td lang="de" xml:lang="de">wenig</td> +</tr> +<tr> + <td>Much</td> + <td>… more … mourn … feel grief …</td> + <td lang="de" xml:lang="de">viel</td> +</tr> +<tr> + <td>Recompense</td> + <td>… repayment … loan …</td> + <td lang="de" xml:lang="de">Lohn</td> +</tr> +<tr> + <td>Question</td> + <td>… answer … fragmentary answer …</td> + <td lang="de" xml:lang="de">Frage</td> +</tr> +<tr> + <td>Foot-stool</td> + <td>… low … shame …</td> + <td lang="de" xml:lang="de">Schemel</td> +</tr> +<tr> + <td>Pressure</td> + <td>… too heavy … droop …</td> + <td lang="de" xml:lang="de">Druck</td> +</tr> +<tr> + <td>Voice</td> + <td>… voice lozenges … stimulation …</td> + <td lang="de" xml:lang="de">Stimme</td> +</tr> +<tr> + <td>Child</td> + <td>… young kindred …</td> + <td lang="de" xml:lang="de">Kind</td> +</tr> +<tr> + <td>Threaten</td> + <td>… stinging words … stinging bee … drone …</td> + <td lang="de" xml:lang="de">drohen</td> +</tr> +<tr> + <td>Mirror</td> + <td>… reflect … think … speak …</td> + <td lang="de" xml:lang="de">Spiegel</td> +</tr> +<tr> + <td><span class="num" title="Page 132">‌</span><a name="p132" id="p132"></a>Beetroot</td> + <td>… red heart … rib …</td> + <td lang="de" xml:lang="de">Rübe</td> +</tr> +<tr> + <td>Potato</td> + <td>… dig up … remove … cart off …</td> + <td lang="de" xml:lang="de">Kartoffel</td> +</tr> +<tr> + <td>Love</td> + <td>… lovers’ meeting … meat … Liebig’s extract …</td> + <td lang="de" xml:lang="de">Liebe</td> +</tr> +<tr> + <td>Campaign</td> + <td>… pain … feel … felt …</td> + <td lang="de" xml:lang="de">Feldzug</td> +</tr> +<tr> + <td>Medicine</td> + <td>… science … arts … (<i>pr.</i> artsnei)</td> + <td lang="de" xml:lang="de">Arznei</td> +</tr> +<tr> + <td>Evening</td> + <td>… hour of prayer … bend the knee …</td> + <td lang="de" xml:lang="de">Abend</td> +</tr> +<tr> + <td>Heaven</td> + <td>… angels … harps … hymns …</td> + <td lang="de" xml:lang="de">Himmel</td> +</tr> +<tr> + <td>Song</td> + <td>… choir … choir leader … lead …</td> + <td lang="de" xml:lang="de">Lied</td> +</tr> +<tr> + <td>Table</td> + <td>… soiled table cloth … dirtyish …</td> + <td lang="de" xml:lang="de">Tisch</td> +</tr> +<tr> + <td>——</td> + <td>… dinner … dish …</td> + <td lang="de" xml:lang="de">——</td> +</tr> +<tr> + <td>Chair</td> + <td>… chairman … session …</td> + <td lang="de" xml:lang="de">Sessel</td> +</tr> +<tr> + <td>Bottle</td> + <td>… Leyden jar … electric spark … flash …</td> + <td lang="de" xml:lang="de">Flasche</td> +</tr> +<tr> + <td>Beloved</td> + <td>… attached … hooked … trout …</td> + <td lang="de" xml:lang="de">traut</td> +</tr> +</table> + +<ol class="sidenote"> +<li>Could not “boiled hard” be omitted?</li> +<li>If we use “mensuration tables,” could not “figures + … calculation” be spared?</li> +<li>What is the relation between “Tree” and “mast”?</li> +<li>Could not “lazy bones” be omitted after “indolent”?</li> +<li>Why could not “schoolgirl” be omitted?</li> +<li>Why could not “answer” be omitted after “question”?</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>… Fat ox … clover … rich grass …</td> + <td lang="fr" xml:lang="fr">gras</td> +</tr> +<tr> + <td>Mouth</td> + <td>… Flesh eater … butcher …</td> + <td lang="fr" xml:lang="fr">bouche</td> +</tr> +<tr> + <td>Asphalt</td> + <td>… assafœtida … fish bait …</td> + <td lang="fr" xml:lang="fr">béton</td> +</tr> +<tr> + <td>To lash</td> + <td>… circus … Hengler …</td> + <td lang="fr" xml:lang="fr">cingler</td> +</tr> +<tr> + <td>Current</td> + <td>… nerve current … vague function …</td> + <td lang="fr" xml:lang="fr">vagus</td> +</tr> +<tr> + <td>Armchair</td> + <td>… reclining … gouty … foot oil …</td> + <td lang="fr" xml:lang="fr">fauteuil</td> +</tr> +<tr> + <td>——</td> + <td>… arm … leg … foot …</td> + <td>——</td> +</tr> +<tr> + <td>Railway station</td> + <td>… railway guard … guard …</td> + <td lang="fr" xml:lang="fr">gare</td> +</tr> +<tr> + <td>Smoke</td> + <td>… tobacco … smell … perfumer …</td> + <td lang="fr" xml:lang="fr">fumer</td> +</tr> +<tr> + <td>Carpet</td> + <td>… fine design … tapestry …</td> + <td lang="fr" xml:lang="fr">tapis</td> +</tr> +<tr> + <td>Head</td> + <td>… foot … root … potato …</td> + <td lang="fr" xml:lang="fr">tête</td> +</tr> +<tr> + <td>Oar</td> + <td>… boat … war-ship … ram … [See Latin] …</td> + <td lang="fr" xml:lang="fr">rame</td> +</tr> +<tr> + <td>Tears</td> + <td>… hysterics … fainting fit … alarm …</td> + <td lang="fr" xml:lang="fr">larmes</td> +</tr> +<tr> + <td>Canvas</td> + <td>… rope … oakum … hard labor … toil …</td> + <td lang="fr" xml:lang="fr">toile</td> +</tr> +<tr> + <td>Wave</td> + <td>… washing … unwashed … vagabond …</td> + <td lang="fr" xml:lang="fr">vague</td> +</tr> +<tr> + <td>——</td> + <td>… current … nerve current … vagus …</td> + <td>——</td> +</tr> +<tr> + <td>Bed</td> + <td>… bed of sea … sea-shore … lee-shore …</td> + <td lang="fr" xml:lang="fr">lit</td> +</tr> +<tr> + <td>Pane</td> + <td>… pain … sore eyes … vitriol …</td> + <td lang="fr" xml:lang="fr">vitre</td> +</tr> +<tr> + <td>——</td> + <td>… glass … vitreous …</td> + <td>——</td> +</tr> +<tr> + <td>Gun</td> + <td>… gunsmith … spark … fusée …</td> + <td lang="fr" xml:lang="fr">fusil</td> +</tr> +<tr> + <td>——</td> + <td>… foot soldier … fusilier …</td> + <td>——</td> +</tr> +<tr> + <td>Shovel</td> + <td>… shoved about … crowd … Pall Mall …</td> + <td lang="fr" xml:lang="fr">pelle</td> +</tr> +<tr> + <td>——</td> + <td>… sand … spade … pail …</td> + <td>——</td> +</tr> +<tr> + <td>Side-walk</td> + <td>… walking fast … trotting along …</td> + <td lang="fr" xml:lang="fr">trottoir</td> +</tr> +<tr> + <td>——</td> + <td>… mid road … horses … trotting …</td> + <td>——</td> +</tr> +<tr> + <td><span class="num" title="Page 133">‌</span><a name= + "p133" id="p133"></a>Dirty</td> + <td>… second-hand furniture … furniture … sale …</td> + <td lang="fr" xml:lang="fr">sale</td> +</tr> +<tr> + <td>Faithful</td> + <td>… dog-blind fiddler … fiddle …</td> + <td lang="fr" xml:lang="fr">fidèle</td> +</tr> +<tr> + <td>——</td> + <td>… faithfulness … fidelity …</td> + <td>——</td> +</tr> +<tr> + <td>Pity</td> + <td>… pitying … misery …</td> + <td lang="fr" xml:lang="fr">miséricorde</td> +</tr> +<tr> + <td>Misfortune</td> + <td>… missing train … mail hour …</td> + <td lang="fr" xml:lang="fr">malheur</td> +</tr> +<tr> + <td>Hang fire</td> + <td>… fire engine … “haste” … tear along too + …</td> + <td lang="fr" xml:lang="fr">faire longfeu</td> +</tr> +<tr> + <td>Star</td> + <td>… diamond … ball dress … toilet …</td> + <td lang="fr" xml:lang="fr">étoile</td> +</tr> +<tr> + <td>——</td> + <td>… Star … Inn … hotel …</td> + <td>——</td> +</tr> +<tr> + <td>Cake</td> + <td>… cheesecake … mouse … cat …</td> + <td lang="fr" xml:lang="fr">gateau</td> +</tr> +<tr> + <td>Sword</td> + <td>… soldier … soldier’s pay …</td> + <td lang="fr" xml:lang="fr">épée</td> +</tr> +<tr> + <td>——</td> + <td>… war … misery … happy …</td> + <td lang="fr" xml:lang="fr">——</td> +</tr> +<tr> + <td>Book</td> + <td>… pages … leaves … [See Latin] …</td> + <td lang="fr" xml:lang="fr">livre</td> +</tr> +<tr> + <td>Castle</td> + <td>… ruined … shattered …</td> + <td lang="fr" xml:lang="fr">château</td> +</tr> +<tr> + <td>To speak</td> + <td>… converse … dispute … parley …</td> + <td lang="fr" xml:lang="fr">parler</td> +</tr> +</table> + + +<ol class="sidenote"> +<li>Why could not “feel” be left out?</li> +<li>Why not omit “science,” and say “medical arts”?</li> +<li>Why not omit “angels” and “harps,” +and simply add “celestial” to “hymns”?</li> +<li>If the pupil does not know who “Hengler” is, should we not +omit the name and insert instead “singing clown”?</li> +<li>Why should not “fare” be a better <abbr title="Inclusion">In.</abbr> by sound with “<span lang="fr" xml:lang="fr">gare</span>” than “guard”?</li> +<li>If tapestry means other things besides carpets, would +not “tapestry carpet” be a sufficient intermediate?</li> +<li>If “<span lang="fr" xml:lang="fr">pelle</span>” is pronounced as if applied “pel,” +ought not “Pall Mall” to be pronounced as if spelled +“Pell Mell”?</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>… horse-basket … pannier …</td> + <td lang="it" xml:lang="it">paniéra</td> +</tr> +<tr> + <td><abbr class="ditto" title="Basket">"</abbr></td> + <td>… casket … ring … bull … bellow …</td> + <td lang="it" xml:lang="it">corbello</td> +</tr> +<tr> + <td>Gold</td> + <td>… nugget … ore …</td> + <td lang="it" xml:lang="it">óro</td> +</tr> +<tr> + <td>His</td> + <td>… his own … zone … bind … sew …</td> + <td lang="it" xml:lang="it">suó</td> +</tr> +<tr> + <td>Thy</td> + <td>… thy face … head … foot … toe …</td> + <td lang="it" xml:lang="it">tuó</td> +</tr> +<tr> + <td>Uncle</td> + <td>… “Dutch uncle” … Holland … <span lang="nl" xml:lang="nl">Zuyder Zee</span> + …</td> + <td lang="it" xml:lang="it">Zio</td> +</tr> +<tr> + <td>Pius</td> + <td>… church … pew …</td> + <td lang="it" xml:lang="it">Pio</td> +</tr> +<tr> + <td>Month</td> + <td>… Month of May … mace …</td> + <td lang="it" xml:lang="it">mése</td> +</tr> +<tr> + <td>Made</td> + <td>… servant-maid … cook … fat …</td> + <td lang="it" xml:lang="it">fátto</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> … inside … hole … fox … +<strong class="smcap">treachery</strong>.—<strong class="smcap">invidious</strong> … invade … hostility … <strong class="smcap">ill-will</strong>.</p> + +<ol class="sidenote"> +<li>Is the letter “i” in <span lang="it" xml:lang="it">Zio</span> pronounced as if spelled Zeeo?</li> +<li>If so, is “pew” 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 … moral turpitude … +<strong class="smcap">Treachery</strong>.—<strong class="smcap">Invidious</strong> +… perfidious … 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">&c.</abbr>, WHERE YOU ARE UNFAMILIAR WITH THE FACTS, <abbr title="et cetera">&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 134">‌</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">&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">&c.</abbr>] word:—</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’s birth:—Gladstone—“<i>S</i>u<i>p</i>reme” +(18)09; by Foreigners—“<i>S</i>u<i>p</i>ereminent;” by Tories, “<i>Sp</i>oliator;” by +Home Rulers—“<i>S</i>u<i>p</i>porter;” by Parnellites—“A<i>sp</i>erser;” by +Churchmen—“<i>Sp</i>iritual;” by Agnostics—“<i>S</i>u<i>p</i>erstitious;” by +Unionists—“<i>S</i>e<i>p</i>aratist;” by admirers of eloquence—“<i>Sp</i>ellbinder;” +by decriers of speaking—“<i>Sp</i>outer.”</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>… beacon … the rock … <i>t</i>he + <i>v</i>e<i>s</i>se<i>l</i></td> + <td>[born 1805]</td> +</tr> +<tr> + <td>… Vessel … anchor … hope … <i>t</i>o ha<i>v</i>e + <i>f</i>ai<i>t</i>h</td> + <td>[died 1881]</td> +</tr> +<tr> + <th rowspan="2"><i>Mr. Gladstone</i></th> + <td>… gladness … sorrow … <i>t</i>he hea<i>v</i>y + <i>s</i>o<i>b</i></td> + <td>[born 1809]</td> +</tr> +<tr> + <td>… heavywaters … Noah’s flood … few saved … <i>t</i>oo + <i>f</i>ew <i>m</i>e<i>n</i></td> + <td>[<abbr title="Member of Parliament">M. P.</abbr> in 1832]</td> +</tr> +<tr> + <th rowspan="2"><i>Napoleon Bonaparte</i></th> + <td>… banishment … embarkation … <i>T</i>oo<i>k</i> + <i>sh</i>i<i>p</i></td> + <td>[born 1769]</td> +</tr> +<tr> + <td>… Took ship … masthead … Godhead … + <i>D</i>i<i>v</i>i<i>n</i>i<i>t</i>y …</td> + <td>[died 1821]</td> +</tr> +<tr> + <th rowspan="2"><i>Robert Burns</i></th> + <td>… Scottish poet … map of Scotland … map of the World + … <i>T</i>he <i>gl</i>o<i>b</i>e</td> + <td>[born 1759]</td> +</tr> +<tr> + <td>… “The Globe” … newspaper … page … + Wai<i>t</i>i<i>ng</i> <i>p</i>a<i>g</i>e …</td> + <td>[died 1796]</td> +</tr> +<tr> + <th rowspan="2"><i>Oliver Goldsmith</i></th> + <td>… poverty … plenty … <i>T</i>oo<i>k</i> + e<i>n</i>ou<i>gh</i></td> + <td>[born 1728]</td> +</tr> +<tr> + <td>… “bread enough” … prodigal son … + <i>Th</i>e you<i>ng</i>e<i>r</i></td> + <td>[died 1774]</td> +</tr> +<tr> + <th rowspan="2"><span class="num" title= + "Page 135">‌</span><a name="p135" id= + "p135"></a><i>Nelson</i></th> + <td>… Britain’s bulwark … Whi<i>t</i>e + <i>cl</i>if<i>f</i></td> + <td>[born 1758]</td> +</tr> +<tr> + <td>… Whi<i>t</i>e <i>f</i>os<i>s</i>i<i>l</i></td> + <td>[died 1805]</td> +</tr> +<tr> + <th rowspan="2"><i>Cardinal Wolsey</i></th> + <td>… butcher … steel … straight … + <i>D</i>i<i>r</i>e<i>ct</i></td> + <td>[born 1471]</td> +</tr> +<tr> + <td>… point … horns … <i>D</i>i<i>l</i>e<i>m</i>mas</td> + <td>[died 1530]</td> +</tr> +<tr> + <th rowspan="2"><i>Cardinal Newman</i></th> + <td>… “kindly light” … <i>V</i>es<i>t</i>a</td> + <td>[born 1801]</td> +</tr> +<tr> + <td>… fire goddess … sun god … + <i>Ph</i>œ<i>b</i>u<i>s</i></td> + <td>[died 1890]</td> +</tr> +<tr> + <th rowspan="2"><i>The Marquis of Salisbury</i></th> + <td>… <abbr title="Saint">St.</abbr> Paul’s burial … <i>Th</i>e + <i>f</i>a<i>m</i>ou<i>s</i></td> + <td>[born 1830]</td> +</tr> +<tr> + <td><i>Th</i>e famous … Livingstone … travelling … + <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. J. Rousseau</i></th> + <td>… “Emile” … early education … + E<i>d</i>u<i>c</i>a<i>t</i>e <i>n</i>ow</td> + <td>[born 1712]</td> +</tr> +<tr> + <td>… draw out thought … I <i>th</i>i<i>nk</i> o<i>f</i> + you</td> + <td>[died 1778]</td> +</tr> +<tr> + <th rowspan="2"><i>Charles Darwin</i></th> + <td>… “Natural Selection” … The chosen one … + 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>… greatest happiness … <i>T</i>o ha<i>v</i>e + hea<i>v</i>e<i>n</i></td> + <td>[died 1882]</td> +</tr> +<tr> + <th rowspan="2"><i>George Eliot</i></th> + <td>… Adam Bede … add … A<i>dv</i>a<i>nc</i>e</td> + <td>[born 1820]</td> +</tr> +<tr> + <td>… Money … £10 … <i>T</i>wo + <i>f</i>i<i>v</i>e<i>s</i></td> + <td>[died 1880]</td> +</tr> +<tr> + <th rowspan="2"><i>Richard Wagner</i></th> + <td>… “Music of Future” … future time … + <i>T</i>o ha<i>v</i>e <i>t</i>i<i>m</i>e</td> + <td>[born 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 1883]</td> +</tr> +<tr> + <th rowspan="2"><i>The Duke of Albany</i></th> + <td>… delicate … pale … white … Whi<i>t</i>e + <i>fl</i>a<i>m</i>e</td> + <td>[born 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>… “Pickwick Papers” … picnic biscuits … + biscuit-tin … <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>… barley … mash-tub … man’s tub … + <i>D</i>io<i>g</i>e<i>n</i>e<i>s</i></td> + <td>[born 1620]</td> +</tr> +<tr> + <td>… harsh critic … He a<i>t</i>ta<i>cks</i> a<i>l</i>l</td> + <td>[died 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> … I ridicule + … Ridiculous … All laugh …</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 136">‌</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—<br /> + <strong class="smcap">Pound Avoirdupois</strong> … old + measure … new measure … new reign …</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’s note: Original omitted the period.">.</ins> + </td> +</tr> +<tr> + <td>Great Earthquake at Lisbon in 1755—<br /> + LISBON … Listen … Hush!…</td> + <td class="pre"><strong>1 7 5 5 </strong><br />TALK LOWLY.</td> +</tr> +<tr> + <td>Sorata (Andes) 21,286 feet high.<br /> + SORATA … sore … cured … salt fish + …</td> + <td class="pre"><strong>2 1 2 8 6 </strong><br />UNEATEN FISH.</td> +</tr> +<tr> + <td>FOUNDATION OF ROME … Seven hills … up hill + …</td> + <td>(<strong>753</strong>) <i>cl</i>i<i>m</i>b.</td> +</tr> +<tr> + <td>FIRST PRINTING IN ENGLAND … Book … Pamphlet + …</td> + <td>(<strong>1471</strong>) <i>tr</i>a<i>ct</i>.</td> +</tr> +<tr> + <td>COUNCIL OF TRENT … rent … rent roll + …</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 … few escaped …</td> + <td class="pre"><strong>1 5 8 8 </strong><br />THEY LEAVE A FEW.</td> +</tr> +<tr> + <td>America discovered in 1492—<br /> + AMERICA … Merry … Sad … sad irons … + Handcuffs …</td> + <td class="pre"><strong>1 49 2 </strong><br />TURPIN.</td> +</tr> +<tr> + <td>Mariners’ Compass invented, 1269—<br /> + MARINERS’ COMPASS … pocket compass—</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 “s” in the word “serious”?</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 <abbr title="feet">ft.</abbr>).</li> +<li>Now correlate “Washington Monument” 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 137">‌</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:—<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:—</p> + +<ul> +<li><i lang="la" xml:lang="la">Ad</i> addition … front addition … <em>ante</em>-room….</li> +<li><i lang="la" xml:lang="la">Ante</i> antecedent … <i>con</i>sequent….</li> +<li><i lang="la" xml:lang="la">Con</i> converse … <i>in</i>verse….</li> +<li><i lang="la" xml:lang="la">In</i></li> +<li><i lang="la" xml:lang="la">Inter</i> interject … <i>ob</i>ject….</li> +<li><i lang="la" xml:lang="la">Ob</i> obligation … <i>post</i>poned obligation….</li> +<li><i lang="la" xml:lang="la">Post</i> post-office … <i>pre</i>payments….</li> +<li><i lang="la" xml:lang="la">Pre</i> predilection … <i>pro</i>pensity….</li> +<li><i lang="la" xml:lang="la">Pro</i> produce … soil products … <i>sub</i>soil….</li> +<li><i lang="la" xml:lang="la">Sub</i> subordinate actor … <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:—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 138">‌</span><a name="p138" id="p138"></a><em>Violet</em> … let go</li> +<li><em>Indigo</em> … indigestion … “blues”</li> +<li><em>Blue</em> … blue sea … sea green</li> +<li><em>Green</em> … green corn … ripe corn</li> +<li><em>Yellow</em> … yellow fruit</li> +<li><em>Orange</em> … orangemen … fights … blood split … blood-red … <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—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 <abbr title="the 1st">I.</abbr> was 1649. The +formula is “Charles <abbr title="the 1st">I.</abbr>—<i>T</i>oo <i>sh</i>a<i>rp</i> (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) <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.—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> 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>—Macready was once victimised in <em>Virginius</em>. The +Numitorius could not remember the<span class="num" title="Page 139">‌</span><a name="p139" id="p139"></a> 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:</p> + +<blockquote> +<p><cite>Numitorius</cite>—“Where is Virginia? Wherefore do you hold that maiden’s +hand?”</p> + +<p><cite>Claudius</cite>—“Who asks the question?”</p> + +<p><cite>Numitorius</cite>—“I, her uncle—<strong class="smcap">Deuteronomy</strong>!”</p> +</blockquote> + +<p>The actor should have correlated the word “Numitorius,” which he could +<em>not</em> remember, to the word “Uncle” as the BEST KNOWN that preceded it, +which he could remember, or to his “cue” the word “Question” thus:</p> + +<ul style="font-size:0.9em; padding-left:2.222em;"> +<li>UNCLE [2] Nephew [1] You [1] You <em>knew</em>—NU-mitorius. <em>Or</em>,</li> + +<li>UNCLE [2] Niece [1] Neat [1] Neat and New [1] <em>A new mitre o’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 “Numbers” 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 “<em>Isolated Fact</em>” 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:—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 140">‌</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. “Infallibly,” I replied, “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">&c.</abbr>” “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 <em>Best Known</em>. +Correlate the word ‘watch’ to it <ins class="corr" title="Transcriber’s note: Original had only 2 dots here. It is not clear what punctuation was intended.">…</ins> 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.</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>—to make his plan—his mode of development of his +ideas—their order and sequence, illustrations, <abbr title="et cetera">&c.</abbr> All this will +constitute an outline—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—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 141">‌</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—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’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:—</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>—.]</li> +<li><span class="num" title="Page 142">‌</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 “Antidotes,” and at least two of the following series. +Do <em>not</em> learn the extracts from Quain’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>—36,000,000 [<i>M</i>ercury <i>Sh</i>ines].</li> + +<li><strong class="smcap">Venus</strong>—67,000,000 [<i>Sh</i>e’s a <i>G</i>oddess].</li> + +<li><strong class="smcap">Earth</strong>—93,000,000 [<i>P</i>lanetary <i>M</i>other].</li> + +<li><strong class="smcap">Mars</strong>—141,000,000 [<i>Th</i>is Wo<i>r</i>ld’s Ou<i>t</i>sider].</li> + +<li><strong class="smcap">Jupiter</strong>—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>—885,000,000 [<i>F</i>loods o<i>f</i> <i>L</i>ight].</li> + +<li><strong class="smcap">Uranus</strong>—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>—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 143">‌</span><a name="p143" id="p143"></a>EXTRACTS FROM QUAIN’S ANATOMY. +<br /> +<small><span class="smcap">To be studied by none but Medical Students.</span></small></h4> + +<p>“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.”</p> + +<p>Dissect, or study a model or diagram of these branch arteries, and then +the facts are easily learned by means of Correlations:—</p> + +<table class="corr" summary="Correlations to memorise the branches of the carotid artery."> +<tr> + <td><strong class="smcap">CAROTID</strong></td> + <td>… rotten … ruinous … <strong class="smcap">ivy</strong> + (eight branches) … growth … advance … go forwards …</td> + <td></td> +</tr> +<tr> + <td><strong class="smcap">Forwards</strong></td> + <td>… lead forwards … conduct … ductless …</td> + <td><strong class="smcap">Thyroid</strong></td> +</tr> +<tr> + <td></td> + <td>… spheroid … earth … many languages …</td> + <td><strong class="smcap">Lingual</strong></td> +</tr> +<tr> + <td></td> + <td>… tongue … mouth … face …</td> + <td><strong class="smcap">Facial</strong></td> +</tr> +<tr> + <td></td> + <td>… front … back…</td> + <td></td> +</tr> +<tr> + <td><strong class="smcap">Backwards</strong></td> + <td>… back of head … occiput …</td> + <td><strong class="smcap">Occipital</strong></td> +</tr> +<tr> + <td></td> + <td>… occult … secret … confession …</td> + <td><strong class="smcap">Auricular</strong></td> +</tr> +<tr> + <td></td> + <td>… ocular … eye … high up…</td> + <td></td> +</tr> +<tr> + <td><strong class="smcap">Upwards</strong></td> + <td>… ascending…</td> + <td><span class="smcap">Ascending Pharyngeal</span></td> +</tr> +<tr> + <td></td> + <td>… congeal … frozen Thames … temporary…</td> + <td><strong class="smcap">Temporal</strong></td> +</tr> +<tr> + <td></td> + <td>… pour out shot … Maxim gun<br /> + <em>or</em> “be temperate” … maxim …</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 144">‌</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">&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’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 = spinous +process, T = transverse process, R = rib, <abbr title="et cetera">&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>“The <strong class="smcap">Splenius Colli</strong> 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.”</p> + +<p class="center"> +spleniuS COLLi (homophone) SCOLD.<br /> +SCOLD … cold … marble … <ins class="corr" title="Transcriber’s note: Original read ‘SPENDID’.">SPLENDID</ins> IMAGE …<br /> +gold statuette … chimney ornament … clock … ’TIS TIME.<br /> +</p> + +<p>In the first pair of words the initial of Splendid shows<span class="num" title="Page 145">‌</span><a name="p145" id="p145"></a> 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.</p> + +<p>“The <strong class="smcap">Splenius Capitis</strong> 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.”</p> + +<table summary=""> +<tr> + <th colspan="2">spleniuS CAPitis (homophone)</th> + <td>ESCAPE.</td> +</tr> +<tr> + <th>ESCAPE</th> + <td>… flight … projectile … trajectory … conic section + …</td> + <td>SPLIT CONE.</td> +</tr> +<tr> + <td></td> + <td>split … spliced … ligatured …</td> + <td>LIGAMENTUM NUCHÆ.</td> +</tr> +<tr> + <td></td> + <td>new keel … ship … mast …</td> + <td>MASTOID.</td> +</tr> +<tr> + <td></td> + <td>masticate … eat … drink … sip …</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:—<strong class="smcap">Narcotics</strong> … torpor … +strong wine … sour wine … <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 … <strong class="smcap">Opium</strong> … opium +eater … intemperate … <em>brandy</em> … <em>wine</em> … beverage … <em>coffee</em> +… cough … cold … camphorated spirit … <em>camphor</em>.</p> + +<p>Mucilage, camphor, and oil may be taken to neutralize +cantharides:—<strong class="smcap">Cantharides</strong> … hair-grower … <em>oil</em> … smooth-running +… ease … comfort … <em>camphor</em> … fur cat … mew … <em>mucilage</em>.</p> + +<p>Ten drops of ammonia in a glass of sugared water sobers a tipsy +man:—<strong class="smcap">Drunk</strong> … alcohol … volatile spirits … volatile … alkali … +<em>ammonia</em> … to moan … <i>t</i>o <i>s</i>igh (10) … pathos … sweet tears +… <em>sugared water</em>.</p> + +<p><strong class="smcap">Aconite</strong> … night boat … sea sick … <em>emetics</em> … exhaustion … +<em>stimulants</em> … hard drinking … spontaneous combustion … <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 “Narcotics” and +“torpor”?</li> +</ol> + +<p><span class="num" title="Page 146">‌</span><a name="p146" id="p146"></a><strong class="smcap">Chloride of Lime</strong> … bad smell … bad egg … <em>white of egg</em> … fowl +… grain … <em>flour</em> … flour and water … milk fluid … <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’s note: Original read ‘vitrol’.">vitriol</ins> and other acrid poisons:—<strong class="smcap">Acrid</strong> +… curd … curdled milk … <em>milk</em> … butter … melted butter … +<em>oil</em>.</p> + +<p><strong class="smcap">Strong Acids</strong> [Sulphuric Acid (oil of vitriol), Nitric Acid, Hydrochloric +Acid] … alkali … lemon kali … effervescing draught … citrate of +magnesia … <em>Magnesia</em> … antacid … <em>Bicarbonate of Soda</em> … potash +… potash soap … <em>soap suds</em> … emollient … <em>Emollient Drinks</em>.</p> + +<p><strong class="smcap">Carbolic Acid</strong> … liquid … oil … sweet oil … castor oil … +aperient … <em>Epsom Salts</em> … white … <em>white of egg</em>.</p> + +<p>Prussic acid (Hydrocyanic Acid) is neutralized by alkalies and freshly +precipitated oxide of iron:—<strong class="smcap">Prussic Acid</strong> … tartaric acid … +carbonate of soda … <em>alkali</em> … lie on the side … <em>oxide of iron</em> +… steel file … rasp … <em>artificial respiration</em>. [<strong class="smcap">Hydrocyanic Acid</strong> +… cyanotic … asphyxiated … no respiration … <em>Artificial +respiration</em> … perspiration … hot … <em>cold effusion</em> … exposed to +wet … rust … <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> … lick … cat-lick … wash … <em>soap</em> … +potash soap … potassium … <em>sulphide of potassium</em>.</p> + +<p><strong class="smcap">Tartrated Antimony</strong> … tartar emetic … vomiting … irritating … +<em>emollient drinks</em> … ladies drink … <em>strong tea</em> … bitter infusion +… <em>tannic acid</em>.</p> + +<p><strong class="smcap">Nitrate of Silver</strong> … silver sand … seashore … <em>sea water</em> … +<em>common salt</em> … white … <em>white of egg</em> … fowls … barley … +<em>barley water</em> … warm water … vomiting … <em>emetics</em>.</p> + +<p><strong class="smcap">Perchloride of Mercury</strong> … quicksilver … white … <em>white of egg</em> … +piecrust … <em>wheat flour</em> … flowers of sulphur … milk of sulphur +… <em>milk</em>.</p> + +<ol class="sidenote"> +<li>Can you discover more than one relation existing between +“grain” and “flour”?</li> +<li>Why could we not use the single word “white,” to +connect “white of egg” to “flour”?</li> +<li>What is the relation between +“liquid” and “oil”?</li> +<li>What two relations exist between “vomiting” and +“irritating”?</li> +<li>What one, between “fowls” and “barley”?</li> +<li>Why?</li> +<li>What is the relation between “wheat flour” and “flowers +of sulphur”?</li> +</ol> + +<p><strong class="smcap">Strychnine</strong> … nerve stimulant … nerve sedative … <em>Bromide of +Potassium and Chloral Hydrate</em> … organic compound …<span class="num" title="Page 147">‌</span><a name="p147" id="p147"></a> heated organic +compound … charcoal … <em>animal charcoal</em> … charcoal fumes … +asphyxia … <em>artificial respiration</em> … perspiration … tea … +<em>tannic acid</em> … acidity … dyspepsia … vomiting … <em>emetics</em>.</p> + +<p><strong class="smcap">Belladonna</strong> … deadly nightshade … deadly sick … <em>emetic</em> … +<em>mustard and water</em> … brandy and water … <em>stimulants</em> … hot … +perspiration … <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’s +Anatomy.</p> + + +<h5>THE TWELVE PAIRS OF CRANIAL NERVES.</h5> + +<p>CRANIAL NERVES … within the skull … wi<i>th</i>i<i>n</i> (12 pairs) … +withdrawal … draw oil … oil factory … <strong class="smcap">Olfactory</strong> (1st pair) … +manufactory … smoke … <em>smell</em> … scent-bottle … glass … optical +glass … <strong class="smcap">Optic</strong> (2nd pair) … optician … eyeglass … <em>sight</em> … +eye-witness … ocular demonstration … <strong class="smcap">Occulo Motor</strong> (3rd pair) ocular +motions … <em>move the eye many ways</em> … tear in the eye … <strong class="smcap">Trochlear</strong> +or <strong class="smcap">Pathetic</strong> (4th pair) … moving … <em>move the eye obliquely</em> … +obtuse angle … triangle … <strong class="smcap">Trigeminal</strong> (5th pair) … gem … +sparkling … <em>eye</em> … eyetooth … <em>jaw</em> … talk … <em>tongue</em> … +<em>taste</em> … good taste … good feeling … <em>feeling</em> … feelers … +<em>motion</em> … ocean … sailors … absent from home … <strong class="smcap">Abducent</strong> (6th +pair) … sent out<span class="num" title="Page 148">‌</span><a name="p148" id="p148"></a> … see out … <em>moves the eye outwards</em> … face +outwards … <strong class="smcap">Facial</strong> (7th pair—motor to muscles of expression) … face +… audience … <strong class="smcap">Auditory</strong> (8th pair, sensory for hearing and +equilibration) … ear-ring … shiny … glossy … <strong class="smcap">Glosso-pharyngeal</strong> +(9th pair, taste, swallow) … congeal … unfixed … vague … <strong class="smcap">Vagus</strong> +(10th pair, pneumogastric) … gusty … blown back … backbone … +<strong class="smcap">Spinal accessory</strong> (11th pair, moves head) <em>and motor</em> … spines … +sharp criticism … hypercritical … <strong class="smcap">Hypoglossal</strong> (12th pair) … +glossary … foreign tongue … <em>Tongue Muscles</em>.</p> + +<ol class="sidenote"> +<li>Between “perspiration” and “tea”?</li> +<li>Why so?</li> +<li>Explain the relation between “Belladonna” and “deadly nightshade.”</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> … Protector … commonwealth … for all … <em>albumen</em> … +all men … liars … fibs … <em>fibrin</em> … brindled … spotted … sin +… <em>syntonin</em> … toe nails … hoofs … glue … <em>gluten</em>.</p> + +<p>The foregoing exercises show that there are no facts of Science, <abbr title="et cetera">&c.</abbr>, 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. <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">←ToC</a></p> + + + +<hr /> +<h2><span class="num" title="Page 149">‌</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—such as are new to the +reader and which he may desire to retain.</p> + +<p>I do not mean such books as Bradshaw’s Guide, the London Post-Office +Directory, or any other mere collection of names, addresses, statistics, +<abbr title="et cetera">&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—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 <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—all the leading or subordinate ideas, propositions, +illustrations, facts, <abbr title="et cetera">&c.</abbr>, <abbr title="et cetera">&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 150">‌</span><a name="p150" id="p150"></a> 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, <abbr title="et cetera">&c.</abbr>, <abbr title="et cetera">&c.</abbr>, and utterly fail to “pass,” +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>—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—(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, <abbr title="et cetera">&c.</abbr>, <abbr title="et cetera">&c.</abbr>, <abbr title="et cetera">&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 151">‌</span><a name="p151" id="p151"></a> reading</i>. “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 <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—they usually forget<span class="num" title="Page 152">‌</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—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—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 153">‌</span><a name="p153" id="p153"></a> of the +book—these expositions can be learned if desired—but they usually +serve only a preliminary purpose. There is also very much +<em>repetition</em>—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, “Please send me what relates to the above!” A modicum of +mental training would have led him to say, “Kindly send me your +Prospectus.”</p> + + +<h3>LEARN FIRST TO MAKE ABSTRACTS OF WHAT IS NEW TO YOU.</h3> + +<p>A great authority on education says: “Any work that deserves thorough +study, deserves the labor of making an Abstract, <em>without which, indeed, +the study is not thorough</em>.”</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’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 154">‌</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’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 +<em>explanation</em> or <em>exposition</em> 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 <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’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 <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 155">‌</span><a name="p155" id="p155"></a> an almost total +failure of educational training in the matter of <em>thinking for one’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, “The only way I can make an abstract of that +paragraph is to <em>learn it by heart</em>!” 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 <em>number of times</em> 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 (<i>f</i>ee<i>t</i>); “sitting” to a word that translates +71 (<i>c</i>augh<i>t</i>); and “lying down” 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 … beating … fighting … stand-up +fight … STANDING … stand … small table … table legs … FEET. +SITTING … rest … arrest … CAUGHT. LYING DOWN … lies … perjury +… trial … 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 156">‌</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, “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.</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">&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">&c.</abbr>, <abbr title="et cetera">&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’s final method.</p> + +<p><span class="num" title="Page 157">‌</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>—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’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. <a class="toclink" rel="contents" title="Contents." href="#CONTENTS">←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 158">‌</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">&c.</abbr>, <abbr title="et cetera">&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">&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 159">‌</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>—The Victoria era begins June 20, 1837</li> + +<li>—Abolition of death penalty for forgery and some other crimes +July 17, 1837</li> + +<li>—Question of Trades Unionism brought before the House of +Commons by Mr. Wakley and Mr. Daniel O’Connell Feb. 13, 1838</li> + +<li>—First steam voyage across the Atlantic Ocean <em>completed</em> in +15 days by the <em>Great Western</em> June 17, 1838</li> + +<li>—International Copyright Act passed July 31, 1838</li> + +<li>—Chartist Meetings proclaimed illegal Dec. 12, 1838</li> + +<li>—Anti-corn Law League formed Dec. 19, 1838</li> + +<li>—Penny Postage Act passed Aug. 17, 1839</li> + +<li>—Marriage of Queen Victoria and Prince Albert at the Chapel +Royal, <abbr title="Saint">St.</abbr> James’s, by the Archbishop of Canterbury Feb. 10, +1840</li> + +<li class="bf"><span>—Birth of Princess Royal Nov. 21, 1840</span></li> +</ol> + +<h4>SECOND EXERCISE.</h4> + +<ol start="11" class="dashes"> +<li>—Birth of Prince of Wales Nov. 9, 1841</li> + +<li>—Earl of Munster’s suicide Mar. 20, 1842</li> + +<li>—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</li> + +<li>—Defeat of Boers at Natal by the British troops May 26, 1842</li> + +<li>—Treaty with the United States of America on North-West +Boundary, Slave Trade and Extradition Aug. 9, 1842</li> + +<li>—Defeat of Ameers at Meanee by Sir Charles Napier. Loss 10,000 +Jan. 16, 1843</li> + +<li>—Birth of Princess Maud Mary Alice April 25, 1843</li> + +<li>—Arkwright’s son leaves his heirs £8,000,000 May 24, 1843</li> + +<li>—Birth of Prince Alfred Ernest Albert, Duke of Edinburgh and of +Saxe-Coburg-Gotha Aug. 6, 1844</li> + +<li class="bf"><span>—Imprisonment for debt under £20 abolished Aug. 10, 1844</span></li> +</ol> + +<h4>THIRD EXERCISE.</h4> + +<ol start="21" class="dashes"> +<li>—Maynooth College Endowment Bill passed by House of Lords by +131 majority May 16, 1845</li> + +<li>—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. 5, 1845</li> + +<li>—Birth of Princess Helena May 25, 1846</li> + +<li><span class="num" title="Page 160">‌</span><a name="p160" id="p160"></a>—Opening of new Philosophical Institute at Edinburgh Nov. 4, +1846</li> + +<li>—Shakespeare’s House, at Stratford-on-Avon, purchased by the +Shakespeare Committee for £3,000 Sept. 16, 1847</li> + +<li>—Commercial crisis: Bank of England rate raised to 9 per cent. +Oct. 31, 1847</li> + +<li>—Chloroform administered by Professor Simpson at Edinburgh +Nov. 12, 1847</li> + +<li>—The French Revolution of Feb. 22, 1848</li> + +<li>—Birth of Princess Louise Mar. 18, 1848</li> + +<li class="bf"><span>—Kossuth claims protection from England Sept. 20, 1849</span></li> +</ol> + +<h4>FOURTH EXERCISE.</h4> + +<ol start="31" class="dashes"> +<li>—Treaty with United States in regard to the Nicaragua Canal +April 19, 1850</li> + +<li>—Sir Robert Peel’s fall from a horse, on Constitution Hill, +June 29, resulted in his death July 2, 1850</li> + +<li>—A Farewell Benefit to William Macready, the tragedian, at +Drury Lane Theatre Feb. 26, 1851</li> + +<li>—Opening of International Exhibition by Her Majesty, in Hyde +Park May 1, 1851</li> + +<li>—Louis Napoleon’s <span lang="fr" xml:lang="fr">Coup d’état</span> Dec. 2, 1851</li> + +<li>—Duke of Wellington’s Death Sept. 14, 1852</li> + +<li>—Birth of Prince Leopold April 7, 1853</li> + +<li>—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</li> + +<li>—Rev. F. D. Maurice dismissed from King’s College for opinion’s +sake Oct. 27, 1853</li> + +<li class="bf"><span>—War declared by Russia against Turkey Nov. 1, 1853</span></li> +</ol> + +<h4>FIFTH EXERCISE.</h4> + +<ol start="41" class="dashes"> +<li>—War declared by England, against Russia Mar. 22, 1854</li> + +<li>—Epochal Work—Spencer’s Psychology 1855</li> + +<li>—Treaty of Peace between England, France, and Russia, at Paris +Mar. 30, 1856</li> + +<li>—Bands play on Sunday afternoons in Kensington Gardens +April 13, 1856</li> + +<li>—Birth of Princess Beatrice April 14, 1857</li> + +<li>—Capture of Delhi Sept. 20, 1857</li> + +<li>—First Sitting of the Court for Divorces: Sir Cresswell +Cresswell, Judge Ordinary Jan. 16, 1858</li> + +<li>—Statue of Sir Isaac Newton unveiled by Lord Brougham at +Grantham Sept. 21, 1858</li> + +<li>—Darwin’s “Origin of Species” published 1859</li> + +<li class="bf"><span>—Death of Lord (Thomas Babington) Macaulay Dec. 28, 1859</span></li> +</ol> + + +<h4><span class="num" title="Page 161">‌</span><a name="p161" id="p161"></a>SIXTH EXERCISE.</h4> + +<ol start="51" class="dashes"> +<li>—Thomas Hopley, schoolmaster, sentenced to 4 years’ penal +servitude for causing the death of R. C. Cancellor by +excessive corporal punishment July 23, 1860</li> + +<li>—Lord Clarence advises Ironclads for the Navy Mar. 11, 1861</li> + +<li>—Recognition by English Government of the Southern Confederacy +May 8, 1861</li> + +<li>—Death of Prince Consort of gastric fever Nov. 14, 1861</li> + +<li>—Marriage of Prince of Wales and Princess Alexandra of Denmark +Mar. 10, 1863</li> + +<li>—Tercentenary of Shakespeare’s birth April 23, 1864</li> + +<li>—Tercentenary of the death of Calvin May 27, 1864</li> + +<li>—Inauguration of a statue to Sir <abbr title="William">Wm.</abbr> Jenner, at Boulogne +Sept. 1, 1865</li> + +<li>—Albert Medal for those who in saving life endanger their own +Mar. 7, 1866</li> + +<li class="bf"><span>—Mr. Peabody thanked by <abbr title="Her Majesty">H. M.</abbr> the Queen for his munificent +gifts to the poor of London Mar. 28, 1866</span></li> + +<li>—Government requires Electric Telegraph July 31, 1868</li> + +<li>—University of Edinburgh admits women to the study of medicine +Oct. 27, 1869</li> + +<li>—Act for the abolition of imprisonment for debt comes into +effect Jan. 1, 1870</li> + +<li>—Prof. Tyndall traces propagation of disease by <em>dust</em> and +<em>germs</em> floating in the air Jan. 14, 1870</li> + +<li>—Prince of Wales attacked with typhoid fever Nov. 23, 1871</li> + +<li>—Geneva Convention awards the United States of America, on +account of Alabama Claims, £3,000,000 against Great Britain +Sept. 14, 1873</li> + +<li>—Miss Richards, of Stapleton, walked 1000 miles in 1000 +consecutive hours June 29, 1874</li> + +<li>—Captain Boynton crosses English Channel (second attempt) in +his swimming dress May 28, 1875</li> + +<li>—British Museum lighted by electricity Oct. 20, 1879</li> + +<li class="bf"><span>—Tay Bridge disaster Dec. 28, 1879</span></li> + +<li>—Death of Mrs. Mary Ann Cross (George Eliot) Nov. 22, 1880</li> + +<li>—International Medical Congress in London; 2000 doctors from +all parts of the world Aug. 3, 1881</li> + +<li>—Greenwich Observatory changed mode of reckoning time; +commencing at midnight as in the case of civil time Jan. 1, +1885</li> + +<li>—First complete copy of Revised Bible presented to <abbr title="Her Majesty">H. M.</abbr> The +Queen May 15, 1885</li> + +<li>—Sixpenny Telegrams introduced Oct. 1, 1885</li> + +<li>—By Pope’s special authority the Queen visits the Monastery of +the Grande Chartreuse April 23, 1887</li> + +<li>—Queen’s Jubilee; 50th Anniversary June 20, 1887</li> + +<li>—The “Times” Newspaper celebrates its 100th Anniversary Jan. 1, +1888</li> + +<li><span class="num" title="Page 162">‌</span><a name="p162" id="p162"></a>—First of 10 victims of “Jack the Ripper,” Whitechapel, London +Aug. 29, 1888</li> + +<li class="bf"><span>—Henry Irving, Miss Terry and Lyceum <abbr title="company">Co.</abbr>, play at Sandringham, +before the Queen, Royal Family and Guests April 26, 1889</span></li> + +<li>—Lord Mayor of London, Cardinal Manning and Bishop of London, +constitute a Board of Conciliation in the great Dock Strike +Sept. 5, 1889</li> + +<li>—Sir E. Guinness gives £250,000 for the erection of dwellings +for the poor of London and Dublin Nov. 19, 1889</li> + +<li>—Great Speech of Sir William Harcourt on Free Education in +Scotland Aug. 1, 1890</li> + +<li>—Death of Cardinal Newman Aug. 11, 1890</li> + +<li>—Funeral of Charles Bradlaugh Feb. 3, 1891</li> + +<li>—Loss of s.s. “Utopia,” off Gibraltar, 600 lives lost Mar. 17, +1891</li> + +<li>—International Postal Congress May 23, 1891</li> + +<li>—Meeting of Imperial Federation League June 19, 1891</li> + +<li>—Primrose League Demonstration at Hatfield July 18, 1891</li> + +<li class="bf"><span>—Meeting in connection with University Extension of Education, +held in Oxford Aug. 6, 1891</span></li> + +<li>—International Agricultural Congress reject nationalization of +land Sept. 11, 1891</li> + +<li>—Mr. Lidderdale and the Baring Liquidation Sept. 17, 1891</li> + +<li>—Publication of Koch’s new remedy for Tuberculosis Oct. 22, +1891</li> + +<li>—Centenary of Mozart’s death observed in England Dec. 5, 1891</li> + +<li>—Indian national congress opened Dec. 27, 1891</li> + +<li>—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</li> + +<li>—The Australian Joint Stock Bank failed for £13,000,000 +sterling April 20, 1893</li> + +<li>—The House of Lords rejected the Home Rule Bill Sept. 8, 1893</li> + +<li>—Professor Tyndall died from an overdose of chloral +administered in mistake by his wife Dec. 4, 1893</li> + +<li class="bf"><span>—Lord Salisbury attacks Darwinianism in his address before the +British Association Aug. 8, 1894</span></li> +</ol> + + +<h3>ANALYSIS OF ONE HUNDRED EVENTS OF THE VICTORIAN ERA.</h3> + +<ul class="hang"> +<li><strong>1 and 2—<abbr title="Concurrence">Con.</abbr> and <abbr title="Inclusion">In.</abbr></strong>—The Victorian Era began June 20, 1837, and +an Act for the abolition of the death penalty for forgery, +<abbr title="et cetera">&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 163">‌</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—<abbr title="Exclusion">Ex.</abbr></strong>—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—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Trades union people and navigators are +laborers.—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.—Here is <abbr title="Exclusion">Ex.</abbr> from +difference of locality.</li> + +<li><strong>4 and 5—<abbr title="Inclusion">In.</abbr></strong>—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 <abbr title="Inclusion">In.</abbr></li> + +<li><strong>5 and 6—<abbr title="Exclusion">Ex.</abbr></strong>—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 <abbr title="Exclusion">Ex.</abbr></li> + +<li><strong>6 and 7—<abbr title="Exclusion">Ex.</abbr></strong>—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—<abbr title="Inclusion">In.</abbr></strong>—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 <abbr title="Inclusion">In.</abbr></li> + +<li><strong>8 and 9—<abbr title="Exclusion">Ex.</abbr></strong>—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—<abbr title="Concurrence">Con.</abbr> and <abbr title="Inclusion">In.</abbr></strong>—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—<abbr title="Inclusion">In.</abbr></strong>—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—<abbr title="Exclusion">Ex.</abbr></strong>—Here is a birth contrasted with a death.—It is +<abbr title="Exclusion">Ex.</abbr></li> + +<li><strong>12 and 13—<abbr title="Exclusion">Ex.</abbr></strong>—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—<abbr title="Inclusion">In.</abbr></strong>—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 164">‌</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—<abbr title="Exclusion">Ex.</abbr></strong>—A resort to arms contrasted with a resort to +diplomacy.</li> + +<li><strong>15 and 16—<abbr title="Exclusion">Ex.</abbr></strong>—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—<abbr title="Exclusion">Ex.</abbr></strong>—The death of a multitude of soldiers and a birth +in the highest family of the realm.</li> + +<li><strong>17 and 18—<abbr title="Exclusion">Ex.</abbr> and <abbr title="Inclusion">In.</abbr></strong>—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—<abbr title="Exclusion">Ex.</abbr> and <abbr title="Inclusion">In.</abbr></strong>—Similar relations to those spoken of in +the last paragraph.</li> + +<li><strong>19 and 20—<abbr title="Exclusion">Ex.</abbr></strong>—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 <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—<abbr title="Inclusion">In.</abbr></strong>—Favoring poor people—debtors and poor +students—characterises both events.</li> + +<li><strong>21 and 22—<abbr title="Inclusion">In.</abbr></strong>—This college among other things prosecuted the +study of Philosophy—“the complete unification of +knowledge”—<ins class="corr" title="Transcriber’s note: Original read ‘Farady’.">Faraday</ins> <em>unified</em> three elements.</li> + +<li><strong>22 and 23—<abbr title="Inclusion">In.</abbr></strong>—Light, heat and electricity arise from latency to +manifestation—a physical birth—here, too, is the birth of an +organism.</li> + +<li><strong>23 and 24—<abbr title="Inclusion">In.</abbr></strong>—Beginning of two careers—one of an individual and +the other of a body of persons.</li> + +<li><strong>24 and 25—<abbr title="Exclusion">Ex.</abbr></strong>—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.</li> + +<li><strong>25 and 26—<abbr title="Exclusion">Ex.</abbr></strong>—Liberal outlay of money in art circles—great +scarcity in business.</li> + +<li><strong>26 and 27—<abbr title="Exclusion">Ex.</abbr></strong>—Anguish and suffering unallayed—pain neutralized.</li> + +<li><strong>27 and 28—<abbr title="Exclusion">Ex.</abbr></strong>—Suppression of individual feeling—society’s +outburst.</li> + +<li><strong>28 and 29—<abbr title="Inclusion">In.</abbr></strong>—Explosion of seething elements—a new +nation—royal birth.</li> + +<li><strong>29 and 30—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Nation protects Royal child—a foreigner +seeks same protection.</li> + +<li><strong>30 and 31—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Treaty between State and +individual—treaty between States.</li> + +<li><strong>31 and 32—<abbr title="Exclusion">Ex.</abbr></strong>—Canal transportation comparatively safe—horseback +riding liable to accidents.</li> + +<li><strong>32 and 33—<abbr title="Inclusion">In.</abbr></strong>—Farewell to life—farewell to stage.</li> + +<li><span class="num" title="Page 165">‌</span><a name="p165" id="p165"></a><strong>33 and 34—<abbr title="Exclusion">Ex.</abbr></strong>—Close of one kind of exhibition and opening of +another.</li> + +<li><strong>34 and 35—<abbr title="Exclusion">Ex.</abbr></strong>—Peaceful industries triumph—usurpation by +intrigue and blood.</li> + +<li><strong>35 and 36—<abbr title="Exclusion">Ex.</abbr> and <abbr title="Inclusion">In.</abbr></strong>—Beginning of one career and close of +another—a trampler on laws; a respecter of them.</li> + +<li><strong>36 and 37—<abbr title="Exclusion">Ex.</abbr></strong>—Great General’s death; royal birth.</li> + +<li><strong>37 and 38—<abbr title="Exclusion">Ex.</abbr></strong>—Life and choleraic deaths feared.</li> + +<li><strong>38 and 39—<abbr title="Inclusion">In.</abbr></strong>—Rebuke of religious zeal—dismissal for opinion’s +sake.</li> + +<li><strong>39 and 40—<abbr title="Inclusion">In.</abbr></strong>—A cleric dismissed and a war +declared—“Intolerance” in both cases.</li> + +<li><strong>40 and 41—<abbr title="Inclusion">In.</abbr></strong>—Two declarations of war.</li> + +<li><strong>41 and 42—<abbr title="Exclusion">Ex.</abbr></strong>—Ravages of war contrasted with intellectual +triumphs of peace—brute force and advanced thinking.</li> + +<li><strong>42 and 43—<abbr title="Concurrence">Con.</abbr></strong>—Philosophy and peace—high thinking and the +conditions on which it can be carried on—co-existence.</li> + +<li><strong>43 and 44—<abbr title="Concurrence">Con.</abbr></strong>—Peace and its celebrations, cause and effect.</li> + +<li><strong>44 and 45—<abbr title="Inclusion">In.</abbr></strong>—General rejoicing and rejoicing in royal family.</li> + +<li><strong>45 and 46—<abbr title="Exclusion">Ex.</abbr></strong>—Life and bloody deaths.</li> + +<li><strong>46 and 47—<abbr title="Exclusion">Ex.</abbr></strong>—Forcible seizure and legal separation, capture and +discharge.</li> + +<li><strong>47 and 48—<abbr title="Exclusion">Ex.</abbr></strong>—Marriage failures and honoring Newton’s successes.</li> + +<li><strong>48 and 49—<abbr title="Exclusion">Ex.</abbr> and <abbr title="Inclusion">In.</abbr></strong>—Honoring old science—publishing new +science.</li> + +<li><strong>49 and 50—<abbr title="Exclusion">Ex.</abbr></strong>—Beginning of scientific reputation—close of +literary life.</li> + +<li><strong>50 and 51—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Two deaths make <abbr title="Inclusion">In.</abbr>—and one from natural +causes and the other from violence, we have <abbr title="Exclusion">Ex.</abbr></li> + +<li><strong>51 and 52—<abbr title="Exclusion">Ex.</abbr></strong>—Violence externally applied kills the boy—but +ships shielded from violence by its ironclad covering. It is +<abbr title="Exclusion">Ex.</abbr></li> + +<li><strong>52 and 53—<abbr title="Inclusion">In.</abbr> and <abbr title="Concurrence">Con.</abbr></strong>—Interest in war and befriending a +belligerent, coexistence of war improvement, and favouring a +warlike people.</li> + +<li><strong>53 and 54—<abbr title="Exclusion">Ex.</abbr></strong>—Coming into existence (recognition) and death of a +high personage.</li> + +<li><strong>54 and 55—<abbr title="Concurrence">Con.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Father and son is <abbr title="Concurrence">Con.</abbr>—death and +marriage as the condition of life.</li> + +<li><strong>55 and 56—<abbr title="Inclusion">In.</abbr></strong>—Marriage festivities and celebration of +Shakespeare’s birth—both rejoicings.</li> + +<li><strong>56 and 57—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Both tercentenaries, and one reckons from +birth and the other from death.</li> + +<li><strong>57 and 58—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Tercentenary ceremonies, and dedication of +a statue to Sir William Jenner—one tried to save souls, the +other to save life.</li> + +<li><strong>58 and 59—<abbr title="Inclusion">In.</abbr></strong>—A statue and a medal—honour in both cases.</li> + +<li><strong>59 and 60—<abbr title="Inclusion">In.</abbr></strong>—One tried to save life, the other alleviated its +sufferings.</li> + +<li><strong>60 and 61—<abbr title="Inclusion">In.</abbr></strong>—Gifts to the poor in a lump—buying telegraph to +cheapen cost of messages to the great mass of community.</li> + +<li><strong>61 and 62—<abbr title="Inclusion">In.</abbr></strong>—Extension of telegraphs, ultimately to the benefit +of all—extension of medical education to women.</li> + +<li><span class="num" title="Page 166">‌</span><a name="p166" id="p166"></a><strong>62 and 63—<abbr title="Inclusion">In.</abbr></strong>—Rights of women and of the poor—beneficence to +poor and charity to women.</li> + +<li><strong>63 and 64—<abbr title="Concurrence">Con.</abbr></strong>—Common prisons abound in dust and germs—these +latter are propagators of disease.</li> + +<li><strong>64 and 65—<abbr title="Inclusion">In.</abbr> and <abbr title="Concurrence">Con.</abbr></strong>—Germs cause typhoid and other +diseases—Prince of Wales attacked by typhoid.</li> + +<li><strong>65 and 66—<abbr title="Exclusion">Ex.</abbr></strong>—Typhoid tends to destroy; awards build up.</li> + +<li><strong>66 and 67—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Fast steamer Alabama, and fast woman +walker, speed with injury—and innocent speed.</li> + +<li><strong>67 and 68—<abbr title="Exclusion">Ex.</abbr></strong>—Walking on land and safe swimming in water.</li> + +<li><strong>68 and 69—<abbr title="Inclusion">In.</abbr></strong>—Floating in water and electric lighting of +museum—protection to life—and comfort to life.</li> + +<li><strong>69 and 70—<abbr title="Exclusion">Ex.</abbr></strong>—Lighted museum—and dark night at the Tay—light +and safety—and darkness and death.</li> + +<li><strong>70 and 71—<abbr title="Inclusion">In.</abbr></strong>—Many deaths in Bridge disaster and one +distinguished person dies.</li> + +<li><strong>71 and 72—<abbr title="Exclusion">Ex.</abbr></strong>—One person dies and medics strive to prevent +death.</li> + +<li><strong>72 and 73—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Medical improvement and improvement in +reckoning time—doctors from abroad—and observatory +stationary.</li> + +<li><strong>73 and 74—<abbr title="Inclusion">In.</abbr></strong>—Improved time reckoning—and revised and improved +form of Bible.</li> + +<li><strong>74 and 75—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Gift to highest personage and cheap +telegrams for masses—favours to both.</li> + +<li><strong>75 and 76—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Head of English nation and head of +Catholic church—favour to the Queen and favour to the people.</li> + +<li><strong>76 and 77—<abbr title="Inclusion">In.</abbr></strong>—One concession to Queen—and people’s jubilee on +account of Queen—good will in both cases.</li> + +<li><strong>77 and 78—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Queen’s jubilee and Times’ jubilee, +sovereign and subjects.</li> + +<li><strong>78 and 79—<abbr title="Concurrence">Con.</abbr></strong>—Universal reporter of good and bad things—worst +possible murder.</li> + +<li><strong>79 and 80—<abbr title="Exclusion">Ex.</abbr></strong>—Horror and amusement.</li> + +<li><strong>80 and 81—<abbr title="Exclusion">Ex.</abbr></strong>—Players for Royalty and great arbitrators for +labouring men.</li> + +<li><strong>81 and 82—<abbr title="Inclusion">In.</abbr></strong>—Strike of poor labourers, and houses for the poor.</li> + +<li><strong>82 and 83—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Gifts to poor and education for +them—physical benefits and mental benefit.</li> + +<li><strong>83 and 84—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Intellectual education and spiritual +education—living scholars and death of a great teacher.</li> + +<li><strong>84 and 85—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Two deaths—and opposite beliefs—<abbr title="Inclusion">In.</abbr> as +to death and <abbr title="Exclusion">Ex.</abbr> as to opinions.</li> + +<li><strong>85 and 86—<abbr title="Inclusion">In.</abbr></strong>—Death of one man—and death of six hundred—<abbr title="Inclusion">In.</abbr></li> + +<li><strong>86 and 87—<abbr title="Exclusion">Ex.</abbr></strong>—A dead multitude and a living congress.</li> + +<li><strong>87 and 88—<abbr title="Inclusion">In.</abbr></strong>—Two congresses.</li> + +<li><strong>88 and 89—<abbr title="Inclusion">In.</abbr></strong>—Imperialism—and party self-assertion.</li> + +<li><strong>89 and 90—<abbr title="Inclusion">In.</abbr></strong>—Political agitation—educational agitation.</li> + +<li><strong>90 and 91—<abbr title="Exclusion">Ex.</abbr></strong>—Extension of education—refusal to extend +Government sway over land.</li> + +<li><strong>91 and 92—<abbr title="Inclusion">In.</abbr></strong>—Land not lost individuals—and bank saved.</li> + +<li><span class="num" title="Page 167">‌</span><a name="p167" id="p167"></a><strong>92 and 93—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Saving a bank and effort to save +life—bank saved—but consumptives lost.</li> + +<li><strong>93 and 94—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Rejoicing over supposed antidote to +consumptive deaths—and music jubilee over death of Mozart.</li> + +<li><strong>94 and 95—<abbr title="Exclusion">Ex.</abbr></strong>—Death and birth of congress.</li> + +<li><strong>95 and 96—<abbr title="Exclusion">Ex.</abbr></strong>—A congress meets and a cabinet dissolves.</li> + +<li><strong>96 and 97—<abbr title="Inclusion">In.</abbr></strong>—A cabinet failed and a bank failed.</li> + +<li><strong>97 and 98—<abbr title="Inclusion">In.</abbr></strong>—Bank failure and Home Rule bill defeated.</li> + +<li><strong>98 and 99—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Bill killed intentionally—a man killed +accidentally.</li> + +<li><strong>99 and 100—<abbr title="Inclusion">In.</abbr> and <abbr title="Exclusion">Ex.</abbr></strong>—Fatal attack of poison—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—(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’s note: Original read “t’is”.">’<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">&c.</abbr>, <abbr title="et cetera">&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">&c.</abbr>, <abbr title="et cetera">&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—Just +in its “J” means the sixth month, or <i>J</i>une, and “n” in “i<i>n</i>” and “s” +in <i>s</i>eason means a cypher—or 20—the translation of the phrase is +(18)37—June—20th day<ins class="corr" title="Transcriber’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 = (18)37—July—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 = (18)38—February 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 = (18)38—June—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 = (18)38—July—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 = (18)38—Dec.—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 = (18)38—December—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 = (18)39—August—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 += (18)40—February—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 = (18)40—November—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 = (18)41—Nov.—9th</li> +<li>(12) Ea<i>r</i>l’s u<i>n</i>doing +<i>m</i>anifested i<i>n</i>sane <i>s</i>uicide<span class="num" title="Page 168">‌</span><a name="p168" id="p168"></a> = (18)42—March—20th</li> +<li>(13) <i>R</i>egistered +<i>n</i>ames wi<i>l</i>l e<i>n</i>thuse = (18)42—May—2</li> +<li>(14) <i>R</i>epressing <i>N</i>atalites +<i>l</i>eft <i>n</i>o <i>ch</i>ange = (18)42—May—26</li> +<li>(15) <i>R</i>ebinding <i>N</i>ations +<i>f</i>avored <i>p</i>atriotism = (18)42—August—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 = (18)43—January—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 = (18)43—April—25</li> +<li>(18) A<i>r</i>kwright’s +<i>m</i>illions wi<i>l</i>l e<i>n</i>rich hei<i>r</i>s = (18)43—May—24</li> +<li>(19) <i>R</i>oyal +E<i>r</i>nest; a <i>f</i>avored <i>ch</i>ild = (18)44—August—6</li> +<li>(20) <i>R</i>eleasing +a<i>r</i>rears <i>f</i>avored <i>d</i>ebtor’s <i>s</i>entences = (18)44—August—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 += (18)45—May—16</li> +<li>(22) A <i>r</i>eal <i>l</i>ikeness <i>t</i>ha<i>t</i> <i>l</i>inks += (18)45—Nov.—5</li> +<li>(23) A <i>r</i>oyal <i>ch</i>ild—He<i>l</i>ena—<i>n</i>ow <i>l</i>aughs += (18)46—May—25</li> +<li>(24) <i>R</i>eading whi<i>ch</i> <i>d</i>i<i>d</i> <i>r</i>ationalize += (18)46—Nov.—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 += (18)47—Sept.—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 = (18)47—Oct.—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 = (18)47—Nov.—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 = (18)48—Feb.—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—(she is an artist) += (18)48—March—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 = (18)49—Sept.—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 = (18)50—April—19</li> +<li>(32) A <i>l</i>uckless <i>s</i>tumble +<i>k</i>illed a <i>n</i>obleman = (18)50—July—2</li> +<li>(33) Wi<i>l</i>liam’s wi<i>th</i>drawal +e<i>n</i>ded <i>n</i>umerous <i>ch</i>arms = (18)51—Feb.—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 = (1)851—May—1</li> +<li>(35) <i>L</i>ouis’ +au<i>d</i>acity <i>th</i>e<i>n</i> a<i>n</i>nounced = (18)51—Dec.—2</li> +<li>(36) We<i>l</i>lington’s +e<i>n</i>d <i>b</i>rought <i>d</i>ue <i>r</i>ecognition = (18)52—Sept.—14</li> +<li>(37) <i>L</i>eopold +<i>m</i>ildly <i>r</i>aises a <i>c</i>ry = (18)53—April—7</li> +<li>(38) A <i>l</i>ord’s <i>m</i>essage +<i>d</i>oes <i>t</i>each a <i>P</i>resbytery = (18)53—Oct.—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 = (18)53—Oct.—27</li> +<li>(40) A +<i>l</i>urid <i>m</i>anifesto <i>th</i>a<i>t</i> <i>th</i>reatened = (18)53—Nov.—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 = (18)54—March—22</li> +<li>(42) +No month or day of month being given, we will express three figures +thus: E<i>v</i>olution’s <i>l</i>aws i<i>l</i>lustrated = (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 = (18)56—March—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 = (18)56—April—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 = (18)57—April—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 += (18)57—Sept.—20</li> +<li>(47) <i>L</i>oosening<span class="num" title="Page 169">‌</span><a name="p169" id="p169"></a> <i>f</i>amilies <i>d</i>estroys <i>th</i>e +<i>ch</i>ildren = (18)58—January—16</li> +<li>(48) A <i>L</i>ifeless <i>f</i>igure <i>p</i>ictures +<i>N</i>ewton’s i<i>d</i>entity = (18)58—Sept.—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 = 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 = (18)59—Dec—28</li> +<li>(51) A <i>sh</i>ameless +<i>s</i>choolmaster’s <i>c</i>ruelty <i>n</i>ow <i>m</i>urders, or a <i>s</i>choolmaster’s +<i>s</i>entence <i>c</i>auses <i>n</i>o <i>m</i>ercy = (18)60—July—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 = (18)61—March—11</li> +<li>(53) <i>Ch</i>ivalry +<i>d</i>elighted, wi<i>l</i>l <i>f</i>ight = (18)61—May—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 = (18)61—Nov.—14—or <i>V</i>ictoria <i>s</i>hed +<i>t</i>ears = (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 += (18)63—March—10</li> +<li>(56) <i>Sh</i>akespeare’s <i>r</i>eign <i>r</i>eturns o<i>n</i>ce +<i>m</i>ore = (18)64—April—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 = (18)64—May—27</li> +<li>(58) <i>J</i>enner’s <i>l</i>ikeness +<i>p</i>leases <i>d</i>octors = (18)65—Sept.—1</li> +<li>(59) A <i>ch</i>artered <i>j</i>ewel +<i>m</i>eans <i>c</i>apture = (18)66—March—7</li> +<li>(60) <i>G</i>enerosity’s <i>ch</i>ampion +<i>m</i>anifests u<i>n</i>usual <i>f</i>aith = (18)66—March—28—or <i>G</i>enerosity’s +<i>ch</i>ampion <i>m</i>arkedly e<i>n</i>thused <i>V</i>ictoria = (18)66—March—28</li> +<li>(61) +<i>S</i>ure <i>f</i>orwarders <i>g</i>ain <i>m</i>ultitudinous <i>t</i>elegraphs += (18)68—July—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 = (18)69—Oct.—27</li> +<li>(63) <i>C</i>reditors <i>s</i>cold <i>th</i>e <i>d</i>ebtors += (18)70—January—1</li> +<li>(64) <i>C</i>ontagion <i>s</i>preads <i>th</i>rough <i>th</i>e ai<i>r</i> += (18)70—January—14</li> +<li>(65) A <i>k</i>inglet’s <i>t</i>yphoid <i>th</i>at e<i>n</i>ded +<i>m</i>arvellously = (18)71—Nov.—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 = (18)73—Sept.—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 = (18)74—June—29</li> +<li>(68) A +<i>C</i>aptain’s <i>l</i>ivery wi<i>l</i>l e<i>n</i>sure <i>f</i>loating = (18)75—May—28</li> +<li>(69) +A <i>c</i>urrent’s <i>b</i>rightness <i>d</i>oes e<i>n</i>rich eye<i>s</i>ight += (18)79—Oct.—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 = (18)79—Dec.—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—(18)80—Nov.—22</li> +<li>(72) <i>F</i>oreign <i>d</i>octors <i>f</i>ormulate +<i>m</i>edicine = (18)81—Aug.—3</li> +<li>(73) <i>F</i>ixing <i>l</i>imits <i>t</i>o <i>t</i>ime += (18)85—January—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 = (18)85—May—15</li> +<li>(75) Hal<i>v</i>ing e<i>l</i>ectrics <i>d</i>oubles +<i>t</i>elegraphing = (18)85—Oct.—1</li> +<li>(76) <i>V</i>ictoria—<i>Q</i>ueen <i>r</i>eally +e<i>n</i>ters a <i>m</i>onastery = (18)87—April—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 += (18)87—June—20</li> +<li>(78) A <i>F</i>act <i>f</i>inder <i>d</i>rinks <i>t</i>oasts += (18)88—January—1</li> +<li>(79) <i>F</i>emale<span class="num" title="Page 170">‌</span><a name="p170" id="p170"></a> <i>v</i>ictims o<i>f</i> u<i>n</i>natural +<i>b</i>utchery = (18)88—August—29</li> +<li>(80) <i>V</i>ictoria a<i>p</i>plauds I<i>r</i>ving’s +<i>n</i>umerous <i>ch</i>armers = (18)89—April—26</li> +<li>(81) A <i>f</i>amous <i>B</i>oard +<i>b</i>rought a<i>l</i>leviation = (18)89—Sept.—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 = (18)89—Nov.—19</li> +<li>(83) A <i>b</i>ig +<i>s</i>peech <i>f</i>or e<i>d</i>ucation = (18)90—Aug.—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 = (18)90—Aug.—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’s <i>d</i>eath <i>n</i>ow +<i>m</i>ourned = (18)91—Feb.—3</li> +<li>(86) <i>P</i>erishing “U<i>t</i>opia” <i>m</i>eans a +wa<i>t</i>ery <i>g</i>rave = (18)91—March—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 = (18)91—May—23</li> +<li>(88) <i>B</i>ritish <i>d</i>omination +<i>g</i>enerates <i>t</i>rue <i>p</i>atriotism = (18)91—June—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 = (18)91—July—18</li> +<li>(90) +<i>P</i>ushing e<i>d</i>ucation <i>f</i>or <i>ch</i>ildren = (18)91—Aug.—6</li> +<li>(91) <i>P</i>ublic +<i>t</i>itles <i>p</i>ublicly <i>th</i>rown <i>d</i>own = (18)91—Sept.—11</li> +<li>(92) <i>B</i>aring’s +<i>d</i>ues <i>p</i>aid <i>th</i>e <i>c</i>reditors = (18)91—Sept.—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 = (18)91—Oct.—22</li> +<li>(94) +<i>B</i>ooming <i>t</i>unes <i>th</i>e<i>n</i> <i>l</i>uxuriated = (18)91—Dec.—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 = (18)91—Dec.—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 += (18)93—January—17</li> +<li>(97) <i>B</i>ank <i>m</i>ismanagement <i>r</i>uins <i>n</i>umerous +<i>s</i>ubscribers = (18)93—April—20</li> +<li>(98) A <i>B</i>ill <i>m</i>ade <i>P</i>eers a<i>f</i>raid += (18)93—Sept.—8</li> +<li>(99) A <i>P</i>rofessor’s “<i>M</i>rs.” <i>th</i>e<i>n</i> e<i>r</i>red += (18)93—Dec.—4—, or giving the year alone we say: <i>T</i>yndall’s Wi<i>f</i>e +<i>b</i>ecame a <i>m</i>ind-wanderer or <i>T</i>yndall’s Wi<i>f</i>e <i>p</i>oisoned hi<i>m</i> += 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 = 1894—, +or <i>B</i>iological <i>r</i>esearches <i>f</i>avors <i>f</i>ault-finding += (18)94—August—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">←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’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 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: “<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.”</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 “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<ins class="corr" title="Transcriber’s note: Original had a comma rather than a period.">.</ins>” So “linger” is pronounced as if +spelled “ling-ger,” the “n” sounds like “ng.” “Ringer<ins class="corr" title="Transcriber’s note: Original lacked a closing quote mark.">”</ins> is pronounced +“ring-er,” and “ginger” as if spelled “gin-ger.”</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’s Gazetteer, <abbr title="page">p.</abbr> 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’s">H. E.’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 +“Natural” 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 “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.</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 “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 <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 “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.</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. 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