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,,transcriber',s ,,note                 
,in this plain text version1 small      
capitals have been                      
rendered as ,,all ,,caps1 bold using    
equals signs and italics        usually 
using underscores4 ,however1 the        
original used            italics to     
highlight certain letters within words  
where            these were intended to 
help with remembering numbers and       
dates according to the ,analytic        
substitution memory              method4
 ,for legibility1 these have been       
rendered using             curly        
brackets4                               
,some of the numbered lists were        
originally wrapped together        as a 
paragraph2 for legibility some of these 
have been             changed to        
separate lines4 ,this applies           
particularly to the        lists of     
questions3 these blocks were originally 
placed like       footnotes at the      

bottom of pages1 but here have been     
moved         to an appropriate break in
 the main text4                         
,some obvious printer errors have been  
corrected1 full              details of 
which can be found in the ,,html version
 of this          e,book4 ,the          
inconsistent hyphenation of several     
words1 and          inconsistent use of 
-ise and -ize spellings1 has been left  
as in the original4                     
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----------------------   ,illustration3 
,handwritten3 ,a4 ,,loisette  7,,marcus 
,,dwight ,,larrowe7                     
,,assimilative ,,memory                 
,,or                      ,,how ,,to    
,,attend ,,and ,,never ,,forget         
,,by                             ,,prof4
 ,a4 ,,loisette                         
,,funk  ,,wagnalls ,,company            
,,new ,,york ,,and ,,london             
#ahii                                   
,,copyright1 #ahif1 ,,by                
,,ida ,m4 ,,larrowe-,,loisette          

,all ,rights ,reserved                  
,,entered ,,at ,,stationer',s ,,hall1   
#ahif4                         ,all     
,rights ,reserved4                      
,printed in the ,united ,states of      
,america4     ,,preface4   ,prof4 ,a4   
,loisette wishes to call the attention  
of those who are now for the first time 
becoming acquainted with his ,system of 
,memory ,training1 that he was the first
 teacher of a ,memory ,system to        
announce and to insist that ,memory is  
not a separate faculty whose office it  
is to carry the recollective burdens of 
the other faculties--but that ,memory is
 a ,physiological and ,psychological    
property of each mental act1 and that   
such act retains the traces and history 
of its own action1 and that there are as
 many memories as there are kinds of    
mental action1 and that1 therefore1     
,memory is always concrete1 although1   
for convenience sake1 we do speak of it 
in the abstract1 and that consequently  
all ,memory improvement means           

improvement of the ,action or ,manner of
 action of the ,mental powers1 and that 
what he imparts is the right way to     
,,use the ,intellect and ,attention--and
 that hence his ,system does make and   
must make better observers1 clearer and 
more consecutive thinkers1 and sounder  
reasoners as well as surer rememberers2 
that in short the fundamental principle 
of his ,system is ,learn by ,thinking1  
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 occasions1 which   
two ,habits combined constitute the     
,habit of ,assimilation1 and that when  
this ,habit of ,assimilation is thus    
established in the pupil's mind1 the    
,system as such is no longer consciously
 used4     ,,table ,,of ,,contents4     
,,page    #a--;,,fundamental            
,,principles ,,of ,,assimilative        
,,memory4               #a              

#b--;,,brain ,,tonic2 or1 ,the          
stimulating ,power of the ,method4      
#f    #c--;,educating the ,intellect to 
stay with the senses of       ,sight and
 ,hearing2 or1 ,cure of ,mind           
,wandering4             #ae             
#d--,learning any ,series of ,proper    
,names--,american       ,presidents4    
#be    #e--,the ,unique ,case of the    
,english ,sovereigns--,how to learn     
their ,succession quickly4              
#ca    #f--,,numeric ,,thinking2 or1    
,learning the longest sets of           
figures almost instantly4               
#ch    #g--;,,decomposition ,,or        
,,recomposition1 ,,and ,,intellectual   
,,inquisition2 or1 ,how to learn ,prose 
and ,poetry by       heart1 with        
numerous examples1 including ,poe's     
,bells4      #dg    #h--;,,analytic     
,,substitutions2 or1 ,a ,quick ,training
 in ,dates1       etc41 ,dates of the   
,accession of ,american ,presidents     
and of the ,english ,kings1 ,specific   
,gravities1 ,rivers1       ,mountains1  

,latitudes and ,longitudes1 etc4        
#ff    #i--,,thoughtive ,,unifications2 
or1 ,how to never forget ,proper        
,names1 ,series of ,facts1 ,faces1      
,errands1 ,conversations1               
,speeches or ,lectures1 ,languages1     
,foreign ,vocabularies1       ,music1   
,mathematics1 etc41 ,speaking without   
notes1       ,anatomy1 and all other    
,memory wants4                      #aji
   #aj--;,,acme ,,of ,,acquisition2 or1 
,learning unconnected facts1       rules
 and principles in the ,arts1 ,sciences1
 ,histories1       etc41 etc41 chapters 
in books1 or books themselves1 in       
one reading or study4                   
#adi   #aa--,learning one hundred facts 
in the ,victorian ,era1 with       dates
 of year1 month1 and day of each in one 
thoughtive perusal4                     
#aei     ,,assimilative ,,memory4       
,,fundamental ,,principles4   ,what is  
the basic principle of my system8 ,it   
is1 ,learn by ,thinking4 ,what is       
,attention8 ,it is the will directing   

the activity of the intellect into some 
particular channel and keeping it there4
 ,it is the opposite of mind-wandering4 
,what is thinking8 ,it consists in      
finding relations between the objects of
 thought with an immediate awareness of 
those relations4  ,what is the ,sensuous
 memory8 ,it is association through the 
eye or ear of a succession of sights or 
sounds without any reflection or        
consideration of the units of the       
succession1 or what they stand for1 or  
represent4 ,it is learning by rote--mere
 repetition--mere brainless or          
thoughtless repetition--a mode of       
learning that is not lasting--and always
 causes or promotes mind-wandering4     
,what is ,assimilative memory8 ,it is   
the habit of so receiving and absorbing 
impressions or ideas that they or their 
representatives shall be ready for      
revival or recall whenever wanted4 ,it  
is learning through relations--by       
thinking--from grasping the ideas or    
thoughts--the meaning and the           

comprehension of the subject matter4    
,this mode of learning promotes         
attention and prevents mind-wandering4  
,what are the two stages of the ,memory8
 ,let me illustrate3 ,last week1 month1 
or year you saw a military procession   
pass along the streets4 ,note how your  
mind was affected4 ,into your eyes went 
impressions as to the number composing  
the procession1 their style of costume  
or dress1 the orderliness or otherwise  
of their march1 the shape and form of   
the musical instruments in the hands of 
the band1 and the appearance of the     
officer in charge on horseback4 ,into   
your ears went impressions of the sound 
of the tramp and tread of the soldiers1 
the tune played by the band1 and any    
commands uttered by the officer4 ,these 
impressions commingling in your brain   
made up your experience of the passing  
of the procession--your first and only  
experience of it at that time4 ,i call  
this the ,first ,stage of the           
,memory--the stage of the ,first        

,impression1 which is always the        
precursor of the ,second ,stage4  ,what 
is the ,second ,stage of the ,memory8   
,this moment you recall what8 ,not the  
procession itself2 for it is no longer  
in existence4 ,you saw and heard it     
then1 but you do not see or hear it now4
 ,you only recall the impression left   
upon your mind by the procession4 ,a ray
 of ,consciousness is passed over that  
impression and you re-read it1 you      
re-awaken the record4 ,this is the      
,second ,stage of the ,memory--the      
revival of the previous experience--the 
recall to consciousness of the ,first   
,impression4 ,the ,first ,impression    
with no power to revive it afterward1   
gives no memory4 ,however great the     
power of ,revival1 there is no memory   
unless there was a ,first ,impression4  
,there are three conditions of          
memory--7#a7 ,impression4 7#b7 ,its     
,preservation4 7#c7 ,its ,revival4 ,we  
are mainly concerned here with the      
,impression and its ,revival4  ,there   

are 7five7 kinds of memories rising from
 the natural aptitudes of different     
individuals--7#a7 ,first ,impressions   
are apt to be feeble and the power to   
revive them weak--a poor memory4 7#b7   
,first ,impressions are usually weak but
 the power to revive them is            
strong--still a poor memory4 7#c7 ,first
 ,impressions are usually vivid but the 
power to revive them is weak--a poor    
memory4 7#d7 ,first ,impressions on all 
subjects are strong and the power to    
revive them is strong--a first-class    
memory4 7#e7 ,first ,impressions in some
 particulars are very strong and the    
reviving power in regard to them is very
 strong--a good memory for these        
particulars1 or a memory good for       
mathematics1 or music1 or faces1 or     
reciting1 or languages1 c41 but usually 
weak in most other respects4  ,,since   
,,we ,,are ,,to ,,learn ,,by ,,thinking 
,,we ,,must ,,at ,,the ,,outset ,,learn 
,,the ,,definition ,,of ,,the ,,three   
,,laws ,,of ,,thinking4   ,,three ,,laws

 ,,of ,,memory ,,or ,,of ,,thinking4    
,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 ,law1
 and whether they verify or illustrate  
that ,law4  ,i4 ,,inclusion indicates   
that there is an overlapping of meaning 
between two words1 or that there is a   
prominent idea or sound     that belongs
 to both alike1 or that a similar fact  
or property     belongs to two events or
 things as1 to enumerate a few          
classes3--      ,,whole ,,and           
,,part4--7,earth1 ,poles47 7,ship1      
,rudder47 7,forest1 ,trees47            
7,air1 ,oxygen47 7,house1 ,parlor47     
7,clock1 ,pendulum47       7,knife1     
,blade47 7,india1 ,punjab47 7#ad1 #g47  
7#bd1 #ab47      ,,genus ,,and          
,,species4--7,animal1 ,man47 7,plant1   
,thyme47 7,fish1 ,salmon47       7,tree1
 ,oak47 7,game1 ,pheasant47 7,dog1      
,retriever47 7,universal                

,evolution1 ,natural ,selection47       
7,silver ,lining1 ,relief of            
,lucknow47 7,empress ,queen1 ,victoria47
 7,money1 ,cash47      ,,abstract ,,and 
,,concrete4--,the same ,quality appears 
both in the       ,adjective and in the 
,substantive4--7,dough1 ,soft47         
7,empty1 ,drum47 7,lion1 ,strong47      
7,eagle1 ,swift47 7,courage1 ,hero47    
7,glass1 ,smoothness47 7,gold1          
,ductility47 7,sunshine1 ,light47       
7,fire1 ,warmth47      ,,similarity ,,of
 ,,sound4--7,emperor1 ,empty47          
7,salvation1 ,salamander47              
7,hallelujah1 ,hallucination47 7,cat1   
,catastrophe47 7,top1 ,topsy47          
,inclusion by sound is not punning4     
,,simple ,,inclusion embraces cases not 
found in either of the       foregoing  
classes1 but where there is something in
 common       between the pairs1 as     
7,church1 ,temple47 7,pocket1 ,black    
,hole47  ,,ii4 ,,exclusion means        
,antithesis4 ,one word excludes the     
other1 or both     words relate to one  

and the same thing1 but occupy opposite 
positions in regard to it1 as 7,riches1 
,poverty47 7,hot1 ,cold47     7,old1    
,young47 7,damp1 ,dry47 7,life1 ,death47
 7,love1 ,hate47     7,joy1 ,sorrow47   
7,courage1 ,cowardice47 7,health1       
,sickness47     7,righteous1 ,wicked47  
7,beauty1 ,ugliness47 7,peace1 ,war47   
,,iii4 ,,concurrence is the sequence or 
co-existence of impressions or     ideas
 that have been either accidentally or  
causally together4--,it     is either   
the accidental conjunction of           
experiences or the     operation of     
cause and effect2 since even in the     
latter case1 it     is merely the       
sensuous facts of immediate succession  
that we know     about1 as              
7,gravitation1 ,newton1 ,apple47        
7,dives1 ,lazarus1     ,abraham1        
,bosom47 7,pipe1 ,tobacco47             
7,michaelmas1 ,goose47     7,columbus1  
,america47 7,bartholomew ,diaz1 ,cape of
 ,good ,hope47     7,grandmother1       
,knitting47 7,socrates1 ,hemlock47      

7,bruce1 ,spider47     7,nelson1        
,trafalgar47 7,demosthenes1 ,seashore1  
,stammering1 ,pebbles47     7,job1      
,patience47 7,wedding1 ,slippers1       
,cake47 7,wellington1 ,bonaparte1       
,waterloo47 7,depression1 ,fall of      
,silver47 7,lightning1 ,thunder47  ,in  
the case of the following pairs1 one    
word has been so often appropriated to  
the other1 that there seems to be       
something in common in the meaning of   
the terms--but it is not so1 they are   
mere cases of ,concurrence1 but of      
almost indissoluble ,concurrence4 ,for  
instance1 a man might examine a spade in
 all its parts and might even make one  
after a model1 and not even know what   
dig means4 ,the mention of dig is as    
likely to make us think of pickaxe as of
 spade4 ,spade does not mean dig1 nor   
does dig mean spade4 ,dig merely means  
the action of the spade1 or the use to  
which it is put4 ,hence this pair of    
words does not furnish an example of    
,inclusion4 ,but as dig is frequently   

appropriated to spade--as we have often 
thought of those words together--this is
 a case of strong ,concurrence4 ,the    
term swoop is almost exclusively applied
 to eagle4 ,a certain action or movement
 of the eagle is termed swooping4 ,but  
eagle does not mean swoop1 nor does     
swoop mean eagle4 ,we always think of   
eagle when we think of swoop1 but we do 
not often think of swoop when we think  
of eagle4 ,it is not ,in41 but ,con4    
7,spade1 ,dig47 7,razor1 ,shaving47     
7,coffin1 ,burial47 7,chair1 ,sitting47 
7,scythe1 ,cut47 7,sword1 ,wound47      
7,pen1 ,write47 7,ears1 ,hearing47      
7,road1 ,travel47 7,food1 ,eating47     
7,paper1 ,write47 7,wine1 ,drink47      
7,worm1 ,crawl47 7,bird1 ,fly47 7,eagle1
 ,swoop47 7,hawk1 ,hover47 7,ram1       
,butt47 7,teeth1 ,gnash47 7,wheel1      
,turn47     ,,the ,,brain ,,tonic       
,,effect ,,of ,,the ,,laws ,,of ,,memory
 ,,rightly ,,applied4   ,,first ,,law   
,,of ,,memory4      ,building4  ,in4 by 
,g4  ,s4     ,dwelling4   ,if we examine

 the meaning of these two               
words--,building and ,dwelling1 we find 
that both indicate structures made by   
man4 ,this idea is common to both4 ,now 
when we find that two words express the 
same thought1 either completely or      
partially1 we say that it is a case of  
,inclusion1 because the pair of words   
contains or includes the same idea4     
,inclusion is the first law of memory4  
,there are several kinds of ,inclusion4 
,what variety have we here8 ,let us see4
 ,building applies to many kinds of     
structures2 house1 stable1 church1      
depot1 store1 etc4 ,it is applicable to 
all of these in a general way1 but it   
designates none of them4 ,but dwelling  
means a special kind of structure--a    
building occupied by man--a place to    
live in4 ,this pair of words therefore  
illustrates ,inclusion by ,genus and    
,species1 indicated by the abridgement1 
,in4 ,g4  ,s4 or simply by ,in4 ,other  
examples3 ,planet1 ,mars2 ,mountain1    
,vesuvius2 ,river1 ,mississippi2        

,building ,material1 ,potsdam           
,sandstone2 ,fruit1 ,peaches4  ,we may  
for convenience include in this class1  
cases of the ,genus and the ,individual 
as ,man and ,george ,washington2 ,judge1
 ,hon4 ,john ,gibson2 ,new ,yorker1     
,hon4 ,w4 ,w4 ,astor2 and cases of      
,species and the ,individual1 as1       
,frenchman and ,guizot2 ,american1      
,abraham ,lincoln4 ,and also ,co-equal  
,species under a common ,genus1 as under
 ,receiver we may include ,can and      
,bin--under carnivorous birds we may    
include the ,eagle and the ,hawk4       
,head-,covering1 ,hat1 ,cap2            
,hand-covering1 ,gloves1 ,mittens2      
,foot-covering1 ,boot1 ,shoe4           
,dwelling4  ,synonymous ,in4     ,house4
      ,inhabitability by man is the     
thought common to both of these words4  
,being nearly alike in meaning1 we call 
them a case of ,synonymous ,inclusion1  
indicated by ,syn4 ,in4 ,other cases3   
,near1 ,close to2 ,likeness1            
,resemblance2 ,lift1 ,raise2 ,meaning1  

,signification2 ,john1 ,jack2 ,james1   
,jim2 ,elizabeth1 ,bessy2 ,margaret1    
,maggy2 ,gertrude1 ,gertie2 ,ellen1     
,nellie4      ,house4   ,in4 by ,whole  
,part4     ,parlor4   ,another case of  
,inclusion4 ,house is the whole         
containing as it does the parlor1       
dining-room1 kitchen1 bedroom1 etc4     
,parlor is a part of the whole house4   
,hence this pair of words illustrates   
,inclusion by ,whole  ,part designated  
by ,in4 ,w4  ,p41 or merely by ,in4 ,we 
may include in this class for           
convenience the material and the product
 as ,bureau1 ,oak2 ,tower1 ,brick2      
,harness1 ,leather4 ,other cases3       
,wagon1 ,wheel2 ,razor1 ,blade2 ,table1 
,legs2 ,united ,states of ,north        
,america1 ,new ,york2 ,state1 ,county2  
,city1 ,street2 ,bird1 ,feathers2 ,year1
 ,month2 ,week1 ,sunday2 ,engine1       
,boiler2 #ajj1 #ej2 #aj1 #e1 c4         
,p,a,rlor4     ,in4 by ,s4  s4          
,p,a,rtridge4   ,here we see that there 
is nothing in common in the meaning of  

the words1 but there is the syllable    
,par belonging to both alike4 ,it is the
 same in spelling in both words1 and    
virtually the same in pronunciation1 the
 same by ,sight and by sound1           
represented by ,in4 by capital ,s for   
,in4 by sight1 and ,in4 by small s for  
,in4 by sound1 or merely by ,in4        
,examples3 ,nice1 ,gneiss2 ,pole1       
,polarity2 ,popular1 ,popgun2           
,jefferson1 ,madison4      ,partridge4  
,in4 by ,w4  ,p4     ,feathers4         
,partridge is the name of the bird and  
feathers constitute part of the         
,partridge4 ,other cases3 ,coat1        
,buttons2 ,elephant1 ,trunk2 ,bottle1   
,neck2 ,pen1 ,nib2 ,south ,africa1 ,cape
 ,colony4      ,feathers4  ,in4 by ,a4  
,c4     ,light4      ,feathers are      
things perceived by touch and sight4    
,they imply the quality of lightness1   
but say nothing about that quality4     
,light has several meanings4 ,here taken
 in connection with feathers1 it means  
nearly destitute of weight1 or the      

quality of lightness4 ,it is an abstract
 term that describes an attribute1 but  
feathers are things and therefore       
concrete4 ,hence the pair of words      
illustrate ,inclusion by ,abstract and  
,concrete1 and is indicated by ,in4 by  
,a4 and ,c41 or merely by ,in4 ,other   
examples3 ,sour1 ,vinegar2 ,sweet1      
,sugar2 ,coward1 ,fear2 ,swiftness1     
,express train1 c4      ,,light4        
,in4 by ,s4  s4     ,l,i,g,h,terman4    
,as before remarked1 ,light has several 
meanings4 ,here it means that which     
enables us to see4 ,lighterman is the   
man who works upon a boat called a      
,lighter4 ,there is nothing in common in
 the meaning of this pair of words1 but 
the word or syllable ,light belongs to  
both alike4 ,it is ,in4 by ,sight and   
sound4 ,other cases3 ,dark1 ,darkness2  
,starch1 ,march2 ,rage1 ,forage2        
,barber1 ,barbarism1 c4                 
,lighter,m,a,n4      ,in4 by ,s4        
,lord ,m,a,nsfield4   ,here the word or 
syllable man appears in both cases4 ,in 

the former it signifies the man that    
manages a ,lighter1 and in the latter it
 was primitively connected with ,field1 
as ,a ,man's ,field4 ,after a time it   
became ,mansfield4 ,it is a perfect case
 of ,in4 by ,s4 and s4 ,other cases3    
,tempest1 ,temperature2 ,antepenult1    
,antediluvians4      ,lord              
,mans,f,i,e,l,d4  ,in4 by ,s4  s4       
,f,i,e,l,dhand4        ,as ,field       
belongs to both words1 it is a case of  
perfect ,in4 by ,s4 and s4 ,other cases3
 ,regiment1 ,compliment2 ,sell1         
,selfish2 ,miniature1 ,mint1 c4  ,now   
let the pupil read over very            
thoughtfully the ten words just         
examined1 and recall the relation which 
we found to exist between every pair of 
them4      ,building4     ,dwelling4    
,house4     ,parlor4     ,partridge4    
,feathers4     ,light4     ,lighterman4 
,lord ,mansfield4     ,fieldhand4       
,having finished the reading1 let the   
pupil close the lesson1 or put it out of
 sight and endeavour to recall the ten  

words from ,building to ,fieldhand from 
memory4 ,he will find no difficulty in  
doing so4 ,he learned the series by     
heart without any suspicion that he was 
committing it to memory4  ,now let him  
realise how he did this4 ,it was because
 he made use of the cementing ,laws of  
the ,memory4 ,he sought out and found   
the relations between the words4 ,by    
thinking of those relations1 he         
exercised his intellect on those words  
in a double way--the meaning and the    
sound of the words were considered and  
then the similarities of meaning and of 
sound were noticed4 ,a vivid ,first     
,impression was thus received from the  
words themselves and from the relations 
between them and an easy and certain    
recall thereby assured4  ,now recall the
 series in an inverse order1 beginning  
with ,fieldhand1 and going back to      
,building4 ,you do it easily1 because   
each word was cemented to its           
predecessor and its successor1 and hence
 it makes no difference whether you go  

forward or backward4 ,when1 however1 you
 learn by rote you know the task as you 
learned it1 and not in the reverse way4 
,before proceeding1 repeat the ten words
 from memory1 from ,building to         
,fieldhand1 and the reverse way1 at     
least five times2 each time1 if         
possible1 more rapidly than before4     
,these repetitions are not to learn the 
series2 for this has been done already1 
but it is to consolidate the effect of  
learning it in the right way4   ,,second
 ,,law ,,of ,,memory4      ,fieldhand4  
,ex4     ,millionnaire4   ,a fieldhand  
is a labourer who lives by the sweat of 
his brow1 and eats not what he does not 
earn4 ,a ,millionnaire is at the        
opposite pole1 and can have a           
superabundance of all things4 ,it is a  
case of opposition4 ,where two ideas    
pertain to one and the same idea1 but   
occupy opposite relations in regard to  
it1 it is a case of ,exclusion4 ,the    
means of subsistence is the common idea 
and ,fieldhand and ,millionnaire occupy 

opposite positions in respect to that   
idea4 ,other examples3 ,upper1 ,under2  
,above1 ,beneath2 ,before1 ,after2      
,entrance1 ,exit2 ,appear1 ,vanish2     
,cheap1 ,dear2 ,empty1 ,full2 ,col4     
,ingersoll1 ,talmage2 ,washington1      
,arnold2 ,minnehaha1 ,minneboohoo4      
,millionnaire4  ,ex4     ,pauper4       
,here is opposition between millionnaire
 and pauper4 ,it is a case of ,ex4      
,other examples3 ,superfluity1          
,scarcity2 ,fertile1 ,barren2 ,sorrow1  
,happiness2 ,straight1 ,crooked2        
,irregular1 ,circle2 ,prompt1 ,tardy2   
,liberal1 ,stingy2 ,wide1 ,narrow2      
,open1 ,shut2 ,inclusion1 ,exclusion2   
,beginning1 ,end2 ,industry1 ,idleness2 
,addition1 ,subtraction2 ,infernal1     
,celestial2 ,cellar1 ,garret2 ,miser1   
,spend-thrift2 ,assimilation1 ,learning 
by rote1 c4      ,pauper4  ,ex4         
,wealth4   ,here is the extreme of      
opposition4 ,the state or condition of  
destitution of the pauper is contrasted 
with the state or condition of being    

over supplied4 ,other examples3         
,insufficient1 ,enough2 ,work1 ,play2   
,crying1 ,laughing2 ,awkward1 ,graceful2
 ,in1 ,out2 ,east1 ,west2 ,north1       
,south2 ,saint1 ,sinner2 ,fast1 ,slow1  
c4      ,,wealth4        ,in4 by ,s4  s4
     ,common,w,e,a,l,t,h4   ,if ,wealth 
is taken as ,private or individual1 and 
,commonwealth be taken in its derivative
 sense1 as wealth in common1 or1 the    
public wealth1 then this would be a case
 of ,exclusion4 ,if ,wealth is taken as 
the condition of great abundance1 and   
,commonwealth as the political body1    
known as a ,state1 then this is a case  
of ,inclusion by sight1 or by sound1 the
 word wealth belonging to both alike4   
,c,o,m,m,o,nwealth4  ,ex4               
,u,ncommon4       ,considering ,common  
in relation with ,uncommon we have      
,exclusion4 ,in the previous pair1 we   
used wealth of commonwealth to make a   
relation with the simple word wealth4   
,here we use the first two syllables of 
the word to contrast with uncommon4     

,uncommon4  ,syn4 ,inclusion4     ,rare4
       ,these words are nearly alike in 
meaning4 ,other examples3 ,choice1      
,preference2 ,resolute1 ,determined2    
,economical1 ,frugal2 ,ugly1            
,ill-looking2 ,insane1 ,mad2 ,lie1      
,untruth2 ,reliable1 ,trustworthy2 ,air1
 ,atmosphere2 ,resident1 ,dweller1 etc4 
,rare4       ,ex4     ,well done4       
,this pair requires careful notice4     
,rare with reference to ,uncommon means 
unusual1 seldom met1 or unfrequent2 but 
considered in reference to well done1 it
 means partially cooked or underdone4   
,this1 then1 is a clear case of         
,exclusion4 ,other examples3 ,men whose 
heads do grow beneath their shoulders1  
and men whose shoulders do grow beneath 
their heads2 ,cushion1 ,mule's ,hoof2   
,ungoverned1 ,henpecked2 ,bed of ,ease1 
,hornet's ,nest2 ,waltz1 ,breakdown4    
,well done4   ,ex4     ,badly done4   ,a
 clear case of ,exclusion4 ,they are    
both done1 but one is done well1 and the
 other badly done1 or the opposite of   

well4      ,badly done4  ,ex4     ,good4
         ,a relation is sometimes found 
between one word and a part of another  
word or phrase4 ,here ,bad is the       
opposite of ,good4      ,good4          
,in4 by ,g4  ,s4     ,good ,princess4   
,good covers all cases1 whatsoever1 of  
its kind1 but ,good ,princess is a      
particular kind of species of good      
things or persons4 ,examples3 ,snake1   
,copperhead2 ,spider1 ,tarantula2       
,horse1 ,dray horse1 etc4  ,now         
carefully read over the eleven words1   
and recall or ascertain the relations   
between them3      ,fieldhand4          
,millionnaire4     ,pauper4     ,wealth4
     ,commonwealth4     ,uncommon4      
,rare4     ,well done4     ,badly done4 
,good4     ,good ,princess4  ,when you  
have carefully realised the relations   
between these words1 lay aside the      
lesson and recall the entire series from
 memory1 proceeding from ,fieldhand to  
,good ,princess1 and back from ,good    
,princess to ,fieldhand4 ,do this five  

times--each time from memory and more   
rapidly than before4  ,again1 repeat    
from memory1 at least five times1 the   
series from ,building to ,good          
,princess1 and back from ,good ,princess
 to ,building1 reciting as fast as      
possible each time4   ,,third ,,and     
,,last ,,law ,,of ,,memory4      ,good  
,princess4  ,in4  ,con4     ,pocahontas4
      ,a proper name as such has little 
meaning4 ,it is usually a mere sound to 
which the person that bears it answers  
as the dog responds to the name ,carlo4 
,it is a sound which we call a name1 and
 which we apply to one person to        
distinguish that person from all others1
 as in this case ,pocahontas is used to 
distinguish the daughter of ,powhattan  
from all other ,indian women4 ,she knew 
who was meant when that name was applied
 to her4 ,but the name ,pocahontas does 
not indicate that she was wise or       
unwise1 learned or unlearned1 tall or   
short1 old or young4 ,in saving the life
 of ,capt4 ,john ,smith she became      

entitled to be called a ,good ,princess4
 ,in this case it would be ,in4 by ,g4  
,s4 ,we have heard of all this1 and now 
when we think of ,pocahontas1 we are apt
 to remember that she was a good        
,princess for saving ,smith's life4 ,the
 connection between these words ,i call 
,concurrence4 ,we have thought of these 
words together1 and the mind by its own 
operation has cemented them together1 so
 that when we think of one it is apt to 
make us remember the other4 ,concurrence
 means that which has been accidentally1
 or as cause and effect1 conjoined in   
our experience4 ,between the words or   
ideas thus conjoined1 there is1 strictly
 speaking1 neither ,inclusion or        
,exclusion4 ,whenever there are         
unrelated things which the mind holds   
together simply because it has occupied 
itself with them1 then we have a case of
 concurrence to be represented by ,con4 
,other examples3 ,harrison1 ,tippecanoe2
 ,columbus1 ,america2 ,washington1      
,cherry ,tree2 ,andrew ,jackson1 ,to the

 ,victors belong the ,spoils2 ,newton1  
,gravitation2 ,garfield1 ,guiteau2      
,gladstone1 ,home ,rule1 c4             
,pocahontas4        ,con4     ,capt4    
,john ,smith4   ,we have read the story 
of the rescue of ,smith by ,pocahontas4 
,we have thought of these names together
 and they have united in our memories by
 the ,law of ,concurrence4 ,when we     
recall the name of ,pocahontas1 we are  
apt to revive also the name of ,capt4   
,john ,smith and vice versa4 ,another   
case3--,a gentleman was present at      
,ford's ,theatre in ,washington when    
,john ,wilkes ,booth shot ,abraham      
,lincoln4 ,just a moment before1 he     
recognised the odour of a hyacinth held 
by a lady in front of him4 ,the next    
moment he heard the fatal shot1 and     
turning whence the report came1 he saw  
the murderous result4 ,after the lapse  
of a quarter of a century1 he could not 
smell1 see1 or think of hyacinth without
 at once thinking of that scene1 nor    
could ,lincoln's assassination be       

mentioned in his presence without his   
instantly thinking of hyacinth4 ,nothing
 could have been more purely accidental 
than the quick succession of the        
sensation of the odour and the murder of
 the ,president4 ,but they were         
experienced together or nearly together4
 ,they became cemented together1 so that
 the revival of one is apt to call up   
the other1 and this is concurrence4     
,capt4 ,john ,smith4  ,con4     ,anvil4 
,a proper name may be also used in other
 relations4 ,the word1 sound1 or name   
,smith may also be a general term       
applicable to many classes of persons1  
as coppersmith1 goldsmith1 silversmith1 
c4 ,when we think of ,capt4 ,john ,smith
 we use the word as a proper name4 ,but 
when we think of ,smith and ,anvil we   
use the word ,smith in its general      
sense4 ,in either case it is an act of  
,concurrence4 ,smiths use anvils4 ,we   
have thought of these words together1   
and that mental act has had a tendency  
to unite them together4      ,anvil4    

,in4 by ,a4  ,c4     ,heavy4   ,anvil is
 a concrete thing that possesses the    
attribute heaviness2 and heavy is an    
abstract term that applies to heavy     
things1 but does not state what they    
are4 ,the idea or thought of heaviness  
is common to both words1 and therefore  
it is a case of ,in41 and as one term is
 concrete and the other abstract1 it is 
a case of ,in4 by ,a4  ,c4      ,heavy4 
,con4     ,gravitation4   ,things are   
heavy that press toward the earth1 in   
consequence of the action of gravity in 
their case4 ,gravitation1 whatever that 
is1 is what makes them tend toward the  
earth4 ,we may say it is a ,cause1 and  
as we think of ,cause producing ,effect1
 and ,effect as produced by ,cause1 such
 cases are thought of together1 or      
almost simultaneously1 and hence we have
 a case of ,concurrence4                
,gravitation4       ,con4     ,sir      
,isaac ,newton4   ,there is no ,in4 or  
,ex4 here1 but ,con4 ,we have read or   
heard that ,newton discovered the ,law  

of ,gravitation4 ,we have exercised our 
minds in regard to these two words1 in  
thinking of them together1 and that is  
concurrence4      ,sir ,isaac ,newton4  
,con4     ,diamond4          ,newton    
went out of his library on one occasion1
 leaving his pet dog ,diamond in the    
room4 ,the dog jumped up on to the      
table1 overturned the light1 which set  
fire to most valuable manuscripts4 ,they
 burned up4 ,when ,newton returned and  
discovered what his pet had done1 he    
exclaimed1 ,o6 ,diamond1 ,diamond1 thou 
little knowest what thou hast done4 ,the
 name ,diamond becomes thus vividly     
associated in our minds with the        
forbearance of the great ,newton4 ,we   
cannot forget it4 ,we hold them together
 hereafter by ,con4      ,diamond4  ,in4
 by s4     ,dying4     ,a plain case of 
,inclusion by sound4      ,dying4       
,con4     ,cholera4   ,we know that     
cholera causes numerous deaths2 that    
people die in great numbers wherever it 
prevails4      ,cholera4  ,con4         

,terror4    ,concurrence includes all   
cases of ,cause and ,effect1 ,instrument
 or ,means to ,end1 ,person by whom or  
,thing by which1 c4 ,cholera causes     
terror4 ,terror is the effect of the    
existence of the cholera4 ,now carefully
 read over the eleven words just        
considered1 and think out the relations 
between them4      ,good ,princess4     
,pocahontas4     ,capt4 ,john ,smith4   
,anvil4     ,heavy4     ,gravitation4   
,sir ,isaac ,newton4     ,diamond4      
,dying4     ,cholera4     ,terror4  ,now
 recite them from memory at least five  
times forward and backward1 and then    
recite the entire thirty words from     
,building to ,terror1 and from ,terror  
to ,building1 the same number of times4 
,for further training1 let each pupil   
recite the foregoing series of thirty   
words forward and backward two or three 
times per day for an entire month4 ,he  
need not stop further study1 but        
whatever else he learns let him at least
 practise this daily recital for one    

month4   ,,remarks ,,on ,,the ,,three   
,,laws4  #a4 ,since words have different
 meanings1 we may sometimes find that a 
pair of words exemplify all three ,laws1
 as plough and sword4 ,the relation     
between them may be ,in41 since both of 
them are cutting instruments2 one cuts  
and hacks human beings and the other    
cuts and turns over the soil4 ,it may be
 ,ex41 in a metaphorical sense1 as one  
is the emblem of peace and the other of 
war1 and it may be ,con41 as we have    
often thought of them together as we    
read in the ,bible of beating swords    
into ploughshares4  #b4 ,learning a     
series of words by heart by thinking of 
the ,relations between them is wholly   
unlike learning it by rote4 ,in the     
latter case1 three or five words at a   
time or all ten words are read over from
 #aj to #bj times4 ,this reading secures
 scarcely anything more than a          
succession of sights to the eye or      
sounds to the ear4 ,no study of the     
words is required4 ,the action of the   

intellect is not invoked4 ,it is the    
mere sensuous impression of ,eye or ,ear
 or both together that holds the words  
together1 and thus many or endless      
repetitions are required to memorise a  
series which a conscious thoughtful use 
of those ,laws enables us to learn by   
one painstaking perusal4  ,another way  
of learning such a series by rote1 is to
 limit the extent of the repetitions4   
,instead of reading over the entire     
series or a large part of it many times1
 the series is slowly read over once or 
several times by pairs1 only two words  
at a time1 but the method of acquirement
 is precisely the same as in the former 
rote process4 ,let us look at this last 
proceeding in detail4 7#a7 ,it is       
usually applied only where there is a   
natural suggestiveness between each pair
 of words4 7#b7 ,but no previous study  
is prescribed in regard to what         
constitutes this suggestiveness1 nor are
 the varieties of it set forth and      
required to be mastered4 7#c7 ,but above

 all1 no study of the pairs of words    
themselves is insisted upon4 ,on the    
contrary1 all such study is emphatically
 deprecated4 ,the mind is not allowed to
 be directed to anything in particular  
in reading over the pairs4 ,it must be  
left without a rudder or guide to float 
wherever it listeth4 ,it is not to be   
interfered with by our will4 ,what is   
this but intellectual dawdling8 ,a      
method of ,vacuity pure and simple--the 
exact opposite of ,mental ,assimilation4
 7#d7 ,if in reading over many times an 
entire series1 only the ear and eye are 
mainly affected and the intellect is    
left to wander1 much more must it wander
 here4 ,in running over many words1 the 
intellect might be arrested by chance4  
,but here the series consisting of two  
words only and all attempt to occupy or 
engage the intellect being purposely    
avoided1 and nothing being done to      
enchain the attention to the            
consideration of the meaning or sounds  
of the two words1 or the relation       

between them1 the intellect wanders away
 from want of occupation4 ,if when we   
wish to retain in our memories a        
paragraph of fine sentiment or lucid    
reasoning1 we find our attention        
wanders1 so it must wander here where   
only a pair of words is before it1 and  
we are not only not furnished with any  
tests or guides or stimulus or motive   
for examining the words or for finding  
the relation between them1 but on the   
contrary we are forbidden to interfere  
with the spontaneous action of the mind4
 ,the intellect might be abolished so   
far as its participation in such an     
operation is concerned4 ,what is        
absorbed in such a case is absorbed     
intuitively and blindly4 ,hence we see  
that what is accomplished by these two  
processes of rote learning is weak      
impressions upon the memory and a       
distinct cultivation of mind wandering4 
,this method of rote learning by pairs  
was invented and first taught by ,thomas
 ,hallworth in ,new ,york in #ahbb4 ,his

 method was adopted without             
acknowledgment by ,carl ,otto in        
,germany and ,austria1 and his followers
 in ,england and ,america4,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 so1 when they are       
clearly indebted to ,thomas ,hallworth  
for this inadequate method1 yet they    
never have the grace to acknowledge     
their indebtedness4  #c4 ,the opposite  
of these two methods of rote learning is
 my method1 which injects an active     
process between each pair of words4     
,each pair of words is appraised and    
dovetailed by the ,laws of ,memory4 ,and
 hence the reader can notice the        
fundamental difference between all other
 methods and mine4 ,my method is to keep
 the mind in an assimilating1 absorbing 
condition when trying to learn by making
 the ,intellect stay with the ,senses4  
,in the process of endless repetition or
 learning by rote as evinced in the two 

methods above given1 the mind is in a   
passive state4 ,but when learning the   
above series by my method1 it was kept  
in an active state4 ,the intellect was  
directed by the will into certain       
channels and kept there4 ,it was        
searching for what was in common or     
different between the pairs of words4   
,it was noting points of likeness and   
classifying them4 ,this is thinking4    
,and the most vivid ,first ,impressions 
always result from the action of the    
intellect upon the sensuous stimuli from
 ear and eye4 ,intellectual             
,assimilation is a proper name for my   
methods4  #d4 ,the ,three ,laws are     
,forms or ,modes of ,mental             
,assimilation4 ,but when used           
consciously for any length of time1 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 instructions1 and then   
his ,general ,memory becomes largely    

improved without a conscious use of my  
method4   ,a ,,training ,,exercise ,,in 
,,attention4  ,whoever wishes to        
increase his permanent ,memory power and
 his power of ,attention must not omit  
to learn and practise the following     
exercise precisely as ,i prescribe4 ,he 
will experience great satisfaction in   
carrying out my directions to the       
letter1 because his conformity in this  
and in other respects will bring the    
reward of a ,,new ,,memory power almost 
immediately4 ,and if he were to         
disregard my directions1 he will have no
 one to blame but himself4  ,he must    
write down the first two words1 ,ice and
 ,slippery1 the latter word under the   
former4 ,let him ascertain the exact    
relation between these words4 ,he will  
find that ,ice is a concrete word1 and  
,slippery indicates a quality of ,ice   
and of other things4 ,he places opposite
 the abbreviation ,in41 by ,a4 and ,c4  
,in a similar way he proceeds to write  
down one word at a time1 and at once    

ascertaining its relation to the        
previous word1 and indicating that      
relation by the appropriate             
abbreviation4 ,when he has analysed ten 
words in this painstaking manner he must
 recall them backward and forward from  
memory at least five times1 and each    
time faster than the other4  ,let him   
deal with the next ten in a similar     
manner in all respects1 and then let him
 repeat the twenty words both ways at   
least five times1 and so on till he has 
analysed1 learned and recited the entire
 one hundred words2 and1 finally1 let   
him recite the one hundred words both   
ways at least once a day for thirty     
days1 in connection with the ,building  
,series and the ,presidential ,series   
and ,series of ,english ,sovereigns     
hereafter given4  ,as the result of this
 ,analysis and recitals1 the pupil will 
make these ,laws of ,in41 ,ex41 and     
,con4 operate hereafter in an           
unconscious manner1 with a power a      
hundred-fold greater than before        

practising this method4      ,ice4      
,hounds4           ,hose4               
,chicken4     ,slippery4        ,bark4  
,rose4            ,feathers4            
,smooth4          ,tree4                
,bush4            ,down4     ,rough4    
,woods4            ,guerilla4           
,up4     ,ruffian4         ,prairie4    
,rill4            ,upstart4     ,prison4
          ,air4                         
,water-power4     ,begin4     ,crime4   
,wind4             ,manufacture4        
,bee4     ,crimea4          ,hurricane4 
,man4             ,honey4     ,war4     
,reign4            ,manager4            
,hives4     ,army4            ,governor4
         ,conductor4       ,wives4      
,navy4            ,steam-engine4        
,cars4            ,mormon4     ,ship4   
,newspaper4        ,track4              
,brigham ,young4     ,sail4             
,ream4             ,trotting4           
,old4     ,auction4         ,quire4     
,fair4            ,cold4     ,bid4      
,inquire4          ,foul4               

,winter4     ,competition4     ,inquest4
          ,chanticleer4     ,summer4    
,petition4        ,jury4                
,chandelier4      ,ft4 ,sumter4         
,signatures4      ,decide4              
,gas4             ,stone4     ,cygnet4  
,cider4            ,coal4               
,mason4     ,net4             ,apple4   
,mine4            ,maize4     ,ensnare4 
,orchard4          ,shaft4              
,fodder4     ,capture4         ,charred4
          ,arrow4           ,cattle4    
,cap4             ,burned4              
,quiver4          ,catalogue4     ,gun4 
,stove4            ,indian4             
,log4     ,hunter4          ,fire4      
,black-,hawk4      ,saw-mill4  ,i       
occasionally find that a bright1        
highly-gifted person makes a poor       
learner of my system1 because he acts on
 hasty inferences of his own instead of 
attending to my long-tried and          
never-failing methods4 ,to illustrate3  
,instead of analysing the above series  
in pairs1 and discovering and noting the

 relation between each pair as ,i       
require1 he reads over the entire       
series4 ,his previous study of the      
,memory ,laws has1 however1 so impressed
 his mind with their influence that he  
is able to retain this series after only
 two or three perusals4 ,or1 instead of 
reading over the entire series1 he may  
even slowly read the series in pairs1   
but without analysis1 without trying to 
ascertain and realise the exact relation
 between the words4 ,this is the method 
of ,vacuity or ,dawdling formerly       
mentioned4 ,but his study of the three  
,laws in learning the ,building ,series 
has so sharpened and quickened his      
appreciation of ,in41 ,ex41 and ,con41  
that he learned the one hundred words in
 this wrong way very readily4  ,but why 
should he not follow my directions8 ,why
 not pursue my plan and thereby acquire 
the full power of my system instead of  
the small portion of that power gained  
by disregarding my direction8 ,on the   
other hand1 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 gifted1 but
 non-complying pupil1 seems unable to   
understand4  ,if a person is afflicted  
with a very bad memory in any or all    
respects1 and particularly if this      
memory weakness is traceable to         
mind-wandering1 or if it co-exist with  
the latter infirmity1 such a person may 
find it best to make a series of from   
one hundred to five hundred words on the
 model of the foregoing series1 and     
learn the same and recite it daily both 
ways for a month or more in addition to 
the prescribed exercises1 and if any    
trace of mind-wandering remain after    
that1 let him make and memorise another 
series of the same extent and practise  
it for the same period4 ,the worst cases
 of mind-wandering and of weak memories 
always yield to this training treatment4
  ,in like manner1 but in much inferior 
degree1 the recital of what has just    

been heard1 such as anecdotes1          
narratives1 contents of plays1 lectures1
 c41 not only tends to fix the recited  
matter in the memory1 but also to       
strengthen the memory generally1        
provided the recital takes place shortly
 after the listening1 as that is like a 
continuation of the original experience4
   ,,training ,,the ,,intellect ,,to    
,,stay ,,with ,,the ,,senses4           
,attention is the ,will directing the   
,intellect into some particular channel 
and keeping it there4 ,there are        
virtually two processes involved in     
,attention4 ,the ,intellect is directed 
into a particular channel1 but to keep  
it there1 all intruders must be         
excluded4 ,to illustrate4 ,a student    
attempts to learn a proposition in      
,geometry4 ,to do this he must keep his 
mind on the printed explanations1 and if
 his thoughts attempt to fly away1 he   
must repress that attempt4 ,to guide his
 mind into the channel of the printed   
exposition1 he calls into play the      

,directory power of the attention4 ,to  
prevent intruders or extruders from     
withdrawing his mind from the text1 he  
exercises the ,inhibitory function of   
the ,attention4  ,to fully understand   
what takes place when trying to study1  
let the pupil recall that there are     
three sources of knowledge4  ,first3    
,the ,senses carry into his mind reports
 from the outside                       
world--,sensation--sight of the letters1
 words and sentences1 c4 ,second3 ,the  
,intellect operates on these undigested 
elementary ,sense-reports1 or           
,sensations1 and find relations among   
them4 ,this is ,perception1 or relations
 among ,sensations4 ,third3 ,the mind   
acts on the perceived relations and     
finds relations among them4 ,this is    
,reason or relations among relations4   
,now the geometrical student in reading 
the printed instructions to himself or  
in reading them aloud1 might simply     
occupy his eye1 or eye and ear with them
 and his ,reason might soar away to     

other subjects1 climes or ages4         
,remember that the ,intellect is always 
active and busy1 and the question for us
 to answer in our own case is--shall it 
co-operate with the senses or the matter
 before us1 or shall it wander away8    
,what the geometrical student requires  
and what we all require in such cases is
 to compel the ,intellect to stay with  
the ,senses1 and follow the printed     
train of thought4  ,interest in the     
subject helps to secure this            
co-operation4 ,and the ,process or      
,method of study1 if it be an           
,assimilating one1 also compels this    
co-operation4 ,and one of the processes 
which is most of all effective in       
,,training the ,intellect to obey the   
,will and thereby to stay with the      
,senses 7where it is not a case of pure 
reflection71 and thereby to institute   
and develop the ,habit of the activity  
of the ,intellect co-operating with the 
action of the mere senses1 is practice  
in the use of the ,laws of ,in41 ,ex41  

and ,con4 ,to illustrate3 ,in reciting  
the last training example of one hundred
 words1 the ,directory power is         
exercised and then the ,inhibitory power
 is brought into play1 and so on        
alternately4 ,suppose the reciter has   
got to ,signatures4 ,if he does not     
inhibit or exclude from his mind the    
word ,petition he can make no advance4  
,if he dwells upon ,petition he will    
never reach ,cygnet4 ,but if he inhibits
 ,petition his ,directory power sends   
him on to ,cygnet1 and then inhibiting  
,signatures he proceeds from ,cygnet to 
,net1 c41 c4 ,in this most simple1      
elementary way he exercises and trains  
the ,directory and ,inhibitory functions
 to co-operate in recalling the entire  
,series1 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 series4 ,and if he has learned    
this and other ,series as ,i direct and 
then recites them forward and backward  

as long as ,i require1 he is sure to    
greatly strengthen his ,attention and   
thereby habituate the intellect to stay 
with the senses and thereby help to     
banish mind-wandering4 ,and when the    
,intellect is thus trained into the     
,habit of staying with the sense of     
sight or hearing in reading or          
listening1 the geometrical or other     
student can keep his mind on the subject
 before him until it is mastered4       
,,important ,,characteristics ,,of      
,,analysis4  ,it sometimes happens that 
we wish to quickly learn five or twenty 
,proper ,names1 the whole or part of    
which are entirely new to us1 as a list 
of members of a committee1 a series of  
facts in science1 c4 ,we can usually do 
this by ,analysis4  ,recollective       
,analysis1 or ,analysis for the purpose 
of helping to learn by heart1 is not an 
originating or manufacturing process4   
,it simply finds relation already       
existing between the words or the ideas 
which the words suggest or evoke4 ,but  

where there is no existing relation     
between the words or ideas1 it is a case
 for ,synthesis1 to be taught hereafter4
  ,the highest ,analysis relates to     
objects1 or rather to the ideas we have 
of them1 and the lowest to mere words1  
to mere articulated sounds1 or their    
written or printed representatives4 ,the
 great body of examples and             
illustrations in my lessons pertain to  
ideas2 but in the list of twenty-four   
,presidents ,i deal with the proper     
,names as words only1 as words or       
articulated sounds--words which are     
nearly devoid of meaning except as marks
 or sounds for naming persons1 or as    
words containing syllables which may    
have a general meaning in other         
applications4 ,i need scarcely add that 
the ,laws of ,in41 ,ex41 and ,con4 apply
 to words merely as well as to the ideas
 which are1 of course1 suggested by the 
words4 ,let me illustrate3 ,ulysses ,s4 
,grant was succeeded by ,rutherford ,b4 
,hayes4 ,the initial syllables of       

,ulysses and of ,rutherford make an     
inclusion by sound4 ,the ,u of ,ulysses 
is pronounced as if spelled ,you4 ,we   
then have in effect ,you and ,ru1 or    
,you and ,ruth--when we are supposed to 
pronounce the u in ,ruth as a long u2   
but if it be considered to be a short   
sound of u1 it is only a weak case of   
,in4 by s4 ,but if the pupil shuts his  
eyes1 such inclusions will not be       
observed4 ,it is true that such         
application is not so high or grand as  
when they govern ideas1 but it is       
equally genuine4 ,it is only a lower    
stratum1 but still it is a part of terra
 firma1 and on no account is it to be   
ignored4  ,ideas are never words nor are
 words ever ideas1 but words become so  
associated with ideas by habit1 or by   
the ,law of ,concurrence1 that they     
arouse certain ideas whenever they are  
used4 ,they are used as signs of        
ideas--as the means of communicating    
them4 ,there is rarely1 if ever1 any    
necessary connection that we can        

discover between a particular idea and  
the word used to stand for it4 ,not only
 do different nations use different     
words or sounds to arouse the same      
thought1 but different words in the same
 language are sometimes used to portray 
practically the same idea1 as in the    
case of ,mariner1 ,sailor1 ,seaman1     
,jack ,tar1 ,navigator1 ,skipper1 c41 c4
 ,nor is this all--the same sound may   
awaken different ideas1 as ,i and ,eye4 
,in the first case ,i stands for the    
person using it1 and in the last case it
 means the organ of sight4 ,to the      
eyesight they are obviously unlike4 ,it 
may be well to remark that in imposing a
 name in the first place1 a reason may  
exist why that name is given1 as ,albus 
7white7 was given to the mountains1 now 
more euphoniously called ,alps1 because 
they were white or snow-crowned2 but    
,alps does not mean white to the        
moderns4 ,the word now merely indicates 
or points out the mountains so called4  
,a word may survive and take a new      

meaning after its original meaning is no
 longer ascertainable4  ,the context    
helps us to know which meaning of the   
word was intended when the word is      
spoken1 and the context and spelling    
tell the same thing when writing or     
print is used4 ,take the words ,hounds1 
,bark4 ,here ,bark means the cry or yelp
 of the dogs4 ,but in ,tree1 ,bark1 the 
,bark of the tree is suggested4 ,yet the
 word ,bark is spelled precisely the    
same in both cases4 ,the word spelled   
,bark is really used to express two     
different things and the context        
generally tells which is meant in any   
particular case4  ,individual letters   
become so strongly associated with a    
particular meaning that although the    
vocal value is exactly the same1 yet the
 one spelling goes to one man and the   
other to a different man4 ,spenser would
 never suggest to a learned man the     
author of the ,philosophy of ,evolution1
 nor would ,spencer ever suggest the    
author of the ,fairie ,queen4 ,mr4 ,mil 

would never mean ,john ,stuart ,mill1   
although the words ,mil and ,mill are   
pronounced exactly alike4 ,we sometimes 
cannot recall a ,proper ,name1 yet we   
feel sure that it begins or ends with ,s
 or ,k or ,l1 or that a certain other   
letter is in the middle of the word4 ,we
 usually find that we were right4 ,in   
these cases our clue to the entire word 
was found in only one letter of it4     
,noticing that the same letter is in    
common to two words1 although all the   
other letters may be different1 is one  
case of ,inclusion by spelling4 ,take an
 example3 ,president ,john ,tyler was   
followed by ,president ,james ,k4 ,polk4
 ,analyse the two names--,tyler and     
,polk4 ,the letter l alone is common to 
the two names4 ,here is one letter found
 in totally unlike contexts4 ,if this   
fact is noticed1 it cannot but help hold
 those two names together4 ,the exercise
 of learning the names of the           
twenty-four ,presidents is a good one   
for this purpose4 ,it has a training    

value entirely apart from its practical 
value in that case4 ,and ,i give it for 
its training value alone4  ,it is       
infinitely better for him to learn by   
analysis the order of the ,presidents   
than to learn that order by the only    
other method the pupil has heretofore   
known1 viz41 endless repetition4 ,when  
the pupil thinks a relation may be weak1
 let him consider that a weak relation  
thought about is a hundred-fold stronger
 than mere repetition without any       
thinking at all4 ,it is either          
thoughtless repetition1 or thoughtful   
,analysis that he must use4     ,,how   
,,to ,,learn ,,proper ,,names ,,in ,a   
,,certain ,,order ,,of ,,succession4    
,the true way to learn such lists as    
those of the ,popes of ,rome1 the ,kings
 of ,england and of the ,american       
,presidents is to learn them in their   
places in ,history1 as parts of the     
,historical order of events to which    
they belong1 as facts in the chain of   
causes and effects4  ,their ,terms1     

,administrations1 or ,reigns are1       
however1 used by historians as          
landmarks1 and to follow the historians 
to the best advantage1 it may be        
desirable to know the series as such1 as
 a useful preparation for the study of  
the ,times and age4 ,but whatever the   
advantages of knowing the order of the  
,american ,presidents1 ,i deal with it  
here solely for the training effect in  
,analysis and as an example of a method 
of dealing with any list of mere names4 
,the mode of dealing with this          
,presidential series will show how all  
similar ,series may be handled during   
the period of the pupil's training4 ,i  
divide the series or list of the        
twenty-four ,american ,presidents into  
three ,groups3 the first ,group         
containing seven names1 the second      
having eight names1 and the third having
 nine names4 ,the number of names in    
each ,group is easily remembered3 #g1 #h
 and #i4  ,the first ,group contains the
 names of      ,,george ,,washington1   

,,john ,,adams1     ,,thomas            
,,jefferson1     ,,james ,,madison1     
,,james ,,monroe1     ,,john ,q4        
,,adams1     ,,andrew ,,jackson4  ,if   
the student has mastered the previous   
exercises1 he ought to be able to       
analyse this ,group of names with the   
greatest ease4 ,let him try1 and if he  
fail1 then let him study my ,analysis as
 given below4 ,points of ,analysis that 
appear weak to me may be strong for him1
 or vice versa4 ,at all events1 let him 
if possible learn each of the three     
,groups by his own ,analysis1 looking at
 my work afterwards4   ,,first ,,group4 
,period of ,organisation and            
,consolidation4      ,george            
,washing,t,o,n4  ,in4     ,,john ,adams4
          ,ton and ,john make a fairly  
good ,in4 by sound4      ,,john ,adams4 
,in4     ,t,h,o,mas ,jefferson4    ,john
 and ,thom 7the h is silent in both     
names7 make an ,in4 by sound1 imperfect 
but adequate if noticed4      ,thomas   
,jeffer,s,o,n4   ,in4     ,james        

,madi,s,o,n4       ,both names          
terminating with the same syllable1 son1
 makes a clear case of ,in4 by sound and
 spelling4      ,,james ,madison4       
,in4     ,,james ,monroe4        ,this  
pair of names furnishes an example of   
perfect ,in4 by sound and spelling in   
the ,christian names4      ,james       
,m,o,nroe4       ,in4     ,,john ,q4    
,adams4       ,mon and ,john give us a  
good ,in4 by sound4      ,,john ,q4     
,adams4      ,in4     ,andrew           
,j,a,c,kson4      ,jack is a nickname   
for ,john--a case of ,synonymous ,in4   
,now let the pupil repeat from memory   
the series from ,george ,washington to  
,andrew ,jackson at least five times1   
each time recalling and realizing how   
each pair of names was linked together4 
,after this let the list be recalled    
several times forward and backward1 and 
more rapidly each time1 without         
recalling the analysis4   ,,remarks4    
#a4 ,this group may well be termed the  
,long-,term ,group1 since all of the    

seven ,presidents except ,john ,adams   
and his son1 ,john ,q4 ,adams1 served   
two terms4  #b4 ,three of the members of
 this group died after the close of     
their terms of office1 on the natal day 
of the ,republic1 viz41 ,john ,adams and
 ,thomas ,jefferson1 on the #dth of     
,july1 #ahbf1 and ,james ,monroe on the 
#dth of ,july1 #ahca4  #c4 ,this group  
also might be called the ,j group1 since
 the initial letter of the ,christian   
name or surname of every member of it   
begins with ,j or its phonetic          
equivalent1 soft ,g1 as ,george         
,washington1 ,john ,adams1 ,thomas      
,jefferson1 ,james ,madison1 ,james     
,monroe1 ,john ,q4 ,adams1 and ,andrew  
,jackson4   ,,second ,,group4  ,period  
of ,territorial ,expansion and the      
,growth of ,internal ,dissension4       
,,andrew ,jackson4     ,in4     ,martin 
,,van ,b,uren4    ,two examples of ,in43
 ,an and ,van1 and rew and ,bu4         
,martin ,van ,bu,r,e,n4        ,in4     
,william ,h,e,nry ,harrison4   ,a good  

,inclusion occurs in the case of ren and
 ,hen4 ,the name ,william belonged to no
 other of the twenty-four ,presidents4  
,william ,hen,r,y ,harrison4  ,in4      
,john ,t,yler4               ,a fair    
example of ,in4 by ,sight y occurs in   
both names is furnished by the syllables
 ry and ,ty4      ,john ,ty,ler4        
,in4      ,james ,k4 ,po,lk4      ,con4 
,the letter l belongs to both surnames  
but there is no other letter in common4 
,john and ,james is a case of ,con41 for
 both occur together many times in the  
,new ,testament4      ,james ,k4 ,polk4 
,in4     ,zachary ,t,a,ylor4      ,k is 
pronounced as if spelled ,kay1 a good   
,in4 with ,tay4      ,zach,a,ry ,taylor4
     ,in4     ,mill,a,rd ,fillmore4     
,the letters ar occur in both the       
,christian names4      ,mill,a,rd       
,fillmore4   ,con4     ,fr,a,nklin      
,pierce4     ,the ar of ,millard and the
 an of ,franklin is a case of ,con4     
reversed1 i4e41 an and ar is ,con4 since
 n precedes r in the ,alphabet4 ,here   

the alphabetical order is reversed4     
,fr,a,nklin ,pierce4    ,in4     ,james 
,buch,a,n,a,n4      ,the an in ,franklin
 is identical in spelling and in sound  
with the two ans in ,buchanan4  ,let the
 student recall the series of names from
 ,andrew ,jackson to ,james ,buchanan   
several times1 and at each recall let   
him also recall the relation which bound
 the pairs together1 and then let him   
recall the series from ,washington to   
,buchanan1 both forward and backward1   
without consciously reviving the        
relations4   ,,remarks4  #a4 ,this may  
be called the ,single ,term ,group1     
since none of the group served more than
 one term4  #b4 ,the group is notable   
for the fact that it is the only one in 
which two ,presidents 7,william ,henry  
,harrison and ,zachary ,taylor7 died    
natural deaths while in office4         
,,third ,,group4  ,period of ,civil ,war
 and ,reconstruction4      ,j,a,mes     
,buchanan4      ,in4     ,abrah,a,m     
,lincoln4      ,this pair of names      

furnishes an ,in4 by spelling1 not      
sound1 am in both1 but not pronounced   
alike4 ,this must be noticed1 as it is a
 weak ,in4      ,abraham ,lin,c,o,l,n4  
,in4     ,andrew ,j,o,h,nson4           
,the l in coln1 and the h in ,john are  
silent4 ,it is a case of ,in4 by sound4 
,to the ear the sound of ,con4 is like  
that of ,jon4      ,a,ndrew ,johnson4   
,in4     ,ulysses ,s4 ,gr,a,nt4         
,an in ,andrew and in ,grant has the    
same sound4      ,ulyss,e,s ,s4 ,grant4 
,in4     ,rutherford ,b4 ,hay,e,s4      
,es in ,ulysses and in ,hayes is the    
same in spelling--but not in sound4 ,it 
must be noticed1 as it is the weakest of
 all4 ,a stronger tie has heretofore    
been given4      ,rutherford ,b4        
,h,a,yes4   ,con4     ,james ,a4        
,gar,f,i,e,l,d4      ,there is a strong 
association between ,hay of ,hayes and  
and the field of ,garfield1 as in the   
familiar word ,hayfield4      ,james ,a4
 ,g,a,rfield4     ,in4     ,chester ,a4 
,a,rthur4      ,in ,gar and ,ar there is

 a strong ,in4 by sound4      ,chester  
,a4 ,ar,t,h,u,r4     ,in4     ,gro,v,e,r
 ,cleveland4       ,between thur and ver
 there is a clear ,in4 by sound4        
,grover ,clevel,a,nd4      ,con4        
,benj,a,min ,harrison4      ,there is a 
fair ,in4 by sound between an and am2   
but as they are alphabetically reversed1
 it makes a case of ,con4 reversed4     
,benj,a,min ,harrison4     ,in4         
,grover ,clevel,a,nd4      ,ex4  ,here  
am and an occur in alphabetical order1  
and is a case of ,in41 and jam1 meaning 
pressing together1 and cle7a7ve meaning 
to separate1 are opposites1 hence it is 
also an example of ,exclusion4  ,let the
 student1 as in the case of the other   
groups1 recall this list several times1 
and each time revive the relation by    
which each pair of names was cemented   
together1 and after this let him recall 
this list several times both ways       
without reviving the cementing          
relations1 and finally let him recall   
several times1 both ways1 the entire    

series of ,presidents from ,washington  
to ,cleveland1 and from ,cleveland to   
,washington4   ,,remarks4  #a4 ,this    
group furnishes the notable fact that   
two ,presidents 7,lincoln and ,garfield7
 were assassinated while in office4  #b4
 ,another peculiarity of this group is  
that1 for the first time since the days 
of ,washington1 there was a widespread  
discussion and effort made to push the  
claims of a ,president 7,grant7 for a   
third term4  #c4 ,this group contains   
the name of the grandson 7,benjamin     
,harrison7 of ,william ,henry ,harrison1
 of the second group4 ,the only other   
instance of relationship between the    
,presidents was in the case of ,john    
,adams and his son1 ,john ,quincy ,adams
 of the first group4  #d4 ,this group   
contains the name of the only ,president
 7,andrew ,johnson7 who was ever sought 
to be impeached4 ,the prosecution failed
 to convict1 having lacked one vote of  
the number necessary for a conviction4  
#e4 ,grover ,cleveland affords the first

 instance where the two terms of a      
,president are separated by the full    
term of another ,president 7,benjamin   
,harrison74     ,,english ,,sovereigns4 
,a ,,unique ,,exercise4   ,the method   
here used of memorising the order of the
 ,english sovereigns from ,william ,i41 
the ,conqueror1 to ,victoria possesses  
the following novelties3--  7#a7 ,we    
learn the order of the entire series of 
thirty-seven sovereigns by means of the 
relations1 direct and indirect1 which we
 establish with the reigning sovereign1 
,victoria4  7#b7 ,the precise credit is 
claimed for this method which it is     
entitled to receive4 ,in a list of      
proper names we sometimes have several  
surnames alike1 with usually a          
difference of ,christian names1 as in   
the presidential series we              
have--,william ,henry ,harrison and     
,benjamin ,harrison1 and ,john ,adams   
and ,john ,quincy ,adams1 and we also   
sometimes have the same ,christian names
 prefixed to different surnames1 as     

,james ,madison and ,james ,monroe4 ,but
 in the ,sovereigns of ,england1 from   
,william ,i4 to ,victoria1 we have many 
,christian names alike1 and the         
differences indicated by ordinal        
numbers1 as ,george ,i41 ,george ,,ii41 
,george ,,iii41 ,george ,,iv4 ,this     
order of the ,english ,kings is most    
extraordinary1 neither the ,popes of    
,rome1 nor the ,french1 nor any other   
list of kings1 furnishing any parallel  
in more than a few incidents4 ,it is    
these unique coincidences and           
recurrences that make it so easy to find
 relations between these sovereigns4    
,this method is not applicable to the   
,american ,presidents1 ,prime ,ministers
 of ,england1 or hardly any other       
series4  7#c7 ,no accidental relations  
of parts of names is resorted to1 as was
 done in the case of the ,american      
,presidents4  7#d7 ,the series is so    
taught that it can be recited forwards  
and backwards--the only true test of    
learning any series4  7#e7 ,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  
details4  7#f7 ,when the series is      
carefully studied and the relations     
painstakingly characterised1 it is      
quickly learned and it is hard to       
forget4  7#g7 ,when the series is       
learned by this method and the relations
 are occasionally reviewed and          
identified1 its recital both ways once  
or twice a day for a month helps to     
develop the ,attention as well as the   
,assimilative powers4  7#h7 ,the exact  
name of each ,sovereign is learned4 ,the
 student relies on real relations and   
names1 and not on unidentified jingles  
of threes and threes and twos and twos1 
like three ,edwards and three ,henrys   
and two ,edwards and two ,henrys1 with  
the inevitable necessity of having      
afterwards to learn which ,edward and   
which ,henry was meant1 c4 ,but         

summations can follow specifications4   
7#i7 ,pestalozzi #agde-ahbg taught that 
we must proceed from the known to the   
unknown2 but this principle mainly      
applies to learning the words of a      
foreign language4 ,when we begin to     
learn such words they are wholly unknown
 to us4 ,but in learning ordinary series
 of names or prose or poetry by heart1  
all the names and words used may be     
equally well known by us2 but it is     
mainly the order in which these occur   
that we wish to memorise1 and we begin  
at the beginning and proceed as we learn
 on from the ,better ,known or ,best    
,known4 ,in the list of ,american       
,presidents the series extends back to a
 little more than a century2 but in the 
case of the ,english ,sovereigns1 when  
we begin with the ,conqueror1 the series
 extends back to #ajff--upwards of #hjj 
years--and1 although in such a series   
the names of all the ,sovereigns may be 
known1 yet the latest is vastly better  
known to us than the earliest4 ,in such 

a case it may be most useful to begin   
with the ,best ,known4  7#aj7           
,fortunately in this case the ,best     
,known ,sovereign is a ,,pivot around   
which all the other ,sovereigns are     
directly or indirectly related4 ,how1 we
 will proceed to show4 ,something of the
 method will be intimated by the        
difference of type and spaces between   
the names3--      ,william ,i4          
,henry ,,vii4     ,william ,,ii4        
,henry ,,viii4     ,henry ,i4           
,edward ,,vi4     ,stephen4             
,mary4     ,henry ,,ii4                 
,elizabeth4                             
,james ,i4     ,richard ,i4             
,charles ,i4      ,john4                
,council of ,state and ,parliament4     
,henry ,,iii4                  ,oliver  
,cromwell4     ,edward ,i4              
,richard ,cromwell4     ,edward ,,ii4   
,council of ,state and ,parliament4     
,edward ,,iii4                 ,charles 
,,ii4                                   
,james ,,ii4     ,richard ,,ii4         

,william ,,iii4 and ,mary4              
,anne4     ,henry ,,iv4                 
,henry ,,iv4     ,henry ,v4             
,george ,i4     ,henry ,,vi4            
,george ,,ii4     ,edward ,,iv4         
,george ,,iii4     ,edward ,v4          
,george ,,iv4                           
,william ,,iv4     ,richard ,,iii4      
,,victoria4  ,we begin with the ,best   
,known1 or ,victoria1 and we take note  
that she is an independent ,queen1 since
 she has never shared sovereignty with  
anyone2 but ,mary1 of ,william ,,iii4   
and ,mary1 was not an independent       
,queen1 because she did share the       
,sovereign ,power with her husband4     
,hereafter1 when ,i use the word ,queen 
,i mean an independent ,queen1 except   
when ,mary1 of ,william ,,iii4 and      
,mary1 is mentioned1 and her name will  
be used only in ,connection with        
,william ,,iii4 ,england has had only   
four independent ,queens1 namely1 ,mary 
,tudor1 ,elizabeth1 ,anne1 and          
,victoria4  7,i47 ,victoria is the last 

queen and ,mary was the first queen     
,exclusion between first and last1 or   
,ex41 and ,mary1 first queen1 was       
preceded by the last ,edward1 or ,edward
 ,,vi4 ,ex4 ,and ,mary1 the first queen1
 was followed by the the first and only 
,elizabeth ,in4 ,and the first and only 
,elizabeth was followed by ,james the   
,first1 or ,i4 ,in4 ,again1 ,queen      
,elizabeth was followed by ,king ,james1
 making a clear case of ,ex4 ,again1    
,anne1 the third queen1 was preceded by 
,wm4 the ,third1 or ,,iii41 and ,mary   
,in4 ,and these two co-equal ,sovereigns
 were preceded by ,james the ,second1 or
 ,,ii4 ,in41 between cardinal number two
 and the ordinal number ,second4 ,this  
series of ,queens concludes with        
,victoria the fourth ,queen1 who was    
preceded by ,william the ,fourth1 or    
,,iv4 ,in41 and ,william the ,fourth1 or
 ,,iv41 was preceded by ,george the     
,fourth1 or ,,iv4 ,in42 and ,george     
,,iv4 by ,george ,,iii41 and he by      
,george ,,ii41 and he by ,george ,i41--a

 concurrence reversed1 and ,william     
,,iv4 was preceded1 as we have seen1 by 
,william ,,iii4 and ,mary--and ,william 
,,iii4 by ,william ,,ii41 and ,william  
,i4 at the very beginning of the        
series--,con4  ,now let us recall in the
 forward and reverse order what we have 
learned so far4 ,william ,i41 ,william  
,,ii41 ,edward ,,vi41 ,mary1 ,elizabeth1
 ,james ,i41 ,james ,,ii41 ,william     
,,iii4 and ,mary1 ,anne1 ,george ,i41   
,george ,,ii41 ,george ,,iii41 ,george  
,,iv41 ,william ,,iv41 and ,victoria1   
and the order reversed is ,victoria1    
,william ,,iv41 ,george ,,iv41 ,george  
,,iii41 ,george ,,ii41 ,george ,i41     
,anne1 ,william ,,iii4 and ,mary1 ,james
 ,,ii41 ,james ,i41 ,elizabeth1 ,mary1  
,edward ,,vi41 ,william ,,ii41 ,william 
,i4  7,,ii47 ,disregarding for the      
moment the four periods of what is      
usually called the ,commonwealth1 we see
 that between ,elizabeth and ,william   
,,iii4 and ,mary1 are four monarchs1 the
 two ,james and the two ,charles4 ,we   

have already learned that ,elizabeth was
 followed by ,james ,i4 and that        
,william ,,iii4 and ,mary were preceded 
by ,james ,,ii4 ,hence we see that the  
two ,charles must come between the two  
,james1 and1 of course1 that ,charles   
,i4 must precede ,charles ,,ii41 and    
that the order of these four monarchs   
must be ,james ,i41 ,charles ,i41       
,charles ,,ii41 and ,james ,,ii4--a     
plain case of ,con4 reversed4 ,we saw   
that there were two of these four       
monarchs before the ,commonwealth2 there
 must then be two after it1 making      
,james ,i4 and ,charles ,i4 before the  
,commonwealth and ,charles ,,ii4 and    
,james ,,ii4 after it4  ,on the day that
 ,charles ,i4 was executed 7,january    
#cj1 #afdi71 the ,parliament 7the ,house
 of ,commons7 abolished the kingly      
office and ,house of ,lords1 and        
appointed a ,council of ,state of #da   
members1 which with the ,house of       
,commons was to be the government4      
,intermediate then between ,charles ,i4 

and ,charles ,,ii4 there came--         
,council of ,state and ,parliament4     
,oliver ,cromwell4     ,richard         
,cromwell4     ,council of ,state and   
,parliament4  ,here we see there was a  
,council of ,state and ,parliament at   
the beginning and close of these        
intermediates1 and between them came    
,oliver ,cromwell and his son1 ,richard 
,cromwell4 ,charles ,i41 followed by    
,council of ,state and ,parliament1 made
 a case of ,exclusion and the ,council  
of ,state and ,parliament1 followed by  
the ,protector ,oliver ,cromwell1 gives 
another example of ,ex4 and a case of   
,in4 between ,oliver ,cromwell and his  
son ,richard1 who inherited the         
protectorate1 but a case of ,ex4 again  
between the powerful ,oliver and his    
weak son ,richard1 and another example  
of ,ex4 between the protectorate of     
,richard ,cromwell and the ,council of  
,state and ,parliament1 and another     
between the latter and the full-fledged 
monarchy of ,charles ,,ii4  ,now review 

what we have learned so far and we have 
,william ,i41 ,william ,,ii41 ,edward   
,,vi41 ,mary1 ,elizabeth1 ,james ,i41   
,charles ,i41 ,council of ,state and    
,parliament1 ,oliver ,cromwell1 ,richard
 ,cromwell1 ,council of ,state and      
,parliament1 ,charles ,,ii41 ,james     
,,ii41 ,william ,,iii4 and ,mary1 ,anne1
 ,george ,i41 ,george ,,ii41 ,george    
,,iii41 ,george ,,iv41 ,william ,,iv41  
and ,victoria4 ,reverse the recital and 
we have ,victoria1 ,william ,,iv41      
,george ,,iv41 ,george ,,iii41 ,george  
,,ii41 ,george ,i41 ,anne1 ,william     
,,iii4 and ,mary1 ,james ,,ii41 ,charles
 ,,ii41 ,council of ,state and          
,parliament1 ,richard ,cromwell1 ,oliver
 ,cromwell1 ,council of ,state and      
,parliament1 ,charles ,i41 ,james ,i41  
,elizabeth1 ,mary1 ,edward ,,vi41       
,william ,,ii41 and ,william ,i4        
7,,iii47 ,we now proceed to learn the   
eighteen kings intermediate between     
,william ,,ii4 and ,edward ,,vi4 ,we    
notice at once that the first and last  

of these intermediates are the first and
 last ,henrys ,ex41 viz41 ,henry ,i4 and
 ,henry ,,viii4 ,we see also that ,henry
 the ,first1 or ,i41 is followed by     
,henry the ,second1 or ,,ii4 ,con41 with
 the first and only ,stephen as the     
first single intermediary ,in44         
,returning to ,edward ,,vi41 we see that
 he1 the last ,edward1 is preceded by   
,henry ,,viii41 or the last ,henry ,in4 
,we also notice that ,edward ,,vi4 is   
preceded by ,henry ,,vi41 and ,henry    
,,vi4 by ,henry ,,iii41 or the half of  
six ,in4 by ,w4 and ,p44 ,finally we    
observe that between ,william ,,ii4 and 
,mary1 there are three series of kings  
completed--eight ,henrys1 six ,edwards1 
and three ,richards4 ,making the three  
,richards reference points we can easily
 fix the residue of the eighteen kings  
for we see that ,richard ,i4 or the     
,first1 is preceded by ,henry ,,ii4 and 
followed by ,henry ,,iii41 with the     
first and only ,john as the second      
single intermediary ,in4 and that       

,richard ,,ii4 is preceded by ,edward   
,i41 ,edward ,,ii41 and ,edward ,,iii41 
or three ,edwards1 and followed by      
,henry ,,iv41 ,henry ,v41 and ,henry    
,,vi41 or three ,henrys1 and that       
,richard ,,iii4 is preceded by ,edward  
,,iv4 and ,edward ,v41 or two ,edwards1 
and followed by ,henry ,,vii4 and ,henry
 ,,viii41 or two ,henrys4  ,recalling   
the succession from ,william ,i4 to     
,edward ,,vi41 we have ,william ,i41    
,william ,,ii41 ,henry ,i41 ,stephen1   
,henry ,,ii41 ,richard ,i41 ,john1      
,henry ,,iii41 ,edward ,i41 ,edward     
,,ii41 ,edward ,,iii41 ,richard ,,ii41  
,henry ,,iv41 ,henry ,v41 ,henry ,,vi41 
,edward ,,iv41 ,edward ,v41 ,richard    
,,iii41 ,henry ,,vii41 ,henry ,,viii41  
,edward ,,vi4 ,reversing the order1 we  
have ,edward ,,vi41 ,henry ,,viii41     
,henry ,,vii41 ,richard ,,iii41 ,edward 
,v41 ,edward ,,iv41 ,henry ,,vi41 ,henry
 ,v41 ,henry ,,iv41 ,richard ,,ii41     
,edward ,,iii41 ,edward ,,ii41 ,edward  
,i41 ,henry ,,iii41 ,john1 ,richard ,i41

 ,henry ,,ii41 ,stephen1 ,henry ,i41    
,william ,,ii41 and ,william ,i4  ,we   
conclude with the recital both ways of  
the thirty-seven ,sovereigns from       
,william ,i4 to ,victoria4      ,william
 ,i4                                    
,,victoria4     ,william ,,ii4          
,william ,,iv4     ,henry ,i4           
,george ,,iv4     ,stephen4             
,george ,,iii4     ,henry ,,ii4         
,george ,,ii4     ,richard ,i4          
,george ,i4     ,john4                  
,,anne4     ,henry ,,iii4               
,william ,,iii4 and ,mary1     ,edward  
,i4                           ,james    
,,ii4     ,edward ,,ii4                 
,charles ,,ii4     ,edward ,,iii4       
,council of ,state and ,parliament4     
,richard ,,ii4                          
,richard ,cromwell4     ,henry ,,iv4    
,oliver ,cromwell4     ,henry ,v4       
,council of ,state and ,parliament4     
,henry ,,vi4                            
,charles ,i4     ,edward ,,iv4          
,james ,i4     ,edward ,v4              

,,elizabeth4     ,richard ,,iii4        
,,mary4     ,henry ,,vii4               
,edward ,,vi4     ,henry ,,viii4        
,henry ,,viii4     ,edward ,,vi4        
,henry ,,vii4     ,,mary4               
,richard ,,iii4     ,,elizabeth4        
,edward ,v4     ,james ,i4              
,edward ,,iv4     ,charles ,i4          
,henry ,,vi4     ,council of ,state and 
,parliament4    ,henry ,v4     ,oliver  
,cromwell4                    ,henry    
,,iv4     ,richard ,cromwell4           
,richard ,,ii4     ,council of ,state   
and ,parliament4    ,edward ,,iii4      
,charles ,,ii4                          
,edward ,,ii4     ,james ,,ii4          
,edward ,i4     ,william ,,iii4 and     
,mary4              ,henry ,,iii4       
,,anne4                                 
,john4     ,george ,i4                  
,richard ,i4     ,george ,,ii4          
,henry ,,ii4     ,george ,,iii4         
,stephen4     ,george ,,iv4             
,henry ,i4     ,william ,,iv4           
,william ,,ii4     ,,victoria4          

,william ,i4     ,,numeric ,,thinking4  
,,how ,,to ,,never ,,forget ,,figures   
,,and ,,dates4   ,when my pupils have   
gained the quick perception and         
instantaneous apprehension which always 
reward the studious use of ,in41 ,ex41  
and ,con41 they can1 amongst other new  
achievements1 always remember and never 
forget figures and dates4  ,pike's      
,peak1 the most famous in the chain     
known as the ,rocky ,mountains in       
,america1 is fourteen thousand one      
hundred and forty-seven feet high4      
,instantly1 one who is trained in the   
use of ,in41 ,ex41 and ,con41 perceives 
that there are two fourteens ,syn41 ,in4
 in these figures1 and that the last    
figure is half of fourteen1 or #g ,in4  
by ,w4 and ,p41 making #ad1adg4 ,of     
course1 one who is not practised in     
analogies1 in discovering similarities  
and finding differences would not have  
noticed any peculiarity in these figures
 which would enable him to remember     
them4 ,few people ever notice any       

relations among numbers4 ,but any       
possible figures or dates always possess
 relations to the mind trained in ,in41 
,ex41 and ,con4  ,fujiyama1 the noted   
volcano of ,japan1 is twelve thousand   
three hundred and sixty-five feet high4 
,does any pupil who has mastered the    
first lesson and who is expert in the   
use of ,in41 ,ex41 and ,con41 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 year1 #ab1cfe    
feet high8 ,these figures drop into that
 mould and henceforth are remembered    
without difficulty4 ,these are          
remarkable coincidences no doubt1 but   
are not all sets of figures similarly   
impressive coincidences to the trained  
eye1 and the active1 thinking and       
assimilative mind8  ,no reader of       
,english history has failed to notice   
the three sixes in the date of the      
,great ,fire in ,london1 viz41 #afff4   
,the three sixes are generally resorted 

to as a signal for fire companies to    
turn out in full force2 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 birth1 the year of     
graduation from school1 the year of     
marriage1 and the year of the death of  
relatives1 c41 c4 ,keep a small blank   
book for such entries1 not to help      
remember the dates or facts1 but to have
 them together so as to rapidly deal    
with them1 to classify them and         
otherwise study them under the eye4 ,you
 will soon be astonished at the         
accumulation4  ,the population of ,new  
,zealand1 exclusive of natives1 is      
#fgb1bfe4 ,bringing the first two       
figures into relation with the last two 
we have #fg and #fe--;a difference of #b
 only4 ,the two groups of #fgb and #bfe 
have the figure #b at the end of the    
first group1 and another #b at the      
beginning of the second group4 ,these   
two twos are in sequence 7,con471 and   

each of them expresses the difference   
between #fg and #fe4 ,thought about in  
this way1 or in any other1 the series   
becomes fixed in mind1 and will be hard 
to forget4  ,the population of ,sydney  
is #chf1djj4 ,here are two groups of    
three figures each4 ,the first two      
figures of the first group are #ch1 and 
the first two figures of the second     
group are #dj--;a difference of #b4 ,two
 taken from #h leaves #f1 or the third  
figure of the first group1 and #b added 
to the first figure of the second group 
makes #f4 ,the #dj ends with a cypher1  
and it is a case of ,syn4 ,in4 that the 
last figure of the second group or the  
third figure of it should likewise be a 
cypher4 ,besides1 those who know        
anything at all about the population of 
,sydney must know that it is vastly more
 than #ch1fdj1 and hence that there must
 be another cypher after #dj1 making the
 total of #chf1djj4  ,the population of 
,melbourne is #dij1iab4 ,here we have #d
 at the beginning and half of #d or #b  

at the end of the six figures4 ,the four
 interior figures1 viz41 #ijia is a     
clear case of ,con4--or #ij and #ia4    
,then again #ia ending with #a1 the next
 figure is #b--;a case of sequence or   
,con4 ,but #dij1iab is the population of
 the city of ,melbourne with its        
suburbs4 ,the city itself contains only 
#gc1cfa inhabitants1 #gc reversed       
becomes #cg--or only #a more than #cf4  
,this #a placed at the end of or after  
#cf makes the #cfa4 ,now #cg reversed is
 #gc1 and then follows #cfa1 making the 
total to be #gc1cfa4  ,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 numbers4 ,that would 
be impossible4 ,thinking or finding     
relations amongst the objects of thought
 must be differently worked out in each 
case1 since the figures themselves are  
differently grouped4  ,the foregoing    
cases in regard to population will      
suffice for those who live in the       

,australian colonies1 and to others they
 will teach the method of handling such 
cases1 and leave them the pleasure of   
working out the process in regard to the
 population where they reside1 or other 
application of the method they may wish 
to make4  ,great encouragement is found 
in the circumstance that after          
considerable practice in dealing with   
numerous figures through ,in41 ,ex41 and
 ,con41 new figures are self-remembered 
from the habit of assimilating numbers4 
,they henceforth make more vivid        
impressions than formerly4  ,,inclusion 
embraces cases where the same kind of   
facts or the principles were involved1  
or the same figures occur in different  
dates with regard to somewhat parallel  
facts--,end of ,augustus's empire death 
#ad ,a4,d4--,end of ,charlemagne's death
 #had ,a4,d41 and end of ,napoleon's    
abdication #ahad ,a4,d4  ,,exclusion    
implies facts from the opposite sides   
relating to the same events1            
conspicuously opposite views held by the

 same man at different periods1 or by   
different men who were noticeably       
similar in some other respects1 or      
antithesis as to the character or       
difference in the nationality if the two
 nations are frequent foes of different 
men in whose careers1 date of birth1 or 
what not1 there was something distinctly
 parallel--,egbert1 first ,king of      
,england1 died #hcg4 ,william ,,iv41    
last ,king of ,england1 died #ahcg4     
,what a vivid exclusion here for        
instance3 ,abraham died #ahba ,b4,c41   
and ,napoleon ,bonaparte died #ahba     
,a4,d4  ,,concurrences are found in     
events that occur on the same date or   
nearly so1 or follow each other somewhat
 closely4  ,charles ,darwin1 who        
advocated evolution1 now popular with   
scientists in every quarter of the      
globe1 and ,sir ,h4 ,cole1 who first    
advocated ,international ,exhibitions1  
now popular in every part of the world  
,inclusion were born in the same year   
#ahji ,concurrence and died in the same 

year #ahhb ,concurrence4  ,garibaldi the
 ,italian and ,skobeleff the ,russian   
,exclusion1 being of different          
countries1 both great and recklessly    
patriotic generals ,inclusion and both  
favourites in ,france ,inclusion1 died  
in the same year1 #ahhb ,concurrence4   
,longfellow and ,rossetti1 both         
,english-speaking poets ,inclusion who  
had closely studied ,dante ,inclusion   
died in the same year1 #ahhb            
,concurrence4  ,haydn1 the great        
composer1 was born in #agcb1 and died in
 #ahji2 this date corresponds to that of
 the birth ,exclusion and ,concurrence  
of another famous composer ,inclusion1  
,mendelssohn1 who himself died in #ahdg1
 the same year as ,o',connell4  ,lamarck
 #agdd-ahbi1 advocated a theory of      
development nearly resembling the       
,darwinian ,theory of the ,origin of    
,species ,in44 ,this he did in #ahji1   
the year in which ,charles ,darwin was  
born ,con44 ,darwin's writings have     
altered the opinions of many as to the  

,creation1 and the year of his birth was
 that of the death of ,haydn1 the       
composer of the ,oratorio ,the          
,creation4 ,con4 and ,ex44  ,john       
,baptiste ,robinet taught the gradual   
development of all forms of existence   
from a single creative cause4 ,he died  
in #ahbj1 the year in which ,herbert    
,spencer1 the ,english ,apostle of      
,evolution1 was born ,in41 ,ex41 and    
,con44  ,galileo1 founder of ,modern    
,astronomy1 born in                     
#aefd--,shakespeare's birth year        
,con4--died in #afdb1 the very year in  
which ,sir ,isaac ,newton was born4     
,galileo's theory was not proved but    
merely made probable1 until the         
existence of the laws of gravitation was
 established1 and it was ,newton who    
discovered gravitation4 ,this is an     
instance of ,inclusion as to the men1 of
 ,exclusion and ,concurrence as to date 
of birth and death4  ,two prominent     
literati ,inclusion1 one a ,frenchman   
the other an ,englishman ,exclusion1    

well-known for the pomposity and        
sonority of their style of writing      
,inclusion1 were born in the same year1 
#agji1 and died the same year #aghd1 a  
double ,concurrence--,lefranc de        
,pompignan--pompous ,in4 by ,s41 and    
,samuel ,johnson4  ,general ,foy1 an    
orator and artillery officer1 fond of   
literature1 was born the same year      
,concurrence #agge1 as the orator       
,inclusion1 ,daniel ,o',connell4 ,he    
died in #ahbe1 the same year            
,concurrence as ,paul-,louis ,courier1  
who was also an artillery officer       
,inclusion1 fond of literature          
,inclusion1 and moreover1 like          
,o',connell1 a violent pamphleteer      
,inclusion4  ,two illustrious1          
uncompromising characters ,inclusion1   
both brilliant composers ,inclusion1 the
 one musical1 the other literary1 the   
one a representative of the music of the
 future1 the other of the obsolete      
polemic of the past ,exclusion1 ,richard
 ,wagner and ,louis ,veuillot1 were born

 in the same year1 #ahac1 and died in   
the same year1 #ahhc4 ,the last point is
 a double ,concurrence4  ,two foremost  
harbingers of modern thought ,inclusion1
 ,voltaire and ,j4 ,j4 ,rousseau1 died  
in #aggh--;,concurrence4 ,both gained   
for themselves the reputation of having 
been the most reckless antagonists of   
,christianity ,inclusion4 ,and still the
 one dedicated a church to the service  
of ,god1 whilst the other in his ,emile 
wrote a vindication of ,christianity    
,exclusion as to each of them1          
,inclusion as to both of them4  ,a      
little practice makes the pupil prompt  
in dealing with any figures whatever4   
,take the height of ,mount ,everest1    
which is #bi1jjb feet4 ,we have all     
heard that it is more than five miles   
high4 ,let us test this statement4      
,there are #e1bhj feet in a mile1       
multiply #e1bhj by #e1 and we have      
#bf1djj4 ,hence we see that ,mount      
,everest being #bi1jjb feet high must be
 more than five miles high4 ,half of a  

mile is #e1bhj feet divided by #b1 or   
#b1fdj feet4 ,add this to #bf1djj and we
 have #bi1jdj4 ,hence we see that ,mount
 ,everest is #ea_/b miles high lacking  
#ch feet1 or that if we add #ch feet to 
its height of #bi1jjb1 it would then be 
exactly #ea_/b miles high4 ,can we then 
forget that it is exactly #bi1jjb feet  
high8  ,shakespeare was born in #aefd   
and died in #afaf4 ,the ,first ,folio   
,edition of his works was printed in    
#afbc1 the ,second in #afcb1 the ,third 
in #affd1 and the ,fourth in #afhe4 ,can
 we fix these events infallibly in our  
memories8 ,we can begin with whichever  
date we prefer4 ,if we add together the 
figures of the year of his birth1 #aefd1
 they make #af4 ,all the dates hereafter
 considered occurred in #afjj1 c4 ,we   
can thus disregard the first #af and    
consider only the last two figures which
 constitute the fraction of a century4  
,let us begin with his death in #afaf in
 the sixteens4 ,is not this a vivid     
collocation of figures8 ,can we forget  

it as applied to the great dramatist8   
,now if we double the last #af1 it gives
 us the date of the second ,folio in    
#afcb and #cb reversed gives us the date
 of the first ,folio4 ,again1 seven     
years after his death seven ages of man 
his first ,folio was published in #afbc4
 ,the second ,folio was published in    
#afcb or #bc reversed1 and the third    
,folio in #affd1 or #cb doubled1 and    
just #ajj years after his birth in      
#aefd4 ,his birth might also be         
remembered as occurring in the same year
 as that of the great astronomer        
,galileo4 ,the fourth ,folio appeared in
 #afhe or #ba years after the third     
,folio4 ,this period measures the years 
that bring man's majority or full age4  
,attention to the facts of reading will 
be secured by increased power of        
,concentration1 and a familiarity with  
,in41 ,ex41 and ,con4 will enable us to 
assimilate all dates and figures by     
numeric thinking with the greatest      
promptitude1 especially the longer or   

larger series4  ,try the case of ,noah's
 ,flood1 #bcdh ,b4,c4 ,here the figures 
pass by a unit at a time from #bc to #d1
 and then by doubling the #d we have the
 last figure #h--making altogether      
#bcdh4 ,another method of dealing with  
this date is very instructive4 ,read the
 account in ,gen4 ch4 vii41 vv4 #i1 #ac1
 and #ae4 ,now we can proceed4  ,they   
went into the ,ark by twos4 ,this gives 
the figure #b4 ,now let us find the     
other figures4 ,noah's three sons and   
their wives make three pairs of persons1
 or three families4 ,this gives the     
second figure #c4 ,then counting ,noah  
and his wife1 and his three sons and    
their wives1 there were four pairs of   
human beings altogether4 ,this gives the
 figure #d4 ,finally the total number of
 human beings who entered the ark were  
#d pairs or eight persons4 ,this gives  
the figure #h4 ,thus we have the entire 
set of figures1 #bcdh ,b4,c4 ,take the  
date of the creation according to the   
accepted biblical chronology as #djjd   

,b4,c4 ,we could say the date has four  
figures1 that the expression of it      
begins and ends with the figure #d1 and 
that the two intermediates are nought1  
or cyphers2 or that the figures are     
expressed by #dj and forty reversed as  
#dj-jd--or #djjd4   ,a ,,scientific     
,,experiment4  ,having met several      
persons who claimed that they always    
remembered figures by reasoning about   
them whatever that may have meant1 and  
yet all such persons having shown an    
inability to remember many dates or     
numbers1 ,i inferred that they were     
honestly mistaken in supposing that they
 could remember numbers1 or else that   
such a method was not adapted to their  
idiosyncrasies4 ,at that time1 ,i did   
not suspect that their failure may have 
arisen from lack of training in ,in41   
,ex41 and ,con4 ,from the circumstance  
that ,i myself could use this method    
with promptitude and certainty1 ,i      
determined to test it in a strictly     
scientific way4  ,i made the experiment 

two years ago1 and all my experience    
since has corroborated the conclusion   
then arrived at4  ,i experimented with  
the two groups of #bj pupils each4      
,neither knew any method of dealing with
 dates and numbers4 ,the first group had
 had no training in ,in41 ,ex41 and     
,con42 the second group had been well   
practised in those laws4 ,i then gave   
each member of each group several very  
difficult cases of dates and numbers to 
be memorised--one example containing #bd
 figures4 ,to save time and space in    
exposition1 ,i have heretofore only     
mentioned #ab figures1 or the half of   
the amount4 ,all of the first group     
failed except one4 ,he1 however1 could  
not memorise the #bd figures4 ,all of   
the second group handled all the new    
examples with success1 and only two of  
them met with much difficulty in dealing
 with the #bd figures4  ,since this     
decisive experiment1 ,i have heartily   
recommended the method of finding       
relations amongst the numbers           

themselves1 to all who are proficient in
 the use of ,in41 ,ex41 and ,con4  ,the 
example of #bd figures must conclude    
this exposition4 ,they represent        
respectively the number of the day of   
the month in which the first ,saturday  
in each month falls in #ahie and #ahif4 
,to one without practice in applying    
analysis to figures1 there seems no hope
 of memorising this long group of       
figures except by endless repetition4   
,the #bd figures are                    
#ebbfdafcgebgdagdbfdaecge4  ,yet reflect
 a moment and all will be clear4 ,divide
 the #bd figures into #b groups of #ab  
figures each and number the first group1
 divided into four sections1 thus3--    
7#a7    7#b7    7#c7    7#d7     #ebb1  
#fda1   #fcg1   #ebg4  ,now bring the   
first and fourth groups into relation1  
and you see at once that the fourth     
group is larger than the first group by 
only five4 ,bringing the second group   
into relation with the third group1 we  
find they differ only by four4 ,again3  

the third group is larger than the      
fourth by #ajj and by #aj1 that is #ebg 
becomes #fcg1 the seven alone remaining 
steadfast4 ,beginning with the fourth   
group and passing to the third group we 
have the fourth group with #aaj added4  
,the second group is the third group    
with only four added1 and the first     
group is the fourth group with only five
 subtracted4 ,thinking out these        
relations you can recall the groups as  
groups or the separate figures of each  
group or the entire #ab figures either  
forwards or backwards--and you have     
achieved this result by ,attention and  
,thought4  ,the other twelve figures are
 easily disposed of4 ,they are          
#dagdbfdaecge4 ,divided into groups of  
three figures each we have      7#a7    
7#b7   7#c7   7#d7     #dag   #dbf      
#dae   #cge4  ,bringing the first group 
into relation with the third group1 we  
notice that it is larger by two--and    
considering the second group with the   
fourth group1 we find that the second   

group is as much and one more above #djj
 as the fourth is below #djj4 ,other    
minor matters could be noticed1 as that 
the first two figures of each group are 
respectively #da--db--da--cg1 and that  
the last figure in each group is        
#g--f--e--e4 ,but these relations are   
hardly worth observing4  ,coming back to
 the first series1 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 
falls4 ,the figures for #ahie are       
#ebb--fda--fcg--ebg4 ,the first         
,saturday in ,january1 #ahie1 falls on  
the fifth day of ,january1 hence the    
second ,saturday must be #e  #g  the    
#abth day of ,january2 the third        
,saturday the #aith1 and the fourth     
,saturday #bfth4 ,it is easy to know on 
what day of the week any day in ,january
 falls4 ,suppose you ask on what week   
day the #beth of ,january falls8 ,you   
know the #bfth is ,saturday1 and hence  
the #beth must be the day preceding the 

#bfth1 to wit1 ,friday1 the #beth4      
,suppose you ask on what week day the   
#ith of ,january falls4 ,you know the   
#abth is ,saturday 7the second          
,saturday74 ,you now count backward     
thus3 #ab is ,saturday1 #aa must be     
,friday1 #aj ,thursday1 #i must be      
,wednesday4 ,the first ,saturday in     
,january1 #ahie1 is the #eth2 of        
,february1 the #bnd2 of ,march1 the     
#bnd2 of ,april1 the #fth2 of ,may1 the 
#dth1 c41 c4 ,and we can tell on what   
week day any day of any of the other    
months falls4   ,,exercises4  #a4--,the 
,ratio of the ,circumference of the     
circle to its diameter is expressed by  
the integer #c and #gjh decimals1 of    
which ,i give only eight4 ,learning     
these nine figures is good practice in  
numeric thinking--#c4adaeibfe4          
#b4--,the ,yellowstone ,national ,park  
contains #b1bid1gdj acres4  #c4--,the   
,monster ,chartist ,petition contained  
#c1cag1gjb names4     ,,how ,,to ,,learn
 ,,prose ,,and ,,poetry ,,by ,,heart4   

,,the ,,analytic ,,synthetic ,,method   
,,applied ,,to ,,long ,,sentences4      
,how unobservant and wholly unreliant   
many pupils are may be seen from the    
fact that notwithstanding my elaborate  
handling of the processes of learning   
prose and poetry by heart1 ,i often     
receive requests to send some indication
 of how ,i would learn a particular     
chapter or selection by heart6 ,but a   
chapter consists of paragraphs and      
paragraphs of sentences4 ,learning the  
desired passages by heart is done by    
applying the methods here so profusely  
illustrated to the successive sentences 
of the chapter or selection1 until      
practice and training in these methods  
will make their further application     
unnecessary4  ,in pursuance of my plan  
to keep the mind in an ,,assimilating   
condition when trying to learn and to   
further aid in making the intellect stay
 and work with the senses1 ,i proceed to
 furnish a ,training ,method for        
committing prose and poetry to memory4  

,endless repetition or repeating a      
sentence to be memorised over and over  
again is the usual process4 ,after one  
perusal1 however1 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 both1
 and the intellect1 being unoccupied1   
naturally wanders away4 ,hence1 learning
 by rote promotes mind-wandering3 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   
sufficient1 or by the stimulating       
character of the process of acquirement 
which is made use of4 ,in the ,method   
about to be given1 the intellect is     
agreeably occupied1 and thereby a ,habit
 of ,attention is promoted4  ,the       
justification for this ,method is found 
in the ,psychological maxim that the    
intellect can assimilate a simple idea  

more easily than a complex idea1 and a  
few ideas at a time than many ideas4    
,the process of this ,new ,method of    
,decomposition and ,recomposition is as 
follows3--,find the shortest sentence or
 phrase that makes sense in the sentence
 to be memorised4 ,add to this short    
sentence or phrase1 modifiers found in  
the original sentence1 always           
italicising each new addition--one at a 
time--until the original sentence is    
finally restored4 ,suppose we wish to   
memorise ,bacon's definition of         
education3 ,education is the cultivation
 of a just and legitimate familiarity   
betwixt the mind and things4 ,begin with
 the briefest sentence and then go on3  
#a4 ,education is cultivation4 #b4      
,education is the cultivation of a      
familiarity4 #c4 ,education is the      
cultivation of a familiarity betwixt the
 mind and things4 #d4 ,education is the 
cultivation of a just familiarity       
betwixt the mind and things4 #e4        
,education is the cultivation of a just 

and legitimate familiarity betwixt the  
mind and things4 ,in this process1 the  
sentence is first taken to pieces1 and  
then reconstructed4 ,finding the lowest 
terms1 ,education is cultivation1 we    
proceed step by step to add modifiers   
until the original sentence is fully    
restored4  ,each time we make an        
addition1 we recite so much of the      
original sentence as has hitherto been  
used1 in connection with the new        
modifiers laying special emphasis on the
 new matter as represented by the italic
 words4 ,the intellect is thus kept     
compulsorily and delightfully occupied  
from the start to the finish4 ,it seeks 
the shortest phrase or sentence and adds
 successively all the modifiers1 making 
no omissions4 ,this analyzing and       
synthesizing process--this taking to    
pieces and then gradually building up   
the original sentence1 makes a deep and 
lasting ,first ,impression4  ,every time
 this method is used the ,attention     
ought to be strengthened and            

mind-wandering diminished and the       
natural ,memory strengthened in both its
 ,stages4  ,this process admits usually 
of several applications in the case of a
 long sentence4 ,in the foregoing       
example1 it might have proceeded thus3  
#a4 ,education is a familiarity4 #b4    
,education is the familiarity betwixt   
the mind and things4 #c4 ,education is  
the cultivation of a familiarity betwixt
 the mind and things4 #d4 ,education is 
the cultivation of just familiarity     
betwixt the mind and things4 #e4        
,education is the cultivation of a just 
and legitimate familiarity betwixt the  
mind and things4 ,or we might have taken
 this course3 #a4 ,education is a       
familiarity4 #b4 ,education is a        
familiarity betwixt the mind and things4
 #c4 ,education is a just familiarity   
betwixt the mind and things4 #d4        
,education is a just and legitimate     
familiarity betwixt the mind and things4
 #e4 ,education is the cultivation of a 
just and legitimate familiarity betwixt 

the mind and things4     #a4 ,to keep   
the mind in an assimilating condition1  
what method is       furnished8    #b4  
,what is the usual process of memorising
 prose and poetry8    #c4 ,after one    
perusal in such a process what takes    
place8    #d4 ,does learning by rote    
promote mind-wandering8    #e4 ,does not
 the attention always wander unless     
wooed to its work by       great        
interest in the subject dealt with1 or  
by the method of       learning which is
 given8    #f4 ,how is the intellect    
occupied by using my method8    #g4 ,is 
the habit of ,attention also promoted8  
#h4 ,where is the justification of this 
method found8    #i4 ,can the intellect 
assimilate a simple idea more easily    
than a       complex idea8   #aj4       
,describe the process of learning by the
 ,analytic ,synthetic       ,method4    
,,another ,,example ,,fully ,,worked    
,,out4  ,attention is the will directing
 the intellect into some particular     
channel and keeping it there4 #a4       

,attention is the will4 #b4 ,attention  
is the will directing the intellect4 #c4
 ,attention is the will directing the   
intellect into a channel4 #d4 ,attention
 is the will directing the intellect    
into some channel4 #e4 ,attention is the
 will directing the intellect into some 
particular channel4 #f4 ,attention is   
the will directing the intellect into   
some particular channel and keeping it  
there4 ,or we may take this course3 #a4 
,attention is directing the intellect4  
#b4 ,attention is directing the         
intellect into a channel4 #c4 ,attention
 is directing the intellect into some   
channel4 #d4 ,attention is directing the
 intellect into some particular channel4
 #e4 ,attention is directing the        
intellect into some particular channel  
and keeping it there4 #f4 ,attention is 
the will directing the intellect into   
some particular channel and keeping it  
there4   ,a ,,long ,,legal ,,definition4
  ,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 defeated4  #a4 ,an estate is    
one4 #b4 ,an estate upon condition is   
one4 #c4 ,an estate upon condition is   
one which depends upon the happening of 
some event4 #d4 ,an estate upon         
condition is one which depends upon the 
happening or not happening of some      
event4 #e4 ,an estate upon condition is 
one which depends upon the happening or 
not happening of some uncertain event4  
#f4 ,an estate upon condition is one    
which depends upon the happening or not 
happening of some uncertain event       
whereby the estate may be created or    
enlarged or defeated4 #g4 ,an estate    
upon condition is one which depends upon
 the happening or not happening of some 
uncertain event whereby the estate may  
be either created or enlarged or        
defeated4 #h4 ,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       
defeated4 #i4 ,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 defeated4     #a4 ,in this      
process1 what is first done with a      
sentence8    #b4 ,after a sentence is   
thus taken to pieces1 what is then done 
with       it8    #c4 ,how do we proceed
 after finding the lowest terms8    #d4 
,do we revive any part of the original  
sentence each time we make       an     
addition8    #e4 ,how much of it8    #f4
 ,is the intellect kept occupied in this
 way8    #g4 ,does this not make a deep 
and lasting first impression8    #h4    
,every time this is used what should be 
the result8    #i4 ,should the natural  
,memory be strengthened in both stages8 
#aj4 ,does this process admit of more   
than one application in the       case  
of a long sentence8   ,,moderation      

,,advised4  ,the practice of the above  
method is so attractive to a beginner   
when it is applied to single sentences1 
that he is apt to work at it too long at
 a time4 ,let him not at the outset     
analyse and reconstruct more than from  
#c to #d sentences at one sitting or    
lesson1 but let him do what he attempts 
in the most thorough manner1 and after a
 time he will not find it necessary to  
apply this method in future             
memorisations4   ,,examples ,,for       
,,practice4  #a4 ,a bachelor is a wild  
goose that tame geese envy4  #b4 ,law is
 a trap baited with promise of benefit  
or revenge4  #c4 ,conversation is the   
idle man's business and the business    
man's recreation4  #d4 ,attention is    
adjusting the observer to the object in 
order to seize it in its unity and      
diversity4  #e4 ,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    

wanted4   ,,interrogative ,,analysis    
,,used ,,for ,,short ,,sentences4       
,interrogative ,analysis or intellectual
 ,inquisition is another and most       
effective mode of inciting the intellect
 to pass from a passive into an active  
assimilating condition when trying to   
learn by heart as well as to help create
 the habit of the intellect staying with
 the senses4 ,the process consists of   
two parts3 7#a7 ,to not only ask a      
question on every important word in the 
sentence to be memorised1 but1 7#b7 to  
repeat the entire sentence in reply to  
each question1 while specially          
emphasising that word of the sentence   
which constitutes the answer to the     
question4 ,take the passage from        
,byron3--                               
,man6     ,thou pendulum 'twixt a smile 
and tear4  #a4 ,who is a pendulum 'twixt
 a smile and tear8 ,man6 thou pendulum  
'twixt a smile and tear4 #b4 ,what      
function does man perform 'twixt a smile
 and tear8 ,man6 thou pendulum 'twixt a 

smile and tear4 #c4 ',twixt a tear and  
what else is man said to be a pendulum8 
,man6 thou pendulum 'twixt a smile and  
tear4 #d4 ',twixt a smile and what else 
is man said to be a pendulum8 ,man6 thou
 pendulum 'twixt a smile and tear4 #e4  
,by what word is the relation between   
pendulum and a smile and tear described8
 ,man6 thou pendulum 'twixt a smile and 
tear4 #f4 ,is the pendulum which man is 
said to be 'twixt a smile and tear      
addressed in the first1 second1 or third
 person8 ,man6 thou pendulum 'twixt a   
smile and tear4  ,the pupils will see   
that the above method is fundamentally  
unlike the ordinary question and answer 
method4 ,in the latter procedure1 a     
question is asked and the answer is     
given by yes or no1 or by the use of one
 or more words of the sentence4 ,to     
illustrate3 ,what is man called in this 
passage8 ,ans4 ,a pendulum4 ,what swings
 betwixt a smile and tear8 ,ans4 ,a     
pendulum1 c41 c4     #a4 ,define        
,interrogative ,analysis4    #b4 ,what  

does it incite the intellect to do8     
#c4 ,what does the process consist of8  
,what are they8  ,but in my ,method the 
aim is to repeat as much of the sentence
 as is possible informing the question  
and the whole of it in each reply2 and  
in question and reply the word that     
constitutes the point of both is to be  
especially emphasized1 and in this way  
the mind is exercised on each word of   
the sentence twice 7once in question and
 once in answer71 and each word of the  
sentence is emphasized in reference to  
the whole of the sentence4 ,and in all  
these separate steps it is impossible   
for the mind to remain in a passive     
state1 but must be active and absorbing 
throughout1 and thereby a most vivid    
first impression is secured1 and the    
remembrance of it assured4  ,besides the
 habit of exhaustively considering and  
weighing a sentence which is created by 
this method1 it not only secures the    
faithful recollection of the passages to
 which it is applied1 but it gives      

another great advantage4 ,what usually  
makes a person dull in conversation8    
,setting aside timidity1 we find that   
well-informed persons are sometimes good
 listeners1 but no talkers4 ,why is     
this8 ,in conversation their minds are  
apt to remain in a recipient passive    
state4 ,hence no trains of thought arise
 in their own minds4 ,and having nothing
 in their minds which seeks utterance1  
they remain quiet4 ,now the practice of 
,interrogative ,analysis compels such   
persons to interrogate--to propose      
questions--to think4 ,and when such     
mental activity becomes strong1 it will 
break out in conversations by           
interrogatories and critical and often  
original interesting remarks4     #a4   
,is this method like the ordinary       
question and answer method8    #b4 ,how 
are answers given in the latter         
procedure8    #c4 ,what is the aim in my
 method8    #d4 ,how much of the        
sentence is repeated in each reply given
 to the       question8    #e4 ,what    

word is to be especially emphasised8    
#f4 ,how often is the mind exercised on 
each word of the sentence8    #g4 ,in   
all of these separate steps1 is it      
possible for the mind to       remain in
 a passive state8 ,must it not be active
 and absorbing       throughout8        
,teachers often complain that they can  
never induce some of their pupils to ask
 questions on their tasks4 ,the reason  
is that their pupils remain in a passive
 state of mind4 ,had they been          
thoroughly drilled in ,interrogative    
,analysis as ,i teach it1 they would    
quickly have questions to ask on all    
subjects4  ,i show them how to          
interrogate4 ,they cannot help          
practising this method4 ,they commence  
with the first word of a sentence and go
 on to the last4 ,and from the numerous 
examples ,i give1 they see exactly how  
this is to be done in all other cases4  
,but if ,i had merely told them to ask  
questions on the sentence to be learned1
 they would have had no guide or rule of

 procedure to follow4 ,as ,i fully      
illustrate my ,method the pupil at once 
knows how to proceed1 and he gains      
confidence in his ability to use the    
method every time he tries it1 and at   
length the ,habit of active thinking has
 been formed1 and he is almost sure to  
be an interrogator and thinker on all   
subjects4     #a4 ,what is thereby      
secured8    #b4 ,is the remembrance of  
the first impression assured8    #c4    
,what other great advantage does the    
method of ,interrogative       ,analysis
 give8    #d4 ,are all well-informed    
persons good talkers8    #e4 ,if not1   
why8    #f4 ,in conversation1 in what   
state are their minds apt to remain8    
#g4 ,do any trains of thought arise in  
their own minds8    #h4 ,what does the  
practice of ,interrogative ,analysis    
compel such       persons to do8    #i4 
,what do teachers often complain of8    
#aj4 ,what is the cause8   #aa4 ,what   
does my method show them8   #ab4 ,can   
they help practising it8   #ac4 ,do ,i  

not fully illustrate my method8   #ad4  
,does not the pupil gain confidence by  
practising this method8   #ae4 ,does not
 the habit of active thinking thereby   
grow upon him8  ,the following sentence 
will be made use of as an example for   
practice4 ,i deal with it by the        
,analytic-,synthetic1 and also by the   
,interrogative ,analysis methods4       
,the ,devil hath not1 in all his        
quiver's choice1     ,an arrow for the  
heart like a sweet voice6  #a4 ,the     
,devil hath an arrow4 #b4 ,the ,devil   
hath not an arrow4 #c4 ,the ,devil hath 
not an arrow for the heart4 #d4 ,the    
,devil hath not an arrow for the heart  
like a voice4 #e4 ,the ,devil hath not  
an arrow for the heart like a sweet     
voice4 #f4 ,the ,devil hath not1 in his 
choice1 an arrow for the heart like a   
sweet voice4 #g4 ,the ,devil hath not1  
in his quiver's choice1 an arrow for the
 heart like a sweet voice4 #h4 ,the     
,devil hath not1 in all his quiver's    
choice1 an arrow for the heart like a   

sweet voice4   ,,the ,,same ,,by        
,,interrogative ,,analysis4  #a4 ,who   
hath not in all his quiver's choice an  
arrow for the heart like a sweet voice8 
,the ,devil hath not1 in all his        
quiver's choice1 an arrow for the heart 
like a sweet voice4 #b4 ,hath the ,devil
 in all his quiver's choice an arrow for
 the heart like a sweet voice8 ,the     
,devil hath not1 in all his quiver's    
choice1 an arrow for the heart like a   
sweet voice4 #c4 ,what hath not the     
,devil in all his quiver's choice for   
the heart8 ,the ,devil hath not1 in all 
his quiver's choice1 an arrow for the   
heart like a sweet voice4 #d4 ,for what 
hath not the ,devil in all his quiver's 
choice an arrow like a sweet voice8 ,the
 ,devil hath not1 in all his quiver's   
choice1 an arrow for the heart like a   
sweet voice4 #e4 ,like what sweet thing 
hath not the ,devil in all his quiver's 
choice an arrow for the heart8 ,the     
,devil hath not1 in all his quiver's    
choice1 an arrow for the heart like a   

sweet voice4 #f4 ,like what kind of a   
voice hath not the ,devil in all his    
quiver's choice an arrow for the heart8 
,the ,devil hath not1 in all his        
quiver's choice1 an arrow for the heart 
like a sweet voice4     ,a bad workman  
blames his tools4  ,who blames his      
tools8 ,a bad workman blames his tools4 
,what kind of a workman blames his      
tools8 ,a bad workman blames his tools4 
,what bad man blames his tools8 ,a bad  
workman blames his tools4 ,how does a   
bad workman treat his tools8 ,a bad     
workman blames his tools4 ,whose tools  
does a bad workman blame8 ,a bad workman
 blames his tools4 ,what things         
belonging to a bad workman does he      
blame8 ,a bad workman blames his tools4 
,judgments draw interest at six per     
cent4  ,what draw interest8 ,judgments  
draw interest at six per cent4 ,how do  
judgments operate on interest8          
,judgments draw interest at six per     
cent4 ,what do judgments draw8          
,judgments draw interest at six per     

cent4 ,at what rate do judgments draw   
interest8 ,judgments draw interest at   
six per cent4 ,a part of what sum is the
 interest of six dollars which judgments
 draw8 ,judgments draw interest at six  
per cent4     ,effort is the price of   
success4  ,what is the price of success8
 ,effort is the price of success4 ,was  
effort the price of success8 ,effort is 
the price of success4 ,what bearing has 
effort on success8 ,effort is the price 
of success4 ,effort is the price of     
what8 ,effort is the price of success4  
,truth seldom goes without a scratched  
face4  ,what seldom goes without a      
scratched face8 ,truth seldom goes      
without a scratched face4 ,does truth   
ever go without a scratched face8 ,truth
 seldom goes without a scratched face4  
,what does truth seldom do without a    
scratched face8 ,truth seldom goes      
without a scratched face4 ,does truth   
seldom go with a scratched face8 ,truth 
seldom goes without a scratched face4   
,truth seldom goes without what8 ,truth 

seldom goes without a scratched face4   
,what kind of a face is spoken of8      
,truth seldom goes without a scratched  
face4 ,without what scratched thing does
 truth seldom go8 ,truth seldom goes    
without a scratched face4   ,,examples  
,,for ,,practice4      #a4 ,instinct is 
inherited memory4     #b4 ,books are    
embalmed minds4     #c4 ,words are the  
fortresses of thought4     #d4 ,a name  
denotes objects and connotes attributes4
     #e4 ,force is depersonalised will4 
#f4 ,a somnambule only acts his dream4  
#g4 ,attention is fixation of           
consciousness4     #h4 ,science is      
organised common sense4  ,the student of
 ,interrogative ,analysis can apply this
 method to the examples given under the 
,analytic-,synthetic ,method4 ,this will
 give the needful additional practice4  
,but let him not attempt too much at any
 one time4 ,three to four examples      
thoroughly studied are quite sufficient 
for one session or sitting4   ,,poems   
,,long ,,or ,,short ,,easily ,,learned  

,,by ,,heart4  ,,poe',s ,,bells4  #a4   
,before attempting to memorize any      
selections of ,prose or ,poetry1 never  
fail first to read it carefully to      
ascertain what it is all about1 to learn
 its aim and mode of development and its
 peculiarities1 and not least of all1 to
 look up and note down in writing the   
meaning of unfamiliar words4  #b4 ,in   
this poem the average reader might have 
to consult the dictionary for the       
precise meaning of ,crystalline clear1  
unalloyed1 ,runic old-fashioned1        
mystical1 ,tintinnabulation             
bell-ringing1 ,monody a monotonous      
sound1 ,ghouls imaginary evil beings    
supposed to prey upon human bodies1 and 
,paean a song of triumph4 ,the pupil    
should understand that except in the    
rare cases where mere sound helps us1 we
 learn wholly through the meaning of the
 words and their relations between the  
meanings1 and therefore if he fails to  
know the import of any word or words in 
a selection1 he cannot receive the full 

benefit of the methods taught in this   
,system4  #c4 ,the reader finds that    
there are four stanzas in this poem1    
each dealing with a different kind of   
bell1 viz43 ,silver1 ,golden1 ,brazen   
and ,iron bells4  #d4 ,it is always best
 to fix in memory the order of          
paragraphs or of stanzas the moment the 
opportunity occurs for that purpose1 and
 here1 before attempting to memorise the
 stanzas themselves1 let the order of   
them be fixed4  #e4 ,the order of the   
bells is first silver1 second golden1   
third brazen1 and fourth iron4 ,how     
establish this order in mind8 ,silver   
and gold are the precious metals used   
for coins4 ,they occur here in the order
 of their value1 silver being first and 
the cheaper1 and gold the second and the
 most valuable of all4 ,next we have    
brazen1 which resembles gold in colour1 
and fourth and last we have iron1 the   
cheapest of the four--silver1 gold1     
brass and iron4 ,if this analysis of the
 order of the subject-matter of the     

stanzas is retained1 the student is     
ready to take account of other things   
which his first perusal of the poem has 
taught him4  #f4 ,before doing so1      
however1 let us notice a method of the  
old ,mnemonics1 which is still taught   
and which should never be resorted to4  
,it is their story-telling method4 ,a   
story or narrative is invented for the  
purpose of helping the student1 as it is
 claimed1 to memorise it4 ,in this poem 
we find there are four stanzas1 each    
occupied with a different kind of bell4 
,to help remember that the order of the 
bells is silver1 gold1 brass and iron1  
the old ,mnemonics advises us to invent 
a story--the following will answer3 ,a  
couple of lovers once took a            
sleigh-ride1 the horses carrying silver 
bells4 ,after a time they marry1 when   
wedding or golden bells are used4 ,later
 on their house is on fire1 when alarm  
or brazen bells are brought into        
requisition1 and last of all1 one of the
 couple dies1 when the iron bells were  

tolled4  ,whilst such a method is a     
novelty to the student1 he might        
tolerate it as such1 but as a memory-aid
 it is always unreliable1 since it is   
something in addition to the matter to  
be remembered and forming no part of it1
 the invented story1 if remembered at   
all1 is apt to be recalled as an        
integral part of the selection itself4  
#g4 ,in this first perusal the reader   
has noticed that there is a certain     
uniformity of construction in the first 
line of each stanza1 as in the first    
stanza we have3 ,hear the sledges with  
the bells--silver bells2 in the second1 
,hear the mellow wedding bells--golden  
bells2 in the third1 ,hear the loud     
alarum bells--brazen bells2 and in the  
fourth and last1 ,hear the tolling of   
the bells--iron bells4  #h4 ,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 of1 as in the second line  

of the first stanza we see3 ,what a     
world of merriment their melody         
foretells2 in the second stanza the     
second line gives us1 ,what a world of  
happiness their harmony foretells2 the  
second line of the third stanza reads as
 follows3 ,what a tale of terror1 now1  
their turbulency tells2 and in the      
fourth stanza the second line runs thus3
 ,what a world of solemn thought their  
monody compels4  #i4 ,other points of   
resemblance ,in41 or of unlikeness ,ex41
 were noticed in the reader's first     
perusal of this poem1 and these1 as well
 as those already remarked upon1 will   
greatly facilitate his learning the     
exact language of each stanza4  #aj4    
,now comes the test4 ,it is often said  
that habit is second nature4 ,the ,duke 
of ,wellington more truly said3 ,habit  
is ten times nature4 ,the reader early  
acquired the habit of learning prose and
 poetry by the rote method--the method  
of repeating the sentences over and over
 again almost endlessly till ear or eye 

retains the exact language4  ,now1 if   
the reader has gained a clear conception
 of the ,analytic-,synthetic and        
,interrogative ,analysis methods1 he is 
sure to be convinced of their undoubted 
superiority to the rote method4 ,and if 
he must needs learn ,poe's ,bells before
 to-morrow night1 he would probably     
spend most of the intervening time in   
trying to learn it by the discredited   
rote method1 and most likely fail in the
 attempt1 while he is satisfied in      
theory that he could memorise it by one 
of my methods in three hours1 or in half
 of that time4 ,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  
sentences1 but an entire poem of #ej or 
#bjj lines2 but if he does this in one  
instance1 he effectually breaks down the
 old bad habit of endless unassimilating
 repetition and introduces a good habit 
instead4 ,he will then learn ,poe's     
,bells by my methods in one-tenth1 if   

not one-fiftieth1 part of the time it   
would take him to do it by the rote     
method4  #aa4 ,i here produce the poem  
in the hope that every one who studies  
my ,system will learn it by the         
,analytic-,synthetic method1 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 mine4 ,let him then learn the rest 
of the poem--and thereafter1 as a       
genuine exercise of his reviving power  
and as a training in attention1 let him 
recall it as often as once a week for as
 many weeks as his desire for           
improvement continues1 or until the     
recital of it becomes merely automatic4 
,,the ,,bells4        ,hear the sledges 
with the bells--silver bells--     ,what
 a world of merriment their melody      
foretells6     ,how they tinkle1 tinkle1
 tinkle1 in the icy air of night6       
,while the stars that oversprinkle      
,all the heavens seem to twinkle with a 
crystalline delight2     ,keeping time1 

time1 time1 in a sort of ,runic rhyme1  
,to the tintinnabulation that so        
musically wells     ,from the bells1    
bells1 bells1 bells1 bells1 bells1      
bells--     ,from the jingling and the  
tinkling of the bells4        ,hear the 
mellow wedding-bells1 golden bells6     
,what a world of happiness their harmony
 foretells--     ,through the balmy air 
of night how they ring out their        
delight6     ,from the molten-golden    
notes1 and all in tune1     ,what a     
liquid ditty floats     ,to the         
turtle-dove that listens1 while she     
gloats on the moon6     ,oh1 from out   
the sounding cells1     ,what a gush of 
euphony voluminously wells6     ,how it 
swells6 how it dwells     ,on the       
,future6 how it tells of the rapture    
that impels     ,to the swinging and the
 ringing of the bells1 bells1 bells--   
,of the bells1 bells1 bells1 bells1     
bells1 bells1 bells--     ,to the       
rhyming and the chiming of the bells6   
,hear the loud alarum bells--brazen     

bells6     ,what a tale of terror1 now1 
their turbulency tells6     ,in the     
startled ear of night     ,how they     
scream out their affright6     ,too much
 horrified to speak1     ,they can only 
shriek1 shriek1 out of tune1     ,in a  
clamorous appealing to the mercy of the 
fire1     ,in a mad expostulation with  
the deaf and frantic fire     ,leaping  
higher1 higher1 higher1 with a desperate
 desire1     ,and a resolute endeavor   
now--now to sit or never1     ,by the   
side of the pale-faced moon4 ,oh1 the   
bells1 bells1 bells6     ,what a tale   
their terror tells of despair6     ,how 
they clang1 and clash1 and roar6 ,what a
 horror they outpour     ,on the bosom  
of the palpitating air6     ,yet the    
air1 it fully knows1     ,by the        
twanging and the clanging1     ,how the 
danger ebbs and flows2 yet the ear      
distinctly tells     ,in the jangling   
and the wrangling1     ,how the danger  
sinks and swells1     ,by the sinking or
 the swelling in the anger of the       

bells--of the             bells--       
,of the bells1 bells1 bells1 bells1     
bells1 bells1 bells--     ,in the clamor
 and the clangor of the bells6          
,hear the tolling of the bells--iron    
bells6     ,what a world of solemn      
thought their monody compels6     ,in   
the silence of the night1     ,how we   
shiver with affright     ,at the        
melancholy menace of their tone6        
,for every sound that floats     ,from  
the rust within their throats is a      
groan4     ,and the people--ah1 the     
people--     ,they that dwell up in the 
steeple1 all alone6     ,and who        
tolling1 tolling1 tolling1 in that      
muffled monotone1     ,feel a glory in  
so rolling on the human heart a stone-- 
,they are neither man nor woman--       
,they are neither brute nor human--they 
are ,ghouls3     ,and their king it is  
who tolls2     ,and he rolls1 rolls1    
rolls1 rolls a paean from the bells6    
,and his merry bosom swells with the    
paean of the bells6     ,and he dances  

and he yells2     ,keeping time1 time1  
time1 in a sort of ,runic rhyme1     ,to
 the paean of the bells--of the bells2  
,keeping time1 time1 time1 in a sort of 
,runic rhyme1     ,to the throbbing of  
the bells--of the bells1 bells1 bells1  
,to the sobbing of the bells2 keeping   
time1 time1 time1     ,as he knells1    
knells1 knells1 in a happy ,runic rhyme1
     ,to the rolling of the bells--of   
the bells1 bells1 bells--     ,to the   
tolling of the bells1 of the bells1     
bells1 bells1 bells1             bells1 
bells1 bells--     ,to the moaning and  
the groaning of the bells4              
,,edgar ,a4 ,,poe4   ,,application ,,of 
,,the ,,analytic-,,synthetic ,,method4  
,this method can be applied in several  
different ways according to the         
idiosyncrasies of different students4   
,one way is as follows3--,hear the      
sledges with the bells--silver bells4   
,applying this method1 we have--#a4     
,hear the sledges2 #b4 ,hear the sledges
 with the bells2 #c4 ,hear the sledges  

with the bells--bells2 #d4 ,hear the    
sledges with the bells--silver bells4   
,or1 if we use the ,interrogatory       
,analysis ,method we could proceed thus3
 #a4 ,what act of the mind do we        
exercise in regard to the sledges with  
the bells--silver bells8 ,hear the      
sledges with the bells--silver bells4   
#b4 ,what kind of a vehicle do we hear  
with the bells8 ,hear the sledges with  
the bells--silver bells4 #c4 ,what is it
 we hear in connection with the sledges8
 ,hear the sledges with the             
bells--silver bells4 #d4 ,what kind of  
bells do we hear8 ,hear the sledges with
 the bells--silver bells4  ,we advance  
to the second line1 which is a          
reflection on the facts stated in the   
first line4 ,the two lines are thus     
connected through the operation of      
cause1 or occasion4 ,con4 ,what a world 
of merriment their melody foretells4 ,we
 will henceforth only use the           
,analytic-,synthetic ,method4 #a4       
,melody foretells4 #b4 ,their melody    

foretells4 #c4 ,what merriment their    
melody foretells4 #d4 ,what a world of  
merriment their melody foretells4       
,having seen that the second line grows 
out of the first1 and having memorised  
both we can recall them together thus3  
#a4 ,hear the sledges with the          
bells--silver bells--     #b4 ,what a   
world of merriment their melody         
foretells6  ,the third line runs thus3  
,how they tinkle1 tinkle1 tinkle in the 
icy air of night4 ,melody means a       
succession of agreeable musical sounds4 
,it is a general term--tinkle1 tinkle1  
tinkle1 means a species of musical      
sounds1 the sounds of the bells4 ,thus  
we see that these two lines bear towards
 each other the relation of genus and   
species4 ,this relation carefully       
noticed will tend to hold the lines     
together4 ,let us now apply our ,method3
 #a4 ,they tinkle4 #b4 ,they tinkle in  
the night4 #c4 ,how they tinkle in the  
night4 #d4 ,how they tinkle1 tinkle in  
the night4 #e4 ,how they tinkle1 tinkle1

 tinkle in the night4 #f4 ,how they     
tinkle1 tinkle1 tinkle1 in the air of   
night4 #g4 ,how they tinkle1 tinkle1    
tinkle in the icy air of night4 ,now let
 us recall all the lines together1 thus3
      #a4 ,hear the sledges with the    
bells--silver bells--     #b4 ,what a   
world of merriment their melody         
foretells6     #c4 ,how they tinkle1    
tinkle1 tinkle in the icy air of night6 
,the fourth line being very short had   
better be memorised in connection with  
the fifth line1 and in the expression of
 the ,analysis1 we can print the first  
word of the fifth line with a capital   
letter4 ,the two lines are3      #d4    
,while the stars that oversprinkle      
#e4 ,all the heavens1 seem to twinkle   
with a crystalline delight4  ,before    
proceeding we may notice night of the   
third line is directly connected with   
stars of the fourth line by             
,concurrence4 ,this observed relation   
will tend to cement the lines together4 
,using our ,method we say3 #a4 ,stars   

oversprinkle4 #b4 ,while the stars      
oversprinkle4 #c4 ,while the stars      
oversprinkle the heavens4 #d4 ,while the
 stars oversprinkle ,all the heavens4   
#e4 ,while the stars that oversprinkle  
,all the heavens4 #f4 ,while the stars  
that oversprinkle ,all the heavens seem 
to twinkle4 #g4 ,while the stars that   
oversprinkle ,all the heavens seem to   
twinkle with delight4 #h4 ,while the    
stars that oversprinkle ,all the heavens
 seem to twinkle with a crystalline     
delight4 ,so far we have learned the    
following lines3      #a4 ,hear the     
sledges with the bells--silver bells--  
#b4 ,what a world of merriment their    
melody foretells6     #c4 ,how they     
tinkle1 tinkle1 tinkle in the icy air of
 night6     #d4 ,while the stars that   
oversprinkle     #e4 ,all the heavens1  
seem to twinkle with a crystalline      
delight4  ,the sixth line is in these   
words3 ,keeping time1 time1 time1 in a  
sort of ,runic rhyme4 ,we observe that  
as time is here repeated three times1 so

 tinkle was repeated three times in the 
third line4 ,we must have observed1 too1
 that it is stars of the fourth line    
that are said to twinkle in the fifth   
line4 ,the two lines are as closely     
connected as grammatical construction   
and the expression of thought could make
 them4 ,and the sixth line is an obvious
 continuation of the description4       
,analytically we say3 #a4 ,keeping time 
in a rhyme4 #b4 ,keeping time1 time1 in 
a rhyme4 #c4 ,keeping time1 time1 time  
in a rhyme4 #d4 ,keeping time1 time1    
time in a sort of rhyme4 #e4 ,keeping   
time1 time1 time in a sort of ,runic    
rhyme4  ,let us now recall the six lines
 together4      #a4 ,hear the sledges   
with the bells--silver bells--     #b4  
,what a world of merriment their melody 
foretells6     #c4 ,how they tinkle1    
tinkle1 tinkle in the icy air of night6 
#d4 ,while the stars that oversprinkle  
#e4 ,all the heavens1 seem to twinkle   
with a crystalline delight2     #f4     
,keeping time1 time1 time1 in a sort of 

,runic rhyme4  ,the seventh line is the 
continuation of the sixth4 ,keeping time
 to what8 ,to the tintinnabulation that 
so musically wells4 #a4 ,the            
tintinnabulation wells4 #b4 ,the        
tintinnabulation that wells4 #c4 ,the   
tintinnabulation that musically wells4  
#d4 ,the tintinnabulation that so       
musically wells4 #e4 ,to the            
tintinnabulation that so musically      
wells4 ,wells from what8 ,from the      
bells1 bells--occurring altogether six  
times more4 ,this makes the eighth line4
 ,but some pupils say at once1 ,i can   
never be sure in reciting the line to   
recall bells only seven times1 no more  
or less4 ,these pupils will admit that  
they can be sure to say bells four      
times1 as bells1 bells1 bells1 bells4   
,then1 of course1 they can say bells    
three times more1 making seven times    
altogether4 ,here1 then1 we have the    
seventh and eighth lines1 as follows3   
#g4 ,to the tintinnabulation that so    
musically wells     #h4 ,from the bells1

 bells1 bells1 bells1 bells1 bells1     
bells--  ,the ninth line is--,from the  
jingling and the tinkling of the bells4 
,in the eighth line we have bells seven 
times repeated in all--bells being taken
 in their utmost generality1 viz41      
musical action4 ,but in the ninth or    
last line we have the very specific     
action of the bells1 to wit3 ,from the  
jingling and the tinkling of the bells4 
,we can make a short analysis1 which is 
always better than unthinking           
repetition1 as3 #a4 ,from the bells4 #b4
 ,from the jingling of the bells4 #c4   
,from the jingling and the tinkling of  
the bells4 ,the seventh1 eighth1 and    
ninth lines are as follows3      #g4 ,to
 the tintinnabulation that so musically 
wells     #h4 ,from the bells1 bells1   
bells1 bells1 bells1 bells1 bells--     
#i4 ,from the jingling and the tinkling 
of the bells4  ,having already learned  
the first six lines1 we have but to     
preface these last three by the previous
 six1 and we have the first stanza as   

follows3--      #a4 ,hear the sledges   
with the bells--silver bells--     #b4  
,what a world of merriment their melody 
foretells6     #c4 ,how they tinkle1    
tinkle1 tinkle in the icy air of night6 
#d4 ,while the stars that oversprinkle  
#e4 ,all the heavens1 seem to twinkle   
with a crystalline delight2     #f4     
,keeping time1 time1 time1 in a sort of 
,runic rhyme1     #g4 ,to the           
tintinnabulation that so musically wells
     #h4 ,from the bells1 bells1 bells1 
bells1 bells1 bells1 bells--     #i4    
,from the jingling and the tinkling of  
the bells4  ,in a similar manner1 the   
pupil can memorise the three remaining  
stanzas4  ,having heretofore learned the
 order of the four different kinds of   
bells1 and having dealt with the first  
or silver bells1 we know that the next  
or second stanza is concerned with the  
golden bells4 ,similarly1 when we finish
 the second stanza1 we know that the    
third stanza deals with the brazen      
bells1 and the last with the iron bells4

  ,no further hints need be offered     
except perhaps in regard to the last ten
 lines of the last stanza4  ,notice the 
coincidences1 the resemblances1 or      
,inclusions1 the ,exclusions1 and the   
,concurrences4 ,keeping time1 time1     
time1 in a sort of ,runic rhyme1 occurs 
three times--but on the third appearance
 of that phrase1 there is a change which
 must be observed2 for it bears this    
form3 ,keeping time1 time1 time1 as he  
knells1 knells1 knells1 in a happy      
,runic rhyme4 ,but the main difficulty  
with most students seems to be to       
remember the number of times the word   
bells is repeated in the different      
lines4 ,we must keep to the text and not
 resort to any foreign matter to help   
the feeble memory4 ,the words paean1    
throbbing1 sobbing1 rolling and tolling 
occur in the lines where the bells are  
mentioned 7except in that next to the   
last line1 where bells occurs three     
times1 and there is no other word in    
that line71 and in the last line bells  

is found once1 and the words moaning and
 groaning appear4 ,memorise these seven 
words by ,analysis1 to wit3 paean1      
throbbing1 sobbing1 rolling1 tolling1   
moaning and groaning4 ,thus paean--a    
song of triumph--might cause heart      
throbbing1 an inward act accompanied in 
the present instance by sobbing1 and    
this outward manifestation of grief     
would be intensified by the rolling of  
the bells and their tolling4 ,moaning   
and groaning are figurative expressions 
for the moaning and groaning of the     
mourners4  ,now the figures #b1 #d1 #a1 
#d1 #h1 #a 7easily learned by analysis  
as #b1 #d1 #a and #d1 #h1 #a1 or #b1 #d 
with #a following1 and #d1 #h1 with #a  
following1 or #b1 #d with #a following1 
and double #b1 #d #d1 #h and #a         
following7 give the number of times the 
word bells occurs in connection with the
 words just learned4 ,opposite the line 
where tolling occurs we have marked #h1 
since bells occurs in that line five    
times and three times in the next line1 

where no other word is found4           
,keeping time1 time1 time1 in a sort of 
,runic rhyme1     #b4 ,to the paean of  
the bells--of the bells2        ,keeping
 time1 time1 time1 in a sort of ,runic  
rhyme1     #d4 ,to the throbbing of the 
bells1 of the bells1 bells1 bells1      
#a4 ,to the sobbing of the bells2       
keeping time1 time1 time1        ,as he 
knells1 knells1 knells1 in a happy      
,runic rhyme1     #d4 ,to the rolling of
 the bells1 of the bells1 bells1 bells1 
#h4 ,to the tolling of the bells1 of the
 bells1 bells1 bells1 bells1            
,bells1 bells1 bells2     #a4 ,to the   
moaning and the groaning of the bells4  
,carrying these suggestions to the text1
 they help fix the exact number of times
 the word bells occurs in each line4    
,there are other legitimate ways to     
assist a poor memory to master these    
lines1 but whatever is done let no one  
ever think of resorting to the          
unthoughtive1 brainless process of      
endless repetition4  ,poe's ,bells1     

being a difficult selection to learn1   
furnishes1 as all difficult selections  
do1 numerous opportunities for applying 
,analysis to fix the lines in memory4   
,hence it should be mastered and often  
recited by all who would learn to       
memorise poetry or prose1 in1 at the    
very least1 one-fifth of the time       
required by the old mind-wandering      
process of rote learning4     ,,analytic
 ,,substitutions4  ,,another ,,method   
,,for ,,remembering ,,dates ,,and       
,,figures4   ,this lesson in figures is 
given for the benefit of those who have 
not yet mastered ,,numeric ,,thinking4  
,the pupil will appreciate its practical
 value the moment he masters the key to 
it4  ,this is given in the next few     
pages1 and it will be found to be easy  
of comprehension and interesting to a   
surprising degree4  ,the whole thing is 
in a nutshell4 ,numbers1 as such1 are   
abstractions and hard to be remembered4 
,to make them hard to forget1 we        
translate them into words or phrases4   

,these are easily remembered and they   
always instantly give back the figures  
they stand for4  ,we represent the      
figures #a1 #b1 #c1 #d1 #e1 #f1 #g1 #h1 
#i1 and #j1 by certain consonants2 and  
then1 as the vowels a1 e1 i1 o1 u1 and  
y1 together with w have no numerical    
value assigned to them1 we turn dates or
 any numbers into translating words1    
which will always tell us precisely the 
figures the words stand for4  ,as this  
simple process enables us to remember   
any dates or numbers with absolute      
certainty1 the pupil will be pleased to 
know that he can learn how it is done by
 only one thoughtful perusal4  ,the     
questions at the bottom of each page    
constitute an invaluable aid to test the
 accuracy of his knowledge and the      
correctness of his inferences4     #a4  
,is it possible to exaggerate the       
importance of this lesson8    #b4 ,when 
will the pupil appreciate its practical 
value8    #c4 ,where is this key given8 
#d4 ,are numbers hard to remember8      

#e4 ,how do we make them hard to forget8
    #f4 ,by what are the figures        
represented8    #g4 ,what letters have  
no numerical value assigned to them8    
#h4 ,what do the questions at the bottom
 of each page constitute8  ,the nought  
and the nine digits are represented by  
the following consonants when they are  
sounded or pronounced2 viz41 #j 7nought7
 by s1 z1 or csoft as in cease1 #a by t1
 th1 or d1 #b by n1 #c by m1 #d by r1 #e
 by l1 #f by sh1 j1 ch1 or gsoft as in  
the first g of ,george1 #g ghard as in  
,gorge1 k1 chard as in cane1 q1 or ng1  
#h by f or v1 and #i by b or p4  ,ample 
practice in translating the sounded     
consonants of words into figures1 or of 
figures into the sounded consonants of  
words will now be given4 ,if the reader 
can remember the foregoing consonant    
equivalents of figures in connection    
with the tabulated ,figure ,alphabet on 
the #gdth page of this lesson1 he can at
 once pass on through the book4 ,if not1
 he must carefully study the intervening

 pages with painstaking--for when once  
learned1 no further difficulty can      
arise4  ,the tabulated ,figure ,alphabet
 on the #gdth page of this lesson       
expresses the consonant values of the   
nought and nine digits in perpendicular 
columns1 as under nought 7#j7 are placed
 s1 z1 and csoft2 under nine are placed 
b and p2 under six are placed sh1 j1 ch1
 and gsoft1 c4 ,only those who possess  
first-rate natural memories can learn   
the equivalents of the sounded          
consonants in figures from this table4  
,but when learned in this way1 the pupil
 requires much practice in translating  
words into figures and figures into     
words4 ,even this exceptional pupil had 
better carefully study the ensuing      
examples4  ,the first thing to be done  
is to learn which consonants are used to
 stand for and represent the nought 7#j7
 and #a1 #b1 #c1 #d1 #e1 #f1 #g1 #h and 
#i4 ,let the student remember that we   
use vowels to make words with1 but we do
 not give the vowels a1 e1 i1 o1 u1 or  

w1 or y1 any number value whatever4     
,,we ,,represent ,,the ,,nought ,,or    
,,cypher #j ,,by ,,the ,,consonants ,s1 
,z1 ,,or ,csoft ,,as ,,in ,,cease4  ,the
 figure value of sew1 therefore equals  
or is represented by a cipher #j4 ,s    
#j1 and the vowel e and the consonant w 
have no figure value4 ,cannot the       
student understand at once that ,say    
#j1 ,see  #j1 ,ease  #j1 ,is  #j1 and   
,zoe  #j1 and ,seize  #jj1 ,size  #jj1  
,sauce  #jj8  ,the following is another 
way of fixing in mind this first rule4  
,if the capital letter ,s were cut into 
two parts1 and the bottom half attached 
to the top half1 it would make a nought 
7#j74 ,so it is easy to remember that ,s
 represents #j4 ,csoft as in cease has  
the same sound as ,s1 and should        
therefore stand for the same figure1    
viz41 #j2 and ,z is a cognate of        
,s--that is1 it is made by the same     
organs of speech in the same position as
 when making ,s1 only it is an          
undertone1 and ,s is a whispered letter4

 ,besides ,z should represent #j because
 it begins the word ,zero--,csoft should
 also stand for #j for the additional   
reason that ,csoft begins the word      
cipher4 ,in translating a word into     
figures we always turn ,s1 ,z1 or ,csoft
 into nought 7#j72 in turning figures   
into words we always translate a nought 
7#j7 into ,s1 ,z1 or ,csoft4      #a4   
,what is the first thing to be done8    
#b4 ,what must the student remember in  
connection with vowels8     #c4 ,by what
 do we represent the cipher8     #d4    
,what other way is given for fixing the 
first rule in the mind8     #e4 ,what is
 meant by a cognate8     #f4 ,what kind 
of a letter is ,s8  #a ,,is             
,,represented ,,by ,,the ,,consonant ,t1
 ,,th1 ,,or ,d4  ,toy  #a4 ,as t stands 
for #a1 and o and y are vowels1 and have
 no figure value1 the numerical value of
 ,toy must be #a4  ,thee  #a1 ,thou  #a1
 ,day  #a1 ,dew  #a1 ,this  #aj1 ,thus  
#aj1 ,does  #aj1 ,ties  #aj1 ,toes  #aj1
 ,deed  #aa1 ,doth  #aa1 ,to-day  #aa1  

,tattoo,b  #aa1 ,tut  #aa1 ,toad  #aa1  
,tied  #aa1 ,sat  #ja1 ,said  #ja1 ,seat
 #ja1 ,days  #aj1 ,toys  #aj1 ,these    
#aj1 ,those  #aj4  ,b ,see rules on page
 #gb4  t stands for #a1 because it is   
made with one downward stroke4 h has no 
figure value except when it is united   
with s or c in sh or ch1 and therefore  
th must represent #a1 and d1 being the  
cognate of t1 it is represented by #a4  
,hence we translate t1 th1 and d by the 
figure #a1 and when we want to represent
 #a1 by letters1 we translate it into t1
 th1 or d4  #b ,,is ,,represented ,,by  
,n1 because it is made by two downward  
strokes4 ,no  #b1 ,any  #b1 ,one  #b1   
,noise  #bj1 ,nice  #bj1 ,nest  #bja1   
,note  #ba1 ,then  #ab1 ,nun  #bb1 ,nan 
#bb1 ,son  #jb1 ,sine  #jb1 ,zone  #jb1 
,nine  #bb1 ,zeno  #jb1 ,sown  #jb4  #c 
,,is ,,represented ,,by ,m1 because the 
written m is made by three downward     
strokes4 ,aim  #c1 ,sum  #jc1 ,mum  #cc1
 ,maim  #cc1 ,money  #cb1 ,moth  #ca1   
,moon  #cb1 ,man  #cb1 ,month  #cba1    

,amends  #cbaj1 ,thin  #ab1 ,enemies    
#bcj1 ,home  #c4  #d ,,is ,,represented 
,,by ,r1 because it terminates the word 
four in several languages4 ,air  #d4 ,a 
and i are vowels1 and count for no      
figure value in ,air1 and hence that    
word represents only the figure #d4     
,wire  #d1 ,row  #d1 ,wort  #da1 ,wrath 
#da1 ,worth  #da1 ,ride  #da1 ,heirs    
#dj1 ,ruins  #dbj1 ,roast  #dja1 ,rum   
#dc1 ,roar  #dd1 ,saucer  #jjd1         
,swordsman  #jdajcb1 ,razors  #djdj1    
,arisen  #djb1 ,hermits  #dcaj4     #a4 
,in translating a word into figures1    
what do we always do8    #b4 ,by what   
letters is the figure #a represented8   
#c4 ,why does t stand for #a8    #d4    
,when does the letter h have a figure   
value8    #e4 ,by what is #b            
represented8    #f4 ,why8    #g4 ,how do
 we represent #c8    #h4 ,why8    #i4   
,by what consonant is #d represented8   
#aj4 ,why8  #e ,,is ,,represented ,,by  
,l1 because in the ,roman alphabet ,l   
stood for #ej1 and we disregard the     

cipher and make it stand for #e         
only--as1 ,oil  #e4 ,o and i1 being     
vowels1 may be used in a word1 but      
having no figure value1 do not change   
the numerical value of the word2        
therefore the figure value of oil is #e1
 the same as though the l stood alone4  
,lay  #e1 ,law  #e1 ,holy  #e1 ,awhile  
#e1 ,wheel  #e1 ,lit  #ea1 ,wealth  #ea1
 ,lad  #ea1 ,solo  #je1 ,sales  #jej1   
,slower  #jed1 ,lane  #eb1 ,alone  #eb1 
,lama  #ec1 ,earlier  #ded1 ,wholesale  
#eje1 ,unmilitaryness  #bceadbj4  #f    
,,is ,,represented ,,by ,,sh1 ,j1 ,,ch1 
,,and ,gsoft4 ,,we ,,have ,,the ,,letter
 ,,values ,,of #f1 ,,through ,,the      
,,initial ,,consonants ,,of ,,the       
,,phrase3 7,six71 ,shy ,jewesses ,chose 
,george4 ,in the following words1 the   
vowels have no figure value1 hence in   
translation are never counted4 ,show    
#f1 ,joy  #f1 ,hatch  #f1 ,huge  #f1    
,sage  #jf1 ,cheats  #faj1 ,shed  #fa1  
,sheath  #fa1 ,shot  #fa1 ,gin  #fb1    
,shin  #fb1 ,jean  #fb1 ,chin  #fb1 ,gem

  #fc1 ,jam  #fc1 ,shame  #fc1 ,chime   
#fc1 ,usher  #fd1 ,jury  #fd1 ,chair    
#fd1 ,wager  #fd1 ,shall  #fe1 ,jail    
#fe1 ,chill  #fe1 ,gentle  #fbae1       
,jewish  #ff4  #g ,,is ,,represented    
,,by ,ghard ,k1 ,chard ,q1 ,,and ,,ng4  
,,we ,,find ,,the ,,letter ,,equivalents
 ,,of #g ,,in ,,the ,,initial           
,,consonants ,,of ,,the ,,phrase3       
7,seven71 ,great ,kings ,came           
,quarrelling4 ,we thus use the          
termination ng to express #g4 ,hog  #g1 
,key  #g1 ,cue  #g1 ,young  #g1 ,yoke   
#g1 ,wig  #g4 ,as no vowels have any    
figure value1 they cut no figure in     
translating into numbers4 ,deck  #ag1   
,desk  #ajg1 ,kid  #ga4 ,skate  #jga1   
,ask  #jg1 ,asking  #jgg1 ,sketch  #jgf1
 ,squire  #jgd1 ,cases  #gjj1 ,gate     
#ga1 ,egad  #ga1 ,kite  #ga1 ,quote     
#ga4 ,this first g is hard 7#g7 and the 
second g is soft 7#f7 in ,ganges4 ,the g
 in ,governor is hard and in ,general is
 soft in ,governor-,general4 ,the first 
c is hard 7#g7 and the second c is soft 

7#j7 in accident1  #gjaba1 ,haggle  #ge1
 ,acme  #gc1 ,cannon  #gbb1 ,guitar     
#gad1 ,squeak  #jgg4  ,,we ,,represent  
#h ,,by ,f ,,and ,v1 ,,because ,,you    
,,can ,,imagine ,a ,,written ,f ,,to    
,,be ,,an ,,elongated #h1 ,,and ,v ,,is 
,a ,,cognate ,,of ,f1 hence equivalent  
to the same number2 as1 ,wife  #h1 ,wove
  #h4 ,the vowels1 although used in the 
words1 have no figure values1 neither do
 w1 y1 or h1 when not a part of sh or   
ch4 ,safe  #jh1 ,save  #jh1 ,ivy  #h1   
,hive  #h1 ,foe  #h1 ,dive  #ah1 ,edify 
#ah1 ,tiff  #ah1 ,thief  #ah1 ,thieve   
#ah1 ,tough  #ah1 ,enough  #bh1 ,navy   
#bh1 ,knave  #bh1 ,nefarious  #bhdj1    
,muff  #ch1 ,move  #ch1 ,ruff  #dh1     
,roof  #dh1 ,rough  #dh1 ,review  #dh1  
,alive  #eh1 ,aloof  #eh1 ,leave  #eh1  
,leaf  #eh1 ,alpha  #eh1 ,sheaf  #fh1   
,chaff  #fh1 ,jove  #fh1 ,shave  #fh1   
,shove  #fh1 ,cave  #gh1 ,calf  #gh1    
,gave  #gh1 ,cough  #gh1 ,quaff  #gh1   
,quiver  #ghd1 ,five  #hh1 ,fife  #hh1  
,feoff  #hh1 ,fifth  #hha1 ,vivid  #hha1

 ,faces  #hjj4  #i ,,is ,,represented   
,,by ,b ,,and ,p4 7,nine7 ,beautiful    
,peacocks would indicate the figure     
value of #i1 in the initial consonants  
of beautiful peacocks4 ,bee  #i1 and the
 two vowels ee have no figure value4    
,bow  #i1 ,pie  #i1 ,pew  #i1 ,pay  #i1 
,ape  #i1 ,up  #i1 ,by  #i1 ,base  #ij1 
,bias  #ij1 ,pose  #ij1 ,pause  #ij1    
,boat  #ia1 ,both  #ia1 ,bead  #ia1     
,bean  #ib1 ,bone  #ib1 ,pot  #ia1 ,path
  #ia1 ,pad  #ia1 ,pine  #ib1 ,beam     
#ic1 ,bar  #id1 ,bale  #ie1 ,badge  #if1
 ,bush  #if1 ,buff  #ih1 ,baby  #ii1    
,poem  #ic1 ,pair  #id1 ,pile  #ie1     
,push  #if1 ,page  #if1 ,puff  #ih1     
,pipe  #ii1 ,pope  #ii1 ,pack  #ig4     
#a4 ,why is #e represented by ,l8    #b4
 ,by what is #f represented8    #c4     
,through the initial consonants of what 
sentence1 not considering       the six 
in brackets8    #d4 ,where do we find   
the letter equivalents of #g1 not       
regarding the       seven in brackets8  
#e4 ,what termination do we also use to 

express #g8    #f4 ,if the termination  
ng represent #g1 what is the figure     
value of       ,singing8    #g4 ,give   
the figure value of ,hong-kong4    #h4  
,by what two consonants do we represent 
#h8    #i4 ,why8   #aj4 ,give the figure
 value of the vowels in these           
illustrations1 if       you find they   
have any value4  ,the representatives of
 the figures from #j up to #i are given 
in the initial consonants of the ten    
subsequent phrases following the        
figures3--      ,sidney ,merlish gave a 
bow,c      #j1 #a1 #b1 #c1 #d1 #e1 #f1  
#g1 #h1 #i4      ,nought  7#j7  ,so     
,zealous ,ceases4     ,one     7#a7     
,tankard this ,day4     ,two     7#b7   
,nostrils4 7or #b ,nations4 ,ex4 #ce1   
#aj2 #cg1 #bb47     ,three   7#c7       
,meals4 7or #c ,mighty ,men4 #b ,sam4   
#bc47     ,four    7#d7  ,roads4 7or #d 
,rings4 ,ex4 #be1 #bf2 #ch1 #e47        
,five    7#e7  ,loaves4 7,matt4 #ad2    
,mark #f2 ,luke #i47     ,six     7#f7  
,shy ,jewesses ,chose ,george4          

,seven   7#g7  ,great ,kings ,came      
,quarrelling4     ,eight   7#h7  ,fold  
,value4 7or #h ',varsity ,fellows47     
,nine    7#i7  ,pin ,bowling4  ,c       
,gouraud said3 ,satan may relish coffee 
pie4  ,this explanation is a help to    
remember the letter-values of the       
figures4 ,another way to fix these      
values in mind for permanent use is to  
turn words into figures1 as in going    
through an ordinary spelling-book4 ,this
 practice quickly enables you to turn   
figures into words1 and to translate    
them back into figures4 ,facility will  
be attained long before the lessons are 
completed4 ,but this lesson1 thoroughly 
studied1 will secure the needful        
proficiency4     #a4 ,by what two       
consonants is the figure value of #i    
represented8    #b4 ,what are           
represented in the initial consonants of
 the ten       ,phrases here given1 not 
including1 of course1 the words before  
the figures in brackets8    #c4 ,are    
these sentences of any help in          

remembering the letter values       of  
the figures8    #d4 ,what other way is  
there to fix these values in mind8      
#e4 ,what does this practice enable you 
to do8   ,,rules4  ,not to be glanced at
 or skipped1 but to be carefully        
studied4  #a4--,two consonants of the   
same kind with no vowel between1        
provided     they have the same sound1  
are treated as one consonant1 as     ll 
#e1 nn  #b1 rr  #d1 dd  #a1 c4 ,the     
first two     consonants have different 
values in the word accident  #gjaba4    
#b4--;,all silent consonants are        
disregarded1 as b in     ,lamb  #ec1    
,comb  #gc1 or in ,tomb  #ac4 ,ph and h 
in ,phthisic  #ajg2 gh in ,bought  #ia2 
k in     ,know  #b2 gh in ,neighbours   
#bidj2 l in ,could  #ga1 or     in      
,psalm  #jc4  #c4--,the equivalents of  
the figure-consonants have the same     
value     as those consonants           
themselves1 as gh in ,tough  #ah1 gh    
in ,enough  #bh2 gh in ,rough  #dh4     
,phrase  #hdj1     ,nymph  #bch1 ,lock  

#eg4 ,n sometimes sounds like     ng1   
and so represents #g1 as in ,bank 7#igg7
 which sounds like     bang 7not ban7   
with a k after it2 ng are not always    
taken     together as one sound and     
translated into #g1 but when they sound 
separately are treated separately1 as in
 engage  #bgf;,d4 ,x  gs     or ks  #gj1
 as in example  #gjcie2 in oxygen       
#gjfb4 ,sometimes     ,x  ,z1 as in     
,xerxes  #jdgjj1 and then it  #j4 ,ci   
and ti1 and     sometimes si and sci    
sh1 as gracious  #gdfj2 ,nation  #bfb2  
,conscience  #gbfbj4 ,dge  j1 as in     
,judge  #ff4 ,tch  ch  #f1 as     in    
ditch  #af 7it rhymes with rich  #df74  
,ch sometimes  k1 as in     ,christmas  
#gdjcj4 ,s and z sometimes  zh1 which is
 the cognate     equivalent of sh  #f1  
as in pleasure  #iefd1 and in           
,crozier  #gdfd4 ,acquiesce  #gj1       
excrescence  #gjgdjbj4  ,d ,pupils who  
have a poor ear for sounds sometimes    
fail to note when n sounds like ng and  
so means #g instead of #b4 ,let them    

study the words ringer 7#dgd71 linger   
7#eggd71 and ginger 7#fbfd74 ,the first 
syllable of linger rhymes with the first
 of ringer and not with the first of    
ginger2 it rhymes with ring and not with
 gin2 and if the first syllable of      
ringer is #dg1 the first of linger must 
be #eg2 but the second syllable of      
linger is ger1 while the second syllable
 of ringer is only er4 ,so linger is    
pronounced as if spelled ling-ger1 the n
 sounds like ng4 ,ringer is pronounced  
ring-er1 and ginger as if spelled       
gin-ger4     #a4 ,when will facility be 
attained8    #b4 ,are these rules to be 
carefully studied8    #c4 ,repeat the   
first rule4    #d4 ,what value is given 
to silent consonants8    #e4 ,what have 
the same value as the consonants        
themselves8    #f4 ,what does the       
consonant ,n sometimes sound like8      
#g4 ,what value is assigned to it in    
such cases8    #h4 ,what is the         
consonant ,x equal to8  #d4--,no notice 
is taken of any vowel or of w 7war  #d7 

or y     7yoke  #g71 or of h 7the  #a7  
except as part of ch or sh4 ,words      
like ,weigh1 ,whey1 c41 having no figure
 values1 are never counted4     ,if one 
word ends with1 and the next word begins
 with1 the same     consonant1 they are 
both reckoned1 as ,that ,toad  #aaaa4   
,,how ,,to ,,deal ,,with ,,decimal      
,,fractions4  ,the pupil may skip the   
next paragraph if not wishing to deal   
with decimals4  ,as a rule1 it is better
 not to use words beginning with ,s1    
except to translate decimals and        
fractions1 and ,date-words where a doubt
 might otherwise arise 7unless in a     
phrase like ,to see ,jiji1 delay a spy1 
c472 and in case of the decimals1 ,s1 as
 the initial letter1 means 7not #j1 but7
 the decimal point4 7#a7 ,if there is an
 integer followed by a decimal1 two     
separate words are used2 the            
decimal-word begins with ,s1 thus3      
#ide4ea  barley sold2 #ga4cdab  good    
,samaritan4 7#b7 ,if it is a decimal by 
itself1 the ,s indicates the decimal    

point only2 4#ja  society2 4#jb  ,susan2
 4#id  sparrow4 7#c7 ,if it is a vulgar 
fraction1 the words translating         
numerator and denominator begin with ,s1
 and the ,s's are not counted1 the      
numerator-word coming first1 and the    
denominator-word last2 thus #e_/ab  sell
 ,satan4  ,as to ,date-words1 just      
before the ,christian ,era you may use  
an initial ,s or the vowel ,a1 or any   
other vowel1 as1 ,stir would mean #ad   
,b4,c4 ,before ,christ2 and1 of course1 
,tower would mean #ad ,a4,d4 for ,anno  
,domini--in the year of our ,lord2 ,soar
  #d ,b4,c41 and ,rue  #d ,a4,d4 ,in a  
,date-word like ,trial1 to express #ade 
,b4,c41 no doubt could arise2 if the    
,pupil knows the contemporary history1  
he could not imagine it could be #bij   
later1 or #ade ,a4,d4 ,if he fears he   
might not remember that it was ,b4,c4 he
 could remove all doubt by using the    
word ,stroll1 or any other word which   
translates #ade and begins with ,s4     
#a4 ,do we ever take any notice of a    

vowel8  #b4 ,are there any words which  
do not have a figure value1 and if so1  
what are they8  #c4 ,when do we use the 
letter ,s in dealing with decimals8  #d4
 ,when does ,s indicate the decimal     
point8  #e4 ,when are two separate words
 used8  #f4 ,in such cases1 with what   
does the decimal word begin8  #g4 ,in   
case of a vulgar fraction1 what words   
begin with ,s8  #h4 ,are the ,s's then  
counted8  #i4 ,which word comes first8  
#aj4 ,how may we deal with date-words   
which express the time of     events    
before the ,christian ,era8 #aa4 ,after8
  ,for convenience of reference ,i now  
give the figure ,alphabet tabulated4    
----------------------------------------
-------      #j       #a   #b  #c  #d   
#e  #f       #g       #h  #i            
----------------------------------------
-------      ,s       t   n  m  r  l  sh
      ghard  f  b      ,z       th      
j       k       v  p      ,csoft  d     
ch      chard                           
gsoft  q                                

ng                                      
----------------------------------------
-------  ,if the pupil has mastered the 
,figure ,alphabet he will proceed with  
the greatest satisfaction and profit4   
,if he has not mastered it1 let him     
carefully review the foregoing pages of 
this chapter1 and then he can advance   
with the assurance of meeting no        
difficulties4     #a4 ,write the ,figure
 ,alphabet from memory4    #b4 ,if the  
pupil has not thoroughly mastered this  
alphabet1 what is       required of him8
    #c4 ,if the pupil must review the   
foregoing six pages1 let him find       
words himself which spell the figures4  
#d4 ,is not such a course much better   
than merely to read over the            
examples and illustrations which ,i     
give8    #e4 ,is it easy to find words  
with which to translate dates and       
numbers8   ,,how ,,to ,,find ,,words    
,,with ,,which ,,to ,,translate ,,dates 
,,and ,,numbers4  ,it is a simple and   
easy process2 knowing exactly what      

consonants are used to represent each of
 the numbers1 you simply write at the   
side of the numbers to be turned into   
words the consonants which stand for    
them2 and using any vowels you please1  
you find out by experimenting what words
 can translate the figures4 ,suppose you
 wish to find out what words will       
translate the date of the settlement of 
,jamestown1 ,va41 #afjg4 ,you place the 
figures under each other as below1 and  
then you place at the right hand of each
 figure the consonants which translate  
it4      #a  t1 th1 d4     #f  sh1 j1   
ch1 g soft 7as in gem71     #j  s1 z1 c 
soft 7as in cease74     #g  g hard1 k1 c
 hard1 q1 and ng4  ,by experimenting you
 soon find the following phrases will   
represent #afjg2 as1 ,a ,dutch ,song1   
,dash a ,sack1 ,to wash a ,sock1 ,the   
,choosing1 ,the ,chasing1 ,touches a    
,key1 c4  ,try the date of the adoption 
of the ,constitution of the ,united     
,states1 #aghg4 ,writing down the       
numbers as before1 you place t1 th1 d1  

opposite #a2 g hard1 k1 c hard1 q1 ng1  
opposite #g2 f and v1 opposite #h2 g    
hard1 k1 c hard1 q1 and ng1 opposite #g2
 and then you soon find translating     
words1 as follows3 ,to give a ,key1 ,the
 giving1 ,the quaffing1 ,the ,coughing1 
c4  ,in all cases you must carefully    
comply with the rules and explanations  
heretofore given4 ,a little practice    
will enable you to dispense with writing
 down the figures and the consonants    
which represent them2 but at first pains
 must be taken in the above way to      
secure accuracy4     #a4 ,what would be 
your method of procedure8    #b4 ,what  
must be done in all cases8    #c4 ,what 
will a little practice enable you to do8
    #d4 ,what must be done to secure    
accuracy at first8    #e4 ,deal with an 
original date in the way indicated here4
    #f4 ,in dealing with the date of the
 foundation of ,yale ,college1          
would the phrase taxes due express      
#agja8    #g4 ,if not1 why8    #h4 ,can 
you translate into a word or phrase the 

date of your own       birth8    #i4    
,translate into words or phrases the    
birth and death dates of       some of  
the historic characters which you admire
 most4   #aj4 ,keep a record of these   
words or phrases for future examination4
  ,try #afcf1 the date of the founding  
of ,harvard ,college3 ,you obtain ,dash 
a midge1 ,the chum age1 ,teach much1 ,to
 show my joy1 c4  ,the founding of ,yale
 ,college in #agja gives3 ,took a seat1 
,the cost1 ,the quest1 ,the cast1 ,a tax
 due1 or ,took a city1 c4  ,sometimes   
the first consonants only of words are  
used4 ,comenius1 ,educational ,reformer 
7things before words1 pictured          
illustrations1 c47 and ,moravian        
,bishop1 was born #aeib3 or 7#a7 ,things
 7#e7 ,well 7#i7 ,pictured 7#b7 ,now4   
,he died #afga2 or ,a 7#a7 ,teaching    
7#f7 ,churchman 7#g7 ,gave 7#a7 ,out4   
,,synthetic ,,translation ,,of          
,,figures4  ,when the word or phrase    
used to translate figures sustains no   
relation of ,in41 ,ex41 or ,con41 to the

 event itself1 that word or phrase is   
synthetic and is dealt with hereafter4  
,nearly all the translating words given 
in this section so far are synthetic4   
,the coughing1 sustains no relation of  
,in41 ,ex41 or ,con41 to the adoption of
 the ,constitution of the ,u4 ,s41 and  
is therefore relegated to the next      
chapter for the method of cementing it  
to that event if we were obliged to use 
that phrase4  ,synthesis will be        
sometimes hereafter resorted to to      
connect in our minds an event to its    
date4 ,when this will be necessary1 the 
sequel will show4   ,,analytic ,,date   
,,and ,,number ,,words4  ,when the word 
or phrase which translates the date or  
number sustains the relation of ,in41   
,ex41 or ,con41 to the event or fact    
itself1 that word or phrase is analytic1
 and is memorised by merely assimilating
 that relation4  ,different ways of     
expressing figures by words1 phrases1 or
 sentences that are self-connected to   
the fact or event will now be given4    

#a4 ,,sometimes ,,all ,,the ,,sounded   
,,consonants ,,of ,a ,,word ,,or        
,,phrase ,,are ,,used4  ,room-mates in  
college are called chums4 ,harvard      
,college--the oldest ,collegiate        
,institution in ,america--really        
introduced the chum age in ,america4    
,the formula for the date of its        
foundation in #afcf may be thus         
expressed--,harvard ,college founded2   
the chum age #afcf4  ,the annual        
production of iron in ,america is said  
to be six million four hundred and      
twenty-seven thousand1 one hundred and  
forty-eight tons4 ,these figures may be 
analytically expressed thus3 ,huge iron 
we get rough #f1dbg1adh tons4  ,the     
great wall of ,china is #a1bej miles    
long4 ,this may be expressed thus3 ,they
 now a high ,wall see #abej4  ,a        
characteristic of ,herbert ,spencer is  
the accuracy of his definitions4 ,his   
birth1 in #ahbj1 may be indicated by    
this significant phrase3 ,he ,defines   
#ahbj4  #b4 ,,sometimes ,,only ,,the    

,,initial ,,consonants ,,of ,,the       
,,words ,,or ,,phrases ,,or ,,sentences 
,,are ,,used4  ,caius ,julius ,caesar   
was born #ajj ,b4,c41 and he died #dd   
,b4,c4 ,his birth may be expressed by   
the phrase1 7#a7 ,the 7#j7 ,stripling   
7#j7 ,caesar2 and his death by a phrase 
which declares that his death was the   
remote result of his crossing the       
,rubicon1 thus3 7#d7 ,rubicon's 7#d7    
,revenge4  ,marcus ,tullius ,cicero was 
born #ajf ,b4,c41 and he died #dc ,b4,c4
 ,his birth3 7#a7 ,tullius 7#j7         
,cicero's 7#f7 ,childhood4 ,his death3  
7#d7 ,remove 7#c7 ,marcus4 ,in allusion 
to the order for his death4  ,the height
 of ,egypt's greatest pyramid is #dgi   
feet1 or 7#d7 ,world's 7#g7 ,greatest   
7#i7 ,pyramid4  ,the city of ,melbourne 
was named after ,lord ,melbourne in     
#ahcg1 or 7#c7 ,melbourne 7#g7          
,christened4  ,it will be convenient to 
consider all compound names of cities or
 places as if they were single words1   
using only the initial consonant of the 

first of the names1 as 7#b7 ,new-,york1 
or 7#b7 ,new-,amsterdam1 or 7#b7        
,united-,states1 etc4  ,new ,york ,city 
at first known as ,new ,amsterdam was   
settled by the ,dutch in #afbf1 or ,new 
,york founded3 7#a7 ,dutchmen 7#f7      
,chose 7#b7 ,new-,amsterdam 7#f7        
,joyfully4  ,virginia was settled at    
,jamestown in #afjg4 ,this date may be  
analytically expressed thus3 7#a7 ,then 
7#f7 ,jamestown 7#j7 ,was 7#g7          
,colonized4  ,the exact population of   
the ,united ,states1 according to the   
census of #ahhj1 may be expressed       
through the initial consonants of the   
following sentence3 ,a 7#e7 ,late 7#j7  
,census1 7#a7 ',eighty's' 7#h7          
,furnishes 7#i7 ,precise 7#b7           
,united-,states 7#j7 ,sovereign 7#i7    
,population1 or #ej1ahi1bji4  ,the exact
 population of the ,united ,states      
declared in ,june1 #ahij1 commonly      
called the census of ninety1 was stated 
as sixty-two millions six hundred and   
twenty-two thousand two hundred and     

fifty1 or ,a 7#f7 ,general 7#b7         
,enumeration 7#f7 which 7#b7            
,undoubtedly 7#b7 ,indicates 7#b7       
',ninety's' 7#e7 ,large 7#j7 ,census4   
#fb1fbb1bej1 or for the last three      
figures we could say3 7#b7 ,united      
,states' 7#e7 ,large 7#j7 ,census4      
,before the close of the year #ahij an  
official census of the ,whites and      
,indians on the ,indian ,reservations   
added #bdc1hge to the above number1     
making the total population of the      
,united ,states in #ahij1 #fb1hff1abe4  
,a 7#f7 ,general 7#b7 ,enumeration 7#h7 
,officially 7#f7 ,shows 7#f7 ,just 7#a7 
,the 7#b7 ,number 7#e7 ,living4 ,now    
7#ahie7 it is computed to be #fg1jjj1jjj
 to express the round numbers of        
millions1 we could say1 7#f7 ,just 7#g7 
,government or 7#f7 ,charming 7#g7      
,country4  ,the birth of ,herbert       
,spencer1 in #ahbj1 may be expressed    
thus3 7#a7 ,advent 7#h7 of 7#b7 ,infant 
7#j7 ,spencer1 or 7#a7 ,the 7#h7 ,future
 7#b7 ,unknowable 7#j7 ,spencer1 7#b7   

,infant 7#j7 ,spencer4 ,several         
different ways of expressing the same   
date will be given in a few cases4  ,it 
is often convenient for a teacher1 and  
others1 to recall the number of a page  
of a book in which a citation is found4 
,in ,prof4 ,william ,james's ,psychology
 ,abridged for ,schools and ,colleges1  
the chapter on ,habit begins on p4 #acd1
 or 7#a7 ,the 7#c7 ,mould 7#d7 ,rules2  
the chapter on ,will begins on p4 #dae3 
,a 7#d7 ,resolve 7#a7 ,denotes 7#e7     
,will2 the chapter on ,attention begins 
on p4 #bag1 or 7#b7 ,notice 7#a7        
,attention's 7#g7 ,qualities2 the       
chapter on ,association begins on p4    
#bec1 or 7#b7 ,now 7#e7 ,help 7#c7      
,memory2 and that on ,memory on p4 #bhg1
 or 7#b7 ,intellect 7#h7 ,forbids 7#g7  
,cramming4 ,prof4 ,loisette's ,new ,york
 ,office is in ,fifth ,avenue at ,no4   
#bcg1 or ,a 7#b7 ,new 7#c7 ,memory 7#g7 
,given1 or ,a 7#b7 ,new 7#c7 ,memory    
7#g7 ,acquired4 ,his ,london ,office was
 formerly at #cg a memory gained ,new   

,oxford ,street4 ,it is now at #bjj     
,regent ,street1 ,london 7#b7 ,now 7#j7 
,secure 7#j7 ,assimilation4  #c4        
,,sometimes ,,the ,,first ,,two         
,,consonants ,,of ,a ,,word ,,are       
,,used4  ,sheridan's famous ride        
occurred in #ahfd4 ,in dates of the last
 and present century it is usual to     
indicate the last two figures of the    
date4 #fd1 therefore1 is all we need    
express4 ,formula3 ,sheridan's ride in  
#ahfd--7fd7 ,cheers2 or1 7#fd7          
,sheridan4 ,the ,pennsylvania ,whisky   
,rebellion took place in #agid2 or1     
7#id7 ,brewery4  #d4 ,,sometimes ,,the  
,,first ,,and ,,last ,,consonants ,,of  
,a ,,word ,,are ,,used1 ,,and           
,,sometimes ,,two ,,consonants ,,in     
,,the ,,middle ,,of ,a ,,word4  ,these  
devices are rarely resorted to1 but if  
ever used1 they must be thoroughly      
assimilated4 ,battle of ,waterloo was   
fought in #ahae2 #ae may be found in the
 t and l of 7#ae7 ,waterloo4 ,herbert   
,spencer was born1 as we have already   

seen1 in #ahbj4 ,the #bj may be found in
 the n and c of ,spencer4  #e4 ,never1  
on any account1 use the same word to    
express two different dates2 as1 its    
first two consonants for one date and   
its two middle1 or its first and last   
consonants1 to express another date4    
#f4 ,never fail to carefully analyse the
 relations between the fact or event and
 its date or number word4  ,,subject    
,,to ,,the ,,exceptions ,,hereafter     
,,named1 ,,all ,,dates ,,and ,,numbers  
,,should ,,be ,,exactly ,,expressed ,,in
 ,,the ,,date ,,or ,,number ,,words4    
,alexander the ,great was born #cef     
,b4,c4 and died in a drunken debauch    
#cbc ,b4,c4 ,his birth3 7#c7            
,macedonia's 7#e7 ,alexander a 7#f7     
,child4 ,his death3 ,a 7#c7             
,macedonian's 7#b7 ,inebriation 7#c7    
,mortal4 ,several mnemonists of the old 
school have for the past forty years    
used the phrase ,rise1 ,sire1 to express
 the date of the creation of the world1 
which according to the accepted biblical

 chronology took place #djjd ,b4,c4 ,but
 that phrase1 proper enough in the      
mouths of the sons of ,noah1 when they  
found their father lying on the ground  
in a fit of intoxication1 could have no 
pertinence when applied to the ,creator1
 to the creation in general1 or to the  
creation of this world in particular4 ,a
 self-connected phrase would1 however1  
express this date as follows3 ,creation 
of the ,world3 7#d7 ,earth 7#j7 ,started
 7#j7 ,swiftly 7#d7 ,rotating4  ,first  
,exception4--,from ,a4,d4 #ajjj to      
,a4,d4 #agjj the last three figures of  
the date should be expressed in the date
 words4 ,mars expresses #cdj and could  
be used to indicate the invention of    
cannon in 7#a7 #cdj by one who knew that
 ,mars was the name of the god of war in
 classic mythology4 ,the formula would  
be3 ,invention of cannon3 7#a7 #cdj     
,mars4 ,but this term would have no     
mnemonic significance to one who knows  
the word ,mars as meaning only one of   
the planets4 ,hence the danger--ever to 

be avoided--of using classical allusions
 in teaching the average student4 ,a    
7#c7 martial 7#d7 ,organ 7#j7 ,sways1 or
 murderous artillery started4  ,second  
,exception4--,from ,a4,d4 #agjj to the  
present moment1 the last two figures    
must be expressed in the date words4    
,many examples will hereafter illustrate
 this exception4 ,in very rare cases1   
the expression of the last figure in the
 date word will suffice4 ,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 century1  
the former in #ahjc and the latter in   
#ahji4 ,the following formulas would    
give the date of their birth3 ,ralph    
,waldo 7#ahj7c ,emerson2 ,oliver        
,wendell ,holmes 7#ahj7i ,breakfast4    
,third ,exception4--,in cases where     
there is no practical utility in        
comparing one very large number with    
another1 as in the case of the distances
 of the planets from the sun1 mere round

 numbers may suffice1 yet astronomers   
must know such numbers with exactness4  
,but in regard to all mundane affairs1  
the pupil must throw off the character  
of scholar and assume the license of    
children1 if he attempts to express     
large numbers1 as of populations1 c41 by
 guessing1 or1 what is the same thing1  
by only giving round numbers4 ,the      
,brooklyn ,suspension ,bridge is #eihi  
feet long1 and the ,forth ,bridge1 which
 crosses the ,firth of ,forth in        
,scotland1 is #hbif feet long4 ,now1    
instead of saying that the former is    
about #ejjj feet long1 why not say #eihi
 feet long8 7#e7 ,long 7#i7 ,bridge 7#h7
 ,of 7#i7 ,brooklyn4 ,and instead of    
saying that the latter is about or      
somewhere in the neighbourhood of #hjjj 
feet long1 why not be exact and say     
#hbif feet long8 7#h7 ,forth's 7#b7 ,new
 7#i7 ,bridge 7#f7 ,shown4 ,it was      
completed in #ahij4  ,no one who has not
 had experience in dealing with         
thousands of poor memories1 as ,i have  

had1 can realise the fact that in most  
cases of poor memories the facts        
themselves are often possessed1 but are 
mostly unrecallable when wanted4 ,i have
 tried to teach pupils how to find      
analytic date or number words without   
any previous training in ,in41 ,ex41 and
 ,con41 and #ii of all such attempts    
have always been failures4 ,the #ajjth  
case1 which succeeded1 only confirmed   
the rule4 ,on the other hand1 ,i have   
always found that these failures become 
successes after a thorough practical    
training in ,in41 ,ex41 and ,con41 such 
as ,i have already given4 ,in fact1 ,i  
never had a pupil who became proficient 
in the use of ,in41 ,ex41 and ,con41 who
 did not arrive at the use of analytic  
number words without any specific       
directions from me4 ,but ,i think1 on   
the whole1 that it is the better way to 
combine direct and specific training in 
analytic number words1 with a previous  
exhaustive general drill in ,in41 ,ex41 
and ,con4  ,the rules hereafter given   

must be carefully studied and every     
example painstakingly examined4 ,after  
studying my formulas let the pupil      
endeavour in each case to find a better 
one himself4 ,if the pupil acts on my   
advice1 he will know how to be always   
sure to think of the needful related or 
including facts for finding analytic    
date words1 phrases1 or sentences4  ,the
 different processes for dealing with   
dates or numbers may be classified as   
follows3--  7#a7 ,cases where the name  
of the person1 fact1 or event gives its 
date2 as1 ,birth of the colored orator  
and politician ,frederick ,douglass     
7#ah7ag4 ,this kind of a case is of rare
 occurrence1 and it would be like the   
charlatanry which has disgraced many    
former memory systems to allow the pupil
 to suppose that it frequently happens4 
,a glance at the event1 word1 or        
description will quickly tell him if it 
represents the necessary figures1 and if
 it do not1 he must resort to an        
analytic date word1 or phrase1 or       

sentence1 whichever he finds most       
suitable for him4 ,no one figure        
alphabet contains the advantages of all 
others4 ,each has special advantages in 
special cases4 ,whatever figure         
alphabet1 however1 is used1 the main    
thing about it is to master it          
thoroughly4  7#b7 ,cases where a        
significant or analytic word or phrase  
expresses the date or number4 ,ill-usage
 expresses the date of the death of     
,columbus in #aejf1 as he died in great 
neglect4 ,the impetuous pupil says3 ,how
 can ,i be sure that this phrase applies
 to ,columbus8 ,would it not apply to   
any one who had been ill-used8          
,certainly not4 ,it applies only to an  
ill-used man whose date 7birth or death1
 c47 was in #aejf4 ,if he knows of some 
other man who was greatly ill-used and  
who died in #aejf1 then he must use     
another analytic phrase for that man4   
,see next paragraph4  ,six distinguished
 persons were born in #ahji1 yet the    
date of the birth of each is easily     

fixed3 ,darwin1 whose principal work was
 called ,origin of ,species2 ,gladstone1
 noted for his vigorous eloquence2      
,lincoln1 who was conspicuous as a      
binder together of separated ,states2   
,tennyson1 who was chosen as            
,poet-,laureate1 and who was born at    
,somersby1 ,england2 ,felix             
,mendelssohn-,bartholdy1 who early      
displayed a musical genius1 and whose   
first oratorio was called ,st4 ,paul2   
,elizabeth ,barrett ,browning nee       
,elizabeth ,barrett1 whose poems are    
distinguished for their subjectivity4   
,the analytic formulas for these        
different persons born in the same year1
 #ahji1 may each differ from the others1
 thus3       ,birth of ,charles ,darwin 
,species 7#ah7ji         ----   ,william
 ,ewart ,gladstone ,spellbinder 7#ah7ji 
----   ,abraham ,lincoln ,splicer       
7#ah7ji         ----   ,alfred          
,tennyson1 ,poet 7#ahj7i or 7#j7        
,selected 7#i7 ,poet               or   
,somersby 7#ji7         ----   ,felix   

,mendelssohn-,bartholdy 7#ahj7i or      
,precocious 7#ahj7i1               or   
7#j7 ,st4 7#i7 ,paul         ----       
,elizabeth ,barret ,browning 7#ahj7i1 or
 ,subjective 7#ah7ji     #a4 ,do all    
pupils succeed in finding analytic date 
or number words       without any       
previous training in ,in41 ,ex41 or     
,con48    #b4 ,what proportion          
succeeded8    #c4 ,does this not confirm
 the rule8    #d4 ,do these failures    
ever become successes8    #e4 ,how8     
#f4 ,what must be carefully studied     
hereafter8    #g4 ,after studying my    
formulas1 what should the pupil do8     
#h4 ,what will be the result1 if the    
pupil acts on my advice8    #i4 ,in what
 ways may the different processes for   
dealing with dates       and numbers be 
classified8  ,benjamin ,franklin was    
born in #agjf1 and died in #agij4 7#j7  
,sagacious 7#f7 child would analytically
 fix his birth1 as he was known as a    
precocious boy3 or the single word 7#jf7
 ,sage4 ,as he was a great worker all   

his life1 7#ij7 ,busy1 or 7#i7 ,benjamin
 7#j7 ,ceased would significantly       
express his death-date4  7#c7 ,cases    
where the initial consonants of a short 
sentence analytically express the date4 
,the analytic number words1 phrases1 and
 sentences which one retains most easily
 are those which he has made himself4   
,formulas prepared by others are        
perfectly retained1 however1 if they are
 thoroughly assimilated4  ,the analytic 
word or phrase is what one most usually 
finds and uses4 ,sentences will         
sometimes be useful because they may    
contain the name of the event1 and they 
sometimes offer a wider range for       
selection of the needed consonants2 but 
care must be taken to avoid ambiguity4  
,to indicate the birth of ,lincoln1 we  
might use this formula3 7#a7 ,dawn 7#h7 
of 7#j7 ,assassinated 7#i7 ,president1  
but as ,garfield was also assassinated1 
the formula in its meaning would equally
 apply to the latter4 ,if1 however1 we  
know that ,garfield was born in #ahca1  

the ambiguity would be removed4 7#a7    
,dawn 7#h7 of 7#j7 ,assassinated 7#i7   
,abraham could apply only to ,lincoln4  
7#a7 ,dawn 7#h7 of 7#j7 ,slavery's 7#i7 
,president would be applicable to the   
career of ,buchanan1 ,pierce and        
,fillmore1 but it would express the     
birth-date only of ,lincoln1 while it   
would be wholly inapplicable to his     
career4 7#a7 ,dawn 7#h7 of 7#j7         
,slavery's 7#i7 ,punisher would         
exclusively apply to ,lincoln's life and
 birth-date4     #a4 ,can you think of  
any other analytic words to express the 
date of       the birth of ,abraham     
,lincoln8    #b4 ,since h has no figure 
value1 could we not use ,shaper8    #c4 
,if not1 why8    #d4 ,what analytic     
number1 word1 phrase1 or sentence1 does 
the pupil       retain best8    #e4 ,are
 formulas made by others ever perfectly 
retained8    #f4 ,in what cases8  7#b7  
,noah a 7#cd7 ,mere 7#h7 ,waif1 7#b7    
,noah 7#c7 ,may 7#dh7 ,rove1 or 7#b7    
,noah 7#c7 ,may 7#dh7 ,arrive1 are      

analytic sentences where all the sounded
 consonants are used4 ,but a greater    
variety of sentences might be found1 or 
one sentence be more readily found in   
the first instance if only the initial  
consonants are used3 as1 7#b7 ,noah's   
7#c7 ,menagerie 7#d7 ,ark 7#h7 ,full1 or
 7#b7 ,noah 7#c7 ,made 7#d7 ,ararat 7#h7
 ,famous1 or 7#b7 ,noah's 7#c7          
,marvellous 7#d7 ,rainy 7#h7 ,flood1 or 
7#b7 ,noah's 7#c7 ,mighty 7#d7 ,ark 7#h7
 ,floated1 or 7#b7 ,noah 7#c7 ,mounted  
7#d7 ,ararat 7#h7 ,firmly4 ,other       
specific analytic phrases for this event
 may easily be found by the student4    
,the superiority of analytic phrases    
where all the sounded consonants are    
used1 over the analytic sentences1 where
 only the initial consonants are        
employed1 may be seen in the case of the
 number of men who enlisted in behalf of
 the ,federal ,government in the late   
war4 ,the number was two millions1 three
 hundred and twenty thousand1 eight     
hundred and fifty-four4 ,by initial     

consonants we have1 7#b7 ,any 7#c7 ,man 
7#b7 now 7#j7 is 7#h7 a full 7#e7 loyal 
7#d7 ,hero4 ,by all the sounded         
consonants we have--,inhuman ,civil     
,war2 the latter shorter1 more          
significant1 and more easily remembered4
 ,and1 on the principle that a          
condensed1 brief statement1 if clear and
 definite1 makes a more vivid impression
 than a longer one1 we shall find that a
 short analytic phrase is better for the
 memory than an analytic sentence1 and  
an analytic single word than a phrase4  
,but a short analytic phrase1 or a short
 analytic sentence1 is usually          
necessary1 owing to our ignorance of the
 subject matter1 the limitations which  
belong to all figure alphabets1 and our 
neglect to act strictly on the lines of 
,in41 ,ex41 and ,con4     #a4 ,is the   
analytic word or phrase self-connected  
to the event8    #b4 ,why will sentences
 sometimes be useful8    #c4 ,what must 
be avoided8    #d4 ,can a greater       
variety of sentences be found if only   

the initial       consonants are used8  
#e4 ,what does the phrase ,inhuman      
,civil ,war represent8    #f4 ,what does
 it show the superiority of8    #g4     
,what are the characteristics which     
recommend it8    #h4 ,is a short        
analytic phrase better for the memory   
than an       analytic sentence8    #i4 
,on what principle8  7#d7 ,cases where  
there is no direct relation between the 
person1 fact1 or event1 and the date1 or
 number word or words4 ,in such cases1  
,synthesis1 which is taught hereafter1  
develops an indirect relation4          
,synthesis is used in three cases3 7#a7 
,where there is no relation existing    
between the fact or event and its date  
word2 7#b7 ,where we are ignorant of all
 the facts which would give us          
significant or analytic date-words2 and 
7#c7 where we know the needful pertinent
 facts with which analytic words could  
be formed1 but we cannot recall them for
 use4 ,in these three cases ,synthesis  
must be used4 ,i will now give and      

illustrate the rules for the prompt     
finding of analytic date or number      
words4  ,the preparation for thus       
remembering numbers without effort is   
the only exertion required4 ,when the   
method is mastered1 the application of  
it is made with the greatest ease and   
pleasure4  ,there are four indispensable
 requisites to finding analytic date and
 number words promptly4  7#a7 ,,such ,a 
,,mastery ,,of ,,the ,,figure ,,alphabet
 ,,that ,,the ,,consonant ,,equivalents 
,,of ,,the ,,cipher ,,and ,,nine        
,,digits ,,are ,,at ,,instant ,,command1
 ,,and ,,never ,,have ,,to ,,be ,,looked
 ,,up ,,when ,,you ,,have ,,to ,,deal   
,,with ,,figures4  ,pumps were invented 
in #adbe4 ,a student who thinks #b is to
 be translated by m instead of n1       
translates the dates by these phrases1  
viz41 ,drum a whale1 or ,trim oil1 or   
,to ram a wall4 ,as these phrases       
sustain the relation neither of ,in41   
,ex41 or ,con4 to the fact1 they are    
hard to be remembered2 and if           

remembered1 they mislead4 ,the student  
who has mastered the ,fig4 ,alphabet    
remembers that n stands for #b1 and if  
he knows the object of pumps1 he at once
 finds the analytic phrase1 ,drain a    
well4 ,the formula would be3 ,the pump  
invented--,drain a well 7#adbe71 or 7#a7
 ,water 7#d7 raised 7#b7 in a 7#e7      
hollow4 ,how could he forget the date8  
,tea was first used in ,europe in #afja4
 ,the unobserving student imagines that 
#f is translated by ghard1 k1 chard1 q1 
or ng1 and so he translates #afja into  
,outcast1 7#agja72 a mistake of #ajj    
years1 and1 besides1 ,outcast is wholly 
unconnected with the introduction of tea
 into ,europe4 ,the genuine student     
knows that #f is represented by sh1 j1  
ch1 or gsoft1 and so he at once finds   
the analytic formula3 ,tea first        
introduced into ,europe--,tea chest     
7#afja74 ,the figure phrase bears the   
relation of ,in4 and ,con4 to the event1
 and cannot be forgotten4 ,besides many 
people believe that tea helps digestion1

 and such persons would find an analytic
 date-word thus3 ,tea first used in     
,europe--,digest 7#afja74     #a4 ,what 
is sometimes necessary8    #b4 ,in how  
many cases is ,synthesis used8    #c4   
,what are they8    #d4 ,how many        
indispensable requisites are there to   
finding analytic       date and number  
words promptly8    #e4 ,is draining a   
well the sole object of a pump8    #f4  
,was such its purpose originally8    #g4
 ,explain the two phrases used to fix   
the date of the introduction       of   
tea into ,europe4    #h4 ,can a figure  
phrase that bears the relation of ,in41 
,ex41 or ,con4       to the event be    
forgotten8  ,csoft is often mistaken for
 chard by careless learners4 ,fulton's  
steamboat ,clermont was launched in     
#ahjg4 ,such a pupil translates that    
date by the phrase1 ,defies ice 7#ahjj74
 ,here c is soft and represents a cipher
 and not #g4 ,defy a scow gives the     
exact date4 ,here the c is hard and     
represents #g1 and as the steamboat     

could easily outrun the scow1 the phrase
 is easily remembered4  ,an impatient   
pupil who never learns anything         
thoroughly often disregards the rule    
about silent consonants4 ,braddock and  
most of his men were killed by the      
,indians in #agee4 ,this date this pupil
 translates by the phrase1 ,dock knell  
all 7#agbee74 ,he overlooks the fact    
that #ag was expressed by ,dock1 and no 
one out of a mad-house can tell how he  
came to add knell all1 unless he had    
forgotten that he had provided for the  
#g of #ag1 and imagined that k in knell 
is sounded4 ,but how account for n to   
introduce #b8 ,a genuine pupil would    
find the analytic phrase in ,they kill  
all 7#agee74  ,andrew ,jackson1 the     
seventh ,president1 died in #ahde4 ,the 
unindustrious pupil imagines that p     
represents #h1 and not f or v1 and      
translates #ahde into ,to pour oil      
7#aide74 ,the diligent student finds an 
analytic translation of the date in the 
phrase ,the farewell 7#ahde74  ,these   

illustrations are sufficient to convince
 any one that the ,figure ,alphabet must
 be mastered before the attempt is made 
to deal with dates and numbers4  7#b7   
,,the ,,pupil ,,must ,,possess ,,such ,a
 ,,mastery ,,of ,,the ,,subject ,,matter
 ,,that ,,he ,,can ,,instantly ,,recall 
,,facts ,,relating ,,thereto ,,on ,,the 
,,lines ,,of ,,in41 ,,ex41 ,,and ,,con4 
,if he lacks such knowledge he had      
better deal with dates and numbers which
 he must remember by synthesis          
hereafter1 or by ,numeric ,thinking1    
rather than strive in vain to find      
analytic date and number words4     #a4 
,what mistake does the impatient pupil  
make8    #b4 ,does this not convince you
 that the figure alphabet must be       
mastered before the attempt is made to  
deal with dates8    #c4 ,what is the    
second requisite to becoming proficient 
in forming       analytic date words8   
#d4 ,what should the pupil do if he     
lacks the knowledge indicated           
here8    #e4 ,if the pupil fixes in mind

 the population of three ,states per    
day1 how long will it take him to learn 
the population of all       the         
,american ,states8    #f4 ,how long to  
deal in like manner with the population 
of all the       countries of the globe8
  ,it is said that there are #a1gej     
spoken languages4 ,if the pupil does not
 know that the tongue is moved in       
different ways to pronounce the         
distinctive sounds of different         
languages1 he might not think of this   
analytic translation of 7#agej71 ,tongue
 all ways4  ,the population of ,kentucky
 according to the last census 7#ahhj7   
was #a1fdh1fij4 ,those who do not know  
the ,kentuckians raise fine saddle and  
race horses1 many of which are bays1    
might not think of the analytic phrases1
 ,teacher of showy bays1 or ,teacher of 
a showy pace4  ,the estimated number of 
horses in the world is #eh1egf1cbb4     
,those who do not know how cruelly      
coachmen often treat the horses under   
their charge might not think of the     

analytic phrase1 ,will feel coachmen    
now4  ,the ,yellowstone ,national ,park 
contains #b1bid1gdj acres4 ,one who does
 not know that this park was recently   
created1 might not think of the analytic
 phrase1 ,one ,new ,park arose4  ,the   
,u4 ,s4 ,government paid out in the year
 #ahfe the sum of #a1big1eee1cbd4 ,if   
one wished to remember the exact        
figures1 he could easily find an        
analytic phrase1 if he thinks of the act
 of delivering or handing over the      
money1 as ,they unpack loyally all money
 here4 ,if any analytic phrase is long  
or awkwardly constructed1 it is very    
easy to memorise it by the              
analytic-synthetic method2 as 7#a7 ,they
 unpack4 7#b7 ,they unpack money4 7#c7  
,they unpack money here4 7#d7 ,they     
unpack all money here4 7#e7 ,they unpack
 loyally all money here4  ,the number of
 letters delivered in ,great ,britain   
during the postal year of #ahha-hb was  
#a1bhj1fcf1bjj4 ,if the student knows   
that the ,central ,post ,office of      

,london is a very large building1 he    
could instantly find the analytic       
phrase1 ,within office huge much news we
 see4  ,the amount lost annually by fire
 in the ,united ,states is estimated at 
#aab1hec1ghd4 ,if we do not go outside  
of the subject matter of losses by fire1
 we shall readily find an analytic      
phrase by means of which we can         
certainly remember that large number of 
dollars--,a debt on flaming fire4       
,there are #fec1jbj ,freemasons in ,u4  
,s4 ,a4 ,those who know what is meant by
 the phrase1 ,from labor to refreshment1
 in the masonic ritual1 will at once    
translate those figures into the        
analytic phrase1 ,jolly ,masons4  ,there
 are #eia1hjj ,odd ,fellows in the      
,united ,states4 ,notice if you can find
 figures to translate ,odd or ,fellows1 
or any other fact pertaining to the     
,order1 and you have the analytic       
phrase1 ,all happy ',odd' faces4  ,there
 have been granted #dbh1bab patents in  
the ,united ,states4 ,can you find any  

word pertaining to patents in those     
figures8 ,we here invent anew4  ,the    
number of ,indians in the ,united       
,states is estimated as #bda1cbi4       
,considering how unkindly treated many  
of them have been1 we find an analytic  
phrase which fits the fact--,no red man 
happy4  ,the population of the state of 
,new ,york in #ahhj was five millions1  
eighty-two thousand1 eight hundred and  
seventy-one 7#e1jhb1hga74 ,an analytic  
phrase founded on any conspicuous       
characteristic of the population1 or on 
any prominent aspect of the geography of
 the ,state ,niagara ,falls1 for        
instance1 which many of its people have 
witnessed1 would suffice1 or ,a 7#e7    
,legal 7#j7 ,census 7#h7 ,of 7#b7       
,new-,york's 7#h7 ,folks 7#g7           
,comprising 7#a7 ,eighty's4  ,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 numbers4     #a4 ,give an     

original analytic phrase expressing the 
number of acres       in ,yellowstone   
,national ,park4    #b4 ,why do we not  
give all three of the l's in the word   
loyally a       figure value8    #c4 ,in
 translating the word debt1 why is it   
not #aia instead of #aa8    #d4 ,what   
makes these phrases easy to remember8   
#e4 ,give an analytic phrase expressing 
the number of patents granted       in  
the ,united ,states4    #f4 ,what great 
satisfaction can the conscientious pupil
 always have8    #g4 ,suppose1 when the 
pupil reaches this page1 he has learned 
that       the number of the population1
 or of patents1 or of ,masons1 ,odd     
,fellows1 c41 has changed1 what is he to
 do8    #h4 ,must he not deal with the  
latest statement of the fact1 and find  
his own analytic number words8   ,,dates
 ,,of ,,the ,,accession ,,of ,,the      
,,american ,,presidents4  ,the          
date-words opposite each name can be    
learned by one careful analytic perusal4
 ,if the relation is not understood in  

any case1 a glance at the explanations  
which follow the series of ,presidents  
will remove all doubt or difficulty4    
99,,george ,,washington        ,fabian  
7#aghi74        ,,john ,,adams          
,bickerings 7#agig74     99,,thomas     
,,jefferson         ,steed 7#ahja74     
99,,james ,,madison                     
,speculative 7#ahji74     99,,james     
,,monroe             ,doctrine 7#ahag74 
,,john ,q4 ,,adams            ,unlucky  
7#ahbe74     99,,andrew ,,jackson       
,unwhipped 7#ahbi74        ,,martin     
,,van ,,buren         ,mocked 7#ahcg74  
,,william ,,henry ,,harrison   ,hard    
cider 7#ahda74        ,,john ,,tyler    
,rudderless 7#ahda74        ,,james ,k4 
,,polk            ,realm-extender       
7#ahde74     ,,zachary ,,taylor         
,warproof 7#ahdi74        ,,millard     
,,fillmore         ,licenser 7#ahej74   
,,franklin ,,pierce          ,looming   
7#ahec74        ,,james ,,buchanan      
,lecompton 7#aheg74     99,,abraham     
,,lincoln          ,agitation 7#ahfa74  

,,andrew ,,johnson           ,shall     
7#ahfe74     99,,ulysses ,s4 ,,grant    
,chapultepec 7#ahfi74                   
,,rutherford ,b4 ,,hayes      ,cocoa    
7#ahgg74     ,,james ,a4 ,,garfield     
,fatal 7#ahha74        ,,chester ,a4    
,,arthur        ,after 7#ahha74         
,,grover ,,cleveland         ,flood     
7#ahhe74        ,,benjamin ,,harrison   
,fibrous 7#ahhi74        ,,grover       
,,cleveland         ,boom 7#ahic74  99  
,those who were in office more than four
 years were re-elected for a second     
term4 ,the second term always began four
 years after the beginning of the first 
term4   ,those who were ,presidents for 
less than four years died in office and 
were succeeded by ,vice-,presidents4    
,president ,lincoln was murdered forty  
days after the commencement of his      
second term of office1 when             
,vice-,president ,johnson became the    
#agth ,president4     #a4 ,how can the  
date-words opposite each name be        
learned8    #b4 ,what must be done in   

case the relation is not understood8    
#c4 ,what is the relation between       
,william ,henry ,harrison and ,hard     
cider8    #d4 ,why would not ,sweet     
cider do8    #e4 ,what ,presidents      
served more than one term8    #f4 ,how  
is this indicated8    #g4 ,how many died
 in office8    #h4 ,when is the pupil   
supposed to learn the series of         
,presidents8  ,,remarks4--,the pupil is 
presumed to have learned heretofore the 
series of ,presidents from ,washington  
to ,grover ,cleveland1 and to have      
recited it forwards and backwards many  
times4 ,now let him learn the dates of  
their accession to office1 and then let 
him recite the series both ways in      
connection with those dates several     
times3 as1 ,george ,washington1 #aghi2  
,john ,adams1 #agig2 ,thomas ,jefferson1
 #ahja1 c41 c41 to ,grover ,cleveland1  
#ahic and then back to ,washington4     
,although it is much better for the     
pupil to find his own analytic          
date-words1 yet1 as many may not have   

the time to do so while studying this   
lesson1 ,i append a few explanations of 
the facts on which the above analytic   
date-words are founded4  ',fabian' was  
applied to the military tactics of      
,washington1 on some occasions1 when he 
imitated the policy of ,quintus ,fabius 
,maximus ,verrucosus1 a ,roman ,general 
who not daring to hazard a battle       
against ,hannibal1 harassed his army by 
marches1 counter-marches1 and           
ambuscades4 ,bickerings were incessant  
during ,john ,adams's administration    
between his own supporters and the      
faction of ,hamilton4 ,steed--,jefferson
 rode on horseback to the ,capitol to   
take his oath of office as ,president4  
,arrived there he dismounted and        
fastened his steed to an elm-tree1 since
 known as ,jefferson's tree4 ,he did    
this to signalise his disapprobation of 
royalty1 and his preference for         
democratic equality4 ,speculative were  
the celebrated ,madison ,papers4        
,doctrine--the ,monroe doctrine declared

 that no foreign power should acquire   
additional dominion in ,america4        
,unlucky was correctly applied to ,john 
,quincy ,adams's administration4 ,see   
,barnes's ,u4 ,s4 ,his41 p4 #age4       
,unwhipped--,jackson always came off    
victorious in all his duels and military
 campaigns4 ,mocked--,van ,buren was    
appointed by ,jackson as ,u4 ,s4        
,minister to ,england4 ,the ,united     
,states ,senate rejected his nomination4
 ,this political insult secured much    
sympathy for him1 and helped to make him
 ,president4 ,hard-cider was a party    
watchword during ,harrison's campaign   
for the ,presidency4 ,rudderless--,tyler
 often changed his political views1 and 
finally turned against the ,united      
,states ,government1 of which he had    
been ,chief ,executive4                 
,realm-extender--during ,polk's         
administration the ,united ,states      
acquired the territory embracing        
,california1 ,arizona1 ,new ,mexico1 and
 ,texas4 ,warproof--,taylor was a       

successful warrior4                     
,licenser--,fillmore's administration   
passed the ,fugitive ,slave ,law1 which 
enabled the ,southern masters to        
recapture runaway slaves4               
,looming--during ,pierce's term the     
cloud of civil war was looming up in the
 distance4 ,lecompton constitution of   
,kansas was a pro-slavery document which
 ,buchanan favoured4 ,agitation preceded
 and attended ,lincoln's inauguration1  
and finally culminated in the civil war4
 ,shall--,johnson made use of the       
imperative shall in regard to the       
removal of ,edwin ,m4 ,stanton1 for     
which attempt he was afterward sought to
 be impeached4 ,chapultepec was the     
battle in which ,grant entered upon that
 career of military achievement which   
secured him two ,presidential terms4    
,cocoa was characteristic of the drinks 
allowed at ,hayes's table at the ,white 
,house4 ,no wine was tolerated4 ,fatal  
was ,guiteau's shot to ,garfield4       
,after--although ,tyler1 ,fillmore1     

,johnson1 and ,arthur became ,presidents
 on the death of their chiefs1 yet only 
,arthur succeeded to the ,presidency in 
#ahha1 which is indicated by the first  
two consonants of ,after4               
,flood--,cleveland vetoed an            
unprecedented number of bills during his
 term4 ,there was a flood of them4      
,fibrous applies metaphorically to      
mental qualities2 it means strong1      
sinewy--high talents1 just below genius4
 ,boom refers1 of course1 to the large  
amount of support which ,cleveland      
obtained on his second election to the  
,presidency4     #a4 ,should the pupil  
find his own analytic date-words in this
       exercise8    #b4 ,how were       
,washington's military tactics sometimes
 characterised8    #c4 ,what is the     
relation between ,bickerings and ,john  
,adams8    #d4 ,why is ,steed analytic  
of ,jefferson's inauguration8    #e4    
,what has the word ,doctrine to do with 
,monroe's administration8    #f4 ,to    
what book is the pupil especially       

referred in regard to ,j4 ,q4           
,adams's administration8    #g4 ,is     
,mocked a case of ,con4 or ,ex4 in the  
case of ,van ,buren8   ,,dates ,,of     
,,the ,,accession ,,of ,,the ,,english  
,,sovereigns4  ,from #ajjj ,a4,d4 to    
#agjj ,a4,d41 the last three figures    
only need be given1 and from #agjj      
,a4,d4 to date only the last two figures
 require to be given4 ,it is better for 
the pupil to find his own phrases4 ,a   
slight acquaintance with ,english       
,history will make all the formulas here
 given easily understood4 ,green's short
 ,history of the ,english ,people1      
,dickens' ,child's ,history of ,england1
 ,collier's ,history of ,england1 and   
,history of ,england1 by the author of  
the ,knights of ,st4 ,john1 may be      
recommended4    7#a7 ,william ,i4       
7#ajff7--7j7 ,hastings 7#f7 champion    
7#f7       justified4   7#b7 ,william   
,,ii4 7#ajhg7--;,he 7#a7 decorated 7#j7 
his 7#h7 father's       7#g7 grave2 or  
7#j7 silvering a 7#h7 father's 7#g7     

grave4   7#c7 ,henry ,i4 7#aajj7--7a7   
,the 7#j7 scholarly 7#j7 sovereign4     
7#d7 ,stephen 7#aace7--7a7 ,the 7#c7    
monarch's 7#e7 liar4   7#e7 ,henry ,,ii4
 7#aaed7--7a7 ,the 7#e7 land 7#d7       
restorer4   7#f7 ,richard ,i4           
7#aahi7--7a7 ,the 7#h7 fawners 7#i7     
punished4   7#g7 ,john 7#aaii7--7a7     
,depriving a 7#i7 pretty 7#i7 boy4      
7#h7 ,henry ,,iii4 7#abaf7--7a7 ,third  
7#b7 ,henry's 7#a7 tender 7#f7          
childhood4   7#i7 ,edward ,i4           
7#abgb7--7b7 ,on a 7#g7 crusade 7#b7    
unsupported4  7#aj7 ,edward ,,ii4       
7#acjg7--7c7 ,a monarch 7#j7 espouses a 
7#g7       comrade4  7#aa7 ,edward      
,,iii4 7#acbg7--;,he 7#c7 made 7#b7     
,windsor 7#g7 ,castle4  7#ab7 ,richard  
,,ii4 7#acgg7--;,a 7#c7 monarch's 7#g7  
collector 7#g7       killed4  7#ac7     
,henry ,,iv4 7#acii7--;,a 7#c7 monarch  
7#i7 punished 7#i7       borderers4     
7#ad7 ,henry ,v4 7#adac7--;,a 7#d7      
rioter 7#a7 turned 7#c7 monarch4  7#ae7 
,henry ,,vi4 7#adbb7--7d7 ,royalty 7#b7 

in 7#b7 infancy2 or 7#d7       ,arc 7#b7
 unjustly 7#b7 inflamed4  7#af7 ,edward 
,,iv4 7#adfa7--7d7 ,york 7#f7 championed
 7#a7 ,towton4  7#ag7 ,edward ,v4       
7#adhc7--7d7 ,ruler 7#h7 ,fifth 7#c7    
murdered4  7#ah7 ,richard ,,iii4        
7#adhc7--7d7 ,richard 7#h7 feigns 7#c7  
modesty4  7#ai7 ,henry ,,vii4           
7#adhf7--7d7 ,roses 7#h7 finally 7#f7   
joined4  7#bj7 ,henry ,,viii4           
7#aeji7--;,a 7#e7 lady 7#j7 slaying 7#i7
 policy4  7#ba7 ,edward ,,vi4           
7#aedg7--;,a 7#e7 lad 7#d7 royally 7#g7 
good2 or1 a       7#e7 will 7#d7        
requiring a 7#g7 council4  7#bb7 ,mary  
7#aeec7--7e7 ,luckless 7#e7 loving 7#c7 
,mary4  7#bc7 ,elizabeth 7#aeeh7--7e7   
,elizabeth 7#e7 liked 7#h7 vetoes4      
7#bd7 ,james ,i4 7#afjc7--7f7 ,james a  
7#j7 ,scottish 7#c7 monarch4  7#be7     
,charles ,i4 7#afbe7--7f7 ,charles' 7#b7
 insupportable 7#e7       illegalities4 
7#bf7 ,council and ,parliament          
7#afdi7--7f7 ,charles 7#d7 rightly 7#i7 
beheaded4  7#bg7 ,oliver ,cromwell      

7#afec7--7f7 ,general 7#e7 ,oliver's    
7#c7       mastery4  7#bh7 ,richard     
,cromwell 7#afeh7--7f7 ,general 7#e7    
,oliver's 7#h7       offspring4  7#bi7  
,council and ,parliament 7#afei7--;,a   
7#f7 ,junta 7#e7 leading 7#i7           
,parliament4  7#cj7 ,charles ,,ii4      
7#affj7--7f7 ,cheerful 7#f7 ,charles    
7#j7 ,second4  7#ca7 ,james ,,ii4       
7#afhe7--7f7 ,james' 7#h7 followers 7#e7
 elated4  7#cb7 ,william ,,iii4 and     
,mary 7#afhi7--7f7 ,joining 7#h7 of 7#i7
       ,powers4  7#cc7 ,anne            
7#agjb7--7j7 ,submissive 7#b7 ,anne4    
7#cd7 ,george ,i4 7#agad7--7a7 ,utterly 
7#d7 resigned4  7#ce7 ,george ,,ii4     
7#agbg7--7b7 ,anspach's 7#g7 ,caroline4 
7#cf7 ,george ,,iii4 7#agfj7--7f7       
,george's 7#j7 ,sovereignty4  7#cg7     
,george ,,iv4 7#ahbj7--7b7 ,undivorcible
 7#j7 ,sovereign4  7#ch7 ,william ,,iv4 
7#ahcj7--7c7 ,midshipman 7#j7           
,sovereign4  7#ci7 ,victoria            
7#ahcg7--;,a 7#c7 model 7#g7 ,queen4    
,,explanations4  7#a7 ,edward the       

,confessor1 always fond of the ,normans1
 had promised that on his death his     
kingdom should go to ,duke ,william of  
,normandy4 7#b7 ,william ,,ii4 early    
directed a goldsmith to decorate his    
father's grave with gold and silver     
ornaments4 7#c7 ,henry ,i4 was called   
,beauclerc1 or fine ,scholar4 7#d7      
,stephen had produced a false witness to
 swear that the late king on his        
deathbed had named him 7,stephen7 as his
 heir4 7#e7 ,henry ,,ii4 revoked most of
 the grants of land that had been       
hastily made during the late troubles4  
7#f7 ,richard punished the people who   
had befriended him against his father4  
7#g7 ,arthur had the best right to the  
throne1 but ,john imprisoned and        
murdered him4 7#h7 ,henry ,,iii4 was    
crowned at the age of ten4 ,third tells 
which ,henry is meant4 7#i7 ,edward ,i4 
declared--,i will go on1 if ,i go on    
with no other follower than my groom4   
7#aj7 ,gaveston was the king's comrade  
and favourite1 and was finally beheaded 

by the indignant barons4 7#aa7 ,edward  
,,iii4 erected ,windsor ,castle4 7#ab7  
,the king's poll-tax collector was      
killed by ,wat ,tyler4 7#ac7 ,a         
successful ,scottish war was this       
monarch's first achievement4 7#ad7      
,riotous ,prince ,hal became a spirited1
 valiant king4 7#ae7 ,henry ,,vi4 was   
only nine months old when his           
predecessor died4 7#af7 ,edward ,,iv41  
with aid of the ,earl of ,warwick1 won  
the great battle at ,towton2 #dj1jjj men
 were slain4 7#ag7 ,edward ,v4 was only 
thirteen years old4 ,the ,lord          
,protector1 ,duke of ,gloucester1 threw 
him1 with his brother1 into the ,tower  
and caused them to be murdered4 7#ah7   
,richard's affected modesty is          
conspicuously brought out in            
,shakespeare's tragedy of ,richard      
,,iii4 7#ai7 ,henry ,,vii41 to quell    
forever the hostility of the rival      
,roses1 married ,elizabeth of ,york1 the
 daughter of ,edward ,,iv4 7#bj7 ,the   
formula in this case is clearly         

justified by history4 7#ba7 ,edward     
,,vi4 was but ten years old4 ,henry     
,,viii4 had provided in his will that a 
council of sixteen should govern during 
,edward's minority4 7#bb7 ,mary was fond
 of her husband1 who cared little for   
her1 and unlucky in her advisers4 7#bc7 
,elizabeth showed the natural           
arbitrariness of her disposition in her 
vetoes4 ,in one year--#aeig--she refused
 the royal assent to #dh bills passed by
 the ,commons4 7#bd7 ,james ,i4 was the 
first ,scottish king that reigned over  
,england4 7#be7 ,charles ,i4 lost his   
life in the attempt to act independent  
of the ,commons4 7#bf7 ,if anyone thinks
 that ,charles was not rightfully       
beheaded1 he could make the phrase--7#f7
 ,charles 7#d7 wrongfully 7#i7 beheaded4
 7#bg7 ,the phrase is obviously true4   
7#bh7 ,the phrase gives the exact date  
of ,richard ,cromwell's accession and   
the word offspring means ,richard       
,cromwell4 7#bi7 ,a ,junta here means   
the council4 7#cj7 ,charles ,second was 

called the merry monarch4 7#ca7         
,parliament at once voted ,james ,,ii4  
nearly two million pounds sterling per  
annum for life4 7#cb7 ,william and ,mary
 were cooerdinate sovereigns4 7#cc7     
,anne was truly submissive or easily    
influenced4 7#cd and #ce7 ,green        
intimates that ,george ,i4 and ,george  
,,ii4 hardly affected the course of     
events--the former followed the advice  
of his ministers and the latter of his  
wife ,caroline4 7#cf7 ,george ,,iii4 was
 emphatically a sovereign4 7#cg7 ,george
 ,,iv4 had tried ineffectually to get   
rid of his wife2 her death at last      
released him4 7#ch7 ,william ,,iv4 had  
been a midshipman in the navy4 7#ci7    
,victoria has certainly proved herself  
to be a ,model ,queen4  7#c7 ,,the      
,,pupil ,,must ,,possess ,,such ,a      
,,familiarity ,,with ,,the ,,laws ,,of  
,,in41 ,,ex41 ,,and ,,con41 ,,not       
,,merely ,,in ,,their ,,theoretic ,,and 
,,abstract ,,aspects1 ,,but ,,in ,,that 
,,practical ,,character ,,and ,,working 

,,power ,,of ,,them ,,which ,i ,,teach1 
,,that ,,he ,,can ,,instantly ,,apply   
,,them ,,to ,,the ,,every-,,day         
,,affairs ,,and ,,ordinary ,,occurrences
 ,,and ,,events ,,of ,,life4  ,if you   
know that the number of square,e miles  
in the area of the ,state of ,new ,york 
runs into thousands1 and you wish to    
remember that the exact number of       
thousands is #dg1 you could accomplish  
this object if you found a word which   
spells #dg1 and is at the same time     
connected by ,in41 ,ex41 or ,con4 to    
,new ,york4 ,you try the varieties of   
,inclusion2 and in synonymous ,inclusion
 you find #dg in the word ,york itself1 
the y having no figure value1 and r     
standing for #d1 and k for #g2 thus you 
cannot see the name of ,new ,york or    
think of it without having conclusive   
evidence of the number of thousands of  
square miles the ,state contains4  ,e   
,see ,lippincott's ,gazetteer1 p4 #aegc4
  ,the title of a subject1 the name or  
description of an event or date1 can    

always be safely abridged or bracketed  
in part in the formula1 as #dg ,new     
,york4 ,but no one could imagine that   
,york in this connection #dg thousand   
square miles means any of the towns or  
country seats of the ,united ,states    
which are called ,york4 ,if the context 
makes an otherwise indefinite thing     
definite1 it is sufficient4  ,analytic  
date and number words do not have to be 
memorised4--,seeing is believing1 and1  
in this case1 remembering too4 ,if you  
thoroughly master my system you can     
find1 in most cases1 analytic date and  
number words without any difficulty1 and
 by means of them you can remember      
thousands of dates and sets of figures1 
when without the system you could have  
remembered only five or ten of them4    
,suppose in your haste you failed to    
notice that ,york spells #dg1 and you   
then proceed to try ,inclusion by ,genus
 and ,species2 regarding ,york as the   
general word1 you would find ,new ,york 
as a species or kind of ,york2 the same 

with ,yorkshire1 ,yorktown1 ,york       
,minster1 etc4 ,in this way you would1  
if your mastery of the ,figure ,alphabet
 were perfect1 scarcely fail to notice  
that ,york spells #dg2 but if you fail1 
you then try ,inclusion by ,whole and   
,part1 and run over the political       
divisions of the ,state until you come  
to ,rockland ,county1 and there you find
 in its first two consonants the letters
 r and ck 7the equivalent of k in       
sound74 ,these consonants spell #dg4    
,you would find the same consonants in  
the ,county of ,herkimer4  ,suppose1    
however1 that from unfamiliarity with   
the ,figure ,alphabet1 or from want of  
considerable practice1 you do not       
succeed in noticing that ,rockland or   
,herkimer contains the number #dg1 you  
try ,inclusion by ,abstract and         
,concrete1 and regarding the ,state of  
,new ,york as the ,concrete1 and the    
,abstract or characterizing epithet     
rocky as applicable to ,new ,york1 you  
would then find in that word rocky the  

number #dg4  ,if you did fail1 you would
 try ,exclusion1 and you would find     
nothing which is the antithesis of the  
area of ,new ,york4 ,you might find1    
however1 a weak form of ,exclusion if   
you consider that the area is the       
surface1 and what is below the surface  
as the opposite of it4 ,in the latter   
case you would find in the words ,erie  
,canal1 which is a great artificial     
channel running through a part of the   
,state1 the letters r and c hard1 which 
spell #dg4 ,a more exact ,exclusion     
might be found in the word ring1 which  
spells #dg4 ,for if we consider the     
shape of the boundary of ,new ,york we  
would see that in no vague sense a ring1
 as a circle1 is the opposite of it4    
,but suppose that from a chronic        
absent-mindedness or an overworked      
brain1 or downright bad physical health 
or insufficient knowledge of the system1
 you failed to see #dg in any of the    
foregoing cases1 you would try          
,concurrence4 ,considering that the     

,state of ,new ,york is largely         
agricultural1 you would find that the   
implement of farming known as a ,rake   
would spell #dg2 this would be a case of
 ,concurrence4 ,in a political sense1   
the word rings gives #dg1 as ,new ,york 
has been celebrated for them4  ,all that
 the student requires is one analytic   
word4 ,i have gone through the varieties
 of ,inclusion1 through ,exclusion1 and 
,concurrence1 merely to show how to find
 analytic words and not because more    
than one word was necessary4  ,according
 to the census report of #ahij1 the     
number of square miles of land in the   
,state of ,new ,york is #dg1fbj1 or 7#d7
 ,york's 7#g7 ,acres 7#f7 ,surely 7#b7  
,not 7#j7 ,submerged2 the number of     
square miles of land and water in it is 
#di1agj1 or 7#d7 ,york's 7#i7 ,plains   
7#a7 ,with 7#g7 ,accompanying 7#j7      
,sealets4   ,,number ,,of               
,,shakespeare',s ,,plays4  ,we will try 
another case3 ,you want to remember the 
number of plays that ,shakespeare wrote4

 ,you know it is less than #ej2 but you 
wish to remember the exact number--it   
was #cg4 ,you experiment2 you try the   
varieties of ,inclusion1 and among the  
rest you try ,whole and ,part2 you find 
in the first two consonants of the name 
,macbeth the figures #cg2 but if you did
 not notice that ,macbeth afforded you  
the means of always remembering that the
 ,shakespeare ,plays numbered #cg1 you  
would try ,exclusion perhaps4 ,if you   
look upon the attempt to ascribe the    
authorship of the ,shakespeare ,plays to
 ,bacon as a mockery you would find in  
the first two consonants of that word   
the figures #cg through the operation of
 ,exclusion2 and if you recollect that  
the character of ,shylock was played    
with great success at ,old ,drury1      
,february #ag1 #agda1 by ,charles       
,maclin1 you would find in the first two
 consonants of his name the figures #cg 
through ,concurrence4   ,,duke ,,of     
,,wellington ,,and ,,napoleon4          
,napoleon ,bonaparte was born in #agfi4 

,as a boy he was finely formed4 ,shapely
 7#fi7 gives his birth-date by ,in4 by  
,a4 and ,c4 ,he evinced the opposite of 
the temper usually ascribed to the      
,shepherd-boy 7#fi7--;a birth-date by   
,ex4 ,chaplet--a wreath or garland      
signed for by him in his ambitious      
hopes--expresses his birth-date by ,con4
 ,his death occurred in #ahba4 ,end     
7#ba7 or ,undone 7#ba7 expresses his    
death-date by synonymous ,inclusion4    
,nativity 7#ba7 indicates it by ,ex4    
,since he died from cancer in the       
stomach1 he could retain very little    
food4 ,indigestion 7#ba7 makes his      
death-date by ,con4  ,wellington's      
birth1 in #agfi1 may be expressed by    
,sheep-faced 7#fi71 a term his own      
mother applied to him when a boy4 ,in   
his childhood1 he was blue-eyed1        
hawk-nosed1 slender1 and ungainly1      
,chubby 7#fi71 by ,ex41 expresses his   
birth-date4 ,a more vivid concurrence   
can scarcely be imagined1 since he and  
,bonaparte were both born in the same   

year1 #agfi4  ,wellington died in #aheb 
at ,wilmer ,castle4 ,wilmer expresses   
the date of his death by only one year  
too many4 ,but a means of remembrance   
that requires readjustment or           
modification can seldom be relied upon1 
except by those who are practised in    
,higher ,analysis4 ,he was #hc years old
 when he died4 ,lantern-jawed 7#eb7     
expresses his death-date by ,in41 by ,a4
 and ,c4 ,no man was ever more honored  
after his death than ,wellington4       
,alienated 7#eb7 expresses his          
death-date by ,ex4 ,a sudden illness    
carried him off4 ,hence ,illness 7#eb7  
is a fact connected with his death by   
,con4  ,these elaborate illustrations   
must indicate to any student how to     
apply the laws of ,in41 ,ex41 and ,con41
 so as to find analytic date and number 
words4 ,cases of ,ex4 give good         
practice1 but are rarely ever necessary4
   ,,miscellaneous ,,examples4          
,inclusion1 as applied to the events of 
life possesses the same variety as in   

regard to words4 ,in dates of the last  
and present century1 the expression of  
the last two figures is sufficient4     
,william ,cullen ,bryant was born in    
#agid4 '#id is found in the name        
,bryant1 a case of ,synonymous          
,inclusion4 ,aaron ,burr killed         
,alexander ,hamilton in a duel in #ahjd4
 ,as we know it was about the beginning 
of this century1 this translation of the
 #d indicates the exact date and is     
found in ,aaron and relieves the memory 
of all doubt4     #a4 ,who applied the  
term sheep-faced to ,wellington when he 
was a       boy8    #b4 ,what is the    
most vivid case of ,con4 here given8    
#c4 ,why do we not give a value to both 
l's in the word illness8    #d4 ,what do
 these illustrations indicate8    #e4   
,what does inclusion as applied to the  
events of life possess8    #f4 ,why is  
it not necessary to have a date-word to 
express the date       of ,hamilton's   
death in which the #j is indicated as   
well as the #d8  ,sherman made his      

famous march through the ,south in      
#ahfd4 #fd is found in the word ,sherman
 or by two words3 7#f7 ,sherman 7#d7    
,ravaging4 ,in dates previous to the    
last century1 the last three figures    
must be expressed4 ,movable types were  
invented in #adch4 ,we know it was not  
,a4,d4 #dch1 but was #adch2 a mistake of
 #a1jjj years is not possible4 ,if we   
translate #dch it will mean to us the   
same as #adch4 #dch is found in the     
analytic word 7#dch7 ,removable or1 to  
express all the numbers1 thus3 7#a7     
,types 7#d7 are 7#c7 movable 7#h7       
figures4  ,the ,phonograph was invented 
in #ahgg4 ,the expression of #gg is     
found in ,cognate1 and that indicates   
the resemblance of the human mechanism  
to receive sounds to the ,phonograph2   
for both processes utilize vibrations1  
and are therefore from similarity of    
functions ,cognate methods4 ,how any one
 could forget analytic date-words is    
more than ,i can understand1 especially 
when formed by himself4     #a4 ,what   

must be done when we wish to find       
date-words the events of       which    
took place previous to the last century8
    #b4 ,can a person easily forget     
analytic date-words formed by           
himself8  ,exclusion4--,the first       
steamship crossed the ,atlantic in      
#ahai4 #ai is found in ,tub by          
,exclusion1 as the most opposite to a   
steam-driven ship4 ,andrew ,johnson was 
advanced to the ,presidency on the death
 of ,abraham ,lincoln in #ahfe4 #fe is  
expressed by ,exclusion in the word     
,shelved1 which means the opposite of   
promotion or by two words1 thus3 7#f7   
,johnson 7#e7 ,elevated4 ,mendacious    
expresses by ,exclusion the birth of    
,george ,washington in #agcb1 as        
indicating a youthful quality the       
opposite of that which he manifested1   
and by two words3 7#c7 ,america's 7#b7  
,infant4 ,other examples are given in   
subsequent pages4  ,concurrence finds   
incidents or concomitants of a fact or  
event1 something that by accident became

 connected with it4 ,it may be a        
forerunner or successor1 the cause or   
consequence1 or a contemporaneous fact1 
etc4  ,william ,cullen ,bryant1 from a  
fall1 died in #ahgh4 ,the last two      
figures #gh are found by ,concurrence in
 the initial consonants of the phrase   
7#g7 ,cullen's 7#h7 ,fall4 ,cullen will 
be easily identified1 as the middle name
 of ,bryant4 ,when ,jefferson became    
,vice-,president1 in #agig1 he wore the 
customary big-wig2 and the first two    
consonants of ,big-wig express by       
,concurrence that date4  ,artillery was 
invented in #acdj4 #cdj indicates that  
date1 and by ,concurrence we find those 
figures in the first three consonants of
 ,merciless4 ,or 7#c7 ,murderous 7#d7   
,artillery's 7#j7 ,scourge4 ,plymouth   
7,mass47 was settled in #afbj4 #fbj will
 indicate it4 ,we find these figures in 
,chance1 which by ,concurrence describes
 the risk they ran4 ,the ,telephone was 
invented in #ahgg4 ,whoever has listened
 to the telephone to identify a speaker1

 and heard others talking in the shrill 
tones that strike upon the ear1 is apt  
to think of the cackling of hens1 and   
,cackle expresses the date #gg4         
,jefferson ,davis disguised himself in  
the hood1 shawl1 and dress of his wife  
in #ahfe4 ,shawl by ,concurrence        
expresses that date4 ,the ,constitution 
of the ,united ,states was adopted in   
#aghg1 which spells ,the ,giving4 ,to   
adopt the ,constitution1 it required the
 ,states to give their assent4 ,they    
gave the ,federal ,government all the   
power it possessed4 ,the ,giving is     
therefore a case of ,concurrence4 ,a    
circumstance connected with settlements 
is selecting the site4 ,jamestown1 ,va41
 was settled in #afjg1 which spells ,the
 ,choosing4 ,this phrase relates to the 
settlement by ,concurrence4 ,harvard    
,college was founded in #afcf1 which    
spells ,teach ,much4 ,whether we take   
this phrase as describing the object or 
result of founding that college1 it is a
 case of ,concurrence4 ,a college is    

sometimes called a seat of learning4    
,yale ,college was founded in #agja1    
which spells ,took a seat4 ,this phrase 
describes the locating of the college1  
and is therefore a relation by          
,concurrence4  7#d7 ,,the ,,pupil ,,must
 ,,seek ,,analytic ,,words ,,which ,,are
 ,,approximately ,,specific1 ,,as       
,,birth-,,date ,,words ,,must1 ,,where  
,,possible1 ,,relate ,,to ,,birth ,,or  
,,juvenile ,,events2 ,,marriage-,,date  
,,words1 ,,to ,,events ,,connected      
,,nearly ,,or ,,remotely ,,with ,,the   
,,marriage2 ,,date ,,words ,,for ,,any  
,,other ,,event ,,in ,,life ,,or ,,fact 
,,in ,,history ,,should1 ,,directly ,,or
 ,,indirectly1 ,,relate ,,to ,,such     
,,event ,,or ,,fact2 ,,and1 ,,finally1  
,,death-,,date ,,words ,,should ,,refer 
,,to ,,incidents ,,which ,,preceded1    
,,accompanied1 ,,or ,,followed ,,the    
,,fact ,,of ,,the ,,death4  ,this rule1 
theoretically correct1 must be very     
liberally interpreted in practice4 ,this
 lesson furnishes numerous illustrative 

examples4  ,as shown heretofore1 the    
pupil must know the facts1 and the      
,system will then help him to fix their 
date4  ,a pupil had loaned money to a   
horse-dealer who lived at ,no4 #gae of a
 certain street4 ,he knew the house     
well1 yet he could not recollect the    
number #gae4 ,at length he thought of   
,cattle as a figure word to enable him  
to remember the number4 ,yet the word is
 general and apparently unconnected with
 the house1 as it was not a stable but a
 boarding-house4 ,yet1 as cattle and    
horse are species of the genus domestic 
animal1 and cattle would recall horses  
and horse-dealer1 he did right to use   
that term1 and it served him well4 ,at  
first he instantly recalled the word    
cattle whenever he thought of the       
horse-dealer's residence1 and at once   
#gae was given him4 ,after a time1 he   
directly recalled #gae without first    
thinking of cattle4 ,this is always the 
case where the method is applied4 ,it is
 soon no longer required in that case4  

,when this pupil told me what he had    
done1 ,i asked him why he had not used  
the phrase 7#g7 ,collect 7#a7 ,the 7#e7 
,loan1 which was the object he had in   
view in thinking of1 or of sending to1  
that address4 ,his reply was that cattle
 served his purpose4 ,with one person a 
single word1 with another a phrase1 and 
with another a sentence1 is most        
serviceable4 ,he had other borrowers who
 lived at other places4 ,why could this 
phrase ,collect the loan1 which would   
apply in its meaning to the case of     
others1 remind him of this particular   
debtor's home8 ,because1 if he had      
consciously devised that phrase to      
identify this debtor's address1 it could
 apply in his mind to the address of no 
other debtor4 ,thus the facts help us   
devise the number phrase1 and the phrase
 helps revive the facts4  ,i do not1 for
 instance1 undertake in this lesson to  
teach the pupil that ,washington never  
left ,america but once1 when he         
accompanied his invalid brother to      

,barbadoes in #agea1 in search of       
health4 ,but if he knows these facts1 my
 method helps him retain the date1 by   
using those facts for this purpose2 as1 
7#a7 ,to 7#g7 ,gain 7#e7 ,island 7#a7   
,tonic2 or 7#ag7ea ,health4 ,we know    
that health is an object with everybody 
in all countries and in all ages1 and is
 therefore a word of the most general   
character and of the most extended      
application4 ,how1 then1 can it have any
 special significance in this case8     
,because by knowing the facts1 in the   
first place1 as health was the object of
 the visit of ,washington and his       
brother2 and seeking for a date word    
which spells 7#ag7ea1 the pupil has     
discovered that this general word health
 spells that date2 and1 as the pupil has
 applied the word health to this date   
and to no other1 he has thus made the   
general word specific for his purpose4  
,because tonic is a health promoter1 and
 island is a help to recall the specific
 ,islands of ,barbadoes1 the phrase 7#a7

 ,to 7#g7 ,gain 7#e7 ,island 7#a7       
,tonic1 is more specific than health4   
,but either the single word or phrase   
becomes specific1 if the facts of the   
case are assimilated1 and then by the   
pupil are applied to furnish a date     
word4   ,,biography1 ,,history1 ,,and   
,,science4  ,much of the substance and  
pith of historic eras can be expressed  
in the analytic words1 phrases1 or      
sentences with which their dates are    
enunciated4 ,if the foregoing and       
subsequent examples are carefully1 not  
hurriedly1 studied1 the student can     
readily hereafter retain a great deal of
 the significance of facts1 events1 or  
epochs by his infallible recollection of
 the analytic expression of their dates4
 ,as with history1 so with the arts and 
science1 etc4  ,population of the       
,united ,states of ,america is now      
7#ahie7 #fg1jjj1jjj  ,general           
,cultivation or ,sharp ,yankees4 ,when  
dealing with the number of millions or  
thousands only1 it is not necessary to  

express the ciphers4 ,pop4 of ,great    
,britain  #ch1jjj1jjj1 or 7#c7          
,mightiest 7#h7 ,folks2 or              
,manufacturing ,fabrics2 or             
,money-making ,freetraders4 ,pop4 of    
,africa1 #abg1jjj1jjj  ,the ,negro      
,continent4 ,pop4 of ,bombay  #hjd1dgj  
or ,foreigners as a rule are ,english   
,citizens4  ,a gentleman in ,bombay1 who
 had to deal with complaints about water
 supplies there1 told me the true       
population is #hag1efd1 which he fixed  
by my method as follows3 ,frightful ,to 
,keep ,all ,just ,right4  ,pop4 of      
,calcutta  #hdj1jjj2 or ,viceroy's      
,residential ,seat4 ,pop4 of ,india     
#bib1jjj1jjj2 or ,india's ,population   
,enumerated4  ,pop4 of ,australasia1 c41
 #d1bej1jjj  ,our ,independent ,living  
,australians4  ,pop4 of ,melbourne with 
its suburbs 7#ahia7  #dij1iab  7#d7 ,our
 7#i7 ,biggest 7#j7 ,city's 7#i7        
,buildings 7#a7 decidedly 7#b7          
unequalled4 ,the ,city contains #gc1cfa 
7#g7 ,great 7#c7 ,melbourne 7#c7 ,makes 

a 7#f7 ,chief 7#a7 ,town4  ,pop4 of     
,sydney 7#ahia7  #chf1djj  ,a 7#c7 ,most
 7#h7 ,varied 7#f7 ,sheltering 7#d7     
,harbour 7#j7 ,has 7#j7 ,sydney4  ,pop4 
of ,hobart 7,tasmania71 #ahia  #ca1aif2 
7#c7 ,many 7#a7 ,tasmanians 7#a7 ,eat   
7#i7 ,hobart's 7#f7 ,jam4  ,pop4 of     
,auckland 7,new ,zealand71 with suburbs1
 in 7#ahia7  #ea1bhg2 7#e7 ,all 7#a7    
,the 7#b7 ,inhabitants 7#h7 ,of 7#g7    
,auckland4   ,,specific ,,gravities4    
,the ,specific ,gravity is the relative 
weight of a body compared to an equal   
bulk of some other body taken as a      
standard4 ,this standard is usually     
water1 for all liquids and solids1 and  
air for gases4      #a4 ,gold           
#ai4b--;,dollars ,buy ,sundries4--,gold 
is made into                            
money4 ,the specific gravity of gold is 
#ai4b2                        that is1  
nineteen and two-tenths4 ,the initial   
consonants of the phrase ,dollars ,buy  
,sundries express through ,d and ,b the 
figures #ai4 ,the ,s of ,sundries       

expresses                        the    
decimal point1 and the first subsequent 
consonant n expresses the decimal       
two-tenths4      #b4 ,silver            
#aj4d--,the ,silver ,assayer4      #c4  
,platinum  #ba4e--,unusually ,ductile   
,solid4--,platinum is the               
most ductile metal known4      #d4 ,lead
      #aa4c--,the ,tin ,smith4--,lead is
 used to solder tin4      #e4 ,mercury  
#ac4e--,the ,mercury ,sold4      #f4    
,copper     #h4i--,view a               
,spire4--,copper points the lightning   
rods4      #g4 ,iron       #g4g--;,hook 
,skillet4--,it means hang up an iron    
pot4      #h4 ,zinc       #f4i--;,a     
,sheet ,supply4--,zinc is rolled into   
sheets4      #i4 ,antimony              
#f4g--;,german ,seeker4--,antimony was  
discovered by                        a  
,german monk4      #aj4 ,calcium        
#a4j--,white ,ceiling4--,calcium is used
 in                                     
white-washing4   ,,rivers4              
,mississippi  7#d1chb miles             

long74--,rushing ,mississippi's  waves  
,encroach4                              
--,the ,mississippi ,river frequently   
overflows its banks4      ,nile         
7#c1cgj mi47        --7#c7 ,mighty 7#c7 
,mediterranean's                        
7#g7 ,greatest 7#j7 ,stream4      ,volga
        7#b1djj mi47        --,in       
,russia's ,soil ,superior4              
--,the ,volga is the largest river in   
,russia1 and1 in fact1 the largest      
in ,europe4      ,ohio         7#a1bfe  
mi47        --,the ,ohio ,now ,ships    
,lighters4      ,loire        7#ecj mi47
          --,loire's ,majestic ,sweep4  
,seine        7#dgj mi47                
--,rolling ,gay ,seine4      ,spree     
7#bbj mi47          --,notice ,noble    
,spree4      ,jordan       7#bjj mi47   
--,a ,known ,salty ,solution4           
--,the ,river ,jordan is impregnated    
with considerable salt4     #a4 ,why    
could we not substitute the phrase ,the 
,mercury       ,shield for ,the ,mercury
 sold1 since ,s stands for       #j1 and

 h has no value8    #b4 ,why not use the
 phrase ,white sealing to express the   
,specific ,gravity of ,calcium8    #c4  
,could the ,atomic ,weight of ,silver   
7#ajh7 be expressed by the       phrase 
,the ,vase8    #d4 ,if not1 why not8    
#e4 ,would the phrase ,the ,silver ,vase
 be better8    #f4 ,in dealing with the 
length of the ,mississippi1 why do you  
not       give the figure value of ,w   
and ,e in that part of the phrase       
which includes the words ,waves         
,encroach8    #g4 ,would you indicate   
this value by a cipher1 then8    #h4 ,if
 not1 why8   ,,mountains4  ,mt4 ,everest
 #bi1jjb ,named ,upon a ,survey         
,strictly ,unique2 or ,india's ,peak ,is
 ,certainly ,unequalled4--,this is the  
highest mountain on the globe2 or       
,india's ,boundary ,summit ,is          
,unapproachable4 ,kinchinjunga is       
#bh1aef ft4 high4 ,we shall know what   
,mountain is meant if we omit the first 
syllable kin4 ,hence we can use the     
formula1 ,next ,everest ,dawns ,lofty   

,chinjunga4      ,popocatepetl 7#ag1ghc 
ft47--,the ,greatest ,crater of ,mexico4
      ,mt4 ,brown    7#af1jjj           
ft47--,this ,charming ,western ,scenery 
,celebrated4      ,mt4 ,blanc           
7#ae1gha ft47--,this ,alpine ,cone      
,fascinates                             
,travellers4      ,jungfrau     7#ac1gbj
 ft47--,this ,mountain ,agassiz ,nimbly 
,ascended4                              
--,prof4 ,agassiz was one of the first  
who                                     
reached the summit of this mountain4    
,ben ,nevis    7#d1djf ft47 --,here     
,review a ,snowy ,giant4      ,snowdon  
7#c1egj ft47 --,majestic ,hills ,greet  
,snowdon4      ,saddleback   7#b1ghg    
ft47 --,near ,keswick ,view a ,craig4   
--,this mountain is situated near the   
town                                of  
,keswick4     #a4 ,are there any letters
 in the word ,ohio which have a figure  
value8    #b4 ,do you see any way by    
which you can make the word ,known stand
       for #b by my figure alphabet8    

#c4 ,how can you infallibly retain these
 figure-sentences8   ,,latitude ,,and   
,,longitude4  ,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  
,world4      ,lat4  #ee deg4--#jj'      
7#e7 ,london's 7#e7 ,latitude 7#j7      
,easily     7#a7 ,,london               
7#j7 ,seen4     ,long4  #j              
7#j7 ,starting-point4      ,lat4  #dj   
deg4--#eb'       7#d7 ,york 7#j7 ,city's
 7#e7 ,latitude     7#b7 ,,new ,,york   
,,city         7#b7 ,named4     ,long4  
#gc deg4--#ei'      7#g7 ,commercial    
7#c7 ,metropolis'                       
7#e7 ,longitude 7#i7 ,portrayed4        
,lat4  #dj deg4--#jj'       7#d7        
,republic's 7#j7 ,zealous     7#c7      
,,philadelphia          7#j7 ,statesman 
7#j7 ,signed4     ,long4  #ge deg4--#aj'
      7#g7 ,quaker 7#e7 ,longitude 7#a7 
,too                               7#j7 
,sober4      ,lat4 #da deg4--#de'       
7#d7 ,rebuilt 7#a7 ,town's 7#d7 ,real   

7#d7 ,,chicago               7#e7       
,latitude4     ,long4  #hg deg4--#ej'   
7#h7 ,fires 7#g7 ,cannot 7#e7 ,longitude
                               7#j7     
,sacrifice4      ,lat4  #db deg4--#bj'  
7#d7 ,harvard 7#b7 ,university's 7#b7   
,nearest     7#e7 ,,boston              
7#j7 ,city4     ,long4  #ga deg4--#je'  
7#g7 ,gives 7#a7 ,tea 7#j7 ,spillers'   
7#e7 ,longitude4      ,lat4  #cj        
deg4--#jj'       7#c7 ,mississippi's    
7#j7 ,southernmost     7#f7 ,,new       
,,orleans           7#j7 ,seaport 7#j7  
,serene4     ,long4  #ij deg4--#jj'     
7#i7 ,butler 7#j7 ,stole 7#j7 ,silver   
7#j7 ,spoons4,f      ,lat4  #ci         
deg4--#da'       7#c7 ,mountain 7#i7    
,peaks 7#d7 ,o'erlook     7#g7 ,,denver 
7#a7 ,denver4     ,long4  #aje          
deg4--#jj'     7#a7 ,denver's 7#j7      
,certain 7#e7 ,longitude                
7#j7 ,safely 7#j7 ,ascertained4         
,lat4  #cg deg4--#cj'       7#c7        
,metallic 7#g7 ,california's     7#h7   
,,san ,,francisco         7#c7          

,metropolitan 7#j7 ,city4     ,long4    
#abb deg4--#jj'     7#a7 ,the 7#b7      
,navigator 7#b7 ,now 7#j7 ,sees         
7#j7 ,san ,francisco4      ,lat4  #cd   
deg4--#ai'       7#c7 ,men 7#d7 ,relish 
7#a7 ,hot 7#i7 ,baths4     7#i7 ,,hot   
,,springs           ,long4  #ic         
deg4--#jj'      7#i7 ,bathing 7#c7 ,must
 7#j7 ,save                             
7#j7 ,sickness4      ,lat4  #dj         
deg4--#bi        7#d7 ,iron 7#j7        
,smelting 7#b7 ,haunts     7#aj7        
,,pittsburg            7#i7 ,pittsburg4 
,long4  #gi deg4--#ej'      7#g7 ,great 
7#i7 ,pittsburg's 7#e7 ,longitude       
7#j7 ,secured4      ,lat4  #dc          
deg4--#jb'       7#d7 ,roaring 7#c7     
,magnificent 7#j7 ,ceaseless     7#aa7  
,,niagara ,,falls        7#b7 ,niagara4 
,long4  #gi deg4--#ab'      7#g7 ,a     
,cataract 7#i7 ,pours 7#a7 ,at          
7#b7 ,niagara4      ,lat4  #ah          
deg4--#ec'       7#a7 ,the 7#h7 ,first  
7#e7 ,island 7#c7 ,met4     7#ab7       
,,bombay               ,long4  #gb      

deg4--#ec'      7#g7 ,kipling's 7#b7    
,nativity 7#e7 ,well                    
7#c7 ,mentioned4      ,lat4  #bb        
deg4--#cd'       7#b7 ,numerous 7#b7    
,natives 7#c7 ,migrate     7#ac7        
,,calcutta,g          7#d7 ,here4       
,long4  #hh deg4--#bd'      7#h7 ,a     
,viceroy 7#h7 ,favours 7#b7 ,natural    
7#d7 ,remembering4      ,lat4  #cg      
deg4--#di' 7,s7   7#c7 ,melbourne's 7#g7
 ,grounds 7#d7 ,yarra     7#ad7         
,,melbourne            7#i7 ,bisects4   
,long4  #dd deg4--#eh' 7,e7  7#d7       
,harbour's 7#d7 ,river 7#e7 ,well       
7#h7 ,furrowed4      ,lat4  #cc         
deg4--#ee' 7,s7   7#c7 ,mathematical    
7#c7 ,mapping 7#e7 ,will     7#ae7      
,,capetown             7#e7 ,last4      
,long4  #ah deg4--#bh' 7,e7  7#a7 ,table
 ,bay 7#h7 ,favours 7#b7 ,numerous      
7#h7 ,vessels4  ,f ,no one supposes that
 ,butler really stole spoons4  ,g ,lord 
,elgin1 the present ,viceroy1 gave      
,prof4 ,loisette ,h4 ,e4's patronage    
when the ,professor lectured in         

,calcutta4 ,as his system is the foe of 
all artificial methods1 it is par       
excellence the ,natural ,system4        
,,early ,,training ,,in ,,figures4  ,if 
the mind-wandering mode of rote learning
 is no longer practised1 but an         
assimilating method is substituted for  
it2 if we abolish the mind-wrecking     
procedure of forcing immature minds into
 and through studies which they cannot  
comprehend1 and which1 therefore1 create
 chronic habits of ,inattention2 and if 
the idea of numbers and their elementary
 processes are objectively taught1 until
 habits of sure enumeration and         
calculation are formed1 then1 when the  
child reaches maturity1 he will rarely  
if ever require any conscious aid in    
remembering a series of #b1 #c1 #d1 or  
more figures4  ,meantime1 a thorough    
training in this system tends to do away
 with the injurious effects of false    
mental habits2 to set the ,memory and   
,attention at work in a natural way1 and
 greatly strengthen both2 and while     

learning a large number of dates in a   
short time1 or many figures in one      
series may still require the use of the 
,system1 unless the ,numeric ,thinking  
prior to this chapter has been mastered1
 yet1 in the ordinary way of meeting    
figures in reading1 study1 or business1 
there will seldom occur any necessity   
for resorting to the method taught in   
this lesson4   ,,what ,,must ,,be ,,done
 ,,for ,,an ,,acquired ,,attention4  ,in
 the case of those who have not         
inherited1 but who have acquired1 a     
great power of ,attention1 a decided    
benefit will ensue1 however1 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 ,methods4     #a4 ,will a     
pupil always require an aid to remember 
figures8    #b4 ,what is required of him
 in order to enable him to do away with 
any conscious aid8    #c4 ,what does a  
thorough training in my system          

accomplish in the       meantime8    #d4
 ,will there ever be any necessity of   
using the figure alphabet8    #e4 ,will 
not a decided benefit ensue to those who
 have acquired a       great power of   
attention8  ,where a great power of     
,attention has been renewed or          
originally acquired1 it requires        
considerable effort to continue that    
power4 ,the unnumbered objects of       
thought which civilization constantly   
brings before the mind1 without giving  
any opportunity for a mastery of many of
 them2 the fierce rivalries of interest1
 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     
,attention4 ,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 ,congress4 ,for what      
purpose8 ,in order to be able to make   
use of geometrical knowledge in debate8 

,certainly not4 ,he reviewed this study 
to stiffen the back-bone of his power of
 ,attention4 ,and he possessed this     
power in an extraordinary degree by     
nature4 ,i am not suggesting any such   
severe course of self-discipline4 ,but  
if the pupil whose attention was        
formerly weak will never allow a date to
 come before him without fixing it in   
mind by my method1 and if he will also  
occasionally learn by heart a passage of
 prose or poetry by my assimilating     
methods1 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 inaccurate4  ,it is a   
most misleading mistake to suppose that 
the principles of the following or      
either of the previous chapters are to  
be consciously and constantly used by   
the pupil1 whether he be a student or a 
man of business4 ,it is only used at all
 during the training period--rarely     

afterwards4 ,but during the training    
period1 ,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 them4     #a4
 ,does it require any effort to continue
 that power8    #b4 ,what tends to break
 down an acquired power of attention8   
#c4 ,what suggestion is here given the  
pupil in regard to this8    #d4 ,is this
 method easier and less severe than     
,hamilton's8    #e4 ,is it not more     
effectual8     ,,thoughtive             
,,unifications4  ,,connecting ,,the     
,,unconnected4   ,a ,congressman could  
not remember the name of ,zachary       
,taylor1 the twelfth ,president of the  
,united ,states1 but he could always    
readily recall his nick-name1 ,rough and
 ,ready4 ,in this case there was no     
revivable connection established in his 
mind between the name ,zachary ,taylor  
and the idea or image of the man known  
as ,zachary ,taylor--but there was a    

revivable connection in his mind between
 the name ,rough and ,ready and the idea
 or image of that man4 ,now the thing to
 be done to enable this ,congressman to 
readily recall the name ,zachary ,taylor
 was to establish or make a revivable   
connection between the name ,zachary    
,taylor and the image of him1 or some   
characteristic of him1 as it was known  
to that ,congressman2 or to connect the 
well-remembered name ,rough and ,ready  
to the usually forgotten name ,zachary  
,taylor4 ,this would be a device for    
helping him to revive this hitherto     
unrecallable name4 ,but another and     
better way to aid him would be to       
,,strengthen his ,,reviving ,,power     
,,generally1 so that he could readily   
recall the name ,zachary ,taylor as well
 as his other previous experiences2 for 
there is no doubt that he had a record  
in his mind of the name ,zachary        
,taylor2 for whenever he failed to      
recall it1 he recognised it the moment  
he saw it1 or it was mentioned in his   

presence4 ,this proved that he knew the 
name but could not revive it4     #a4   
,what difficulty did the ,congressman   
have in connection with ,z4             
,taylor8    #b4 ,what caused it8    #c4 
,what would have been his best aid to   
remember the name8   ,,how ,,to ,,help  
,,the ,,memory4  ,there are therefore   
two ways of helping the memory4 7#a7 ,by
 a device resorted to in each separate  
case to help make a more vivid ,first   
,impression4 ,nearly all ,memory        
,systems hitherto taught have only been 
such ,devices2 of little benefit except 
in the cases where they have been       
actually applied--mere temporary        
appliances1 and many of them of doubtful
 value1 devoid of any strengthening     
power4 7#b7 ,by a ,method of ,memory    
,,training4 ,this is the unique         
character of my ,system4 ,it is used as 
a device during the process of          
developing the latent powers of the     
,memory and the ,attention1 but the     
result of its use is to so strengthen   

the ,memory that1 as a ,device it is no 
longer required4 ,as a trainer my       
,system operates in three ways4 7#a7 ,it
 increases the general                  
,impressionability1 so that all ,first  
,impressions must be more vivid than    
they have ever been before4 7#b7 ,it    
increases the general ,revivability1 so 
that ,first ,impressions are more under 
the control of the will1 and can be     
afterward recalled when desired4 7#c7   
,it compels the ,intellect to stay with 
the senses and thereby it abolishes     
mind-wandering4     #a4 ,did he have a  
record of the name in his mind8    #b4  
,how many ways are there of helping the 
memory8    #c4 ,what is the first way8  
#d4 ,the second8    #e4 ,what is meant  
by ,memory ,training8    #f4 ,what is   
the unique character of my system8      
#g4 ,what is the result of its use8     
#h4 ,in how many ways does my system    
operate as a ,trainer8    #i4 ,what are 
they8  ,a one-sided view of the ,memory 
proclaims that if vivid ,first          

,impressions are made in all cases1 that
 is enough4 ,this opinion implies a     
limited acquaintance with the different 
kind of memories4 ,in some cases where a
 person is troubled with chronic        
forgetfulness1 a vivid ,first           
,impression may be received1 and no     
recollection of it will long survive4   
,that a vivid impression was received is
 proved by the fact that1 shortly after 
the occurrence1 his memory of the       
details of it is possibly nearly        
perfect1 and yet1 after the lapse of a  
few days1 or weeks1 or months1 the      
recollection of every trace of the      
occurrence has vanished4 ,after the     
total oblivion of the matter in his     
waking moments1 he will sometimes recall
 all the details of the affair in a     
dream4 ,this is demonstration           
irresistible that the trouble in this   
case lies1 not in receiving vivid ,first
 ,impressions1 but in the weakness of   
his reviving power4 ,in fact1 some      
memories are much oftener weak from     

deficiency in reviving power than from  
feebleness of first impressions4 ,if1   
however1 ,impressionability be increased
 to the highest degree in all cases1 and
 ,revivability be strengthened to the   
same extent1 all memories will be good1 
however bad some of them may theretofore
 have been in any or in all respects4   
,,modes ,,of ,,establishing             
,,connections4  ,,recollective          
,,analysis is used to memorise a series 
of words or facts between every pair of 
which the relation of ,in41 ,ex41 or    
,con4 exists4 ,it equally applies to a  
single pair of such words or facts4     
,,recollective ,,synthesis ,,or         
,,thoughtive ,,unification is used where
 no relation exists4  ,a revivable      
connection is established in such cases 
by means of a ,correlation which always 
consists of one or more unifying        
intermediates4 ,and the words1 hitherto 
un-united1 which are thus cemented      
together1 are called ,extremes4  ,we had
 experience in learning the ,series in  

the first chapter that the application  
of the ,laws of ,in41 ,ex41 and ,con4   
enable us to memorise those ,series in  
much less time than it would have taken 
had we not known how to make use of     
those ,laws4 ,many people could never   
have committed to memory such ,series by
 mere rote or repetition1 and not one in
 a hundred could have learnt to say them
 backwards by rote alone4 ,yet my       
,pupils easily learn them both ways1    
because ,analysis affords the highest   
possible ,,aid to the ,natural ,memory4 
,in fact1 the deepest and most abiding  
impression that can be made upon the    
,natural ,memory is by impressing it    
with relations of ,in41 ,ex41 or ,con42 
because these are the ,memory-,senses   
7if the phrase be allowed71 these are   
the ,eyes1 ,ears1 ,touch1 ,taste1 and   
,smell of the ,memory3 and we have only 
to impress the ,memory according to the 
laws of its own nature and the ,memory  
will ,,retain the impression4 ,this is  
exactly what my ,art does3 for ,i       

translate every case of ,synthesis into 
an ,analytic series by supplying one or 
more ,memory-intermediates that grow out
 of the ,extremes1 each one of which is 
an instance of ,in41 ,ex41 or           
,con4--,thus1 every example of          
,synthesis is a developed or extended   
,analysis4 ,to make this translation    
from ,synthesis into ,analysis requires 
no intellectual ingenuity--no           
constructive power of imagination--but  
only a recall to consciousness1 through 
,in41 ,ex41 or ,con41 of what we already
 know about the ,extremes4 ,i call a    
specimen of developed ,analysis a       
,correlation1 because the ,intermediates
 sustain the direct1 immediate1 and     
specific relation of ,in41 ,ex41 or     
,con4 to the ,extremes 7having nothing  
in common1 in principle or nature1 with 
the old-fashioned ,mnemonical ,links1 or
 ,phrases74     #a4 ,when is ,rec4      
,analysis used8    #b4 ,rec4 ,synthesis8
    #c4 ,how is a revivable connection  
established8    #d4 ,have you carefully 

read every question at the bottom of the
       previous page1 and thought out or
 written out answers to them8    #e4    
,since questions are valuable helps to  
the learner1 will you       faithfully  
read all the questions hereafter in this
 lesson1 and       write out or think   
out the answers thereto8    #f4 ,what   
have the laws of ,in41 ,ex41 or ,con4   
enabled us to do8    #g4 ,could all     
people have learned them by rote8    #h4
 ,what affords the highest possible aid 
to the natural memory8    #i4 ,how are  
the deepest and most abiding impressions
 made on the       ,natural ,memory8    
#aj4 ,what are the ,memory-,senses8     
,,examples ,,of ,,correlations4  ,make  
your own ,correlation 7different from   
mine1 given below7 between each of the  
following seven pairs of ,extremes3     
,in4 may be represented by #a1 ,ex4 by  
#b1 and ,con4 by #c3      #a4 ,,anchor  
7#a7 ,sheet ,anchor 7#a7 ,sheet 7#a7    
,bed          7#a7  ,,bolster           
----   7#c7 ,capstan 7#a7 ,night-cap    

7#c7 ,pillow        7#c7  ----          
----   7#c7 ,roadstead 7#a7 ,bedstead   
----        ----   7#c7 ,sea ,bed       
7#a7  ----     #b4 ,,pen    7#c7 ,ink   
7#a7 ,ink-bottle 7#a7 ,smelling-bottle  
7#c7  ,,nose        ----   7#a7 ,pensive
 7#b7 ,gay 7#a7 ,nosegay                
----        ----   7#c7 ,wiper          
7#c7  ----     #c4 ,,slain  7#c7 ,battle
 7#c7 ,joshua                       7#c7
  ,,moon        ----   7#a7 ,struck-down
 7#a7 ,moon-struck             7#a7     
----        ----   7#c7 ,fallen 7#b7    
,risen                        7#c7  ----
     #d4 ,,tea    7#a7 ,teaspoon 7#a7   
,spooney                    7#a7        
,,lover        ----   7#c7 ,sugar 7#a7  
,sweet 7#a7 ,sweetheart          7#a7   
----     #e4 ,,arrow  7#c7 ,tell 7#c7   
,apple 7#c7 ,cider ,mill           7#a7 
,,treadmill        ----   7#c7 ,flight  
7#c7 ,arrest 7#c7 ,convict              
7#c7  ----     #f4 ,,bee    7#a7        
,beeswax 7#a7 ,sealing-wax 7#c7 ,title  
deeds 7#c7  ,,attorney        ----      

7#a7 ,queen ,bee 7#a7 ,queen's ,counsel 
7#c7  ----     #g4 ,,lash   7#a7        
,eye-lash 7#a7 ,glass ,eye 7#a7         
,substitute   7#a7  ,,vicarious         
,children and ,adults1 who have         
thoroughly learned ,recollective        
,analysis and practised its exercises1  
find no difficulty in making            
,correlations1 unless they are so       
afflicted with ,mind-,wandering that    
they have never digested the impressions
 they have received1 or unless their    
intellectual operations have been       
twisted out of the natural order by     
perversities of early education2 but    
even in these cases the diligent student
 will be able--usually before these     
pages are finished--at once to correlate
 any word whatever to any or all the    
words in any dictionary4 ,a learned     
,professor declared that no person      
unacquainted with astronomy could       
correlate ,moon to ,omnibus4 ,he did it 
thus3 ,,moon--7#c7 ,gibbous one of the  
phases of the ,moon--7#a7 ,bus--7#a7    

,,omnibus4 ,i asked a pupil then        
present--a girl nine years old--to      
connect them4 ,she promptly replied1    
,,moon--7#a7 ,honey-moon--7#c7          
,kissing--7#a7 ,buss--7#a7 ,,omnibus4 ,a
 moment after1 she gave another3        
,,moon--7#a7 ,full ,moon--7#a7 ',full   
inside'--7#c7 ,,omnibus4 ,once more3    
,,moon--7#a7 ,moonlight--7#a7           
,lightning--7#c7 ',conductor'--7#c7     
,,omnibus4 ,another pupil imagined it   
would be impossible to correlate the    
following letters of the alphabet to    
words beginning with the same letters1  
as ,a to ,anchor1 ,b to ,bull1 ,c to    
,cab1 ,d to ,doge1--as well as ,cooley  
to ,the4 ,there are1 however1 no words  
which my ,pupils cannot soon learn to   
correlate together with the greatest    
readiness1 as3      ,a   7#a7 ,first    
,letter 7#a7 ,first ,mate 7#c7 ,ship    
7#c7 ,,anchor          7#a7 ,aviary 7#c7
 ,bird 7#c7 ,flew 7#a7 ,fluke           
7#a7   ----     ,b   7#a7 ,bee 7#c7     
,sting 7#a7 ,sharp ,pain 7#a7 ,sharp    

,horns 7#a7 ,,bull          7#a7 ,below 
7#a7 ,bellow                            
7#c7   ----     ,c   7#a7 ,sea 7#c7     
,ocean ,steamer 7#a7 ,cabin             
7#a7 ,,cab     ,d   7#a7 ,d4,d4 7#a7    
,clerical ,title 7#a7 ,venetian ,title  
7#a7 ,,doge  ,,cooley 7#a7 ,coolly      
,articulated 7#a7 ,definite ,article    
7#a7 ,,the     #a4 ,what must we do in  
order to make the memory retain the     
impression8    #b4 ,does my ,art do     
this8    #c4 ,into what do ,i translate 
every case of ,synthesis8    #d4 ,what  
does it then become8    #e4 ,what is a  
correlation8    #f4 ,are correlations   
difficult to make8  ,all possible cases 
to be memorised can be reduced to 7#a7  
,,isolated ,,facts1 where each fact is  
correlated to some fact in its          
surroundings through which you must     
think as the ,best ,known1 in order to  
recall it--many instances will be given 
in this lesson3--or1 7#b7 ,,serial      
,,facts1 which must be remembered in the
 exact order in which they were         

presented to the mind--illustrated by   
many examples in this ,lesson4  ,,never 
,,forget that this ,system serves two   
distinct purposes3 7#a7 ,that it is a   
,device for memorising any ,isolated    
,fact or ,serial ,facts by means of mere
 ,analysis1 otherwise called            
,instantaneous ,assimilation or         
memorised ,correlations1 as well as by  
other means4 7#b7 ,and that by          
memorising and repeating for a          
considerable period ,analytic ,series1  
and especially by making and memorising 
one's own ,correlations1 it is an       
unequalled system of ,memory-,,training4
 ,let the ambitious ,pupil learn as many
 examples as ,i give in the lessons in  
order to so strengthen his natural      
memory that he will no longer have to   
use the device for memorising1 his      
natural memory permanently retaining all
 he desires to remember4 ,this result   
comes only to those who carry out ,,all 
the directions with genuine             
alacrity--not shirking one of them4     

#a4 ,do all persons find them easy8     
#b4 ,what persons do not8    #c4 ,can   
such persons become expert in making    
them8    #d4 ,how8    #e4 ,make an      
original correlation of your own between
 these extremes4    #f4 ,to what may all
 possible cases to be remembered be     
reduced8    #g4 ,what are ,isolated     
facts8    #h4 ,what two distinct        
purposes does my system serve8          
,,analysis ,,and ,,synthesis ,,compared4
  ,it is sometimes asked1 cannot        
,analysis cement together unconnected   
,extremes8 ,this question implies a     
contradiction of terms4 ,i reply1 ,yes1 
by accident1 and by accident only4      
,analysis is declaratory--,synthesis is 
constructive4 ,analysis discovers and   
describes the relations actually        
existing--,synthesis applies connecting 
intermediates where no relations        
previously existed1 and then ,analysis  
characterizes the relations introduced  
by the cementing intermediates4  ,even  
in the ,first ,exercises the ,series are

 ,synthetic4 ,every pair of words of    
which such ,series consists exemplifies 
the relations either of ,inclusion1     
,exclusion1 or ,concurrence4 ,i used to 
call that ,lesson ,recollective         
,analysis1 because in it the pupil is   
engaged in familiarising himself with   
those ,laws of ,assimilation1 and in    
discovering and declaring the character 
of the relations between the words of   
such ,synthetic ,series4 ,he commits to 
memory such a series by thinking of the 
relations between the words4 ,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 ,attention4 ,and let the
 pupil clearly notice how this training 
comes about4 ,merely running over a     
,series--two words at a time--without   
discriminating the kind and quality of  
the relations between the words--hoping 
that the mind unpractised in the ,laws  
of ,assimilation will intuitively feel  
those relations1 constitutes no training

 of the ,memory4 ,such reading neither  
strengthens the old power nor develops  
any new power4 ,it is a blind act of    
unconscious absorption1 however little  
be absorbed4 ,but if the mind acts in   
such cases and tries to find and        
characterise the relations1 then the    
appreciation of the relations of ,in41  
,ex41 and ,con41 is quickened and       
invigorated and becomes in time so      
intensified that those relations are    
thereafter almost automatically felt1   
and the impression they make on the     
,memory1 henceforth1 is the most vivid  
possible4     #a4 ,to whom only does    
this result come8    #b4 ,what question 
is frequently asked8    #c4 ,what is the
 reply8    #d4 ,is analysis declaratory8
    #e4 ,if so1 why8    #f4 ,is         
,synthesis constructive8    #g4 ,if so1 
explain why8    #h4 ,why is the first   
lesson called ,rec4 ,analysis8  ,every  
,correlation is a ,synthetic ,series4   
,it can be and should always be         
analyzed1 but ,analysis never makes a   

,correlation4 ,that is the function of  
,synthesis4 ,since extremes are words   
with no relation between them1 ,analysis
 cannot find what does not exist4 ,but  
accident sometimes makes a spelling or  
letter relation between the ,extremes1  
and then ,analysis can memorise these   
extremes by means of such accidental    
relations4 ,to illustrate3--  ,a        
physician was troubled to remember on   
which side of the heart are the mitral  
valves4 ,as they are on the left side of
 the heart1 he might have noticed that  
mitral ends with the letter l1 and that 
the word left begins with the letter    
l--as l belongs to both of these words1 
here would be a case of analysis4 ,such 
a device1 however1 could never be       
erected into a rule1 for it is founded  
on accident only1 and cannot be used in 
all cases4 ,how much more vivid to many 
persons in this example is a            
,correlation1 thus3 ,mitral valves 444  
mitred ,abbots 444 none left 444 left4  
,to remember which of the ,university   

crews wears dark blue and which light1  
we can note that the vowel ,i belongs   
alike to ,cambridge and ,light and is   
absent from ,oxford and ,dark4  ,take a 
case in ,trigonometry--a ,complement is 
what remains after subtracting an angle 
from one right-angle4 ,take #fj degrees 
from #ij degrees1 and we have the       
complement #cj degrees--a ,supplement is
 what remains after subtracting an angle
 from two right-angles4 ,take #abj      
degrees from #ahj degrees and we have   
the supplement #fj degrees4 ,how to     
remember that ,complement relates to one
 right-angle1 and ,supplement relates to
 two right-angles1 is a difficulty for a
 poor memory4 ,looking at the accidents 
of the subject1 we see that ,supplement 
and two right-angles have a relation in 
this1 that ,supplement begins with ,s   
and two begins with ,t4 ,s 444 ,t4      
,hence we must remember that ,supplement
 relates to ,two right-angles1 and1 of  
course1 the word ,complement to one     
right-angle4  ,or to use the ,synthetic 

,method3 ,complement 7compliment7 444   
praise bestowed 444 prize-winner 444 won
 444 one right-angle 7,complement       
completes right-angle 444 one 444       
right-angle7 or ,supplement 444 supple  
444 bend double 444 'two double' 444 two
 right-angles 7,supplement 444 added to 
444 more than one right-angle 444 two   
right-angles74  ,i could give many other
 illustrations of the narrow scope of   
this ,method of ,accidents1 though      
genuine within that scope1 and how1 in  
all cases1 by the ,synthetic ,method we 
can find in the facts to be remembered  
the means of their recollection4 ,one   
case more3 ,in regard to memorising the 
statement that the ,posterior ,nerve of 
the ,spinal ,column is ,sensory1 and the
 ,anterior ,nerve is ,motor1 using this 
,method of ,accidents1 ,you observe that
 ,posterior and ,sensory go together1   
and that ,anterior and ,motor go        
together4 ,the initial letters of       
,posterior and ,sensory are ,p and ,s1  
and the initial letters of ,anterior and

 ,motor are ,a and ,m4 ,by considering  
that ,a and ,m are in the upper part of 
the ,alphabet and ,p and ,s are in the  
lower part of it1 you will be sure to   
remember that ,anterior is associated   
with ,motor and ,posterior with         
,sensory4 ,i admit that the first time  
one hears this elaborate method applied 
the novelty of the principle of it might
 make an impression2 but1 after that1   
the method would probably fail from its 
lengthy exposition2 because it is       
difficult to retain the steps of an     
argument in a weak ,memory and therefore
 such a method cannot certainly act as a
 ,means for ,aiding the ,memory4 ,how do
 ,i manage this case8 ,by correlating   
,posterior to ,sensory1 thus3 ,posterior
 444 ,post-,mortem 444 ,insensible 444  
,sensory2 or ,anterior to ,motor1 thus3 
,anterior 444 ,ant 444 disturbed anthill
 444 commotion 444 ,motor2 or ,anterior 
444 antediluvian 444 rush of water 444  
water-power 444 ,motor4 ,in uniting the 
two unconnected ,extremes together by   

means of a developed ,analysis          
memorised1 the ,natural ,memory is aided
 in a very high degree4     #a4 ,what is
 every correlation8    #b4 ,does        
,analysis ever make a correlation8      
#c4 ,why would not ,a make a good ,in4  
by sound with ,anchor on       preceding
 page8    #d4 ,is the method of         
remembering by accidental coincidences  
always       reliable8    #e4 ,if not1  
why8    #f4 ,are there cases where it   
cannot be used8    #g4 ,make an original
 correlation between ,mitral valves and 
left4    #h4 ,how does the accidental   
coincidence in connection with the      
,university crews compare with          
,synthesis8    #i4 ,does this method    
make an impression on the novice at     
first8   #aj4 ,does the novice adhere to
 it8   #aa4 ,why8  ,,by ,,memorising a  
,correlation1 you so unite the two      
,,extremes in memory1 that you need not 
afterwards recall the intermediates4    
,the intermediates drop out of the      
memory by what ,prof4 ,e4 ,w4           

,scripture1 ,psychologist1 of ,yale     
,university1 calls the ,law of          
,obliteration4     #a4 ,why does the    
method fail8    #b4 ,is it difficult to 
retain the steps of an argument in the  
natural memory8    #c4 ,can you give any
 instances in your own experience where 
,analysis       has helped you to cement
 ,extremes together8    #d4 ,can such a 
method act as a means for aiding the    
memory8    #e4 ,how would ,i manage the 
case spoken of8   ,,how ,,to ,,memorise 
,a ,,correlation4  ,to memorise a       
,correlation you must at first1 if your 
,natural ,memory be weak1 repeat from   
memory the intermediates forwards and   
backwards1 as3--,,anchor 444            
sheet-anchor 444 sheet 444 bed 444      
,,bolster--,,bolster 444 bed 444 sheet  
444 sheet-anchor 444 ,,anchor1 at least 
three times each way4 ,these six        
repetitions from memory1 three forward  
and three back1 are only required at    
first4 ,in a short time you will        
infallibly remember every ,correlation  

you make2 at last1 the memory will      
become so strong1 that you will no      
longer have to make ,correlations at    
all4 ,after you have repeated the       
,correlation1 then repeat the two       
extremes1 thus--,anchor 444 ,bolster4   
,bolster 444 ,anchor4 ,bolster 444      
,anchor4 ,anchor 444 ,bolster4  ,nothing
 else is so easy to memorise as a       
,correlation1 for a ,correlation is not 
a mental picture or story--it is neither
 a proposition1 sentence or phrase4 ,it 
has no rhetorical1 grammatical1         
argumentative or imaginative character4 
,it is simply an elemental primordial   
,psychological ,sequence of ,ideas in   
which one includes another1 excludes    
another1 or in which one idea has been  
so often or so vividly united with      
another in past experience that the two 
are inseparably connected in memory--and
 a little practice in making and        
memorising these ,correlations soon     
makes it impossible to forget them4     
#a4 ,what is the result of uniting two  

unconnected ,extremes by       means of 
a developed ,analysis8    #b4 ,what are 
the first steps in memorising a         
correlation8    #c4 ,how long are these 
repetitions required8    #d4 ,what will 
be the result in a short time8    #e4   
,what will be the final result8    #f4  
,are correlations easy to remember8     
#g4 ,what is the result of making and   
memorising them8    #h4 ,when does the  
most vivid concurrence take place8      
,,assimilative ,,association ,,and      
,,memory4  ,probably no psychological   
mistake was ever fraught with greater   
injury to the cause of public or        
self-education than the too prevalent   
opinion amongst teachers generally that 
physiological retentiveness is the      
memory's sole reliance in all stages of 
life4 ,it is nearly the sole reliance in
 infancy1 and a partial reliance in     
youth4 ,but when an accumulation of     
experiences and a fair command of       
language have been gained1 new          
acquisitions are henceforward           

principally made by the affiliation of  
one idea upon or with another or the    
making of associations between ideas    
already established4  ,and1 if this be  
so1 then memory must be very greatly    
improvable1 since no mental power is    
susceptible of so much improvement as   
assimilative association4  ,a good      
memory1 whether natural or acquired1    
belongs to quick and vivid associability
 and revivability rather than to mere   
inherent and perpetual physiological    
record making4  ,after a certain number 
of experiences the child learns the     
appearance of a square4 ,all his future 
experiences1 however varied1 of squares 
become affiliated upon1 or connected    
with the record of this original square4
 ,if each new square had to be          
separately impressed on the brain as a  
distinct and independent physiological  
record1 it would take as much time and  
trouble to learn every new square as it 
did to learn the first square4 ,but the 
instant recognition of every square     

after learning the first one shows that 
the old brain record is used in the case
 of each new experience of squares or   
that the new square is interpreted by   
the old or original record through the  
,laws of ,association4 ,again3 ,taking  
the prefixes com41 de41 im41 op41 re41  
sup41 c41 which are used in thousands of
 cases1 and the suffixes ment1 sion1    
ible1 ibility1 c41 also used in         
thousands of words1 and using these in  
connexion with the root word ,press we  
have compress1 depress1 impress1        
oppress1 repress1 suppress1 and also    
compressible1 depression1 re-impress1   
suppression1 impressment1 c4  ,must a   
new physiological record be made for    
each form of the sixty or more words of 
which ,press constitutes the base1 and  
must a new record be also made for each 
of the prefixes and suffixes in the     
thousands of combinations in which they 
occur8 ,no one believes any such        
absurdity4  ,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 possessed1 and not by new and  
independent records physiologically     
reimpressed on each occasion4   ,,rules 
,,for ,,making ,,correlations4  #a4     
,never make a correlation except in     
conformity to ,in41 ,ex41 and ,con4     
,carelessness here is fatal to success4 
#b4 ,when the pupil reads a correlation 
of mine1 he should indicate the         
relations between the words by writing  
in the figures #a1 #b1 or #c1 and he    
should pursue the same course with his  
own correlations4  #c4 ,ofttimes        
extremes are in different planes of     
thought1 so occasionally three          
intermediates are necessary to cement   
them2 two are often required2 but after 
considerable practice in making         
correlations one usually suffices4      
#a4 ,what is fatal to success in making 
correlations8    #b4 ,what do the       

figures #a1 #b1 and #c indicate in ,rule
 #b8    #c4 ,how many intermediates     
should there be8  #d4 ,a correlation is 
a successive advance1 and an            
intermediate must not refer back to any 
except its immediate antecedent1 never  
to its second or third antecedent4 ,a   
pupil wrote3--,short steps 444 stepson  
444 real son 444 more a son 444         
,morrison4 ,here1 more a son refers to  
the comparison between real son and     
stepson1 but the latter is the second   
antecedent so the correlation is a      
defective one4 ,he might have said3     
,short steps 444 stepson 444 ,morrison4 
#e4 ,a word may be used twice but never 
three times4 ,pen 444 pensive 444 gay   
444 nosegay 444 ,nose4 ,here gay is     
properly used twice1 and after that1 it 
is dropped and you can go on with the   
rest of the word1 to wit1 nose4  #f4 ,a 
compound phrase including a verb is     
rarely allowable1 since the             
intermediates must be the simplest      
elements1 either sensations or          

perceptions relations among sensations  
or abstractions relations among         
relations1 or one of these with either  
of the others1 always exemplifying      
either ,in41 ,ex41 or ,con4  #g4 ,my    
correlations are good for me1 but they  
may not be so vivid to others1          
especially where the concurrences are   
used4 ,to fix the date of ,magna ,charta
 7#abae71 the pupil could memorise this 
,correlation--,,magna ,,charta 444 ,king
 ,john 444 ,jew's teeth 444 ,,dental4   
,but if the pupil did not know before   
that ,king ,john had granted that       
charter1 and if he did not also know the
 story about the extraction of the      
,jew's teeth to make him pay the royal  
exaction1 there would be no concurrence 
as to the first word and second1 or     
second and third1 and if he learned the 
,correlation it would be by mere        
repetition without aid from ,analysis4  
,in such a case he would make and       
memorise his own ,correlation1 perhaps  
thus3 ,,magna ,,charta 444 magnify 444  

diminish 444 ,,dwindle4 ,when a pupil   
makes his own ,correlations1 every      
concurrence he uses is a real           
concurrence to him1 and so with his     
,ins4 and ,exs4 ,this is a decisive     
reason why the ,pupil should merely look
 upon my ,correlations as models1 but   
make and memorise his own ,correlations 
in all cases1 as being more vivid to him
 and1 therefore1 more certainly         
remembered1 as well as more effectively 
strengthening the ,memory in both its   
,stages4  #h4 ,vivid ,ins4 by meaning   
are better than ,ins4 by ,s4 7the latter
 when used1 should be as perfect as     
possible74 ,,ear 444 ,,eel makes a weak 
,in4 by ,s4 to some persons1 but it     
would make a much more vivid first      
impression to most persons to deal with 
them in this way3 ,,ear 444 7w7ring 444 
twist 444 wriggle 444 ,,eel4 ,but       
,bivouac 444 aqueduct is a perfect ,in4 
by ,s4 as to the last syllable of the   
former and the first syllable of the    
latter1 since those syllables are       

pronounced exactly alike4 ,we may       
connect ,bivouac to ,rain thus3 ,bivouac
 444 aqueduct 444 flowing water 444     
falling water 444 ,,rain4  #i4          
,never--in the early stages of the study
 of the ,system--make a second          
,correlation until you have memorised   
the first4  #aj4 ,although making and   
memorising ,correlations serves the     
useful purpose of fixing specific facts 
in the memory1 yet the ,,main ,,object  
in making and memorising ,correlations  
is to develop the latent power of the   
,natural ,memory to such a degree that  
all facts are hereafter remembered      
without the aid of conscious            
,correlations4  #aa4 ,never try to find 
analytic date or number words until you 
know the material facts connected with  
the date or number before you4 ,the     
student wishes to fix the date of       
,voltaire's birth1 in #afid4 ,the       
,shaper and ,the ,giber occur to him4   
,if he is ignorant of the facts of      
,voltaire's life1 he will correlate     

thus3 ,voltaire 444 7#a7 444 volatile   
444 7#b7 444 'fixed' 444 7#a7 444 ',the 
,shaper' ,the ,shaper 7#afid72 or       
,voltaire 444 7#a7 444 tear to pieces   
444 7#a7 444 mocking dissector 444 7#a7 
444 ,the ,giber 7#afid74 ,if he had     
known that ,voltaire was a born writer1 
he would have found the analytic        
relation in ,voltaire 444 ,the ,shaper  
7#afid7 or if he had known that he was a
 terrible mocker1 he would have said3   
,voltaire 444 ,the ,giber 7#afid74 ,if  
he wished to fix the date of the        
discovery of ,america1 he might think of
 ,terrapin 7a large tide-water turtle1  
abounding in ,maryland71 and correlate  
thus3 ,discovery of ,america 444 7#a7   
444 ,maryland 444 7#c7 444 ,terrapin    
7#adib74 ,but if he remembers that ,con4
 covers all cases of ,cause and ,effect1
 ,instrument or ,means to ,end1 ,person 
by whom1 c41 and if he reflects that    
this discovery has been a blessing to   
the ,old as well as the ,new ,world1 he 
would say3 ,discovery of ,america 444   

7#c7 ,true ,boon 7#adib74 ,or1 if he    
considers that the moment ,america was  
made known to ,europe the whole of the  
,western ,continent was open to every   
new-comer1 he would find analytic       
date-words thus3 ,discovery of ,america 
444 7#c7 444 ,door open 7#adib74 ,if he 
merely wants to fix the fraction #ib1 he
 could use the first two consonants of  
the name of one of his ships1 and say3  
,discovery of ,america 444 ,pinta       
7#adib74   ,,isolated ,,facts4          
,correlate an ,isolated ,fact to        
something 7to some fact in its          
environment or entourage that is ,,best 
,,known and7 which you are sure to      
,,think ,,of when you wish to recall the
 ,isolated ,fact4   ,,how ,,to          
,,remember ,,proper ,,names ,,when      
,,introduced4  ,an infallible method of 
remembering proper names is 7#a7 ,get   
the name when introduced4 ,if not quite 
sure1 ask for it4 7#b7 ,pronounce the   
name aloud whilst looking at the person4
 ,do this several times1 if possible4   

,the object is to produce a concurrence 
or connection between the sight-image of
 the ,person and a sound-image of his   
,name4 7#c7 ,to help the ear for sound1 
always pronounce everyone's name aloud  
whenever you meet him4 ,this helps      
nature4 ,these directions carried out   
never fail to make a pupil perfect in   
remembering proper names4  ,to remember 
,,proper ,,names in the absence of the  
person1 correlate the ,person's ,name to
 the name of some ,peculiarity of the   
,person 7as the ,,best ,,known and7     
which you are sure to ,,think of        
whenever you think of the ,person4 ,if  
you memorise the ,correlation1 you will 
recall the ,name whenever you think of  
this ,peculiarity 7whatever struck you  
about him74  ,to remember a proper name1
 ,mnemonists resort to ,in41 by ,s4 ,but
 this alone gives no starting point1 no 
,best ,known which you are certain to   
think of1 and which will enable you to  
recall the name1 provided you cement by 
a memorised ,correlation the ,best      

,known to the name itself2 in fact1 a   
similarity of sound alone and by itself 
is likely to mislead you into reviving  
itself instead of the name4 ,a          
celebrated ,member of ,parliament 7who  
in the days of his youth1 before he had 
greatly tested ,mnemonics1 gave a high  
opinion of its value7 was to deliver an 
address at the ,birkbeck ,institution1  
some years ago4 ,having difficulty in   
remembering proper names1 he thought he 
would fix the name of its founder in his
 memory by the ,mnemonical device of    
finding a word that sounded like it2 he 
said to himself1 ,it reminds me of      
',pinchbeck4' ,he commenced as follows3 
,before coming to the subject on which  
,i am to speak this evening1 ,i desire  
to pay a deserved tribute of praise to  
the founder of this great ,institution1 
the celebrated ,mr4 ,,pinchbeck4 ,a     
shout of laughter revealed to him that  
,mnemonics may get us into trouble1 and 
fail to help us out3 he could not       
remember the real name1 ,birkbeck1 until

 it was told him4 ,if he had mastered   
this ,system1 his ,,new memory-power    
would have enabled him to remember the  
true name without any device2 or1 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--,founder1 which he did remember1  
thus3--,,founder 444 lost way 444       
hark-back 444 ,birkbeck2 or1 ,,founder  
444 foundered horse 444 chestnut horse  
444 chestnut 444 bur 444 ,,birkbeck4 ,if
 he had memorised either of these       
,correlations1 or one of his own1 by    
repeating the intermediates forwards and
 backwards two or three times1 and then 
recalled the two extremes1 ,founder1    
,birkbeck1 several times1 the moment he 
thought of ,founder1 he would instantly 
have recalled ,birkbeck1 one extreme    
recalling the other without the         
intermediates being recalled4 ,when one 
has received only a third of the benefit
 of this ,system as a ,memory-,,trainer1

 the mere making of a ,correlation      
ensures remembering two extremes        
together without thinking of            
intermediates4     #a4 ,to what must we 
correlate a person's name8    #b4 ,what 
will be the result if we memorise the   
correlation8    #c4 ,to what do         
,mnemonists resort to remember proper   
names8    #d4 ,does this alone give a   
starting point8    #e4 ,what is a       
similarity of sound alone likely to do8 
,dr4 ,johnson1 when introduced to a     
stranger repeated his name several times
 aloud and sometimes spelled it4 ,this  
produced a vivid first impression of the
 man's name2 but it did not connect the 
name to the man who bore it4 ,people who
 have adopted the ,johnsonian ,method   
sometimes remember the name but apply it
 to the wrong person1 because they did  
not establish any relation between the  
name and the man to whom it belonged4   
,,exercises ,,in ,,correlating4  ,make  
#bj of your own ,correlations between   
faces and names 7or between words and   

meanings71 using some of the extremes   
given by me1 and1 as other extremes     
7words1 c41 of your own selection1 or7  
names and faces of your own             
acquaintances4      ,peculiarity4       
,correlation4                           
,proper ,names4      ,cross-eyed        
,cross-bow 444 bowman                   
,mr4 ,archer     ,wavy hair             
dancing wave 444 ,morris dance          
,mr4 ,morrison     ,black eyes          
white 444 snow 444 pure as snow     ,mr4
 ,virtue     ,retreating chin   retiring
 444 home-bird              ,mr4 ,holmes
     ,high instep       high boots 444  
mud 444 peat         ,mr4 ,peat         
,crooked legs      broken legs 444      
crushed             ,mr4 ,crushton      
,apprehension      suspension 444       
gallows              ,mr4 ,galloway     
,sombre            sad 444 mourning 444 
hat-band       ,mr4 ,hatton     ,music  
stave 444 bar                       ,mr4
 ,barcroft     ,violinist         violin
 444 high note 444 whistle    ,mr4      

,birtwistle     ,painter           paint
 444 colored cards 444 whist   ,mr4     
,hoyle     ,plumber                     
plum-pudding 444 victuals           ,mr4
 ,whittles     ,joiner            wood  
444 ash                        ,mr4     
,ashworth     #a4 ,is it ever possible  
to remember two extremes without        
thinking of       the intermediates8    
#b4 ,in what cases8    #c4 ,what did    
,dr4 ,johnson sometimes do when         
introduced to a stranger8    #d4 ,what  
sometimes occurs with people who have   
adopted the       ,johnsonian ,method8  
#e4 ,why is this8    #f4 ,as ,max       
,mueller names mental acts in this      
order3 ,sensation1       ,perception1   
,conception1 ,naming1 and ,memory1 would
 he hold that       failure to remember 
names implies weakness of naming power8 
,no6       ,remembering a name is an act
 wholly unlike imposing a name in       
the first instance4 ,such failure arises
 from weakness of the       auditory    
function1 or of the perception of       

individual       peculiarities or       
failure of the sight-image to become    
cemented       to the sound image4  ,a  
,,contrast4--,when unconnected ideas    
have to be united in the memory so that 
hereafter one will recall the other1 the
 teachers of other ,memory ,systems say3
 ,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 imagine1 no matter how unnatural 
or false the juxtaposition may be1 or   
what argument or comparison can ,i      
originate--no matter how far-fetched and
 fanciful it may be1 to help hold these 
',extremes' together8 ,they do not      
reflect that all these mnemonical       
outside and imported schemes must also  
be remembered1 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      
intellect1 they are1 to most1 more      

difficult to recollect than the extremes
 would be without these ponderous aids4 
,hence1 in their professed attempt to   
aid the memory1 they really impose a new
 and additional burden upon it4     #a4 
,are you required to make any original  
correlations8    #b4 ,how many8    #c4  
,between what extremes8    #d4 ,do you  
find it difficult8    #e4 ,have you any 
evidence given here that others have    
experienced       any difficulty in     
making them8    #f4 ,did they finally   
succeed8    #g4 ,what question is       
frequently asked by other memory        
teachers8  ,on the other hand1 ,i simply
 ask the memory what it already knows   
about the ,extremes4 ,the first         
intermediate of a correlation is        
directly connected through ,in41 ,ex41  
or ,con41 with the first ,extreme1 and  
the last intermediate with the last     
,extreme1 and the intervening           
intermediate 7if there be one7 with the 
other two1 and thus1 the intermediates  
being already in the memory1 and not the

 result of invention or ingenuity1 my   
,method of ,correlation is purely and   
solely a ,,memory process4 ,in this way1
 ,i use the ,,memory ,,to ,,help ,,the  
,,memory1 ,i use the reviving power of  
the memory to make a vivid ,,first      
,,impression between two hitherto       
unconnected ,extremes4 ,i add nothing to
 the ,extremes1 import nothing from     
abroad in regard to them1 invent        
nothing4 ,i simply arouse1 re-waken to  
consciousness1 what is already stored   
away in the memory in regard to those   
,extremes1 and1 by reciting the         
,correlation a few times forwards and   
backwards1 cement the ,extremes         
themselves so vividly together1 that    
henceforth one ,extreme revives the     
other ,extreme without the recall of the
 intermediates4  ,and in the chapter on 
,recollective ,analysis1 and also in the
 previous part of this chapter1 ,i have 
given the attentive student such a      
familiarity with the ,memory ,laws of   
,in41 ,ex41 and ,con41 that he can make 

,correlations as easily as he breathes4 
,when learning prose or poetry by means 
of endless repetitions to acquire1 and  
endless views to retain1 the mind soon  
wanders1 and thus discontinuity is      
promoted2 but1 in reciting a            
,correlation forwards and backwards from
 memory1 the mind cannot wander1 and    
thus the continuity is greatly          
strengthened4 ,again1 memory is improved
 by exercise1 and improved in the       
highest degree by making and memorising 
correlations1 because in making them the
 reviving power of the memory is        
exercised in conformity to ,memory's own
 laws2 and in memorising the            
,correlations both stages of memory are 
most vividly impressed4 ,thus1 making   
and memorising the ,correlations        
,,trains both ,memory and ,continuity4  
,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 imparts1 as well as
 my other training methods1 then the    
,,new memory thus acquired will not     
demand the further use of the ,system   
any more than the adult swimmer will    
need the plank by which as a boy he     
learned to swim4     #a4 ,what new      
burden do they impose on the memory8    
#b4 ,what do ,i require from my pupils8 
#c4 ,to what is the first intermediate  
connected8    #d4 ,through what8    #e4 
,how do ,i deal with the other          
intermediates8    #f4 ,what is a memory 
process8    #g4 ,is the memory used to  
help the memory in any way8    #h4 ,do  
,i add anything to the extremes8    #i4 
,is memory improved by exercise8   #aj4 
,when is the ,system laid aside8        
,,learning ,,foreign ,,words4  ,the     
,guide to ,memory1 or a ,new and        
,complete ,treatise of ,analogy between 
the ,french and ,english ,languages1    
compiled by ,charles ,turrell1          
,professor of ,languages1 and published 
in #ahbh1 contains the words which are  

the same in each language 7alphabet1    
banquet1 couplet1 c471 and those almost 
the same--,letters necessary in         
,english1 and superfluous in ,french1   
are included in a parenthesis1 thus     
,bag7g7age4 ,letters necessary in       
,french1 and superfluous in ,english are
 printed in ,italics1 thus ,hommage4 ,at
 first sight it seems as if this plan   
were a good one 7and some still         
recommend it,h74 ,but of the words which
 are the same in both languages1 some of
 them have meanings one rarely if ever  
needs to express1 while others are      
seldom seen except in ,dictionaries1 so 
the student who uses this method does   
not make much useful progress4 ,the     
,rev4 ,w4 ,healy1 of ,johnstown         
7,kilkenny71 long before he had finished
 my course of lessons1 stated3 ,i wrote 
out the ,french words that correspond to
 the ,english of everything around us   
and that are in common use1 and found   
that by the aid of ,rec4 ,syn4 ,i could 
commit them much faster than the time   

taken to write them out4  ,h ,the ,new  
,memory-,aiding ,french ,vocabulary by  
,albert ,tondu1 published by ,hachett et
 ,cie1 ,london1 in #ahha1 is a somewhat 
similar work to ,charles ,turrell's4    
,the words he had made himself familiar 
with were those most frequently met with
 in reading1 and useful in speaking and 
writing4  ,mr4 ,d4 ,nasmith employed a  
clerk in finding the number of          
occurrences of the same word in three   
books4 ,some words occurred thousands of
 times1 and others only five1 or fewer4 
,the words which frequently occurred he 
arranged in order1 the commonest first1 
and compiled exercises to suit them4    
,his ,linguists 7,german and ,french7   
are published by ,mr4 ,d4 ,nutt1 of     
#bgj1 ,strand1 ,london1 and by the aid  
of them1 and of my ,system1 a useful    
knowledge of ,german 7or ,french7 can be
 rapidly acquired4  ,a pupil who had a  
very slight acquaintance with ,french   
learned an ,analytic ,series of ,french 
words1 asking a ,french friend the      

meaning and pronunciation of the words  
unfamiliar to him4 ,by doing this he in 
about an hour learned the spelling1     
pronunciation1 and meaning of nearly    
#ajj ,french words4 ,since then he has  
been extending the exercise1 and in that
 way he has learned #a1jjj ,french      
words4 ,in doing so he is strengthening 
his memory by exercising it in          
accordance with its own laws1 increasing
 the control his will has over his      
attention1 and extending his ,french    
vocabulary4     #a4 ,do we ever see     
words spelt differently but with the    
same       pronunciation8    #b4 ,is the
 use of the ,dictionary required8    #c4
 ,what examples have we here of the     
benefits derived from                   
,rec4-,synthesis8    #d4 ,with what     
words did he make himself familiar8     
#e4 ,does the same word frequently occur
 in a book8    #f4 ,what proof can you  
mention8    #g4 ,what task was          
accomplished in about one hour by one of
 my       pupils8    #h4 ,what language 

was he studying8  ,to remember          
,unfamiliar ,english ,words or ,,foreign
 ,,words1 correlate the ,definition as  
the ,,best ,,known to the ,unfamiliar or
 ,foreign ,word1 and memorise the       
,correlation4 ,in the case of ,foreign  
,words1 the last ,intermediate is       
necessarily a case of ,inclusion by     
sound4 ,sometimes there is ,in4 by sight
 or by sound between a part or the whole
 of the ,english word1 and a part or the
 whole of its ,foreign equivalent1 as   
,apple--apfel ,german4 ,of course1 the  
pupil will not need the aid of a        
correlation in such cases if he notice  
the analytic relation4 ,the ,french word
 ,anachorete might have for its         
equivalent by sound either ,anna1 or    
,core1 or ,ate1 or ,anna goes late1 or  
,ann a core ate1 or ,anna's cold hate1  
and perhaps to some of my readers it    
would seem like something else4         
,cravache might sound like ,crack of    
lash4 ,pupils often disagree as to what 
is good ,inclusion by sound2 let each   

use what suits himself1 and not trouble 
about other people's ears4 ,in4 by      
sound1 or by sense1 or by spelling1 is  
sufficient even if it refers to only one
 syllable4    ,,english4                
,,intermediates4                        
,,greek4   ,merchant 444 market 444     
emporium 444                            
emporos   ,move     444 move on 444 next
 stage 444 next-of-kin 444       kineo  
,true     444 naked truth 444 pith of   
the matter 444 pithy 444 pithanos       
,course   444 coarse hair 444 camel hair
 444 dromedary 444     dromos   ,servant
  444 light fare 444 dole out           
maid 444 bride 444 dowry 444            
doulos   ,tanner   444 leather 444      
leather purse 444 disburse 444          
burseus   ,cup      444 tea-cup 444     
tea-pot 444                             
poterion   ,fetters  444 criminal 444   
desperate 444                           
desmos   ,fragile  444 thin 444 rapier  
444 thrust us 444              thraustos
   ----         glass houses 444 throw  

stones                  ----   ,fruit   
444 fruit-knife 444 fish-knife 444 carp 
444          karpos   ,round    444 fat 
444 stout 444 strong 444                
strongylos   ,bride    444 fair 444     
fairy 444 forest nymph 444              
nymphe   ,pearl    444 ,necklace 444    
sweetheart 444 ,sweet ,margery 444      
margarites   ,bread    444 baker 444    
baker's art 444                         
artos   ,marry    444 lottery of life   
444 risky game 444               gameo  
,join     444 engaged--suited 444 apt   
444 apt to disagree 444apto   ,culprit  
444 cull 444 select a few 444 few gone  
444           pheugon   ,milk     444   
milky way 444 galaxy 444                
gala   ,drink    444 water 444 small    
leak 444 pinhole 444             pino   
,suffer   hunger   444 ng of hunger 444 
pining away 444                 peinao  
,time     444 watch 444 chronometer 444 
chronos   ----         ,father ,time 444
 old age 444 old crony            ----  
,deliver  444 capture 444 lasso 444     

apalasso   ,spread   444 ,christmas     
feast 444 deck a church 444             
dye a spire 444                         
diaspeiro   ,uncover  444 bare 444 bare 
foot 444 a ,kaliph's toe 444            
ekkalypto   ,shut     444 shut out 444  
severe weather 444 bad climate 444      
kleio   ,i judge  444 condemn 444 refute
 444 refuse 444 cry no 444   krino      
,found    444 establish 444 fix 444     
fasten thus 444 tie so 444 ktizo        
,soldier  444 art of war 444 strategy   
444                      stratiotes     
#a4 ,in the case of ,foreign words1 what
 must the last intermediate             
necessarily be a case of8    #b4 ,do    
pupils always agree on a good ,in4 by   
,s48    #c4 ,what is sufficient1 if it  
refers to one syllable only8    #d4     
,what are you never to do in getting at 
an ,english word8    #e4 ,what may you  
do in getting at a ,foreign word8    #f4
 ,could you not omit camel hair8    #g4 
,could you not omit leather1 which      
follows tanner8    #h4 ,could you not   

omit after cup the word tea-cup8    #i4 
,is not tea-pot connected by ,con4 with 
cup8   #aj4 ,after bread could you not  
omit baker8   #aa4 ,are not bread and   
baker's art connected8   #ab4 ,could you
 not omit watch1 after ,time8           
,,english4       ,,intermediates4       
,,latin4   ,heart      444 heart-sick   
444 fainting 444 cordial 444         cor
   ,wickedness 444 dishonesty 444       
blackmail 444                    malum  
,book       444 printed thoughts 444    
freedom of thought 444                  
liberty 444                             
liber   ----           444 books 444    
library 444                       ----  
,breast     444 front 444 front view 444
 aspect 444             pectus   ,spear 
444 thrust 444 quick motion 444 hasty   
444           hasta   ,suitor     444   
princely suitor 444 married by proxy 444
        procus   ,ask        444 borrow 
444 swindle 444 rogue 444               
rogare   ,marrow     444 ,old ,english  
arrow 444 victory 444 medal 444         

medulla   ,captain    444 head of       
hundred 444 century 444                 
centurio   ,surveyor   444 measure 444  
dimension 444                           
agrimensor   ,furniture  444 bent-wood  
chairs 444 bent legs 444 supple         
legs 444                                
supellex   ,vine       444 wine 444     
luxury 444 pampered 444                 
pampinus   ,liar       444 false        
pretence 444 mendicant 444              
mendax   ,cow        444 cow-pox 444    
vaccination 444                         
vacca   ,sing       444 boatman's song  
444 canoe 444                    cano   
,kill       444 kill by hanging 444     
broken neck 444             necare      
,redden     444 blush 444 kissing 444   
ruby lips 444             rubesco   ----
           red 444 ruby 444             
----   ,dry        444 dry mouth 444    
feverish 444 sick 444             siccus
   ,man        444 married man 444 home 
444                        homo   ,war  
444 victory 444 rejoicings 444 bells    

rung 444       bellum   ,rob        444 
robber 444 hue-and-cry 444 policeman's  
rap 444  rapto   ,tanner     444 russet 
leather 444 russet apple 444 apple      
core 444                                
coriarius   ,dove       444 married love
 444 ,united ,states 444 ,columbia 444  
columba   ,bench      444 table 444 shop
 counter 444 selling 444                
subsellium   ,oar        444 ,roman     
galley 444 ,rome 444 ,romulus and ,remus
 444 ,remus   ,garret     444 unhealthy 
444 medicine 444 salts and senna 444    
cenaculum   ,garret     444 store-room  
444 grain store 444                     
granaria   ,horse      444 race 444 dead
 heat 444 equal 444                equus
   ,cock       444 spurring 444 goading 
444 galling 444            gallus       
,lazy       444 tramp 444 knave 444     
ignavus   ,make heavy 444 rich food 444 
gravy 444                         gravo 
,sign       444 musical signs 444 notes 
444                     nota   ,poverty 
444 drafty garret 444 sleeping draught  

444                  opium 444          
inopia   ,messenger  444 news 444 false 
news 444 nonsense 444            nuntius
   ,top        444 high perch 444 hen's 
perch 444 cackle 444       cacumen      
,face       444 bare face 444 bare      
headed bird 444 vulture 444  vultus     
,useless    444 needless impatience 444 
irritation 444          irritus   ,dark 
444 dark staircase 444 insecure 444     
obscurus   ,writer     444 bad writer   
444 scribbler 444                       
scriba   ,harvest    444 harvest home   
444 ,mrs4 at home8 444            messis
   ,dog        444 dog's tail 444 tin   
can 444                  cane carrier   
444 cane,i 444                  canis   
,egg        444 boiled egg 444 boiled   
hard 444 over boiled 444  ovum   ,fox   
444 jackall 444 carcass 444 vulture 444 
vulpes   ,bread      444 sweat of brow  
444 labour 444 pain 444                 
bread-pan 444 pan,i 444                 
panis   ,table      444 figures 444     
calculation 444 mensuration 444         

mensa   ,master     444 schoolboard 444 
fines 444 magistrate 444        magister
   ,tree       444 mast 444 ship 444    
harbour 444                   arbor     
,mother     444 wife 444 helpmeet 444   
help-mate 444             mater  ,i ,in 
some ,english schools the first syllable
 in panis sounds pan1 in others pain4   
,if an ,english word derived from a     
foreign word 7or from the same root7    
occurs to you1 use it2 but do not spend 
time hunting for derivations4           
,unfamiliar words are no help2 do not   
think the word panification will help   
you to panis1 because it is an ,english 
word meaning bread-making1 and you are  
an ,englishman4 ,you would be much wiser
 to try to remember the ,english        
panification by the aid of the ,latin   
panis1 than vice-versa1 that is1 if any 
mortal ever does want to remember that  
pedantic dictionary word4     #a4 ,if   
mendicants are known to be liars1 why   
could not false       pretences be      
omitted8    #b4 ,if vaccination means   

inoculating with cowpox1 why could not  
cowpox be omitted8    #c4 ,if broken    
neck means a violent death1 why not omit
 kill by       hanging8    #d4 ,ought   
not billing and cooing to be inserted   
after ,dove8    #e4 ,what relation is   
there between married love and ,united  
,states8    #f4 ,if musical be added to 
notes1 why could not musical signs      
be omitted8    #g4 ,if scribbler is a   
writer1 why could not bad writer be     
omitted8    ,,english4                  
,,intermediates4                        
,,german4   ,joy        444 play-day 444
 free day 444 ,friday 444               
,freude   ,sad        444 tomb 444 mason
 444 trowel 444                 traurig 
,clear      444 clear tones 444         
clarionet 444                 klar      
,indolent   444 lazy bones 444 lazy lass
 444                laessig   ,dangerous
  444 storm 444 steamboat fare 444      
gefaehrlich   ,part       444 part of   
house 444 roof 444 tile 444             
,theil   ,empty      444 hollow 444     

fox's hole 444 lair 444            leer 
,take       444 take husband 444 new    
name 444                 nehmen         
,diffidence 444 shy girl 444 schoolgirl 
444 ,miss 444          ,misstrauen      
,little     444 grow less 444 on the    
wane 444                 wenig   ,much  
444 more 444 mourn 444 feel grief 444   
viel   ,recompense 444 repayment 444    
loan 444                        ,lohn   
,question   444 answer 444 fragmentary  
answer 444             ,frage           
,foot-stool 444 low 444 shame 444       
,schemel   ,pressure   444 too heavy 444
 droop 444                       ,druck 
,voice      444 voice lozenges 444      
stimulation 444            ,stimme      
,child      444 young kindred 444       
,kind   ,threaten   444 stinging words  
444 stinging bee 444 drone 444 drohen   
,mirror     444 reflect 444 think 444   
speak 444               ,spiegel        
,beetroot   444 red heart 444 rib 444   
,ruebe   ,potato     444 dig up 444     
remove 444 cart off 444                 

,kartoffel   ,love       444 lovers'    
meeting 444 meat 444                    
,liebig's extract 444                   
,liebe   ,campaign   444 pain 444 feel  
444 felt 444                    ,feldzug
   ,medicine   444 science 444 arts 444 
7pr4 artsnei7          ,arznei          
,evening    444 hour of prayer 444 bend 
the knee 444          ,abend   ,heaven  
444 angels 444 harps 444 hymns 444      
,himmel   ,song       444 choir 444     
choir leader 444 lead 444               
,lied   ,table      444 soiled table    
cloth 444 dirtyish 444           ,tisch 
----       444 dinner 444 dish 444      
----   ,chair      444 chairman 444     
session 444                      ,sessel
   ,bottle     444 ,leyden jar 444      
electric spark 444 flash 444   ,flasche 
,beloved    444 attached 444 hooked 444 
trout 444             traut     #a4     
,could not boiled hard be omitted8      
#b4 ,if we use mensuration tables1 could
 not figures 444       calculation be   
spared8    #c4 ,what is the relation    

between ,tree and mast8    #d4 ,could   
not lazy bones be omitted after         
indolent8    #e4 ,why could not         
schoolgirl be omitted8    #f4 ,why could
 not answer be omitted after question8  
,,english4       ,,intermediates4       
,,french4   ,fat        444 ,fat ox 444 
clover 444 rich grass 444        gras   
,mouth      444 ,flesh eater 444 butcher
 444                 bouche   ,asphalt  
444 assafoetida 444 fish bait 444       
beton   ,to lash    444 circus 444      
,hengler 444                            
cingler   ,current    444 nerve current 
444 vague function 444        vagus     
,armchair   444 reclining 444 gouty 444 
foot oil 444        fauteuil   ----     
444 arm 444 leg 444 foot 444            
----   ,railway   station    444 railway
 guard 444 guard 444                    
gare   ,smoke      444 tobacco 444 smell
 444 perfumer 444          fumer        
,carpet     444 fine design 444 tapestry
 444                tapis   ,head       
444 foot 444 root 444 potato 444        

tete   ,oar        444 boat 444 war-ship
 444 ram 444                  ,see      
,latin 444                              
rame   ,tears      444 hysterics 444    
fainting fit 444 alarm 444    larmes    
,canvas     444 rope 444 oakum 444 hard 
labor 444 toil 444  toile   ,wave       
444 washing 444 unwashed 444 vagabond   
444       vague   ----       444 current
 444 nerve current 444 vagus 444        
----   ,bed        444 bed of sea 444   
sea-shore 444 lee-shore 444  lit   ,pane
       444 pain 444 sore eyes 444       
vitriol 444          vitre   ----       
444 glass 444 vitreous 444              
----   ,gun        444 gunsmith 444     
spark 444 fusee 444            fusil    
----       444 foot soldier 444 fusilier
 444               ----   ,shovel       
444 shoved about 444 crowd 444 ,pall    
,mall 444    pelle   ----       444 sand
 444 spade 444 pail 444                 
----   ,side-walk  444 walking fast 444 
trotting along 444         trottoir     
----       444 mid road 444 horses 444  

trotting 444        ----   ,dirty       
444 second-hand furniture 444 furniture 
444                  sale 444           
sale   ,faithful   444 dog-blind fiddler
 444 fiddle 444            fidele   ----
       444 faithfulness 444 fidelity 444
               ----   ,pity       444   
pitying 444 misery 444                  
misericorde   ,misfortune 444 missing   
train 444 mail hour 444                 
malheur   ,hang fire  444 fire engine   
444 haste 444 tear along                
too 444                                 
faire longfeu   ,star       444 diamond 
444 ball dress 444 toilet 444           
etoile   ----       444 ,star 444 ,inn  
444 hotel 444                  ----     
,cake       444 cheesecake 444 mouse 444
 cat 444            gateau   ,sword     
444 soldier 444 soldier's pay 444       
epee   ----       444 war 444 misery 444
 happy 444                ----   ,book  
444 pages 444 leaves 444 ,see ,latin 444
        livre   ,castle     444 ruined  
444 shattered 444                       

chateau   ,to speak   444 converse 444  
dispute 444 parley 444         parler   
#a4 ,why could not feel be left out8    
#b4 ,why not omit science1 and say      
medical arts8    #c4 ,why not omit      
angels and harps1 and simply add        
celestial to       hymns8    #d4 ,if the
 pupil does not know who ,hengler is1   
should we not omit       the name and   
insert instead singing clown8    #e4    
,why should not fare be a better ,in4 by
 sound with gare than       guard8      
#f4 ,if tapestry means other things     
besides carpets1 would not              
tapestry carpet be a sufficient         
intermediate8    #g4 ,if pelle is       
pronounced as if applied pel1 ought not 
,pall       ,mall to be pronounced as if
 spelled ,pell ,mell8    ,,english4     
,,intermediates4                        
,,italian4   ,basket     444            
horse-basket 444 pannier 444            
paniera             444 casket 444 ring 
444 bull 444 bellow 444       corbello  
,gold       444 nugget 444 ore 444      

oro   ,his        444 his own 444 zone  
444 bind 444 sew 444         suo   ,thy 
444 thy face 444 head 444 foot 444 toe  
444        tuo   ,uncle      444 ,dutch 
uncle 444 ,holland 444 ,zuyder ,zee 444 
,zio   ,pius       444 church 444 pew   
444                            ,pio     
,month      444 ,month of ,may 444 mace 
444                     mese   ,made    
444 servant-maid 444 cook 444 fat 444   
fatto  ,synonyms1 as well as words      
having but a slight difference in sound 
like ,insidious and ,invidious are      
easily discriminated by memorised       
,correlations3 ,,insidious 444 inside   
444 hole 444 fox 444                    
,,treachery4--,,invidious 444 invade 444
 hostility 444 ,,ill-,,will4     #a4 ,is
 the letter i in ,zio pronounced as if  
spelled ,zeeo8    #b4 ,if so1 is pew a  
good ,in4 by sound with ,pio8    #c4    
,why would not these be good            
correlations1 viz41 ,,insidious1        
hideous 444 moral turpitude 444         
,,treachery4--,,invidious 444           

perfidious 444 betrayal4 ,,ill-,,will4  
#d4 ,how many correlations have you made
 so far8    #e4 ,have you made your own 
in every case1 or memorised mine in     
every       case8    #f4 ,have you      
indicated the relations in all cases by 
writing in #a1       #b1 or #c8    #g4  
,if not1 why not8   ,,how ,,to          
,,memorise ,,dates1 c41 ,,where ,,you   
,,are ,,unfamiliar ,,with ,,the ,,facts1
 c4  ,let every ,pupil write examples of
 his own selection of names ,correlated 
to ,dates of birth and death worked out 
as below1 or some other pairs of        
extremes1 such as name of ship to its   
captain on one side1 and its tonnage 7or
 destined port7 on the other4  ,to      
remember ,dates of ,birth and ,death    
7c47 of men1 correlate the ,,surname    
,,as ,,best ,,known to the word         
expressing the date of ,,birth1 and     
correlate the ,,birth-,,word to the     
,,death c4 word3--  ,do not look for    
,analytic ,date-words in the following  
cases until you have first memorised my 

,correlations or your own4 ,you can then
 review the examples and easily find    
,analytic ,date-words if you are        
sufficiently acquainted with the facts  
of the cases1 as3 ,lord ,beaconsfield   
7#ah7je1 ,salient4,j ,here is a supposed
 ,analytic formula by ,english          
,liberals1 of ,gladstone's              
birth3--,gladstone--,supreme 7#ah7ji2 by
 ,foreigners--,supereminent2 by ,tories1
 ,spoliator2 by ,home                   
,rulers--,supporter2 by                 
,parnellites--,asperser2 by             
,churchmen--,spiritual2 by              
,agnostics--,superstitious2 by          
,unionists--,separatist2 by admirers of 
eloquence--,spellbinder2 by decriers of 
speaking--,spouter4  ,j ,one of the     
meanings of ,salient is to force itself 
on the attention4 ,recall his threat    
when coughed down on the occasion of his
 maiden speech in the ,house of         
,commons4 ,you will hear me 7#ah7je4    
#a4 ,memorise the correlation you make4 
#b4 ,do you find it difficult to get    

analytic date-words8    #c4 ,what is    
necessary in order to get them readily8 
,lord ,beaconsfield 444 beacon 444 the  
rock 444 the vessel   born #ahje   444  
,vessel 444 anchor 444 hope 444 to have 
faith   died #ahha    ,mr4 ,gladstone   
444 gladness 444 sorrow 444 the heavy   
sob   born #ahji   444 heavywaters 444  
,noah's flood 444 few saved 444 too few 
men   ,m4 ,p4 in #ahcb    ,napoleon     
,bonaparte 444 banishment 444           
embarkation 444 ,took ship   born #agfi 
444 ,took ship 444 masthead 444 ,godhead
 444 ,divinity 444   died #ahba         
,robert ,burns 444 ,scottish poet 444   
map of ,scotland 444 map of the   ,world
 444 ,the globe   born #agei   444 ,the 
,globe 444 newspaper 444 page 444       
,waiting page 444   died #agif          
,oliver ,goldsmith 444 poverty 444      
plenty 444 ,took enough   born #agbh    
444 bread enough 444 prodigal son 444   
,the younger   died #aggd    ,nelson 444
 ,britain's bulwark 444 ,white cliff    
born #ageh   444 ,white fossil   died   

#ahje    ,cardinal ,wolsey 444 butcher  
444 steel 444 straight 444 ,direct      
born #adga   444 point 444 horns 444    
,dilemmas   died #aecj    ,cardinal     
,newman 444 kindly light 444 ,vesta     
born #ahja   444 fire goddess 444 sun   
god 444 ,phoebus   died #ahij    ,the   
,marquis of ,salisbury 444 ,st4 ,paul's 
burial 444 ,the famous   born #ahcj     
,the famous 444 ,livingstone 444        
travelling 444 voyaging   succeeded to  
title #ahfg    ,j4 ,j4 ,rousseau 444    
,emile 444 early education 444 ,educate 
now   born #agab   444 draw out thought 
444 ,i think of you   died #aggh        
,charles ,darwin 444 ,natural ,selection
 444 ,the chosen one 444 ,happy   born  
7#ahj7i,k   444 greatest happiness 444  
,to have heaven   died #ahhb    ,george 
,eliot 444 ,adam ,bede 444 add 444      
,advance   born #ahbj   444 ,money 444  
,l#aj 444 ,two fives   died #ahhj       
,richard ,wagner 444 ,music of ,future  
444 future time 444 ,to have   time     
born #ahac   ,to have fame   died #ahhc 

,the ,duke of ,albany 444 delicate 444  
pale 444 white 444 ,white   flame   born
 #ahec   ,fire   died 7#ah7hd           
,charles ,dickens 444 ,pickwick ,papers 
444 picnic biscuits 444   biscuit-tin   
444 ,tin   born 7#ah7ab   ,case   died  
7#ah7gj    ,titus ,oates 444 barley 444 
mash-tub 444 man's tub 444 ,diogenes    
born #afbj   444 harsh critic 444 ,he   
attacks all   died #agje    ,the        
specific gravity of the ,iridium is     
#bb4dj   ,,iridium 444 ,i ridicule 444  
,ridiculous 444 ,all laugh 444 none     
serious4   #bb4dj   ,see ,analytic      
,substitutions1 concerning the          
expression of decimals4    ,one pound   
avoirdupois equals 4#decee of a         
kilogram--   ,,pound ,,avoirdupois 444  
old measure 444 new measure 444 new     
reign 444   74#decee7 ,his rule may     
hallow all4    ,great ,earthquake at    
,lisbon in #agee--  #a  #g #e  #e       
,,lisbon 444 ,listen 444 ,hush6444      
,,talk ,,lowly4    ,sorata 7,andes7     
#ba1bhf feet high4            #b  #a #b 

#h #f   ,,sorata 444 sore 444 cured 444 
salt fish 444 ,,uneaten ,,fish4         
,,foundation ,,of ,,rome 444 ,seven     
hills 444 up hill 444   7#gec7 climb4   
,,first ,,printing ,,in ,,england 444   
,book 444 ,pamphlet 444   7#adga7 tract4
    ,,council ,,of ,,trent 444 rent 444 
rent roll 444   7#aede7 daily roll4     
,,spanish ,,armada ,,destroyed          
#a    #e  #h    #h   ,many ships sunk   
444 few escaped 444 ,,they ,,leave ,a   
,,few4    ,america discovered in #adib--
                             #a #di #b  
,,america 444 ,merry 444 ,sad 444 sad   
irons 444 ,handcuffs 444 ,,turpin4      
,mariners' ,compass invented1 #abfi--   
#a #b  #f  #i   ,,mariners' ,,compass   
444 pocket compass--  ,,tiny ,,shape4   
,k ,it is sufficient to indicate the    
figure #i1 as we know that it could not 
have been the year #i of the ,christian 
,era1 and as it was somewhere about the 
beginning of this century1 the figure #i
 makes an indefinite impression definite
 and exact4  ,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     
,substitution4 ,synthesis power has a   
good training effect in all cases4      
#a4 ,is it always necessary for us to   
know the dates of the birth and         
death of men8    #b4 ,then why do we do 
this exercise8    #c4 ,what do ,i want  
you to get thorough control over8    #d4
 ,what will you then be able to do8     
#e4 ,the specific gravity of ,iridium is
 #bb4dj1 represented by the       phrase
 none serious2 of what use is the first 
s in       the word serious8    #f4 ,why
 would you not give it the value of     
7#j78    #g4 ,give a phrase indicating  
the height of the ,washington ,monument 
7#eee ft474    #h4 ,now correlate       
,washington ,monument to the phrase you 
have       given4    #i4 ,make original 
correlations for all the events on this 
page4   #aj4 ,are unfamiliar words of   
any help in a correlation8   #aa4       

,should they ever be used as            
intermediates8   #ab4 ,do you try to use
 as few intermediates as possible8      
#ac4 ,are short ones more easily        
learned8   ,,serial ,,facts4  ,there are
 two kinds of ,serial ,facts4  7#a7 ,one
 is where names or facts are stated in a
 certain order1 as in alphabetical      
order1 for instance1 and yet a different
 order could be given4 ,lists of        
exceptions in ,grammar are usually      
stated in the alphabetical order1 yet if
 the component parts or words of the    
list are remembered1 the alphabetical   
order is of no consequence4 ,one teacher
 has re-arranged ,series in ,foreign    
,grammars in such a manner that he finds
 a natural suggestiveness between the   
words4 ,no doubt such a re-arrangement  
can be made1 but ,i question whether his
 doing it for another would help the    
latter much4 ,for the pupil to benefit1 
he should re-adjust the ,series for     
himself4 ,my ,pupils1 when trained in   
,analysis and ,synthesis1 have no       

difficulty in correlating the ,series   
just as they may find it4 ,no time is   
spent in trying to discover relations   
that may not exist4 ,at best1 when      
found1 they will be weak2 but1 by       
correlating the series together1 my     
,pupils make a strong and vivid relation
 between all of the words of a ,series  
to be memorised1 and at the same time   
exercise attention in both its          
functions1 and increase appreciation of 
,in41 ,ex41 and ,con4     #a4 ,how many 
kinds of ,serial facts are there8    #b4
 ,what are the characteristics of the   
first kind8    #c4 ,is it advisable for 
the pupil to re-adjust ,series in       
,foreign       ,grammars8  ,suppose we  
wish to memorise the #aa prepositions   
which form part of certain ,latin verbs 
which are followed by the dative1 to    
wit3--,ad41 ,ante41 ,con41 ,in41        
,inter41 ,ob41 ,post41 ,pre41 ,pro41    
,sub41 and ,super4 ,this ,series is     
usually learned by endless repetition1  
as a succession of sounds to the ear1 or

 sight to the eye1 by mere rote4 ,what a
 waste of time to attempt to re-arrange 
it in order to learn it more easily4    
,yet such a ,series can be learned by   
correlating the words together in a very
 short time1 thus3--    ,ad    444      
addition 444 front addition 444         
ante-room4444   ,ante  444 antecedent   
444 consequent4444   ,con   444 converse
 444 inverse4444   ,in    444   ,inter  
444 interject 444 object4444   ,ob      
444 obligation 444 postponed            
obligation4444   ,post  444 post-office 
444 prepayments4444   ,pre   444        
predilection 444 propensity4444   ,pro  
444 produce 444 soil products 444       
subsoil4444   ,sub   444 subordinate    
actor 444 ,super4  ,and1 similarly1 we  
can deal with any ,series in ,grammar1  
or elsewhere4     #a4 ,do my pupils ever
 find any difficulty in correlating the 
series       as they may find it8    #b4
 ,what training must they have in order 
to do so8    #c4 ,is any time misspent  
in trying to discover a non-existing    

relation8    #d4 ,what are the eleven   
,latin prepositions here given8    #e4  
,how are they usually learned8    #f4   
,is time gained thereby8  7#b7 ,the     
other kind of ,series is where the      
words1 facts1 or things must be         
memorised as given4 ,the seven primary  
colours are given as they occur in      
nature1 thus3--,violet1 ,indigo1 ,blue1 
,green1 ,yellow1 ,orange1 ,red4 ,the    
unconscionable word ,,vibgyor has been  
given as a means1 through the initial   
letters of the colour words1 to enable  
us to remember those words1 and         
,,roygbiv to enable us to remember the  
,series backwards4 ,to such a pass are  
educators driven when they lack my      
,universal ,method of cementing         
,extremes4 ,we know the ,series both    
ways if we ,correlate the words1 thus3  
,violet 444 let go 444   ,indigo 444    
indigestion 444 blues 444   ,blue   444 
blue sea 444 sea green 444   ,green  444
 green corn 444 ripe corn 444   ,yellow 
444 yellow fruit 444   ,orange 444      

orangemen 444 fights 444 blood split 444
 blood-red 444   ,red4   ,,order ,,of   
,,the ,,english ,,sovereigns4  ,the true
 ,method of learning the ,order and     
,dates of the ,english ,sovereigns1 as  
of the ,american ,presidents1 or of any 
other list of ,rulers1 is to deal with  
them only in the course of reading4     
,when met with in ,history1 all the     
facts are before the reader1 and1 if he 
fails to hold the order of succession   
clearly in mind in any case1 he can     
easily correlate the ,names together4   
,and if he fails to retain some of the  
dates1 he can readily make forgetfulness
 impossible by correlating names to     
date-words--or1 as the details of the   
reigns are known to him1 he can at once 
find analytic date-words4 ,the reader   
wishes to infallibly remember that the  
date of the beheading of ,charles ,i4   
was #afdi4 ,the formula is ,charles     
,i4--,too sharp 7#afdi74 ,if the        
reader's memory-training is imperfect1  
and he is ignorant of the facts1 he had 

better correlate4 ,if his               
memory-education is complete1 and the   
facts are within his knowledge1 he will 
need no aid1 or he will use analytic    
date-words as in above case 7#a7 ,then  
7#f7 ,charles 7#d7 rightly 7#i7         
beheaded4 ,if he feels that he needs    
some advice to help him remember the    
order of succession of the ,kings1 he   
can refresh his recollection by turning 
back and reading the method already     
given4   ,,exercise4--,,cases ,,in      
,,every-,,day ,,life4  ,the student must
 exercise his judgment as to what is the
 best known to which he will ,correlate 
an isolated fact4  ,the following       
anecdote is taken from the ,,era        
,,almanack1 #ahhb1 p4 #cf4 ,the actor1  
whose name was ,taylor1 could not       
remember the name assigned to him in his
 part of the play4 ,we shall see how    
,mnemonics helped him4  ,,association   
,,of ,,ideas4--,macready was once       
victimised in ,virginius4 ,the          
,numitorius could not remember the name 

given him in the play4 ,you will        
remember it1 sir1 said the tragedian1   
carefully pronouncing it for him1 by the
 association of ideas4 ,think of        
,numbers--the ,book of ,numbers4 ,the   
,numitorius did think of it all day1 and
 at night produced through the          
association of ideas the following      
effect3  ,numitorius--,where is         
,virginia8 ,wherefore do you hold that  
maiden's hand8  ,claudius--,who asks the
 question8  ,numitorius--,i1 her        
uncle--,,deuteronomy6  ,the actor should
 have correlated the word ,numitorius1  
which he could not remember1 to the word
 ,uncle as the ,,best ,,known that      
preceded it1 which he could remember1 or
 to his cue the word ,question thus3    
,,uncle #b ,nephew #a ,you #a ,you      
knew--,,nu-mitorius4 ,or1       ,,uncle 
#b ,niece #a ,neat #a ,neat and ,new #a 
,a new mitre o'er      us #a            
,,nu-mitorius4 ,or1       ,,question #a 
,wants to know #a ,know #a ,knew #a knew
 my story      #a ,,nu-mitorius4 ,or1   

,,question #a ,quest #a ,guessed #a     
,knew #a ,knew a mighty ,tory      #a   
,,nu-mitorius4  ,had the actor memorised
 either of these ,correlations1 he would
 not have forgotten ,numitorius in his  
performance4 ,in all similar cases mere 
,in4 by sound1 like the word ,numbers   
which ,macready proposed1 and which is  
really not a genuine ,in4 by sound1 is  
of little service to a poor memory4 ,a  
,correlation would have been much       
better4  ,to any conceivable ,isolated  
,fact you can find a ,best ,known to    
which you can correlate it1 and thereby 
always have it at command4 ,this is     
true1 even in cases of anticipatory     
memory4 ,instead of tying a string round
 your finger to remind you to buy       
something when you get to the bazaar1   
and when you get there forgetting to    
notice the string or forgetting what the
 string was intended to remind you of1  
correlate the name of what you wish to  
purchase to the name of something you   
are sure to think of at the place you   

are going to1 and memorise the          
,correlation4 ,when you see the ,best   
,known1 the thing you correlated to it  
will at once occur to mind4 ,i will add 
only one more illustration3--,a         
commercial traveller was in the habit of
 putting his watch under his pillow1 and
 also in the habit of forgetting that he
 put it there6 ,after losing two watches
 in this way1 he came to me to improve  
his memory1 and asked me if my ,system  
could aid him to think of his watch and 
where he had put it4 ,infallibly1 ,i    
replied1 if there is anything you can   
mention which you are certain to think  
of when you get up1 such as boots1      
trousers1 hat1 c4 ,there is one thing1  
he rejoined1 ,i am more certain to think
 of than any article of clothing4 ,i    
always think what a shame it is ,i have 
to get up4 ,well1 you are sure to think 
of the words 'get up2' that then is your
 ,best ,known4 ,correlate the word      
'watch' to it 444 thus3 ',,get          
,,up'--,spring up--,watch               

,spring--,,watch4 ,after a tour of four 
months he reported he had always thought
 of his watch the moment he awoke4      
,,speaking ,,without ,,written ,,or     
,,printed ,,notes4  ,after the clergyman
 has decided on his text1 or the speaker
 on any subject he has selected for his 
special topic1 the next step is to think
 it out--to make his plan--his mode of  
development of his ideas--their order   
and sequence1 illustrations1 c4 ,all    
this will constitute an outline--the    
,,skeleton ,,of ,,the ,,discourse4 ,this
 should usually be committed to paper4  
,if he possesses the requisite command  
of language to enable him to express his
 views1 all he now requires to do is to 
thoroughly memorise this ,skeleton4     
,when this is done1 the orator will have
 no occasion to have any notes before   
him to refer to1 and thereby to remind  
his audience that he is merely          
rehearsing fervour a week or more old2  
but1 having the exact order of ideas in 
his memory1 he can proceed to speak on  

each successive topic until he has      
exhausted all the points and            
illustrations that he had intended to   
use4  ,a young clergyman is very apt to 
imagine that he will correlate together 
#bj to #ajj propositions in every       
discourse--a theoretical conjecture     
never verified in fact4 ,in practice1 he
 will find that he will very rarely     
correlate more than ten propositions    
together1 and he will correlate         
sub-propositions1 citations1 or         
illustrations to the respective         
propositions to which they belong4      
,instead of correlations1 he may unite  
his propositions together by analysis4  
,each person will manage this matter as 
he finds most convenient to himself2 or1
 if he desires to literally memorise his
 discourses1 he can do so in the manner 
pointed out in learning sentences1 or by
 two or three careful perusals4 ,but1 by
 one who speaks without notes is        
generally understood one who has only   
memorised his leading ideas1 and it is  

always a judicious practice for a       
beginner to rehearse his leading topics 
and their amplifications in private1    
that he may test his memory1 and then   
become familiar with a procedure in     
private in order to be sure to be       
perfect in it before the public4 ,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-wandering4  ,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 class1 
or to an audience1 how ,mr4 ,brown      
proceeded4 ,if he desires to do this    
without notes1 he must memorise the     
order of those ,nine ,laws2 they are    
abstractly stated and difficult to      
correlate1 but it can be done4 ,the     

,laws are as follows3--      ,motion1   
,velocity1     ,direction or ,extension1
     ,re-action1     ,form1             
,personality1     ,opposition of        
,agents1     ,priority1 or ,sequence1   
,rhythm4  ,the teacher must correlate   
these heads or topics of his discourse  
together1 and so memorise his           
correlations that he can recall the     
series in the exact order4 ,perhaps he  
may proceed thus3      ,,motion4        
,rate of motion4     ,,velocity4        
,relation of motion to time and space--4
     ,,direction or ,extension4         
,direction reversed4     ,,re-,,action4 
,mould of ,action4     ,,form4          
,form of the ,human4     ,,personality4 
,its extremes4     ,,opposition ,,of    
,,agents4         ,first opponent4      
,,priority or ,sequence4                
,periodicity of ,sequence4     ,,rhythm4
  ,knowing these ,nine ,laws in the     
above order1 he can discuss them one    
after the other4 ,when he has finished  
his explanation of the reduction of the 

three ,forms of ,motion ,concentric1    
,poise1 and ,eccentric to the ,law of   
,correspondence1 he can proceed to the  
consideration of the sub-topics under   
,velocity1 and so on4 ,when he has fixed
 the other of his topics in mind1 he has
 a mental chart or map to guide him in  
his exposition1 and similarly in other  
cases4   ,,exercise4  ,learn some of the
 ,antidotes1 and at least two of the    
following series4 ,do not learn the     
extracts from ,quain's ,anatomy unless  
you understand what is meant1 or are a  
medical student4   ,,distances ,,of     
,,planets ,,from ,,the ,,sun4           
,,mercury--#cf1jjj1jjj ,mercury ,shines4
       ,,venus--#fg1jjj1jjj ,she's a    
,goddess4       ,,earth--#ic1jjj1jjj    
,planetary ,mother4                     
,,mars--#ada1jjj1jjj ,this ,world's     
,outsider4       ,,jupiter--#dhb1jjj1jjj
 ,rather ,flattened ,ends1 or1 ,a       
,roundish      ,form ,unequalled4       
,,saturn--#hhe1jjj1jjj ,floods of       
,light4       ,,uranus--#a1ghj1jjj1jjj  

,disturbances ,caused ,fruitful         
,searchings4                            
,,neptune--#b1ghi1jjj1jjj ,neptune      
,constitutes a ,frontier      ,boundary4
     #a4 ,how many planets are here     
mentioned8 ,make your own correlations  
between each4   ,,extracts ,,from       
,,quain',s ,,anatomy4  ,,to ,,be        
,,studied ,,by ,,none ,,but ,,medical   
,,students4  ,the ,branches of the      
,external ,carotid ,artery are eight in 
number1 viz41 three directed forwards1  
the superior thyroid1 the lingual1 and  
the facial2 two directed backwards1 the 
occipital and the posterior auricular2  
and three extending upwards1 the        
ascending pharyngeal branch1 together   
with the temporal and internal          
maxillary1 the two terminal branches    
into which the artery divides4          
,dissect1 or study a model or diagram of
 these branch arteries1 and then the    
facts are easily learned by means of    
,correlations3--      ,,carotid   444   
rotten 444 ruinous 444 ,,ivy 7eight     

branches7               444 growth 444  
advance 444 go forwards 444             
,,forwards  444 lead forwards 444       
conduct 444 ductless 444     ,,thyroid  
444 spheroid 444 earth 444 many         
languages 444      ,,lingual            
444 tongue 444 mouth 444 face 444       
,,facial               444 front 444    
back 444      ,,backwards 444 back of   
head 444 occiput 4444                   
,,occipital               444 occult 444
 secret 444 confession 444              
,,auricular               444 ocular 444
 eye 444 high up 444      ,,upwards     
444 ascending 444                       
,,ascending ,,pharyngeal                
444 congeal 444 frozen ,thames 444      
temporary 444   ,,temporal              
444 pour out shot 444 ,maxim gun 444    
or be temperate 444 maxim 444           
,,maxillary  ,to memorise the           
attachments of muscles1 first of all    
familiarise yourself by diligent        
dissection with the aspects of the      
muscles and the actual facts of their   

attachments4 ,it is possible to memorise
 their origins and insertions by my     
,system1 merely from their written      
descriptions2 but this is not learning4 
,it is a vicious system of cramming1    
which can do no good4 ,when you have    
thoroughly familiarised yourself with   
the actual facts proceed to fix these   
facts in your memory by my ,system4 ,in 
dealing with facts of such complexity as
 the origin and insertion of muscles1 it
 may be needful to have free recourse to
 the assistance of homophones1 c4 ,in   
the whole of anatomy there is no task so
 difficult as that of learning the      
precise attachments of the muscles of   
the back4 ,few students master these    
attachments thoroughly1 and those who   
do1 fail to retain them long4     #a4   
,are all students required to learn     
extracts from ,quain's       ,anatomy8  
#b4 ,how many branches are there of the 
,external ,carotid ,artery8    #c4      
,describe them4    #d4 ,is it an        
advantage in studying ,anatomy to       

dissect or study a       model8    #e4  
,how are the facts1 then1 easily        
learned8    #f4 ,make original          
correlations for this ,extract4    #g4  
,do you use any unfamiliar words in your
 correlations8    #h4 ,how do you       
memorise the attachments of muscles8    
#i4 ,is it possible to memorise their   
origins and insertions by my            
,system8   #aj4 ,is this learning8      
#aa4 ,what is it then8  ,by the ,system 
it is easy to learn facts of ,anatomy4  
,but the ,system is no substitute for   
dissection and experiment4 ,you can get 
a ,,comprehension of anatomical facts   
only by actual experience1 and to       
attempt to require an understanding of  
them from books is to substitute a      
knowledge of words for a knowledge of   
things4  ,the following will indicate   
one way in which you may proceed in     
memorising the attachments of the       
muscles of the back3  7#a7 ,first make a
 homophone of the name of the muscle4   
7#b7 ,indicate each attachment of the   

muscle by two words4      ,the initial  
letter of the first word should indicate
 the part of     bone to which the      
muscle is attached1 e4g41 ,sp  spinous  
process1     ,t  transverse process1 ,r 
rib1 c4 ,the second word should indicate
     by its consonants the numbers of   
the bones to which the     attachment is
 made4  7#c7 ,correlate the homophone of
 the muscle to the first pair of words1 
and the first pair to the second pair4  
,for example3  ,the ,,splenius ,,colli  
is attached1 inferiorly1 to the spinous 
processes of the third1 fourth1 fifth1  
and sixth dorsal vertebrae1 and         
superiorly to the transverse processes  
of the first two or three cervical      
vertebrae4      spleniu,s ,c,o,l,li     
7homophone7 ,,scold4     ,,scold 444    
cold 444 marble 444 ,,splendid ,,image  
444     gold statuette 444 chimney      
ornament 444 clock 444 ',,tis ,,time4   
,in the first pair of words the initial 
of ,splendid shows that the attachment  
is to the ,spinous processes1 and the   

word ,image indicates that the vertebrae
 implicated are the third to the sixth4 
,the second pair show that the          
transverse processes1 from the first to 
the third1 are those into which the     
muscle is inserted4  ,the ,,splenius    
,,capitis arises from the spines of the 
seventh cervical and two upper dorsal   
vertebrae and from the ligamentum       
nuchae4 ,it is inserted into the lower  
and back part of the mastoid process1   
and into the outer part of the superior 
curved line of the occipital bone4      
spleniu,s ,c,a,pitis 7homophone7        
,,escape4     ,,escape 444 flight 444   
projectile 444 trajectory 444 conic     
section 444     ,,split ,,cone4         
split 444 spliced 444 ligatured         
444444444444 ,,ligamentum ,,nuchae4     
new keel 444 ship 444 mast              
44444444444444444 ,,mastoid4            
masticate 444 eat 444 drink 444 sip     
44444444 ,,occipital4     #a4 ,do you   
need to use ,homophones in this study8  
#b4 ,what is the most difficult task in 

,anatomy8    #c4 ,do students generally 
master this thoroughly8    #d4 ,what    
makes the learning of ,anatomy easy8    
#e4 ,is my ,system a substitute for     
dissection8    #f4 ,how can you get a   
comprehension of anatomical facts8      
,,poisons ,,and ,,antidotes4  ,narcotic 
poisons are neutralized by              
vinegar3--,,narcotics 444 torpor 444    
strong wine 444 sour wine 444 vinegar4  
,wine1 brandy1 coffee1 and camphor may  
be used to rouse those who have taken   
laudanum or any other preparation of    
opium 444 ,,opium 444 opium eater 444   
intemperate 444 brandy 444 wine 444     
beverage 444 coffee 444 cough 444 cold  
444 camphorated spirit 444 camphor4     
,mucilage1 camphor1 and oil may be taken
 to neutralize                          
cantharides3--,,cantharides 444         
hair-grower 444 oil 444 smooth-running  
444 ease 444 comfort 444 camphor 444 fur
 cat 444 mew 444 mucilage4  ,ten drops  
of ammonia in a glass of sugared water  
sobers a tipsy man3--,,drunk 444 alcohol

 444 volatile spirits 444 volatile 444  
alkali 444 ammonia 444 to moan 444 to   
sigh 7#aj7 444 pathos 444 sweet tears   
444 sugared water4  ,,aconite 444 night 
boat 444 sea sick 444 emetics 444       
exhaustion 444 stimulants 444 hard      
drinking 444 spontaneous combustion 444 
animal charcoal4     #a4 ,are antidotes 
for ,poisons easy to remember8    #b4   
,should not all persons have a knowledge
 of the antidotes for the       ordinary
 poisons8    #c4 ,what method have ,i   
given to obtain such knowledge8    #d4  
,what is the relation between ,narcotics
 and torpor8  ,,chloride ,,of ,,lime 444
 bad smell 444 bad egg 444 white of egg 
444 fowl 444 grain 444 flour 444 flour  
and water 444 milk fluid 444 milk4      
,oil1 milk 7any fatty mucilaginous      
substance71 may protect the coats of the
 stomach against oil of vitriol and     
other acrid poisons3--,,acrid 444 curd  
444 curdled milk 444 milk 444 butter 444
 melted butter 444 oil4  ,,strong       
,,acids ,sulphuric ,acid 7oil of        

vitriol71 ,nitric ,acid1 ,hydrochloric  
,acid 444 alkali 444 lemon kali 444     
effervescing draught 444 citrate of     
magnesia 444 ,magnesia 444 antacid 444  
,bicarbonate of ,soda 444 potash 444    
potash soap 444 soap suds 444 emollient 
444 ,emollient ,drinks4  ,,carbolic     
,,acid 444 liquid 444 oil 444 sweet oil 
444 castor oil 444 aperient 444 ,epsom  
,salts 444 white 444 white of egg4      
,prussic acid 7,hydrocyanic ,acid7 is   
neutralized by alkalies and freshly     
precipitated oxide of iron3--,,prussic  
,,acid 444 tartaric acid 444 carbonate  
of soda 444 alkali 444 lie on the side  
444 oxide of iron 444 steel file 444    
rasp 444 artificial respiration4        
,,hydrocyanic ,,acid 444 cyanotic 444   
asphyxiated 444 no respiration 444      
,artificial respiration 444 perspiration
 444 hot 444 cold effusion 444 exposed  
to wet 444 rust 444 fresh precipitated  
oxide of iron4  ,soap and ,sulphide of  
,potassium are antidotes against arsenic
 and other metallic poisons3 ,,metallic 

444 lick 444 cat-lick 444 wash 444 soap 
444 potash soap 444 potassium 444       
sulphide of potassium4  ,,tartrated     
,,antimony 444 tartar emetic 444        
vomiting 444 irritating 444 emollient   
drinks 444 ladies drink 444 strong tea  
444 bitter infusion 444 tannic acid4    
,,nitrate ,,of ,,silver 444 silver sand 
444 seashore 444 sea water 444 common   
salt 444 white 444 white of egg 444     
fowls 444 barley 444 barley water 444   
warm water 444 vomiting 444 emetics4    
,,perchloride ,,of ,,mercury 444        
quicksilver 444 white 444 white of egg  
444 piecrust 444 wheat flour 444 flowers
 of sulphur 444 milk of sulphur 444     
milk4     #a4 ,can you discover more    
than one relation existing between grain
       and flour8    #b4 ,why could we  
not use the single word white1 to       
connect white       of egg to flour8    
#c4 ,what is the relation between liquid
 and oil8    #d4 ,what two relations    
exist between vomiting and irritating8  
#e4 ,what one1 between fowls and barley8

    #f4 ,why8    #g4 ,what is the       
relation between wheat flour and flowers
 of       sulphur8  ,,strychnine 444    
nerve stimulant 444 nerve sedative 444  
,bromide of ,potassium and ,chloral     
,hydrate 444 organic compound 444 heated
 organic compound 444 charcoal 444      
animal charcoal 444 charcoal fumes 444  
asphyxia 444 artificial respiration 444 
perspiration 444 tea 444 tannic acid 444
 acidity 444 dyspepsia 444 vomiting 444 
emetics4  ,,belladonna 444 deadly       
nightshade 444 deadly sick 444 emetic   
444 mustard and water 444 brandy and    
water 444 stimulants 444 hot 444        
perspiration 444 pilocarpine p4 injected
 hypodermically causes profuse          
perspiration4   ,,the ,,twelve ,,pairs  
,,of ,,cranial ,,nerves4  ,the following
 list is worked out for practice much   
more fully than a medical student would 
do if he were learning the list in his  
studies4 ,the medical student would     
doubtless first objectively identify    
these nerves in dissection1 and then use

 correlations to help him remember those
 which his natural memory could not     
carry4 ,if not a medical student1 my    
pupil may omit this and the previous    
examples from ,quain's ,anatomy4   ,,the
 ,,twelve ,,pairs ,,of ,,cranial        
,,nerves4  ,,cranial ,,nerves 444 within
 the skull 444 within 7#ab pairs7 444   
withdrawal 444 draw oil 444 oil factory 
444 ,,olfactory 7#ast pair7 444         
manufactory 444 smoke 444 smell 444     
scent-bottle 444 glass 444 optical glass
 444 ,,optic 7#bnd pair7 444 optician   
444 eyeglass 444 sight 444 eye-witness  
444 ocular demonstration 444 ,,occulo   
,,motor 7#crd pair7 ocular motions 444  
move the eye many ways 444 tear in the  
eye 444 ,,trochlear or ,,pathetic 7#dth 
pair7 444 moving 444 move the eye       
obliquely 444 obtuse angle 444 triangle 
444 ,,trigeminal 7#eth pair7 444 gem 444
 sparkling 444 eye 444 eyetooth 444 jaw 
444 talk 444 tongue 444 taste 444 good  
taste 444 good feeling 444 feeling 444  
feelers 444 motion 444 ocean 444 sailors

 444 absent from home 444 ,,abducent    
7#fth pair7 444 sent out 444 see out 444
 moves the eye outwards 444 face        
outwards 444 ,,facial 7#gth pair--motor 
to muscles of expression7 444 face 444  
audience 444 ,,auditory 7#hth pair1     
sensory for hearing and equilibration7  
444 ear-ring 444 shiny 444 glossy 444   
,,glosso-,,pharyngeal 7#ith pair1 taste1
 swallow7 444 congeal 444 unfixed 444   
vague 444 ,,vagus 7#ajth pair1          
pneumogastric7 444 gusty 444 blown back 
444 backbone 444 ,,spinal ,,accessory   
7#aath pair1 moves head7 and motor 444  
spines 444 sharp criticism 444          
hypercritical 444 ,,hypoglossal 7#abth  
pair7 444 glossary 444 foreign tongue   
444 ,tongue ,muscles4     #a4 ,between  
perspiration and tea8    #b4 ,why so8   
#c4 ,explain the relation between       
,belladonna and deadly       nightshade4
    #d4 ,what advice is here given the  
medical student8    #e4 ,are you        
required to learn the twelve pairs of   
cranial nerves if       you are not a   

medical student8    #f4 ,what do the    
words printed in italics indicate in    
this exercise8    #g4 ,is it essential  
for the medical student to know these   
uses8    #h4 ,what word indicates the   
number of pairs of cranial nerves8      
#i4 ,through what consonant8            
,,protoplasm4  ,albumen1 gluten1 fibrin1
 syntonin1 are closely allied substances
 known as proteids1 and each is composed
 of carbon1 hydrogen1 oxygen and        
nitrogen4  ,,proteids 444 ,protector 444
 commonwealth 444 for all 444 albumen   
444 all men 444 liars 444 fibs 444      
fibrin 444 brindled 444 spotted 444 sin 
444 syntonin 444 toe nails 444 hoofs 444
 glue 444 gluten4  ,the foregoing       
exercises show that there are no facts  
of ,science1 c41 or in ,daily ,life1    
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  
system4     ,,books ,,learned ,,in ,,one

 ,,reading4   ,for the past ten years ,i
 have printed in my large prospectus a  
general view of my meaning4 ,i will     
reproduce most of those views here1     
premising that ,i have never suggested  
that books are to be learned by heart1  
but only the important1 useful portions 
of them--such as are new to the reader  
and which he may desire to retain4  ,i  
do not mean such books as ,bradshaw's   
,guide1 the ,london ,post-,office       
,directory1 or any other mere collection
 of names1 addresses1 statistics1 c41   
which one may have occasion to consult1 
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 ,system4 ,what is one's    
object in reading a book8 ,simply to    
retain the ,,ideas in it that are ,,new 
and ,,useful to him1 as well as the     
,,new ,,uses that are therein set forth 
of old and familiar ideas4 ,if the      
reader is already partly acquainted with
 a book1 there will be fewer new ideas  

in it than in one with which he is      
unacquainted4 ,now1 what do ,i mean by  
,learning either of these books in one  
reading8 ,i mean exactly what ,i say4   
,all that you desire to remember shall  
be retained--all the leading or         
subordinate ideas1 propositions1        
illustrations1 facts1 c41 c4  ,there are
 only two ways of learning a book in    
this thorough manner3  7#a7 ,the first  
is the traditional method of learning by
 rote or endless repetition4 ,a         
celebrated ,coach in ,anatomy says that 
no one can learn ,anatomy until he has  
learned and forgotten it from three to  
seven times6 ,in learning any book in   
this way1 each sentence would be        
repeated over and over again1 and then  
reviewed and relearnt and forgotten and 
learned again6 ,and then at last the    
,pupil if he possesses a first-rate     
cramming memory might answer questions  
on it4 ,in learning a book by rote1 the 
number of times that each sentence and  
section is repeated1 if actually written

 out and printed1 would doubtless cover 
#e1jjj to #ej1jjj or more pages6--and   
even then the ,pupil passes his         
examination1 if he really does pass1    
partly by luck and partly by merit2 all 
his life he is constantly referring to  
it1 and repeating it1 and studying it1  
over and over again--showing really that
 he possesses little more than a        
,reference ,memory in regard to it6 ,but
 let us be candid and confess the truth2
 tens of thousands every year and during
 successive years try the various       
professions--law1 medicine1 divinity1 or
 sciences1 history1 c41 c41 and utterly 
fail to pass1 even respectably1 because 
they lack the extraordinary sensuous    
,,memory necessary to acquire knowledge 
by rote4  ,it is only the exceptionally 
powerful natural memories that win at   
exacting examinations by rote--even then
 their learning is soon forgotten1      
unless it is perpetually renewed4  7#b7 
,the other mode of learning any book in 
the thorough manner ,i have indicated1  

whether it be a book in which the reader
 finds but few novel ideas or where they
 are all new1 as in a scientific or     
technical work1 is by my ,method4 ,in   
fact1 ,i believe no one can learn any   
book so thoroughly by rote1 even if he  
possesses a marvellous ,natural ,memory 
and if he peruse it ever so many times1 
as my ,pupils can by my method in a     
single perusal4 ,let the reader note    
that my ,system has two important       
aspects--7#a7 ,it is a ,device or       
,method of memorising or learning any   
facts whatever--prose1 poetry1 dates1   
data1 formulae and facts and principles 
of the sciences1 c41 c41 c41 or anything
 whatsoever to be remembered4 7#b7      
,there is another equally1 if not more  
important aspect of it1 namely1 as a    
,trainer or ,strengthener of the        
,natural ,memory to any extent the pupil
 wishes to carry it4 ,and the ,natural  
,memory is so strengthened by the use of
 the ,system1 that as a ,device1 the    
,system is no longer required4 ,you then

 remember from your new ,memory-power   
without taking any pains to remember1   
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
 out4  ,now1 those who have thus derived
 the full benefit of the ,system1 both  
as a ,device for memorising and also as 
a ,memory ,trainer1 are the persons who 
can learn a book in one reading4        
,reading is used by ,coaches in a       
technical sense2 that is1 synonymous    
with thorough study4 ,by a single or one
 reading1 ,i mean a single careful      
perusal in conformity to the            
requirements of my ,system4 ,i do not   
mean that they can do this and doze     
during the process4  ,i now reproduce   
most of the plan always adopted in      
dealing with books whose contents1 or   
the unfamiliar portions of them are to  
be mastered4  7#a7 ,you will not read   
the book with the rapidity with which   
some young ladies are said to devour the

 latest novel4 ,they are often suspected
 of skipping pages at a time in order to
 discover the different stages of a     
plot1 until a thoroughly aroused        
curiosity compels them to hasten at once
 to the last chapter to fall upon the   
denouement4 ,this is not the style of   
perusal ,i contemplate4  7#b7 ,nor is it
 to be supposed because you understand  
the method that it will therefore work  
itself4 ,it has to be applied carefully 
and methodically at least once4 ,this   
necessarily demands time1 especially at 
first4 ,those who possess good health   
and good continuity1 and a mastery of   
the ,system1 accomplish the retention of
 a work in vastly less time than would  
be possible for them without the        
,system1 and the study is a pleasure    
instead of a task4 ,on the other hand1  
those who are in the possession of poor 
health or of weak concentration1 or who 
are overburdened with business          
anxieties1 domestic cares or competitive
 worries1 would very seldom1 if ever1   

master any book in the ordinary way by  
mere repetition4 ,these persons are     
extremely unfavourably situated to do   
justice to the ,system1 and it costs    
them more time and trouble to master a  
book than the former class4 ,a student  
admitted that he had carefully read a   
manual of ,english ,history completely  
through sixteen times1 and then failed  
in the examination4 ,to have obtained a 
lasting knowledge of this ,history by my
 method would probably have occupied him
 as long as he was formerly engaged in  
two or three of the sixteen fruitless   
perusals of it4 ,there is1 however1 only
 one difference between this unfortunate
 student and the great majority of those
 who succeed in the examinations through
 cramming4 ,he forgot all his historical
 knowledge before the examination--they 
usually forget theirs shortly after4 ,in
 fact1 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 wonder4 ,take the memories of

 members of the learned                 
professions--they are usually only      
,,reference memories4 ,they know where  
to find the coveted knowledge1 but they 
do not possess it or retain it in their 
minds4 ,on the other hand1 the student  
who masters a book by my method really  
knows the contents of it1 and he is thus
 enabled to devote to other purposes an 
enormous amount of time in the future   
that other people have to spend in      
perpetually refreshing their superficial
 acquirements4 ,moreover1 the average   
student who has carried out all my      
instructions can even now learn as much 
by my ,method in any stated time as he  
could learn without my ,method1 and with
 equal thoroughness in many1 many times 
as long a period6 ,and if any one who   
has been pressed for time1 or who has   
been in a panic about an impending      
examination1 or who has been too much   
troubled with ,discontinuity1 too ill in
 general health1 or too idle1 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 
done1 then let him turn back and really 
and truly ,,master my ,system for he    
does not even ,,know what my ,system is 
until he has faithfully carried out to  
the very letter all my instructions1    
unless he has been a pupil of my oral   
lectures1 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 powers4  7#c7 ,in  
regard to the subject matter of the     
book1 you do not care to occupy yourself
 with what you are already familiar     
with1 and in most books there are a     
great many things that you already know4
 ,in many works1 too1 there is a great  
deal of padding-matter inserted to      
increase the bulk of the book1 and      
possessing no permanent interest4 ,the  
expositions and explanations which      
enable you to understand the new matter 

usually take up a large part of the     
book1 and sometimes much the largest    
part of it1 and are not to be memorised1
 but only understood with a sole view to
 appreciate the valuable and important  
parts of the book--these expositions can
 be learned if desired--but they usually
 serve only a preliminary purpose4      
,there is also very much repetition--the
 same matter in new dress1 is           
reintroduced for sake of additional     
comments or applications4 ,you do not   
trouble yourself with these iterations4 
,the contents of a book which demand    
your attention are the ,,ideas which are
 ,,new to you1 or the ,,new ,,uses made 
of familiar ideas4  ,students who have  
not learned to exercise any independent 
thought often confess that in reading   
any book they are always in a maze4 ,one
 thing seems just as important as       
another4 ,to them the wheat looks       
exactly like the chaff4 ,as an          
illustration that the power of ,analysis
 is entirely wanting in many cases1 ,i  

may mention that ,i once received a     
letter in which the writer had literally
 copied one of my column advertisements1
 and then added1 ,please send me what   
relates to the above6 ,a modicum of     
mental training would have led him to   
say1 ,kindly send me your ,prospectus4  
,,learn ,,first ,,to ,,make ,,abstracts 
,,of ,,what ,,is ,,new ,,to ,,you4  ,a  
great authority on education says3 ,any 
work that deserves thorough study1      
deserves the labor of making an         
,abstract1 without which1 indeed1 the   
study is not thorough4  ,a work which   
deserves thorough study is obviously one
 full of ,,ideas1 new to the reader1    
such as the student must master4  ,if   
you are thinking of making an ,abstract 
of a particular book1 awaken the utmost 
interest in regard to it before you     
begin4 ,are you sure that it is worthy  
of thorough study8 ,is it the last or   
best work on the subject8 ,and if you   
advance1 note in a separate memorandum  
book your criticisms on the author's    

method and the soundness of his views4  
,these criticisms will help keep up your
 interest in the ,abstract1 and at the  
close enable you to suggest             
modifications1 additions1 excisions1 or 
a refutation4  ,three things are        
required3 7#a7 ,to learn how to         
abstract2 7#b7 ,to make one1 at least1  
such abstract2 and 7#c7 ,to learn it    
when made4   ,,how ,,to ,,make          
,,abstracts4  ,let the ambitious student
 make an ,abstract of any chapter of    
,john ,stuart ,mill's ,logic1 and then  
compare his work with the ,analysis of  
this same chapter by the ,rev4 ,a4 ,h4  
,killick 7published by ,longmans71 and  
he will at once see the enormous        
difference between the essentials and   
the non-essentials--the difference      
between the subject of discussion and   
the explanation or exposition of it4    
,the student's abstract1 if printed1    
would extend over twenty to thirty      
pages4 ,mr4 ,killick's only occupies two
 to five pages4 ,but do not reverse the 

process and read ,mr4 ,killick's        
,analysis first and then make your      
,abstract4 ,the latter1 however1 is the 
easier1 the usual1 and the useless      
method4 ,let the student continue this  
comparison till he attains very nearly  
the brevity and discrimination displayed
 by ,mr4 ,killick4 ,or1 if he prefers   
,history1 let him write a summary of any
 chapter of ,green's ,short ,history of 
the ,english ,people1 and then compare  
his digest with ,mr4 ,c4 ,w4 ,a4 ,tait's
 ,analysis of the same chapter 7now     
bound up with ,green's ,history1 as     
lately published in ,england74 ,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 ,mr4 ,tait4 ,after 
considerable practice in this way in    
making ,abstracts and comparing his work
 with that of such ,masterly            
,abstractors as ,dr4 ,killick and ,mr4  
,tait1 the student who needs this       
training is prepared to make abstracts  

of his own text-books4  ,any other work 
of which an ,abstract is published will 
serve the student as well as the above4 
,there were formerly published          
,abstracts of several law books4 ,and   
there may be other works whose abstracts
 are available to the ambitious student4
  ,abstracts would be very amusing if   
they did not indicate an almost total   
failure of educational training in the  
matter of thinking for one's self4      
,recently a ,pupil brought me a work on 
,physiology1 written for general        
readers1 and pointing to a paragraph in 
it that occupied nearly a whole page1   
exclaimed1 ,the only way ,i can make an 
abstract of that paragraph is to learn  
it by heart6 ,a glance at it showed me  
that ,i could express the gist and pith 
of it in the following sentence3--,the  
pulse beats #ha times per minute when   
you are standing1 #ga times when        
sitting1 and #ff times when lying down4 
,after a re-perusal of the paragraph he 
remarked1 ,you are right4 ,that is all  

one cares to remember in that long      
passage4 ,to his request for me to      
memorise the ,abstract1 ,i replied by   
asking what is the ,best ,known in it4  
,why1 pulse1 of course4 ,it is merely   
occupied with the number of times the   
pulse beats per minute in different     
positions of the body4 ,now correlate   
7memorising your correlations as you    
proceed7 pulse to standing1 and standing
 to a word expressing #ha 7feet72       
sitting to a word that translates #ga   
7caught72 and lying down to a word that 
spells in figures #ff 7judge74 ,the     
bodily positions being exhaustively     
enumerated need not be correlated       
together4 ,pulse 444 beating 444        
fighting 444 stand-up fight 444         
,,standing 444 stand 444 small table 444
 table legs 444 ,,feet4 ,,sitting 444   
rest 444 arrest 444 ,,caught4 ,,lying   
,,down 444 lies 444 perjury 444 trial   
444 ,,judge4  ,these efforts in         
abstracting will qualify the young      
student to distinguish the main ideas   

from the subordinate ones1 and he will  
then know when reading a book what to   
attend to and what to reject4 ,try a    
short essay first1 then a longer one2   
and at last1 when you are familiar with 
the method1 attack any book1 and you    
will cope with it successfully4 ,not    
much practice in this way will be       
required to enable you to know1 from a  
glance at the table of contents1 just   
what to assail and what to disregard4   
,and in all your first attempts in      
reading a technical work1 make out an   
,abstract of each chapter in writing1   
and then deal only with this ,abstract4 
,whenever the ,subject is not treated in
 a desultory manner1 but with logical   
precision1 you will soon be able to find
 ,suggestive or ,prompting ,words in the
 ,sequence of ,ideas and in the         
successive ,links in the ,chain of      
,thought that runs through the          
exposition4 ,if there is no such        
,sequence of ,ideas or ,chain of        
,thought running through it1 it may     

serve as an amusement1 but is little    
likely to command serious study4 ,in a  
short time you will be able1 in the     
language of ,dr4 ,johnson1 to tear out  
the heart of any book4 ,hazlitt said    
that ,coleridge rarely read a book      
through1 but would plunge into the      
marrow of a new volume and feed on all  
the nutritious matter with surprising   
rapidity1 grasping the thought of the   
author and following out his reasonings 
to consequences of which he never       
dreamt4 ,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 ,,memory4  ,there   
are four methods of learning abstracts3 
one is by ,synthesis2 the other is by   
the ,analytic-,synthetic ,method1 the   
third is mostly by ,assimilative        
,analysis1 and the fourth method is by  
the memory developed and trained by the 
,system1 but which is not consciously   

used4  7#a7 ,it is the novelties of     
,fact1 ,opinion1 ,illustration1 c41 set 
forth in your ,abstract that you        
correlate together1 thus3 ,you correlate
 the ,title of the ,first ,chapter to   
the ,title of the ,book2 next1 the      
,titles of the ,chapters to each other2 
and then you correlate1 in each chapter1
 the first leading idea or proposition  
to the title of the chapter1 the second 
leading idea to the first1 c41 c4 ,in   
this way you will proceed until you have
 absorbed all the new ideas1 facts1     
statistics or illustrations1 or whatever
 you wish to retain4 ,you can then test 
yourself on the work by calling to mind 
whatever you have thus cemented         
together4 ,if this is well done you will
 never have to do it again4  7#b7 ,we   
have already seen how to apply the      
,analytic-,synthetic ,method in learning
 by heart selections in ,prose or       
,poetry1 and same method can be used in 
memorising an ,abstract of such parts of
 a book as are new to the reader4 ,this 

method1 too1 once used in addition to   
what has been done by the pupil1 will   
make a further resort to it unnecessary4
  7#c7 ,and the same remark applies to  
the third method4  7#d7 ,the fourth     
method is the pupil's final method4     
,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-,,trainer4 ,if1   
however1 a ,pupil possesses a good      
natural memory and a mastery of the     
,system as a ,device for memorising1 and
 he has also greatly added to the power 
of his ,concentration as well as his    
memory by doing all the exercises1 he   
will not use my ,system1 even in the    
reading of the first book1 except now   
and then--certainly not constantly1 but 
only occasionally4 ,although not        
necessary in case of memories made      
strong by the ,system1 yet ,i do most   
earnestly recommend the most gifted and 
highly endowed to deal with one book in 

the above thorough-going manner4 ,as for
 instance1 ,herbert ,spencer's little   
work on ,education four short essays4   
,dr4 ,charles ,mercier1 who next to     
,herbert ,spencer is the most original  
and clear sighted ,psychologist in      
,england1 presents1 in a work entitled  
,sanity and ,insanity1 a scarcely       
equalled example of lucid exposition and
 logical development4 ,whichever one is 
selected it should be fairly and        
honestly handled by my method4 ,the gain
 to ,intellectual ,comprehension from   
having carefully abstracted one book1   
and the gain to the memory from having  
made and memorised the ,abstract1 will  
produce results that will last through  
life1 and make all subsequent           
acquisitions more easy and delightful1  
and make all further abstracts probably 
unnecessary4   ,,how ,,to ,,learn ,a    
,,long ,,series ,,of ,,unconnected      
,,facts ,,in ,,the ,,sciences ,,or      
,,events ,,in ,,history1 ,,chapters ,,in
 ,,books1 ,,or ,,the ,,contents ,,of    

,,books4  #a4 ,it is useless for the    
pupil to attempt to learn the exercise  
here given unless he has carefully      
studied the ,building1 ,ice1            
,presidential1 and ,english ,sovereign  
,series4 ,the meaning of ,in41 ,ex41 and
 ,con4 can be understood in application 
to the facts of life1 the events of     
,history and the principles and details 
of the ,arts and ,sciences1 only by a   
complete mastery of all that precedes   
this exercise4  #b4 ,let the pupil learn
 only ten facts1 propositions or        
statements at each of the first few     
sittings1 and then1 as he adds ten more1
 let him recite from memory all that he 
has previously learned of this exercise4
 ,the cementing relations of ,in41 ,ex41
 and ,con41 which bind the events       
together1 must in each case be first    
found by the student himself1 and       
afterwards1 and not before1 let him     
glance at my analysis which follows this
 series4  #c4 ,the lawyer1 in selecting 
#ajj or #a1jjj events of the ,victorian 

,era1 would doubtless make a list       
interesting to lawyers1 the physician   
would make one of interest mostly or    
mainly to doctors1 and similarly with   
educators1 statesmen1 editors1 c41 c4   
,but ,i have selected events with a view
 to find the most difficult cases to    
deal with and with no other view1 and if
 the pupil masters these1 all other work
 hereafter will be easy to him4  #d4    
,this method can be promptly used1      
provided the pupil does not attempt to  
engorge or cloy his mind by undertaking 
too much at a time at first4 ,practice  
will soon make longer exercises easy4   
,each of the following six ,exercises is
 enough for any one session or sitting4 
#e4 ,between a pair of words it may be  
difficult sometimes to find either the  
relation of ,in41 ,ex41 or ,con42 but in
 the case of sentences1 propositions or 
descriptions1 it is always easy to find 
one or other of the cementing relations4
 ,relations which to me are strong1 may 
seem weak to some pupils4 ,no two       

persons would find the same relation in 
some cases1 but1 however different the  
solutions may be1 they must always      
verify ,in41 ,ex41 or ,con4  #f4 ,the   
,int4 ,analysis1 the                    
,analytic-,synthetic1 or the mere       
,analytic method1 will enable the pupil 
to memorise the statement or sentence   
which describes the fact whenever any   
aid is necessary4  #g4 ,this ,method can
 be readily applied to events in ancient
 or modern times1 or to an accumulation 
of facts in the sciences1 c4  #h4 ,if we
 were to express only the year the      
formula would in most cases be          
different4 ,to indicate the month and   
the day of the month1 a consistent      
phrase must be used4     ,,one ,,hundred
 ,,events ,,of ,,the ,,victorian ,,era1 
,,learned ,,by ,,one ,,careful ,,reading
 ,,or ,,study4   ,,first ,,exercise4    
#a--,the ,victoria era begins           
,june #bj1 #ahcg      #b--;,abolition of
 death penalty for forgery and some     
other crimes                            

,july #ag1 #ahcg      #c--,question of  
,trades ,unionism brought before the    
,house of ,commons by ,mr4 ,wakley and  
,mr4 ,daniel        ,o',connell         
,feb4 #ac1 #ahch      #d--;,first steam 
voyage across the ,atlantic ,ocean      
completed in #ae days by the ,great     
,western      ,june #ag1 #ahch          
#e--;,international ,copyright ,act     
passed                 ,july #ca1 #ahch 
#f--;,chartist ,meetings proclaimed     
illegal               ,dec4 #ab1 #ahch  
#g--;,anti-corn ,law ,league formed     
,dec4 #ai1 #ahch      #h--,penny        
,postage ,act passed                    
,aug4 #ag1 #ahci      #i--,marriage of  
,queen ,victoria and ,prince ,albert at 
the ,chapel ,royal1 ,st4 ,james's1 by   
the ,archbishop        of ,canterbury   
,feb4 #aj1 #ahdj   #aj--;,birth of      
,princess ,royal                        
,nov4 #ba1 #ahdj   ,,second ,,exercise4 
#aa--;,birth of ,prince of ,wales       
,nov4  #i1 #ahda     #ab--;,earl of     
,munster's suicide                      

,mar4 #bj1 #ahdb     #ac--,monster      
,chartist ,petition1 borne by #af men   
and        containing #c1cag1gjb names1 
denied a hearing        before the bar  
of the ,house of ,commons               
,may   #b1 #ahdb     #ad--;,defeat of   
,boers at ,natal by the ,british troops 
,may  #bf1 #ahdb     #ae--,treaty with  
the ,united ,states of ,america on      
,north-,west ,boundary1 ,slave ,trade   
and ,extradition   ,aug4  #i1 #ahdb     
#af--;,defeat of ,ameers at ,meanee by  
,sir ,charles        ,napier4 ,loss     
#aj1jjj                                 
,jan4 #af1 #ahdc     #ag--;,birth of    
,princess ,maud ,mary ,alice            
,apr4 #be1 #ahdc     #ah--;,arkwright's 
son leaves his heirs ,l#h1jjj1jjj       
,may  #bd1 #ahdc     #ai--;,birth of    
,prince ,alfred ,ernest ,albert1 ,duke  
of        ,edinburgh and of             
,saxe-,coburg-,gotha                    
,aug4  #f1 #ahdd   #bj--;,imprisonment  
for debt under ,l#bj abolished          
,aug4 #aj1 #ahdd   ,,third ,,exercise4  

#ba--,maynooth ,college ,endowment ,bill
 passed by ,house        of ,lords by   
#aca majority                           
,may  #af1 #ahde     #bb--;,faraday     
announces discovery tending to show that
        light1 heat1 and electricity are
 but        different manifestations of 
one great universal        principle    
,nov4  #e1 #ahde     #bc--;,birth of    
,princess ,helena                       
,may  #be1 #ahdf     #bd--,opening of   
new ,philosophical ,institute at        
,edinburgh                              
,nov4  #d1 #ahdf     #be--,shakespeare's
 ,house1 at ,stratford-on-,avon1        
purchased by the ,shakespeare ,committee
 for        ,l#c1jjj                    
,sept4#af1 #ahdg     #bf--;,commercial  
crisis3 ,bank of ,england rate raised   
to #i per cent4                         
,oct4 #ca1 #ahdg     #bg--;,chloroform  
administered by ,professor ,simpson at  
,edinburgh                              
,nov4 #ab1 #ahdg     #bh--,the ,french  
,revolution of                          

,feb4 #bb1 #ahdh     #bi--;,birth of    
,princess ,louise                       
,mar4 #ah1 #ahdh   #cj--,kossuth claims 
protection from ,england                
,sept4#bj1 #ahdi   ,,fourth ,,exercise4 
#ca--,treaty with ,united ,states in    
regard to the        ,nicaragua ,canal  
,apr4 #ai1 #ahej     #cb--,sir ,robert  
,peel's fall from a horse1 on           
,constitution ,hill1 ,june #bi1 resulted
 in his        death                    
,july  #b1 #ahej     #cc--;,a ,farewell 
,benefit to ,william ,macready1 the     
tragedian1 at ,drury ,lane ,theatre     
,feb4 #bf1 #ahea     #cd--,opening of   
,international ,exhibition by ,her      
,majesty1 in ,hyde ,park                
,may   #a1 #ahea     #ce--,louis        
,napoleon's ,coup d'etat                
,dec4  #b1 #ahea     #cf--;,duke of     
,wellington's ,death                    
,sept4#ad1 #aheb     #cg--;,birth of    
,prince ,leopold                        
,apr4  #g1 #ahec     #ch--,lord         
,palmerston advises ,presbytery of      

,edinburgh        to first consult the  
laws of sanitation before               
ordering a fast on account of the       
,cholera          ,oct4 #ai1 #ahec      
#ci--,rev4 ,f4 ,d4 ,maurice dismissed   
from ,king's ,college        for        
opinion's sake                          
,oct4 #bg1 #ahec   #dj--,war declared by
 ,russia against ,turkey                
,nov4  #a1 #ahec   ,,fifth ,,exercise4  
#da--,war declared by ,england1 against 
,russia            ,mar4 #bb1 #ahed     
#db--;,epochal ,work--,spencer's        
,psychology                             
#ahee     #dc--,treaty of ,peace between
 ,england1 ,france1 and        ,russia1 
at ,paris                               
,mar4 #cj1 #ahef     #dd--;,bands play  
on ,sunday afternoons in ,kensington    
,gardens                                
,apr4 #ac1 #ahef     #de--;,birth of    
,princess ,beatrice                     
,apr4 #ad1 #aheg     #df--;,capture of  
,delhi                                  
,sept4#bj1 #aheg     #dg--;,first       

,sitting of the ,court for ,divorces3   
,sir        ,cresswell ,cresswell1      
,judge ,ordinary                ,jan4   
#af1 #aheh     #dh--,statue of ,sir     
,isaac ,newton unveiled by ,lord        
,brougham at ,grantham                  
,sept4#ba1 #aheh     #di--;,darwin's    
,origin of ,species published           
#ahei   #ej--;,death of ,lord 7,thomas  
,babington7 ,macaulay          ,dec4    
#bh1 #ahei   ,,sixth ,,exercise4        
#ea--,thomas ,hopley1 schoolmaster1     
sentenced to #d        years' penal     
servitude for causing the death of      
,r4 ,c4 ,cancellor by excessive corporal
 punishment   ,july #bc1 #ahfj          
#eb--,lord ,clarence advises ,ironclads 
for the ,navy       ,mar4 #aa1 #ahfa    
#ec--,recognition by ,english           
,government of the        ,southern     
,confederacy                            
,may   #h1 #ahfa     #ed--;,death of    
,prince ,consort of gastric fever       
,nov4 #ad1 #ahfa     #ee--,marriage of  
,prince of ,wales and ,princess         

,alexandra of ,denmark                  
,mar4 #aj1 #ahfc     #ef--,tercentenary 
of ,shakespeare's birth                 
,apr4 #bc1 #ahfd     #eg--,tercentenary 
of the death of ,calvin                 
,may  #bg1 #ahfd     #eh--;,inauguration
 of a statue to ,sir ,wm4 ,jenner1 at   
,boulogne                               
,sept4 #a1 #ahfe     #ei--;,albert      
,medal for those who in saving life     
endanger their own                      
,mar4  #g1 #ahff   #fj--,mr4 ,peabody   
thanked by ,h4 ,m4 the ,queen for his   
munificent gifts to the poor of ,london 
,mar4 #bh1 #ahff     #fa--;,government  
requires ,electric ,telegraph           
,july #ca1 #ahfh     #fb--,university of
 ,edinburgh admits women to the         
study of medicine                       
,oct4 #bg1 #ahfi     #fc--;,act for the 
abolition of imprisonment for debt      
comes into effect                       
,jan4  #a1 #ahgj     #fd--,prof4        
,tyndall traces propagation of disease  
by        dust and germs floating in the

 air             ,jan4 #ad1 #ahgj       
#fe--,prince of ,wales attacked with    
typhoid fever        ,nov4 #bc1 #ahga   
#ff--;,geneva ,convention awards the    
,united ,states of        ,america1 on  
account of ,alabama ,claims1            
,l#c1jjj1jjj against ,great ,britain    
,sept4#ad1 #ahgc     #fg--,miss         
,richards1 of ,stapleton1 walked #ajjj  
miles        in #ajjj consecutive hours 
,june #bi1 #ahgd     #fh--;,captain     
,boynton crosses ,english ,channel      
7second        attempt7 in his swimming 
dress                     ,may  #bh1    
#ahge     #fi--;,british ,museum lighted
 by electricity              ,oct4 #bj1 
#ahgi   #gj--,tay ,bridge disaster      
,dec4 #bh1 #ahgi     #ga--;,death of    
,mrs4 ,mary ,ann ,cross 7,george ,eliot7
        ,nov4 #bb1 #ahhj                
#gb--;,international ,medical ,congress 
in ,london2 #bjjj        doctors from   
all parts of the world                  
,aug4  #c1 #ahha     #gc--;,greenwich   
,observatory changed mode of reckoning  

time2 commencing at midnight as in the  
case of        civil time               
,jan4  #a1 #ahhe     #gd--;,first       
complete copy of ,revised ,bible        
presented        to ,h4 ,m4 ,the ,queen 
,may  #ae1 #ahhe     #ge--,sixpenny     
,telegrams introduced                   
,oct4  #a1 #ahhe     #gf--;,by ,pope's  
special authority the ,queen visits the 
,monastery of the ,grande ,chartreuse   
,apr4 #bc1 #ahhg     #gg--,queen's      
,jubilee2 #ejth ,anniversary            
,june #bj1 #ahhg     #gh--,the ,times   
,newspaper celebrates its #ajjth        
,anniversary                            
,jan4  #a1 #ahhh     #gi--;,first of #aj
 victims of ,jack the ,ripper1          
,whitechapel1 ,london                   
,aug4 #bi1 #ahhh   #hj--;,henry ,irving1
 ,miss ,terry and ,lyceum ,co41 play at 
,sandringham1 before the ,queen1 ,royal 
,family and        ,guests              
,apr4 #bf1 #ahhi     #ha--,lord ,mayor  
of ,london1 ,cardinal ,manning and      
,bishop of ,london1 constitute a ,board 

of        ,conciliation in the great    
,dock ,strike              ,sept4 #e1   
#ahhi     #hb--,sir ,e4 ,guinness gives 
,l#bej1jjj for the erection        of   
dwellings for the poor of ,london and   
,dublin     ,nov4 #ai1 #ahhi            
#hc--;,great ,speech of ,sir ,william   
,harcourt on ,free        ,education in 
,scotland                               
,aug4  #a1 #ahij     #hd--;,death of    
,cardinal ,newman                       
,aug4 #aa1 #ahij     #he--;,funeral of  
,charles ,bradlaugh                     
,feb4  #c1 #ahia     #hf--,loss of s4s4 
,utopia1 off ,gibraltar1 #fjj lives     
lost                                    
,mar4 #ag1 #ahia                        
#hg--;,international ,postal ,congress  
,may  #bc1 #ahia     #hh--,meeting of   
,imperial ,federation ,league           
,june #ai1 #ahia     #hi--,primrose     
,league ,demonstration at ,hatfield     
,july #ah1 #ahia   #ij--,meeting in     
connection with ,university ,extension  
of ,education1 held in ,oxford          

,aug4  #f1 #ahia                        
#ia--;,international ,agricultural      
,congress reject        nationalization 
of land                                 
,sept4#aa1 #ahia     #ib--,mr4          
,lidderdale and the ,baring ,liquidation
          ,sept4#ag1 #ahia              
#ic--,publication of ,koch's new remedy 
for        ,tuberculosis                
,oct4 #bb1 #ahia     #id--;,centenary of
 ,mozart's death observed in ,england   
,dec4  #e1 #ahia     #ie--;,indian      
national congress opened                
,dec4 #bg1 #ahia     #if--,the ,khedive 
of ,egypt appointed a new ,cabinet      
without consulting the ,british         
,government4 ,the        next day he    
dismissed it under ,british pressure    
,jan4 #ag1 #ahic     #ig--,the          
,australian ,joint ,stock ,bank failed  
for        ,l#ac1jjj1jjj sterling       
,apr4 #bj1 #ahic     #ih--,the ,house of
 ,lords rejected the ,home ,rule ,bill  
,sept4 #h1 #ahic     #ii--,professor    
,tyndall died from an overdose of       

chloral administered in mistake by his  
wife        ,dec4  #d1 #ahic            
#ajj--,lord ,salisbury attacks          
,darwinianism in his        address     
before the ,british ,association        
,aug4  #h1 #ahid   ,,analysis ,,of ,,one
 ,,hundred ,,events ,,of ,,the          
,,victorian ,,era4  #a and #b--;,con4   
and ,in4--,the ,victorian ,era began    
,june #bj1 #ahcg1 and an     ,act for   
the abolition of the death penalty for  
forgery1 c41 was     passed nearly a    
month later4 ,here is the relation of   
,sequence or     ,con4 ,the main motive 
for enacting the law was doubtless      
sympathy4     ,death appeared to be too 
cruel for the crime2 hence the sympathy 
on the part of the ,sovereign1 the      
founder of the ,era1 and of the         
legislators brought the ,act into       
existence4 ,here we have the            
relation of ,simple ,inclusion4  #b and 
#c--;,ex4--,criminals try to live by    
their wits1 without work4 ,the     trade
 unionists live by labour4 ,the modes of

 livelihood of these     two classes are
 opposed4 ,hence it is ,ex4  #c and     
#d--;,in4 and ,ex4--,trades union people
 and navigators are     laborers4--,here
 is ,in4 ,but the former work mostly at 
home or in     their own country1 and   
the sailors are engaged beyond the      
boundaries of their native              
country4--,here is ,ex4 from difference 
of locality4  #d and #e--;,in4--,the    
sailors on the ,great ,western worked   
beyond the     limits of their native   
country1 and an ,international          
,copyright ,law     extends its         
influence even into the area of foreign 
lands4 ,in the     view of the sphere of
 operation these two cases contain an   
element     in common4--,hence it is    
,in4  #e and #f--;,ex4--,the            
,international ,copyright ,law was      
enacted after long     and earnest      
agitation--but all legal4--,the         
,chartist agitators had     to be       
suppressed4 ,here are conditions opposed
 to each other4--,it     is ,ex4  #f and

 #g--;,ex4--,the ,chartist agitation was
 extreme1 and was proclaimed            
illegal4 ,the ,anti-,corn ,law ,league  
acted prudently and within the     law4 
,here again are opposed conditions4 ,it 
is ,ex4  #g and #h--;,in4--,the         
,anti-,corn ,law ,league was organised  
to help give     cheap food to the      
masses4 ,the ,penny ,postage ,act was   
enacted to     help the poor man1 to    
save expense4 ,a similar aim prompted   
the     supporters of both              
measures4--,it is ,in4  #h and          
#i--;,ex4--,favouring the masses by     
cheap postage calls attention to     the
 majority or the great body of the      
people4 ,the marriage of the     highest
 dignitaries of the ,state directs      
attention to the most     favoured or   
exalted personages in the country4 ,the 
extremes of the     community are       
brought into relation4 ,it is ,ex4  #i  
and #aj--;,con4 and ,in4--,parents and  
child is a ,sequence4 ,hence ,con4      
and a child possessing the blood of his 

parents sustains the     relation also  
of ,in4 to them4 ,let the pupil pause   
here1 and before     his next session of
 study of these events1 let him recite  
these     ten backwards and forwards    
several times from memory4  #aj and     
#aa--;,in4--,brother and sister         
possessing in common the blood of       
their parents is a case of ,in4  #aa and
 #ab--;,ex4--,here is a birth contrasted
 with a death4--,it is ,ex4  #ab and    
#ac--;,ex4--,death on the one hand and  
on the other a widespread     effort to 
bring into existence ,acts of           
,parliament4     ,self-destruction      
contrasted with efforts at production4  
#ac and #ad--;,in4--,here are two       
winners and two losers4 ,the parties    
opposed to ,chartists defeat the hearing
 of this proposed motion2     and the   
,british soldiers gain a victory over   
the ,boers4 ,success in     common makes
 a case of ,in4 on the part of the      
victorious parties4     ,and then the   
,chartists lost their proposed hearing  

and the ,boers     were beaten4 ,this is
 the second ,in4  #ad and #ae--;,ex4--,a
 resort to arms contrasted with a resort
 to     diplomacy4  #ae and             
#af--;,ex4--,a treaty between the two   
greatest nations of the     earth1 and  
loss of #aj1jjj men4 ,a triumph of      
,peace and a triumph in     ,war4  #af  
and #ag--;,ex4--,the death of a         
multitude of soldiers and a birth in    
the highest family of the realm4  #ag   
and #ah--;,ex4 and ,in4--,a birth and a 
death gives ,ex4 ,a royal birth     with
 all the advantages it brings1 and the  
advantage of the     inheritance of     
great fortunes1 makes a clear case of   
,in4  #ah and #ai--;,ex4 and            
,in4--,similar relations to those spoken
 of in the     last paragraph4  #ai and 
#bj--;,ex4--,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 ,l#bj1 would be looked upon  
as a burden     removed4 ,here we have  

,ex4  ,as before suggested1 let the     
pupil recite the foregoing ten events   
forwards and the reverse way several    
times from memory4 ,and then let him    
similarly recite the entire twenty      
events4  #bj and #ba--;,in4--,favoring  
poor people--debtors and poor           
students--characterises both events4    
#ba and #bb--;,in4--,this college among 
other things prosecuted the study     of
 ,philosophy--the complete unification  
of knowledge--,faraday     unified three
 elements4  #bb and #bc--;,in4--,light1 
heat and electricity arise from latency 
to     manifestation--a physical        
birth--here1 too1 is the birth of an    
organism4  #bc and                      
#bd--;,in4--,beginning of two           
careers--one of an individual and the   
other of a body of persons4  #bd and    
#be--;,ex4--,object and aims            
different--one was a promotion of       
science--new science--highest           
science--the other was reverence for    
old literature--greatest of all         

literatures4  #be and                   
#bf--;,ex4--,liberal outlay of money in 
art circles--great scarcity     in      
business4  #bf and #bg--;,ex4--,anguish 
and suffering unallayed--pain           
neutralized4  #bg and                   
#bh--;,ex4--,suppression of individual  
feeling--society's outburst4  #bh and   
#bi--;,in4--,explosion of seething      
elements--a new nation--royal     birth4
  #bi and #cj--;,in4 and ,ex4--,nation  
protects ,royal child--a foreigner seeks
     same protection4  #cj and          
#ca--;,in4 and ,ex4--,treaty between    
,state and individual--treaty           
between ,states4  #ca and               
#cb--;,ex4--,canal transportation       
comparatively safe--horseback     riding
 liable to accidents4  #cb and          
#cc--;,in4--,farewell to life--farewell 
to stage4  #cc and #cd--;,ex4--,close of
 one kind of exhibition and opening of  
another4  #cd and #ce--;,ex4--,peaceful 
industries triumph--usurpation by       
intrigue     and blood4  #ce and        

#cf--;,ex4 and ,in4--,beginning of one  
career and close of     another--a      
trampler on laws2 a respecter of them4  
#cf and #cg--;,ex4--,great ,general's   
death2 royal birth4  #cg and            
#ch--;,ex4--,life and choleraic deaths  
feared4  #ch and #ci--;,in4--,rebuke of 
religious zeal--dismissal for opinion's 
sake4  #ci and #dj--;,in4--,a cleric    
dismissed and a war                     
declared--,intolerance     in both      
cases4  #dj and #da--;,in4--,two        
declarations of war4  #da and           
#db--;,ex4--,ravages of war contrasted  
with intellectual triumphs     of       
peace--brute force and advanced         
thinking4  #db and                      
#dc--;,con4--,philosophy and peace--high
 thinking and the     conditions on     
which it can be carried                 
on--co-existence4  #dc and              
#dd--;,con4--,peace and its             
celebrations1 cause and effect4  #dd and
 #de--;,in4--,general rejoicing and     
rejoicing in royal family4  #de and     

#df--;,ex4--,life and bloody deaths4    
#df and #dg--;,ex4--,forcible seizure   
and legal separation1 capture and       
discharge4  #dg and                     
#dh--;,ex4--,marriage failures and      
honoring ,newton's successes4  #dh and  
#di--;,ex4 and ,in4--,honoring old      
science--publishing new science4  #di   
and #ej--;,ex4--,beginning of scientific
 reputation--close of literary     life4
  #ej and #ea--;,in4 and ,ex4--,two     
deaths make ,in4--and one from natural  
causes and the other from violence1 we  
have ,ex4  #ea and #eb--;,ex4--,violence
 externally applied kills the boy--but  
ships     shielded from violence by its 
ironclad covering4 ,it is ,ex4  #eb and 
#ec--;,in4 and ,con4--,interest in war  
and befriending a     belligerent1      
coexistence of war improvement1 and     
favouring a     warlike people4  #ec and
 #ed--;,ex4--,coming into existence     
7recognition7 and death of a     high   
personage4  #ed and #ee--;,con4 and     
,ex4--,father and son is ,con4--death   

and marriage as     the condition of    
life4  #ee and #ef--;,in4--,marriage    
festivities and celebration of          
,shakespeare's     birth--both          
rejoicings4  #ef and #eg--;,in4 and     
,ex4--,both tercentenaries1 and one     
reckons from     birth and the other    
from death4  #eg and #eh--;,in4 and     
,ex4--,tercentenary ceremonies1 and     
dedication of a     statue to ,sir      
,william ,jenner--one tried to save     
souls1 the other     to save life4  #eh 
and #ei--;,in4--,a statue and a         
medal--honour in both cases4  #ei and   
#fj--;,in4--,one tried to save life1 the
 other alleviated its     sufferings4   
#fj and #fa--;,in4--,gifts to the poor  
in a lump--buying telegraph to          
cheapen cost of messages to the great   
mass of community4  #fa and             
#fb--;,in4--,extension of telegraphs1   
ultimately to the benefit of            
all--extension of medical education to  
women4  #fb and #fc--;,in4--,rights of  
women and of the poor--beneficence to   

poor     and charity to women4  #fc and 
#fd--;,con4--,common prisons abound in  
dust and germs--these latter     are    
propagators of disease4  #fd and        
#fe--;,in4 and ,con4--,germs cause      
typhoid and other     diseases--,prince 
of ,wales attacked by typhoid4  #fe and 
#ff--;,ex4--,typhoid tends to destroy2  
awards build up4  #ff and #fg--;,in4 and
 ,ex4--,fast steamer ,alabama1 and fast 
woman walker1     speed with injury--and
 innocent speed4  #fg and               
#fh--;,ex4--,walking on land and safe   
swimming in water4  #fh and             
#fi--;,in4--,floating in water and      
electric lighting of                    
museum--protection to life--and comfort 
to life4  #fi and #gj--;,ex4--,lighted  
museum--and dark night at the           
,tay--light and     safety--and darkness
 and death4  #gj and #ga--;,in4--,many  
deaths in ,bridge disaster and one      
distinguished     person dies4  #ga and 
#gb--;,ex4--,one person dies and medics 
strive to prevent death4  #gb and       

#gc--;,in4 and ,ex4--,medical           
improvement and improvement in          
reckoning time--doctors from abroad--and
 observatory stationary4  #gc and       
#gd--;,in4--,improved time              
reckoning--and revised and improved form
     of ,bible4  #gd and #ge--;,in4 and 
,ex4--,gift to highest personage and    
cheap telegrams     for masses--favours 
to both4  #ge and #gf--;,in4 and        
,ex4--,head of ,english nation and head 
of ,catholic     church--favour to the  
,queen and favour to the people4  #gf   
and #gg--;,in4--,one concession to      
,queen--and people's jubilee on         
account of ,queen--good will in both    
cases4  #gg and #gh--;,in4 and          
,ex4--,queen's jubilee and ,times'      
jubilee1 sovereign     and subjects4    
#gh and #gi--;,con4--,universal reporter
 of good and bad things--worst          
possible murder4  #gi and               
#hj--;,ex4--,horror and amusement4  #hj 
and #ha--;,ex4--,players for ,royalty   
and great arbitrators for     labouring 

men4  #ha and #hb--;,in4--,strike of    
poor labourers1 and houses for the poor4
  #hb and #hc--;,in4 and ,ex4--,gifts to
 poor and education for them--physical  
benefits and mental benefit4  #hc and   
#hd--;,in4 and ,ex4--,intellectual      
education and spiritual                 
education--living scholars and death of 
a great teacher4  #hd and #he--;,in4 and
 ,ex4--,two deaths--and opposite        
beliefs--,in4 as to     death and ,ex4  
as to opinions4  #he and                
#hf--;,in4--,death of one man--and death
 of six hundred--,in4  #hf and          
#hg--;,ex4--,a dead multitude and a     
living congress4  #hg and               
#hh--;,in4--,two congresses4  #hh and   
#hi--;,in4--,imperialism--and party     
self-assertion4  #hi and                
#ij--;,in4--,political                  
agitation--educational agitation4  #ij  
and #ia--;,ex4--,extension of           
education--refusal to extend ,government
     sway over land4  #ia and           
#ib--;,in4--,land not lost              

individuals--and bank saved4  #ib and   
#ic--;,in4 and ,ex4--,saving a bank and 
effort to save life--bank     saved--but
 consumptives lost4  #ic and #id--;,in4 
and ,ex4--,rejoicing over supposed      
antidote to     consumptive deaths--and 
music jubilee over death of ,mozart4    
#id and #ie--;,ex4--,death and birth of 
congress4  #ie and #if--;,ex4--,a       
congress meets and a cabinet dissolves4 
#if and #ig--;,in4--,a cabinet failed   
and a bank failed4  #ig and             
#ih--;,in4--,bank failure and ,home     
,rule bill defeated4  #ih and #ii--;,in4
 and ,ex4--,bill killed intentionally--a
 man killed     accidentally4  #ii and  
#ajj--;,in4 and ,ex4--,fatal attack of  
poison--unsuccessful attack     on      
,darwinianism4  ,as to the dates of the 
#ajj events1 they will cause no         
difficulty4 ,the pupil should look upon 
my formulas as models merely1 and make  
his own whenever possible4 ,in all the  
events belonging to this century1 we    
have only to deal with the last two     

figures--7#c7 ,model 7#g7 ,queen gives  
the date of 7#ah7cg4 ,the rule in regard
 to the month and the day of the month  
is very easily applied4 ,a separate word
 for each figure except for the three   
months ,october1 ,november and ,december
 where there are two figures in the one 
word that expresses the number of the   
month1 as ties1 dues1 'tis1 thus1 this1 
those1 express ,october1 the tenth      
month2 that1 did1 died1 dot1 date1      
thought1 c41 c41 indicate ,november1 the
 eleventh month2 and then1 thin1 tone1  
tune1 attain1 c41 c41 mean ,december1   
the twelfth month4 ,a ,model ,queen     
,just in season--,just in its ,j means  
the sixth month1 or ,june1 and n in in  
and s in season means a cypher--or      
#bj--the translation of the phrase is   
7#ah7cg--;,june--#bjth day    --7#b7    
,amending a code gives true caution     
7#ah7cg--;,july--#agth    --7#c7 ,making
 friends inside the magnates            
7#ah7ch--;,february #ac    --7#d7       
,amidship ,voyager shows double geering 

7#ah7ch--;,june--#ag    --7#e7 ,mutual  
,fairness gives multiplied dissemination
          7#ah7ch--;,july--#ca    --7#f7
 ,meetings forbidden tone down noise    
7#ah7ch--;,dec4--#ab    --7#g7 ,meal a  
favorite then took precedence           
7#ah7ch--;,december--#ai    --7#h7 ,a   
missive penny favors the commonality    
7#ah7ci--;,august--#ag    --7#i7 ,a     
,royal ,cementing in the sanctuary      
7#ah7dj--;,february--#ajth   --7#aj7 ,a 
,royal ,spinster or celebrity did invite
         destiny                        
7#ah7dj--,november--#ba   --7#aa7 ,royal
 ,edward did appear                     
7#ah7da--,nov4--#ith   --7#ab7 ,earl's  
undoing manifested insane suicide       
7#ah7db--,march--#bjth   --7#ac7        
,registered names will enthuse          
7#ah7db--,may--#b   --7#ad7 ,repressing 
,natalites left no change               
7#ah7db--,may--#bf   --7#ae7 ,rebinding 
,nations favored patriotism             
7#ah7db--;,august--#i   --7#af7         
,reducing ,ameers took determined       

shooting                                
7#ah7dc--;,january--#af   --7#ag7 ,royal
 ,mary rightly named ,alice             
7#ah7dc--;,april--#be   --7#ah7         
,arkwright's millions will enrich heirs 
7#ah7dc--,may--#bd   --7#ai7 ,royal     
,ernest2 a favored child                
7#ah7dd--;,august--#f   --7#bj7         
,releasing arrears favored debtor's     
sentences                               
7#ah7dd--;,august--#aj   --7#ba7        
,religious ,illiberalities will destroy 
charity          7#ah7de--,may--#af     
--7#bb7 ,a real likeness that links     
7#ah7de--,nov4--#e   --7#bc7 ,a royal   
child--,helena--now laughs              
7#ah7df--,may--#be   --7#bd7 ,reading   
which did rationalize                   
7#ah7df--,nov4--#d   --7#be7 ,a hoary   
cottage bought too cheap                
7#ah7dg--,sept4--#af   --7#bf7 ,a rate  
causing those merchants distress        
7#ah7dg--,oct4--#ca   --7#bg7 ,relieving
 chloroform that drugs nerves           
7#ah7dg--,nov4--#ab   --7#bh7           

,revolutionizing ,frenchmen indicated a 
new nation          7#ah7dh--;,feb4--#bb
   --7#bi7 ,a royal fairy maiden        
develops fancy--7she is an              
artist7  7#ah7dh--,march--#ah   --7#cj7 
,oratorical prayers procure national    
security          7#ah7di--,sept4--#bj  
--7#ca7 ,a lawful scheme arouses topmost
 patronage                              
7#ah7ej--;,april--#ai   --7#cb7 ,a      
luckless stumble killed a nobleman      
7#ah7ej--;,july--#b   --7#cc7 ,william's
 withdrawal ended numerous charms       
7#ah7ea--;,feb4--#bf   --7#cd7 ,victoria
 welcomes the ,hall to-day              
7#a7hea--,may--#a   --7#ce7 ,louis'     
audacity then announced                 
7#ah7ea--;,dec4--#b   --7#cf7           
,wellington's end brought due           
recognition                             
7#ah7eb--,sept4--#ad   --7#cg7 ,leopold 
mildly raises a cry                     
7#ah7ec--;,april--#g   --7#ch7 ,a lord's
 message does teach a ,presbytery       
7#ah7ec--,oct4--#ai   --7#ci7 ,learned  

,maurice teaches unwelcome creeds       
7#ah7ec--,oct4--#bg   --7#dj7 ,a lurid  
manifesto that threatened               
7#ah7ec--,nov4--#a   --7#da7 ,a ,lawful 
,ruler menaces new antagonisms          
7#ah7ed--,march--#bb   --7#db7 ,no month
 or day of month being given1 we will   
express three         figures thus3     
,evolution's laws illustrated  7#a7hee  
--7#dc7 ,alliances joined mean manifest 
security          7#ah7ef--,march--#cj  
--7#dd7 ,listeners charmed around the   
music          7#ah7ef--;,april--#ac    
--7#de7 ,a lucky girl here attains      
royalty          7#ah7eg--;,april--#ad  
--7#df7 ,a lawless conspiracy beaten in 
,september          7#ah7eg--,sept4--#bj
   --7#dg7 ,loosening families destroys 
the children                            
7#ah7eh--;,january--#af   --7#dh7 ,a    
,lifeless figure pictures ,newton's     
identity          7#ah7eh--,sept4--#ba  
--7#di7 ,no month or day being given1 we
 may express the complete date3         
,darwinianism formulates legitimate     

biology  #ahei   --7#ej7 ,lifeless      
,babington then entered a vault         
7#ah7ei--;,dec--#bh   --7#ea7 ,a        
shameless schoolmaster's cruelty now    
murders1 or a         schoolmaster's    
sentence causes no mercy                
7#ah7fj--;,july--#bc   --7#eb7          
,shielding outsides may defy attack     
7#ah7fa--,march--#aa   --7#ec7 ,chivalry
 delighted1 will fight                  
7#ah7fa--,may--#h   --7#ed7 ,shedding   
tears that tear hearts                  
7#ah7fa--,nov4--#ad--or ,victoria shed  
tears  7#a7hfa   --7#ee7 ,a joyful      
marriage may aid sovereignty            
7#ah7fc--,march--#aj   --7#ef7          
,shakespeare's reign returns once more  
7#ah7fd--;,april--#bc   --7#eg7 ,a      
justifiable revival will endorse ,calvin
          7#ah7fd--,may--#bg   --7#eh7  
,jenner's likeness pleases doctors      
7#ah7fe--,sept4--#a   --7#ei7 ,a        
chartered jewel means capture           
7#ah7ff--,march--#g   --7#fj7           
,generosity's champion manifests unusual

 faith          7#ah7ff--,march--#bh--or
 ,generosity's champion markedly        
enthused ,victoria  7#ah7ff--,march--#bh
   --7#fa7 ,sure forwarders gain        
multitudinous telegraphs                
7#ah7fh--;,july--#ca   --7#fb7 ,charming
 practitioners dose uneasy aches        
7#ah7fi--,oct4--#bg   --7#fc7 ,creditors
 scold the debtors                      
7#ah7gj--;,january--#a   --7#fd7        
,contagion spreads through the air      
7#ah7gj--;,january--#ad   --7#fe7 ,a    
kinglet's typhoid that ended            
marvellously                            
7#ah7ga--,nov4--#bc   --7#ff7 ,great    
7,britain7 immediately paid the award   
7#ah7gc--,sept4--#ad   --7#fg7          
,courageous ,richards showed unusual    
pedestrianism                           
7#ah7gd--;,june--#bi   --7#fh7 ,a       
,captain's livery will ensure floating  
7#ah7ge--,may--#bh   --7#fi7 ,a         
current's brightness does enrich        
eyesight          7#ah7gi--,oct4--#bj   
--7#gj7 ,a ,crippled ,bridge then       

instantly fell                          
7#ah7gi--;,dec4--#bh   --7#ga7 ,a female
 scribe died in                         
,november--7#ah7hj--,nov4--#bb   --7#gb7
 ,foreign doctors formulate medicine    
7#ah7ha--;,aug4--#c   --7#gc7 ,fixing   
limits to time  7#ah7he--;,january--#a  
--7#gd7 ,victoria learns ,holy          
,testaments well                        
7#ah7he--,may--#ae   --7#ge7 ,halving   
electrics doubles telegraphing          
7#ah7he--,oct4--#a   --7#gf7            
,victoria--,queen really enters a       
monastery          7#ah7hg--;,april--#bc
   --7#gg7 ,victorian congratulations   
show enlightened subjects               
7#ah7hg--;,june--#bj   --7#gh7 ,a ,fact 
finder drinks toasts                    
7#ah7hh--;,january--#a   --7#gi7 ,female
 victims of unnatural butchery          
7#ah7hh--;,august--#bi   --7#hj7        
,victoria applauds ,irving's numerous   
charmers          7#ah7hi--;,april--#bf 
--7#ha7 ,a famous ,board brought        
alleviation  7#ah7hi--,sept4--#e        

--7#hb7 ,furnishing buildings did       
delight paupers                         
7#ah7hi--,nov4--#ai   --7#hc7 ,a big    
speech for education                    
7#ah7ij--;,aug4--#a   --7#hd7 ,a priest 
surrenders after theological toil       
7#ah7ij--;,aug4--#aa   --7#he7          
,bradlaugh dies in mockery or           
,bradlaugh's death         now mourned  
7#ah7ia--;,feb4--#c   --7#hf7 ,perishing
 ,utopia means a watery grave           
7#ah7ia--,march--#ag   --7#hg7 ,postal  
delegates will inaugurate methods       
7#ah7ia--,may--#bc   --7#hh7 ,british   
domination generates true patriotism    
7#ah7ia--;,june--#ai   --7#hi7 ,primrose
 demonstration gave ,hatfield flattery  
7#ah7ia--;,july--#ah   --7#ij7 ,pushing 
education for children                  
7#ah7ia--;,aug4--#f   --7#ia7 ,public   
titles publicly thrown down             
7#ah7ia--,sept4--#aa   --7#ib7 ,baring's
 dues paid the creditors                
7#ah7ia--,sept4--#ag   --7#ic7          
,publishing tuberculosis does invite    

investigation                           
7#ah7ia--,oct4--#bb   --7#id7 ,booming  
tunes then luxuriated                   
7#ah7ia--;,dec4--#e   --7#ie7 ,opening  
days thin ,indian ,congress             
7#ah7ia--;,dec4--#bg   --7#if7 ,a       
,british ministry determine the ,khedive
          7#ah7ic--;,january--#ag       
--7#ig7 ,bank mismanagement ruins       
numerous subscribers                    
7#ah7ic--;,april--#bj   --7#ih7 ,a ,bill
 made ,peers afraid  7#ah7ic--,sept4--#h
   --7#ii7 ,a ,professor's ,mrs4 then   
erred  7#ah7ic--;,dec4--#d--1         or
 giving the year alone we say3          
,tyndall's ,wife became a               
mind-wanderer or ,tyndall's ,wife       
poisoned him  #ahic  --7#ajj7           
,darwinianism favors biological ridicule
  #ahid--1 or         ,biological       
researches favors fault-finding         
7#ah7id--;,august--#h4   ,a ,,concluding
 ,,remark4  ,if the pupil has           
painstakingly reviewed this entire work1
 let him for the next three months1     

whenever he wishes to fix anything in   
mind1 not apply the methods of the      
system to it1 but concentrate his       
thoughts upon it with the utmost        
intensity so that his improved power of 
assimilation will seize upon it with an 
unreleasing grasp1 and1 then1 when the  
three months period has passed1 he will 
find that he has consolidated the ,habit
 of ,attention and ,memory4