,,miller',s ,,mind ,,training for ,,children ,a ,practical ,training for ,successful ,living ,educational ,games ,that ,train the ,senses ,,william ,e4 ,,miller ,,author ,,and ,,publisher ,alhambra1 ,california4 ,,by ,,william ,e4 ,,miller ,,alhambra1 ,,california ,,author ,,of ,the ,natural ,method of ,memory ,training ,,copyright #aibj ,,copyright #aiba ,,william ,e4 ,,miller ,,all ,,rights ,,reserved ,,including ,,foreign ,,copyrights ,,helping ,,your ,,children ,,in ,,school ,,contents--,,book ,,three4 ,helping ,your ,children in ,school #g ,to ,remember ,what ,you ,read #h ,visualization the ,greatest ,aid #i ,the ,artist's ,picture #aj ,the ,author ,is an ,artist #aa ,the ,dead ,line #ac ,the ,student's ,review ,sheet #ad ,longfellow's ,picture--,evangeline #af ,helps for ,learning ,verbatim #ag ,alliteration and ,alphabetical ,sequence #ah ,thinking #ai ,vision #bj ,bridging the ,gaps #ba ,the ,things ,divine #bc ,remembering ,what ,you ,hear #be ,mastering ,difficult ,lists #bg ,learning the ,presidents #bi ,studying ,anatomy #ca ,becoming a ,good ,speller #cb ,the ,spelling ,cards #ce ,the ,game of ,word ,making #cg ,the ,game of ,salvaging ,words #ch ,the ,game of ,the ,camels ,are ,coming #ci ,learning ,synonyms #ci ,the ,study of ,geography #dj ,learning the ,groups of ,states #dd ,puzzle ,maps #df ,the ,blank ,map #dg ,the ,geography ,game #dg ,the ,travel ,game #ej ,studying ,history #ea ,remembering ,dates #eb ,the ,history ,game #ef ,the ,game of ,famous ,men #eg ,studying ,mathematics #eh ,the ,mental ,blackboard #fa ,exercises in ,manipulation #fa ,learning ,rules #fb ,fractions #fc ,the ,multiplication ,tables #fd ,the ,multiplication ,game #fd ,tables of ,weights and ,measures #fi ,visualizing ,geometry #ga ,aids in ,studying ,chemistry #gc ,chemical ,formulae #gd ,hardness of ,substances #gd ,atomic ,weight ,tables #gf ,learning ,foreign ,vocabularies #gf ,studying ,music #gi ,speaking in ,public--,outlines #ha ,review ,your ,studies #hb ,a ,word to ,students #hd ,it ,can ,be ,done 7,poem7 #hf ,value for ,forgetting #hg ,to ,remember ,playing ,cards #hh ,mastering ,roberts' ,rules of ,order #ia ,aids for ,bible ,students #ie ,books of ,old ,testament #ie ,books of ,new ,testament #if ,rhyme ,often ,helpful #ih ,learning the ,telegraphic ,code #ii ,the ,knight's ,tour #aje ,a ,last ,word #aaj ,,helping ,,your ,,children ,,in ,,school ,the principles given in books one and two1 leading to the development of the child's faculties find their greatest usefulness in school work4 ,they will apply to every part of the child's work and aid in solving any of his problems4 ,this is the demonstration ground and the time and efforts spent in the preceding games and exercises will manifest themselves in progress in school4 ,it is best for the child to make his own applications4 ,you can1 of course1 suggest and aid1 but he should make his own picture wherever possible4 ,the one making the effort receives the reward--which is development4 ,the child will recall the idea which he works out for himself more easily than those worked out for him1 even though the latter may seem better4 ,the following pages will be given over to suggestive ideas as to how the principles may be applied to different lessons4 ,only a certain few concrete illustrations will be given1 as the working out of the details would rob the child of the opportunity and development to be gained by doing the work himself4 ,children always learn the alphabet by pictures4 ,alphabetical books and blocks are made this way4 ,this is because the child learns easily and quickly by this method4 ,what is true in the early years is true in the later ones as well4 ,do not allow him to get away from this principle of learning by pictures4 ,follow the plan of teaching every thing possible by sight4 ,go out of your way if necessary to show him the thing he is reading about4 ,the suggestions under ,the ,mind's ,eye and ,the ,story in ,book ,two should be continued4 ,when the child has learned to read have him pause and visually review what he has read1 that is1 to stop and see a mind's eye picture while the book is closed4 ,to ,remember ,what ,you ,read ,the inability to remember what we read is without doubt a general failing and the greatest handicap to students4 ,two of the objects to be gained by time spent in study are a thorough understanding of the subject matter and to so fix the thought in mind that it will be available for future use4 ,it is well to realize that the scanning of the modern newspaper and careless or rapid reading causes many adults to forget what they read4 ,we can so educate the physical eye that it can read an entire paragraph1 or page while the brain is dormant and does not accept the impressions intended by the author4 ,often the physical action of turning the page awakens you to a realization of the fact that you have read the page but have absolutely no knowledge of its contents4 ,eye and ,brain ,must ,work ,together ,this habit of careless reading must be avoided and for successful study the child should be aided in forming the visualizing habit4 ,thought ,leads to ,knowledge ,we cannot gain knowledge merely by reading4 ,the value of reading is in the thought that it stimulates in the mind4 ,we exercise muscles to get strength4 ,you must aid the child in exercising his mental muscles by thinking in order to get mental strength4 ,it is not what he reads1 but what he thinks concerning what he reads that becomes his1 and contributes to his education4 ,reading which stimulates no thought is a waste of time4 ,the disappointment felt in the lack of progress after time spent in study is not that we forget1 but that we do not really ,,get4 ,this lack can be largely avoided in the child's training if you are willing to help in forming right habits4 ,visualization the ,greatest ,aid ,the principle of visualization1 as discussed in the first book1 will prove of the greatest aid1 because it is the natural method of using the mind4 ,to visualize the thought of the author will stimulate thinking1 will increase the understanding of the subject matter1 and at the same time make the strongest impression upon the brain and thus help him to remember4 ,the ,mississippi ,captain ,an excellent illustration of the use and value of visualization in learning and remembering was given by an old captain of a ,mississippi ,river steamer4 ,do you know how ,i learned the river1 he asked2 well ,i just lay in bed nights and made a picture in my mind of the river and the course ,i had to steer4 ,then ,i would go over the picture and see every detail of it and review it several times4 ,i'd sail up and down that river several times each night1 ,i'd see every landmark and every danger point on each trip4 ,that's the way ,i learned it and ,i became a captain when ,i was younger than many men who had sailed the river longer than ,i had4 ,the ,artist's ,picture ,when an artist seats himself before a new canvas he knows definitely what he is going to place upon it4 ,he either has a model before him1 or in his mind's eye sees a beautiful picture4 ,he will give weeks1 months1 or even years of effort in order to place upon that canvas a picture equal in perfection and beauty to the one which he sees4 ,notice that a mind's eye picture is often the starting point of the artist4 ,he strives to place upon the canvas the reproduction of the idea which he sees in his mind4 ,he finishes and exhibits his work2 you look upon the picture with your physical eye and through its agency the result of the artist's effort becomes a picture-impression upon your brain4 ,you see what he saw1 and the longer you gaze at the painting and the greater amount of detail you perceive1 the more vivid it becomes and the stronger the impression upon your mind1 therefore1 the more perfect the memory of the picture4 ,this is true of your own mind's eye picture for memory purposes4 ,the more detail you see in your memory pictures and the longer you continue to visualize them1 the stronger their impression4 ,the ,author ,is an ,artist ,in a similar manner an author sits down with his paper and ink4 ,he sees in his mind a picture which he strives to paint4 ,he endeavors by his mastery of words to induce you to see what he sees4 ,he also is an artist1 his canvas is your brain1 and if he succeeds it is there he must impress a picture4 ,the words on the printed page and the function of your eye are simply agencies through which he must work4 ,words are vehicles of thought and they are the author's colors2 their function is to reproduce objects and conditions2 by their use the author conveys to your brain the impressions of size1 color1 form1 arrangement and every detail of his thought4 ,a very few words will create a wonderful picture1 which would require hours for the artist to paint4 ,when you look at the artist's painting your brain sees a picture4 ,the writer1 however1 is using a code requiring translation by the reader4 ,words do not form pictures1 they are merely agencies by the use of which you can guide your mind's eye in the formation of a real mental impression4 ,the author succeeds in his effort just in proportion as you succeed in forming a picture of what he is describing4 ,when you rob the canvas of your brain of the impression the author strives to place there1 by letting your eyes pass over the words so rapidly that your mind's eye forms no picture1 then the author has failed4 ,the mere reading of words makes no lasting impression upon the mind1 but the forming of visual pictures does4 ,you remember best those books which have consciously or unconsciously formed picture impressions on your brain4 ,what you can now recall of what you have read is largely the recollection of these pictures4 ,keep this illustration and these facts in mind in helping your children4 ,urge them to properly use the visual faculties and train their mind's eye to work with the physical eye4 ,must ,read ,slowly ,words are vehicles of thought and are used by the author to convey pictures to the mind1 but at first the mind's eye is unable to picture the thought as rapidly as the physical eye can read4 ,the first essential to remembering what you are reading is to read slowly1 hesitating occasionally1 to be sure that a picture is being formed4 ,the ,dead ,line ,never read more than a single paragraph without stopping to test your understanding of what you have read4 ,at the end of each paragraph there should be a dead line2 in fact there is a dead line and he who reads carelessly and quickly beyond this line need not expect to remember4 ,put your finger between the pages1 close the book1 and review the thought of the paragraph4 ,now make a definite effort to visualize the picture in the author's mind4 ,it is true that some passages make an easier mind's eye picture than others1 but all will make one which can be used to help in formulating a definite understanding of the author's thought4 ,you cannot visualize a thing which you do not understand4 ,the aim of your study is to comprehend the author4 ,to visualize the thought of the paragraph will test your understanding4 ,making of a definite picture will increase your knowledge of the essentials4 ,form the habit of visualizing what you read4 ,do not be handicapped by doubt4 ,make an effort to formulate the main facts of the paragraph into an expression of your own4 ,if you are by yourself1 where you can do so1 state your thought audibly1 not in the words of the author1 but express the thought and the facts accurately in your own words4 ,no knowledge is yours until you can tell it to some one else4 ,use this test and tell it to some one1 or if no one is handy tell it to yourself1 but do it audibly4 ,this forces a definite expression which can only come from a definite understanding4 ,parents should question their children and encourage them in telling what they are reading and studying about4 ,the audible expression demands definite knowledge4 ,the ,student's ,review ,sheet ,if the child is reading something which he will wish to review1 as in studying a lesson1 a good plan to follow is to have a pad of paper by the side of the book4 ,after reading the paragraph write down upon the pad the expressions and thoughts which the paragraph conveys to you4 ,this is an excellent plan in all cases where the audible expression is not practicable4 ,after the lesson has been gone over in this manner1 preserve the review sheets containing the synopsis of the paragraph4 ,then for review1 before the examination1 a quick reading of these written expressions of thoughts1 which the chapter contains1 will eliminate the necessity of a further reading of the entire text4 ,apply ,these ,methods ,for a test read the following from ,brain and ,personality by ,w4 ,hanna ,thompson4 ,follow the idea just suggested4 ,make a test1 read slowly1 form a mind's eye picture1 think about it1 and then tell the thought as nearly as possible to some one4 ,all this may take some time and effort at first but the use of these ideas will quickly form the mental habit4 ,once reading a lesson in this manner will give better results than many careless repetitions4 ,in some fishes1 such as the carp1 when the ganglia1 which corresponds to the cerebral hemispheres 7brain7 are experimentally removed1 they do not seem to mind it at all1 for even then there is little1 if anything1 to distinguish them from perfectly normal animals4 ,they maintain their natural attitude and use their tails and fins in swimming with the same vigor and precision as before4 ,they not only see1 but are able to find their food4 ,if worms are thrown into the water where they are swimming they immediately pounce upon them4 ,if a piece of string similar in size to a worm is thrown in1 they are able to detect the difference and they drop it after having seized it4 ,they even1 to some extent1 distinguish colors for when some red and some white wafers are thrown into the water the fish almost invariably select the red in preference to the white4 ,it is much the same with a frog4 ,if care be taken to keep the frogs alive after the removal of their cerebral lobes until they are quite recovered from the injury1 brainless frogs will behave just like full brained frogs under like circumstances4 ,they will crawl under stones1 or bury themselves in the earth at beginning of winter1 and after the period of hibernation is over1 they will come out and diligently catch flies which are buzzing about in the vessels in which they are kept4 ,longfellow's ,picture ,evangeline ,use this wonderful picture of ,longfellow's4 ,let each word perform its intended function and each sentence form a complete picture4 ,firmly builded with rafters of oak1 the house of the farmer ,stood on the side of a hill commanding the sea2 and a shady ,sycamore stood by the door1 with a woodbine wreathing around it4 ,rudely carved was the porch1 with seats beneath2 and a foot-path ,led through the orchard wide1 and disappeared in the meadow4 ,under the sycamore tree were hives overhung by a pent-house1 ,such as a traveler sees in regions remote by the road side1 ,built o'er a box for the poor1 or the blessed image of ,mary4 ,far down1 on the slope of the hill1 was the well with its moss-grown ,bucket1 fastened with iron1 and near it a trough for the horses4 ,read again the first three lines1 have the child describe the picture4 ,an artist would spend hours to paint this picture1 yet we with our wonderful mental faculties can see it in an instant4 ,add to this picture1 and when finished have the child give a prose description of it4 ,other examples for younger children are given in the ,second ,book on ,the ,memory4 ,application of ,visualization ,limitless ,by clear visualizations you can carry any amount of detail in your memory4 ,this faculty can be applied to all kinds of information and study4 ,all ideas do not suggest simple pictures1 some are more difficult to visualize than others4 ,some pictures are inspired by a single word1 some may be the result of a paragraph or even pages of description4 ,helps for ,learning ,verbatim ,to learn prose or poetry should not be difficult for children who have been trained in visualization4 ,in some schools they will be urged to use the fallacious method of repetition1 some of it is always necessary1 of course1 but most of it can be eliminated by the use of visualization and the additional helps following4 ,it is the parents' duty to see to it that the child uses the methods suggested in these books in all his school work4 ,help him at home to apply them to his lessons so as to get results4 ,at school he will1 of course1 have to follow the teacher's instructions1 and can silently add the aids that you have given him4 ,alliteration and ,alphabetical ,sequence ,these are two guides for the mind which are often wonderfully helpful although sometimes they do not apply1 but use them where possible4 ,notice the ,alphabetical ,sequence and the ,repetitions in the following example of the first verse of ,walter ,d4 ,wintel's ,thinking3 ,thinking ,if you think you are beaten1 you are2 ,if you think you dare not1 you don't4 ,if you'd like to win1 but think you can't1 ,it's almost a cinch you won't4 ,notice that the first two lines are half repeated1 also that each line begins with ,if except the last one which changes to ,it's4 ,in the first lines you have an example of reversed ,alphabetical ,sequence in the b of beaten preceding the a of are1 b-a instead of a-b4 ,alphabetical repetition occurs as a guide in the second line in the d of dare and don't4 ,again in the next lines of the w of win and won't4 ,note the alphabetical arrangement of the guide letters of each line4 ,write in front of each line its guide letter2 first line b of beaten1 second d of dare2 third w of win1 fourth the won of won't1 these can be used as guide letters1 and if noted will help4 ,take your pencil and mark the verse as suggested and use the words and letters as guides1 go over it a couple of times noting these helps and you will be able to say it word for word4 ,do the same with the other verses2 if practical have the child learn this poem4 ,see that he gets its true lesson3 ,thinking ,if you think you are beaten1 you are2 ,if you think you dare not1 you don't4 ,if you'd like to win1 but think you can't1 ,it's almost a cinch you won't4 ,if you think you'll lose1 you're lost2 ,for out in the world we find ,success begins with a fellow's will2 ,it's all in the state of mind4 ,if you think you're outclassed1 you are2 ,you've got to think high to rise2 ,you've got to be sure of yourself before ,you can ever win a prize4 ,life's battles don't always go ,to the stronger or faster man2 ,but soon or late the man who wins ,is the one who thinks he can4 ,poetry ,easier ,than ,prose ,to quote poetry is usually easier than to quote prose because in the former you have the added helps of rhyme and rhythm4 ,see the pictures painted by ,robert ,loveman in the following verses2 note the repetition1 alliteration and the help of the rhyme and see how easily you can learn a few verses of this poem3 ,april ,rain ,it isn't raining rain for me1 ,it's raining daffodils2 ,in every dimpled drop ,i see ,wild flowers on distant hills4 ,the clouds of gray engulf the day ,and overwhelm the town2 ,it isn't raining rain to me-- ,it's raining roses down4 ,it isn't raining rain to me1 ,but fields of clover bloom ,when any buccaneering bee ,may find a bed and room4 ,a health unto the happy1 ,a fig for him who frets2 ,it isn't raining rain to me1 ,it's raining violets4 ,see a man in the rain who points out the fact that it isn't raining rain1 but daffodils4 ,see the daffodils4 ,see big dimpled drops and paint upon them the wild flowers on distant hills4 ,repeat the picture a couple of times and then say the verse4 ,do the same with the other verses4 ,do not learn this by repetition4 ,be true to the method1 make a picture and see it each time you review4 ,if a single word is omitted or substituted1 put special auditory emphasis on it1 speak it louder than the other words of the line1 and you will have no trouble with it after that4 ,bridging the ,gaps ,the greatest difficulty which is experienced in memorizing poetry is to get from the end of one line to the beginning of the other1 or from one verse to the other4 ,in prose1 when you start a paragraph it is not difficult to follow through to the end1 because all of its sentences are associated in thought4 ,but the new paragraph begins with a new thought and there is no association between the old thought and the new one1 consequently there is a gap between thoughts across which the mind does not easily travel4 ,the natural tendency of the mind is to follow thoughts which are associated in their ideas4 ,one thought leads to a second which is suggested by its close relationship to the first4 ,by retracing the processes you can discover the connecting thought1 or bridge1 over which the mind naturally travels in order to connect two unrelated thoughts4 ,in memorizing1 when coming to the end of a thought1 form a bridge which will connect it and the following thought and thus guide the mind to the next line or paragraph4 ,this is a most helpful principle in memorizing either poetry or prose4 ,if you seek for it you can find some similarity or contrast1 a visual association1 or some sequence1 or repetition1 which can be used as the necessary bridge1 or connecting link between the two lines or paragraphs4 ,always connect the last thought1 the last word1 or phrase of the line1 sentence or paragraph with the first word in the succeeding thought4 ,the process is much shorter and simpler than its explanation1 as you will learn by practice4 ,try this plan once or twice and it will be well nigh impossible for you to memorize without it4 ,examples of ,bridging the ,gap ,from ,the ,buccaneer by ,r4 ,h4 ,dana the last line of the second verse1 and the first line of the third verse are easily connected by one word1 ,sand1 thus-- ,and silver waves go noiseless up the beach4 7,sand7 ,and inland rests the green1 warm dell2 ,the last word beach naturally suggests sand1 drop the s and you have the first word of the next verse1 and1 also the beach1 sand1 and inland suggest a natural sequence4 ,sand here becomes a bridge of thought over which your mind will easily travel4 ,it is not always easy to find one word for a bridge1 but a visual picture1 a thought1 a word1 or repeated letter can be found to aid you4 ,the poem ,things ,divine by ,jean ,brooks ,burke is used by students of elocution as ideal for practice because of the difficulty which it presents4 ,the thoughts cover a wide range with apparently no relation one with the other4 ,often two thoughts are expressed in one line1 and to get them all well fixed in mind so as to repeat them makes the poem difficult1 to say the least1 yet you1 who know how to apply your memory intelligently1 may learn it with comparative ease4 ,read slowly and note the visual pictures and then go back and bridge them together4 ,this is an excellent example of a difficult poem to practice upon4 ,it will be an opportunity to use all of the principles given in this chapter4 ,the ,things ,divine ,these are the things ,i hold divine2 ,a trusting child's hand laid in mine1 ,rich brown earth and wind-tossed trees1 ,the taste of grapes and the drone of bees1 ,a rhythmic gallop1 long ,june days1 ,a rose-hedged lane and lover's lays1 ,the welcome smile on neighbors' faces1 ,cool1 wide hills and open places1 ,breeze-blown fields of silver rye1 ,the wild1 sweet notes of the plover's cry1 ,fresh spring showers and scent of box1 ,the soft pale tint of the garden flox1 ,lilacs blooming1 a drowsy noon1 ,a flight of geese and an autumn moon1 ,rolling meadows and storm-washed heights1 ,a fountain murmur on summer nights1 ,a dappled fawn in the forest hush1 ,simple words and the song of a thrush1 ,rose-red dawns and a mate to share ,with comrade soul my gypsy fare1 ,a waiting fire when the twilight ends1 ,a gallant heart and the voice of friends4 ,to link the second line with the first1 think of the natural association of thought between the words ,divine and trusting4 ,form the definite visual picture of the trusting child's hand laid in mine4 ,your thought will quickly pass to the duplex meaning of the word mine4 ,it means possession1 my own1 and also a mine in the earth4 ,when we start a mine the first thing to come out is rich brown earth and that is the next thought4 ,let the word mine of the second line suggest the picture of the opening to the mine and the pile of rich brown earth beside it4 ,behind a pile of rich brown earth1 see the wind-tossed trees1 the next thought4 ,hanging on the trees see huge bunches of grapes1 you pick and taste one1 this is the next thought1 the taste of grapes4 ,around the grapes flies a swarm of bees1 hear their drone1 the next thought1 the drone of bees4 ,let the drone of the bees suggest to you a rhythm and this will bridge your mind over to the thought of a rhythmic gallop2 the answer to the question1 ,when do you like to gallop8 suggests ,long ,june days the next thought4 ,june is the time of roses1 suggesting ,a rose-hedged lane--the natural place for lovers' lays4 ,you can easily construct a bridge which will bind all the independent thoughts together4 ,visualize each thought1 and watch for alliteration and alphabetical repetition4 ,remembering ,what ,you ,hear ,it is also important that the child be trained to remember what he hears4 ,ear impressions are comparatively light and easily lost4 ,if these ear impressions are quickly transferred into mind's eye pictures they will be far more lasting4 ,instructions1 lectures1 sermons1 talks1 can all be pictures in the mind1 just as you picture what you read4 ,the act of visualization will concentrate the attention and prolong it1 so that the memory of what is said will be greatly increased4 ,the visual impressions will also be much stronger than the auditory ones4 ,the attempt to visualize the thought of the speaker is the best method of directing your attention to his subject4 ,use the ,hitching ,post ,when listening to instructions1 or a lecture1 in which there are different points which you wish to carry away and later recall accurately1 use the ,hitching ,post idea4 ,run over a series of words so as to be sure that they will come readily when wanted4 ,when a point is made which you wish to remember1 transfer the thought into a quick visual impression1 and ,hitch it to the first object of your list4 ,when a second important point is made1 make a visual impression with the next object4 ,make your picture strong by exaggeration and motion1 and be sure that you photograph each one4 ,in this manner you can file away any number of points4 ,as soon as the lecture is over review the pictures1 see each clearly a second time4 ,if you have trouble recalling one make the picture stronger so that you will recall it more easily next time4 ,review the entire list of points visualized with the different ,hitching ,posts4 ,if you wish to fix them in mind review them several times in the next few days1 so that you make a permanent impression of them4 ,transfer to ,note-,book ,a great many prefer the idea of transferring these points into a classified note book1 where they are available for use at any future time4 ,one student tells of having written fifteen pages of notes from four talks which he heard at a convention1 and that some of these notes were not transferred from his mind to the note-book for at least ten days after the talks were heard4 ,form the habit of letting the lecturer make you ,,see what he describes4 ,the visual impression which you make will increase your understanding of anything you hear or read1 and at the same time very materially assist you in remembering it4 ,taking ,instructions ,when a person is giving you instructions about the things which he would like to have you do1 follow the same plan4 ,simply transfer the words of the speaker into an exaggerated moving picture and the impression will stay with you4 ,another student told me this experience3 ,my employer often used to say to me1 after having given some instruction1 ',do you see8' ,i realize now that the reason that ,i made so many mistakes was because ,i did not ,,see4 ,now ,i make it a point to ,,see the things he asks me to do and my reply1 ',yes1 ,i see1' has a very different meaning4 ,the results are also different4 ,mastering ,difficult ,lists ,in the child's studies there are often lists of different kinds which need to be committed to memory and which present considerable difficulty to say nothing of the time required4 ,following are aids and illustrations which will show how these lists can be mastered with comparatively small effort and little time4 ,fix in ,mind by ,initialing ,take the initial letter of each of the words which you wish to remember and use these as the first letter of simple words which will combine into an expression which has a meaning4 ,this is very helpful1 and is sometimes called initialing4 ,we have all learned the sentence3 ,e ,g ,b ,d ,f ,every ,good ,boy ,deserves ,food1 in order to remember the names of the lines of the treble clef2 the letters of the word ,f ,a ,c ,e are the spaces4 ,in a similar way the lines of the bass clef can be remembered by the following3 ,g ,b ,d ,f ,a ,good ,bees ,deserve ,faithful ,attention1 and the spaces by3 ,a ,c ,e ,g ,all ,can ,eat ,goose4 ,these are simple examples of a principle which can with a little ingenuity and imagination be applied to any list to be learned4 ,elevated ,stations ,the following illustration shows how a student learned the stations on the ,northwestern elevated road in ,chicago1 and will give you a further example of the use of this principle3 ,i can see ,chicago's ,oak1 divided between ,schiller and ,kinzie1 ,chicago1 ,oak1 ,division1 ,schiller ,sedgewick for luring a bee to ,halstead's willow ,sedgewick1 ,larrabee1 ,halstead willow1 center1 ,webster1 ,fullerton1 writes ,diversey that ,center1 ,webster1 ,fullerton1 ,wrightwood1 ,diversey1 ,wellington ,belmont is the clerk to add three days' ,wellington1 ,belmont ,clark1 ,addison grace to ,sheridan's bill for ,wilson4 ,grace1 to ,sheridan1 ,buena1 ,wilson4 ,here only the principal words of the story are used as the names to be remembered4 ,the story simplifies the work of preparing and learning4 ,learning the ,presidents ,a further plan is the following combination of the ,reminder ,picture and the ,visual ,story used to learn the names of the ,presidents of the ,united ,states in the order of their term of service4 ,go over the following ,story ,picture1 visualize it clearly and then from the picture repeat the capitalized words in their order4 ,when you can say the list readily1 either forward or backward1 go over it again slowly1 seeing the object and speaking the name of the ,president for which it is a reminder4 ,the ,picture ,see some ,,washing hanging on a line4 ,see ,,adam looking wonderingly at the washing4 ,then see ,little ,,jeff1 of ,mutt and ,jeff1 come up behind ,adam4 ,jeff turns away1 and falls over a ,,mat4 ,under it see some ,,money4 ,pick up the money and you find an ,,ad4 ,take the ad and paste on a ,,shack4 ,see a moving ,,van back up to the shack1 and when the driver jumps down from his seat you recognize ,,harry 7a friend of yours by that name74 ,harry takes off his ,,tie and hangs it on a ,,pole1 the pole falls over and hits the ,,tailor who runs up on a ,,fill1 from which he sees a ,,pier extending into the water4 ,on the pier is a ,,big ,,cannon from behind which jumps a ,,lynx and almost catches ,,john1 who runs away1 and climbs on a piece of ,,granite4 ,on the other side of the granite is a pile of ,,hay1 and rolling off the hay is a ,,garfish4 ,there stands an ,,artist with a ,,cleaver in his hand1 which he throws at ,,harris 7a friend by that name74 ,harris picks some ,,clover1 and pins it on his ,,mackintosh1 and it turns into a large red ,,rose4 ,in the rose he finds some ,,taffy1 which he throws into a ,,willow4 ,from this story the capitalized words are reminders for the names of the ,presidents1 as follows3 ,,washing ,,adam ,,jeff ,,mat ,,money ,washington ,adams ,jefferson ,madison ,monroe ,,ad ,,shack ,,van ,,harry ,,tie ,adams ,jackson ,van ,buren ,harrison ,tyler ,,pole ,,tailor ,,fill ,,pier ,,big ,,cannon ,polk ,taylor ,fillmore ,pierce ,buchanan ,,lynx ,,john ,,granite ,,hay ,,gar-,,fish ,lincoln ,johnson ,grant ,hayes ,garfield ,,artist ,,cleaver ,,harris ,,clover ,,mackintosh ,arthur ,cleveland ,harrison ,cleveland ,mc,kinley ,,rose ,,taffy ,,willow ,roosevelt ,taft ,wilson ,do this for practice and see how easily you can learn the names of the ,presidents in their proper order and say them backwards and forwards4 ,studying ,anatomy ,initialing has been used by medical students with splendid results and has reduced the labor of learning to a minimum4 ,the branches of the external carrotid arteries can be remembered by the following sentence3 ,some ,try ,large ,feats1 ,others ,prefer ,superior ,thyroid1 ,lingual1 ,facial1 ,occipital1 ,pharyngeal1 ,a ,simple ,task ,in ,memory4 ,auricular1 ,superficial1 ,temporal1 ,internal ,maxillary4 ,for practice make a sentence of your own from the initials of the twelve pair of ,cranial ,nerves1 which are ,olefactory1 ,optic1 ,motor ,oculi1 ,pathetic1 ,trifacial1 ,abducent1 ,facial1 ,auditory1 ,glosso-,pharyngeal1 ,pneumogastric1 ,spinal ,accessory1 ,hypoglossal4 ,for example1 ,oh6 ,out ,motoring ,papa ,took ,a ,friend and ,got ,paul ,some ,heather4 ,others can be made1 but the one which the child makes for himself he will remember easiest4 ,,becoming ,a ,,good ,,speller ,poor spelling is largely a matter of inattention4 ,continual inattention becomes a habit and the child soon finds himself decidedly handicapped by his inability to spell correctly4 ,this is largely caused by uncertainty4 ,he has no definite knowledge to resort to1 the result being doubt as to whether the word is properly spelled1 and therefore uncertainty as to what change to make4 ,to read a word carefully and to study the letters as they appear in the proper sequence will usually be sufficient to fix the word in mind4 ,when you find that certain letters1 or combinations1 are bothersome1 use the principle of exaggeration4 ,have the child write the word and exaggerate the letters that are causing trouble1 making them three or four times larger than the rest of the letters of the word4 ,for example1 the word ,,privilege1 often incorrectly spelled ,,privelege4 ,write the word correctly and enlarge the ,i1 making it several times the size of the other letters2 now have him form the visual picture of the word spelled in his way3 ,illustration ,in writing the word hereafter you will find that the visual picture of the word with the exaggerated letter will come back to his mind and give the correct spelling4 ,in cases where it is a question of a single1 or double consonant1 for example1 the word fulfil write it full and mark a large ,x through the second ,l4 ,this will impress upon his mind that one ,l is correct4 ,rules in spelling as a general thing1 are not as helpful as a little care1 observation and commonsense4 ,the most troublesome is the ,i-,e1 and this one rule should be clearly fixed in mind3 ,i always comes before ,e1 except when following ,c1 or when sounded as ,a1 as in ,neighbor and ,weigh4 ,notice the word ,alice4 ,keeping this one word in mind will serve largely to overcome this difficulty4 ,i follows all letters except ,c1 which is followed by ,e as it is in ,alice4 ,to fix in mind the ,e following ,c it will be helpful to show the child the similarity of motion and appearance in writing ,c and ,e4 ,many examples could be given of this ,i-,e rule4 ,it will serve very largely to fix it in mind1 however1 if you will have the child hunt out these examples for himself and make a list of them4 ,use ,visualization ,teach the child to visualize the words which he studies each day in his spelling lesson4 ,you may not be able to visualize them yourself1 but if you have started early in training him1 he will have little difficulty in doing so4 ,exaggeration should be used as an aid in spelling4 ,it will be easier to see the words printed in letters from three to six feet high on the wall of the room1 than to see them in pica type on the paper4 ,if your child has difficulty in visualizing the words in the spelling lesson have him exaggerate and color them in his mind's eye picture4 ,have the child take a piece of scratch paper and colored crayons and print the difficult words in large letters1 using two colors1 one for consonants and the other for vowels4 ,if the child has difficulty in learning the sequence of ie and ei have him follow the plan of using two strong colors1 such as red and blue for the two vowels4 ,have him print all the words with which he has difficulty1 using red for the e and blue for the i4 ,this color impression combined with the enlarged letter1 will overcome the difficulty4 ,spelling ,exercise ,in order to help the child to become sure of himself write a list of words spelled incorrectly4 ,have him go over them and correct them1 or tell what the error is4 ,spelling rules should be learned by making visual pictures of the word to which the rule applies1 and not by simply learning a group of words1 the meaning of which sometimes is not fully appreciated4 ,an ,example ,rule--,final y1 when preceded by a consonant1 is changed to i before any suffix not beginning with i4 ,to learn this rule have the child print out a few examples1 as follows1 enlarging and striking out the important letters3 ,illustration ,rule--,final y preceded by a vowel is not changed to i before any suffix beginning with a vowel4 pl,ay-ed del,ay-ed ,have the child print these examples and enlarge them4 ,all rules should be illustrated in graphic form4 ,the ,spelling ,cards ,for younger children the brightly colored ,a1 ,b1 ,c1 blocks and picture books have always been helpful in teaching the alphabet and simple words4 ,these spelling cards have the advantage of self-instruction with no possibility of mistake1 so that the child teaches himself accurately and uses the visual sense in doing so4 ,these spelling cards consist of a series of simple pictures on cardboard with irregularly shaped holes cut beneath1 a hole for each letter in the name of the object in the picture4 ,illustration ,the needed letters of the alphabet can be made from cardboard1 each on a card of separate shape1 so that it will not fit into any hole except where it belongs to properly spell the word illustrated4 ,the holes in the picture will correspond to the shape of the cards which spell the name4 ,in this way there can be no error4 ,the child can take the picture cards and find the proper letter cards to fit the holes under the picture and thus learn to spell the name4 ,these ,spelling cards can be made by pasting pictures of common objects on cards about #df inches4 ,then cut the odd shaped pieces for the principal letters of the alphabet1 using the same shape for the same letters1 mark the proper shapes for the letters spelling the name of the object on the card1 and cut them out with a sharp knife4 ,the shapes for the letter cards can be similar to those suggested in the ,game of ,matching ,cards in ,book ,one4 ,suggested objects for the picture cards3 ,cat1 ,rat1 ,boat1 ,apple1 ,boy1 ,girl1 ,fan1 ,pig1 ,car1 ,dog1 ,bird1 ,rose1 ,bee1 ,egg1 ,spoon1 ,horn1 ,frog1 ,man1 ,cow1 ,ball1 ,baby1 ,chair1 ,watch1 ,saw1 ,hammer1 ,nail1 ,coat1 etc4 ,the ,game of ,word ,making ,this game was at one time quite popular and should be revived and used often4 ,it teaches spelling and increases the vocabulary4 ,the only equipment is a series of cards of any size larger than an inch square4 ,on these print letters of the alphabet or cut large black letters from the headlines of the newspapers and paste them on4 ,there should be about six of each of the vowels1 two of all the consonants1 and three or four more of those most used4 ,turn all the cards face down on the table and mix them thoroughly4 ,the first player picks up a card and lays it face up in the center of the table1 the next player does the same1 and so on4 ,the first child to make a word of the letters turned up speaks the word1 selects the letters to properly spell it and lays them side by side1 spelling the word4 ,if it is properly spelled he gets one point1 but if he has not spelled it correctly he loses one point1 and the letters go back into the draw pile4 ,each properly spelled word counts a point for the child first calling it4 ,a limit of points can be set and the first one reaching that score wins4 ,if older persons wish to play the game a limit may be set on the size of the words spelled1 as no word of less than #f1 #h or #aj letters1 whichever figure is decided upon4 ,the ,game of ,salvaging ,words ,pick a large word to pieces and see how many smaller ones can be made from the letters contained in it4 ,this is a good exercise for persons of any age and is often played at parties4 ,give each player a paper and pencil1 select some long word and let each write it at the top of his paper4 ,determine on a time limit usually five minutes1 and see who will make the most words from the letters of the larger word4 ,after the time is up the one having the longest list wins4 ,it will be interesting and helpful to have the long list read1 each checking the words on their list4 ,then let each one read the words which they made and which no one else has read4 ,it will be surprising how many different words there will be4 ,use words like3 ,conflagration ,consternation ,understanding ,international ,washington ,gubernatorial ,examination ,immovability ,imperceptibility ,permeability ,responsiveness ,stenographer ,the ,game ,the ,camels ,are ,coming ,this game should never be allowed to grow old4 ,it is lots of fun at parties and helpful in vocabulary building1 because it requires an effort1 and every time you induce yourself1 or your child1 to make an effort good is accomplished4 ,have the group sit around the room and then begin by selecting a letter and a suffix1 as ,b-ing4 ,the one starting says to the one on his left ,the camels are coming4 ,he replies ,how are they coming8 ,the beginner must then reply using one word beginning with ,b and ending with ing4 ,for example3 ,buzzing--,bleating--,braying--,blushing --4 ,each player must think of a word to give as his answer4 ,all must remember the words that have been given and must answer inside the limit of ten seconds after the other has said1 ,how are they coming8 ,any word that is in the dictionary can be used4 ,if a player cannot answer in ten seconds he must sit on the floor of the room and pay a forfeit to the timekeeper4 ,this game can be varied in a great many ways1 the words can begin with any letter and end with any suffix or begin with any prefix4 ,learning ,synonyms ,to help the child remember synonyms and to increase his vocabulary write a list of words and have him write opposite them as many words of similar meaning as he can4 ,for example3 ,,house--residence--building--dwelling-- abode4 ,,travel--journey--trip--tour4 ,,the ,,study ,,of ,,geography ,most children will like the study of geography if it is given to them in stories and pictures as much as possible4 ,note how the more modern geographies are literally picture-books compared with those of several years ago4 ,teach the child to make the pictures in the book his permanent knowledge through visual reviews4 ,when he is studying about an isthmus1 and there is no picture of one in the geography1 find one elsewhere4 ,have the child notice clearly that ,an isthmus is a narrow strip of land connecting two larger bodies4 ,take the outline maps and have the child go over them and point out all the examples of the isthmus4 ,now have him take a pencil and paper and draw one4 ,have him repeat the definition as the teacher wishes it to be learned1 but be sure that he can ,,see and explain it in his own words4 ,fix one definite illustration of each geographical division in the child's mind4 ,use the ,isthmus of ,panama for the isthmus1 explaining to him that this location was selected for the ,panama ,canal because it was a narrow strip of land1 etc4 ,make it interesting by stories4 ,in your walks with the children through the country take every opportunity to explain the different geographical formations4 ,find an illustration for an isthmus even if it is only a small puddle1 or if you have to make one in the back yard with a shovel and a pail of water4 ,the sand-box method1 because it is visual1 has always been a successful one for teaching geography4 ,visualize the ,map ,see clearly the outline of the country being studied1 and note its peculiarities4 ,put the map at arm's length and let your imagination transform the contour of the country into the picture of some object4 ,note that the continent of ,south ,america is very similar in shape to the head and trunk of an elephant1 the projection on the ,northeast corner being the ear4 ,note the similarity in shape between the outlines of ,france1 ,spain and ,portugal to a hog's head eating from a bucket4 ,the continent of ,australia easily becomes the shape of two animals' heads1 back to back4 ,to study any country follow the plan outlined in the next two paragraphs for the study of the states of ,illinois and ,indiana4 ,note carefully the outline of the state1 and see just the shape which it forms4 ,note the location of the principal cities and get their relationship to each other4 ,illinois ,illustration ,take your pencil and draw an outline of this state1 then a line from ,chicago to ,rock ,island1 from ,rock ,island to ,east ,st4 ,louis1 from ,east ,st4 ,louis to ,springfield and from ,springfield back to ,chicago4 ,notice that the line connecting these cities forms a triangle4 ,get the visual impression of the triangle in mind4 ,now close your eyes and see if you can see the outline of the state clearly and upon it the line joining the principal cities4 ,indiana ,in like manner note the state of ,indiana1 its outline and the triangle formed by the line running from ,indianapolis to ,fort ,wayne to ,south ,bend1 to ,la ,fayette1 to ,evansville1 and back to ,indianapolis4 ,any state may be studied in this way1 or any country or continent4 ,its size1 shape and the location of the principal cities may be indelibly fixed in mind4 ,illustration ,you will find that impressions made upon the mind in this visual manner are lasting1 and that you can gather knowledge of geographical locations which hitherto may have been difficult for you to retain4 ,after you have once impressed these pictures upon your mind1 close your eyes again and let your mind's eye see them4 ,the location of cities1 mountain ranges1 rivers1 etc41 need simply to be visually impressed in this manner4 ,draw a line from one principal city to another4 ,notice the length and direction of the line and the figure made by joining them4 ,draw the lines with your eyes closed until you have a clear mind's eye impression of the exact locations4 ,follow this plan in teaching the child to visualize the map which he is studying4 ,do it with each state1 and each continent1 island1 or country4 ,draw a plain outline map of the continent being studied1 let the child draw in the principal rivers and mountain ranges1 writing the name of each4 ,explain how these mountain ranges and large rivers1 because of the natural defence offered1 have become the natural boundaries between nations4 ,now have the child draw each country on a blank map1 writing the name of each and placing a dot where the capital of the country is located1 and naming it4 ,of course it is not likely that the child will be able to do all this without reference to the map4 ,the map of the continent should be visualized by a definite effort4 ,let him go over a section at a time noticing the mountains and rivers1 their use as boundaries and the countries which they separate4 ,after this detail study have the child observe the map as a whole1 and build its visual picture in his mind4 ,from this visual picture have him draw all the details possible on the blank map4 ,let him go back to the map of the continent1 study the points missed1 revisualize the picture1 close the book1 and add as much as possible to the map he is drawing4 ,do the same with the map of the ,united ,states4 ,have the child become familiar with the outline1 the rivers1 mountains and ,great ,lakes4 ,next have him become familiar with the groups of states1 as the ,new ,england ,states2 the ,middle ,atlantic ,states2 the ,southern ,states1 eastern and western divisions1 etc4 ,each of these divisions can be visualized separately1 the outlines of the states and the location of the capital learned1 so that an outline map of the group can be drawn as was done in the case of the continent and its countries4 ,if this process is continued a very little study of the ,united ,states as a whole will enable the child to draw the entire country and locate all the states and their capitals1 a thing which only a very few grown people can do4 ,learning the ,groups of ,states ,the use of initialing will help in learning the names of the states in their different geographical groups4 ,use the initial of the states in the group and make a sentence using these initials as the first letter of each succeeding word4 ,fix the sentence in mind and when you wish to name the states let the initial or name act as a guide and suggest the name of the state4 ,use the sentences following1 or make others of your own4 ,new ,england ,states ,may's ,new ,hampshire ,views ,might ,maine ,new ,hampshire ,vermont ,massachusetts ,connect ,rhode ,island4 ,connecticut ,rhode ,island4 ,middle ,atlantic ,states ,new ,york's ,new ,jest ,puts ,delaware ,new ,york ,new ,jersey ,pennsylvania ,delaware ,many leagues ,west 7of7 ,virginia4 ,maryland ,west ,virginia ,virginia4 ,central ,states--,eastern ,oh6 ,i ,k7,c7an take ,ill ,with cousin ,ohio ,indiana ,kentucky ,illinois ,wisconsin ,mich4 ,michigan4 ,central ,states--,western ,miss ,i ,o ,minnesota ,k7,c7an ,neighbor ,north ,missouri ,iowa ,minnesota ,kansas ,nebraska ,north and ,south ,dakota4 ,dakota ,south ,dakota4 ,southern ,states--,eastern ,no ,southern ,car ,goes ,far ,north ,carolina ,south ,carolina ,georgia ,florida ,all-a-board ,miss ,tennessee4 ,alabama ,mississippi ,tennessee4 ,southern ,states--,western ,ark an ,louise ,take ,okla home4 ,arkansas ,louisiana ,texas ,oklahoma4 ,western ,states--,south ,californians ,use ,colorado4 ,california ,utah ,color4 ,never ,a ,newly ,made4 ,nevada ,arizona ,new ,mexico4 ,western ,states--,north ,why6 ,ida ,might ,wash ,ore4 ,wyoming ,idaho ,montana ,washington ,oregon4 ,in order that there be no omission of any sentence it is only necessary to note that there are eight groups and four pairs3 ,new ,england and ,middle ,atlantic2 ,central ,east and ,west2 ,southern ,east and ,west1 and ,western ,north and ,south4 ,as a further check for accuracy notice the groups as in pairs above2 the first pair has #f and #g states2 the second has the same1 #f and #g2 the ,southern has #g and #d1 and the ,western has #f and #e4 ,the first two groups have #ac each and the second two groups have #aa each4 ,puzzle ,maps ,the common jig-saw puzzle maps have value if accurately cut4 ,a splendid game for learning the states of the ,united ,states1 their shape1 size and relative position1 can be made at home4 ,lay a map of the ,united ,states on a piece of good cardboard1 trace the outline of each state and then cut them out on the state lines with a sharp knife4 ,have the child first learn to name the states by seeing the blank pieces of irregularly shaped cardboard4 ,then let him learn to put the pieces together1 naming the states as he does so4 ,this plan can be followed in studying the counties in your state or the countries in a continent4 ,the ,blank ,map ,another helpful method is to draw an outline map of the ,united ,states on blank paper1 drawing in each state4 ,this can best be done by using impression paper4 ,now have the child take the map with the outlines of the states and write in the name of each4 ,the ,geography ,game ,have cards cut on the lines of the different states of the ,united ,states4 ,you can use the ones made for the puzzle map above4 ,on each state card place three spots in the location of the capital and two principal cities4 ,prepare a series of three cards about #bc inches for each of the states1 and on each print the name of one of the three cities mentioned so that for each state there is a book of four cards1 the plain outline card of the state1 a card bearing the name of the capital1 and a card for each of the two principal cities4 ,below the name of the city can be drawn an object1 or a word which will indicate the approximate population of the city1 by the ,number ,code4 ,make a similar set of four cards for each state1 the state cards to be cut on the map outline1 but not to have the name of the state on them2 nothing but three spots in the location of the cities mentioned4 ,some states can best be made in a group because of their comparative size4 ,vermont and ,new ,hampshire can be on one card2 ,massachusetts1 ,connecticut and ,rhode ,island on another1 and ,maryland and ,delaware another4 ,only three cities should be marked on the cards of these groups1 always using the capitals of the states4 ,the state cards and the city cards should be shuffled separately1 the state cards laid to one side as a draw pile1 and the city cards divided among the players4 ,the first player draws a state card and lays it on the table and has the first opportunity to play with it any city card he holds4 ,the player to the left has the next turn1 and so on1 until someone has laid down the last of the three city cards belonging to this state card and takes the book4 ,the one playing the last city card is entitled to the book and has the privilege of drawing the next state card4 ,the one securing the largest number of books wins4 ,any player playing a wrong city card on a state card must forfeit the card to the one who started with the state card4 ,this game requires that the players recognize the state by its outline and know the name of the capital and the two principal cities of the state1 and of course1 in which state each city card belongs4 ,the same game can be arranged for the countries of ,europe1 ,south ,america or any other continent4 ,the card can bear the names of the capital1 the principal river and mountain range1 or the capital and two principal cities4 ,following the ,travelers ,have the child follow the travelers in the following stories by actually seeing the geographical formations as they are named4 ,then have him repeat the itinerary by referring to the picture of the geographical formations4 ,you will find that he can visualize the isthmus1 plateau1 etc41 only after having clear knowledge of what each is4 ,this repeated visualization will make a lasting impression upon his mind4 ,the ,story ,a man and a boy were out sailing when a strong wind blew them ashore on a ,,point1 opposite a small ,,island4 ,they dragged their boat across an ,,isthmus and soon reached the ,,peninsula1 where they landed in a ,,bay4 ,they started out in opposite directions looking for drinking water4 ,the boy followed up a ,,ravine and found himself on a ,,plateau4 ,he became lost in a ,,swamp and came out on a ,,prairie1 and inquired at a village where he found that he could return by following a ,,river through the ,,valley4 ,he made a raft and floated down the river until he was stranded on a ,,delta4 ,he waded ashore and was soon back at his boat4 ,the man climbed a ,,mountain and looked out over the ,,desert1 where he saw an ,,oasis4 ,then he climbed over a ,,cliff and followed a ,,canyon back to the ,,bay4 ,the ,travel ,game ,give the child the blank outline of the country in which you are going to tell the story of your travel4 ,have him locate on the blank map each city you visit and draw a line from one to the other showing the route which was followed4 ,an example3 ,england4 ,i went to ,england and landed at ,liverpool4 ,i went by rail from there to ,london1 stopping one day at ,gloucester4 ,from ,london ,i went by water to ,portsmouth4 ,illustration ,in this story you can ask the child to tell you what kind of houses the inhabitants live in4 ,you can take a ship and be collecting a cargo at the ports4 ,ask the child what local products are most easily found1 and other questions which will show what these people export4 ,also the customs and commerce of the country in which the story is located can be discussed4 ,,studying ,,history ,the study of history is largely a matter of ,remembering ,what ,you ,read4 ,children who have difficulty in remembering what they read1 as a rule1 do not like to study history4 ,the lesson made into a visual picture will fix the points in mind with one reading1 but this reading must not be careless or hasty4 ,help the child to read slowly and to pause long enough to make a mind's eye picture of each circumstance and change4 ,it will be helpful to take a piece of paper and draw the scene of the battle4 ,mark in roughly the hills1 mountains and rivers4 ,show the positions of the opposing armies1 then roughly sketch the changes which take place4 ,this drawing will help you to make a definite picture impression4 ,take advantage of the pictures on the page of the book4 ,the child's mind will naturally associate with the picture the many circumstances happening before and after1 if he hears or reads them while the picture is visible4 ,for example1 the picture of the landing of the ,pilgrims on the shores of ,massachusetts will bring to mind the facts which led to their making the journey4 ,it will also suggest circumstances after the landing4 ,those stories and facts which the child hears1 while looking at the picture1 are joined with it in the mind by the law of association1 and the operation of the same natural law will tend to recall them whenever the child sees the picture4 ,a series of large pictures1 which all of the class can see while the history lesson is being studied and recited1 would help in fixing the facts in the minds of the children4 ,children who are taught to visualize can form their own pictures and have a wonderful advantage4 ,remembering ,history ,dates ,this troublesome matter is easily mastered when the child understands the use of the number code as given in the book on ,memory4 ,this principle can be applied in every case4 ,as a rule1 the century in which the date occurs is not confusing1 and the effort can be confined to the particular year4 ,for example1 in order to remember the date of the ,battle of ,bunker ,hill1 it is only necessary to remember '#ge1 for the year1 as every student will know that it was in #agge and not #ahge1 or #afge4 ,a boy twelve years of age learned more history dates in one week after knowing how to use the ,number ,code than he had learned in weeks before4 ,the knowledge of how to visualize the lesson and how to remember the dates will overcome any prejudice or any difficulty which the child may have with history lessons4 ,the following are samples of how the ,number ,code has been applied to remembering history dates3 ,landing of the ,english at ,jamestown1 #afjg4 ,during the first year there was much sickness and the word ,,sick is '#jg4 ,the picture of the ,jamestown settlers sick on the beach will fix the year in mind4 ,the following dates were in one lesson1 and are the word-pictures which a child used in remembering them4 ,marquette and ,joliet explored the ,mississippi ,river in #afgc4 ,the word ,,comb is '#gc4 ,they were combing the river4 ,la,salle reached the mouth of the ,mississippi ,river in #afhb4 ,he planted the ,french flag and had a celebration4 ,,fun is '#hb1 they had fun when they planted the flag4 ,new ,orleans was settled by ,bienville in #agah4 ,he had a hard time finding a good place for the city1 ,,tough 7tuf7 is '#ah1 they had a tough time4 ,washington and the ,virginian troops drove the ,french troops from ,fort ,du,quesne in #aged4 ,he drove them from their ,,lair1 '#ed4 ,general ,braddock was defeated and killed in #agee4 ,he was buried in the woods of ,pennsylvania4 '#ee is ,,lily1 see a lily on his grave4 ,some other examples follow3 ,alaska was purchased in #ahfg4 #ah may be ,,dove and '#fg ,,check1 a picture of a ,,dove flying to ,russia with the ,,check4 ,or if you prefer you can use the two words1 ,,stove-,,shack1 or ,,tough-,,joke1 it was a tough joke on ,russia to sell it for so little4 ,the ,battle of ,bunker ,hill was ,june #agth1 #agge4 ,this can be remembered by the association ,,shooting ,,kill4 ,sh is #f2 ,,ting is #ag2 ,,kill is '#ge4 #f-ag-'ge is the date and it is in the two words ,,shooting ,,kill1 which is easily remembered with ,bunker ,hill4 ,the ,battle of ,bull ,run1 ,july #bast1 '#fa4 ,this is #g-ba-'fa4 ,,can',t ,,shoot 7because they ran so fast they couldn't shoot7 and the two words ,,can',t ,,shoot stand for #g-ba-'fa4 ,peary reached the ,north ,pole ,april #fth1 #aiji4 ,this can be represented by ,,urges ,,up4 ,this is #d-f-'ji4 ,he urges his men up to the pole4 ,panama ,canal was officially opened ,august #aeth1 #aiad4 ,this is #h-ae-'ad4 ,,vital ,,door will represent these numbers4 ,the canal is a ,,vital ,,door between the two great oceans4 ,examples of the dates of the reigns of the ,english kings at the end of feudalism4 ,the ,war of ,roses4 ,order of ,reign4 ,code ,words4 #a--;,henry ,,iv #acii-adac ,tie--,henry--hear1 them pipe--their doom4 #b--;,henry ,v #adac-adbb ,snow--,henry--lie1 to redeem--true nun4 #c--;,henry ,,vi #adbb-adfa ,home--,henry--show1 true nun to our chateau4 #d--;,edward ,,iv #adfa-adhc ,wire--,edward--hear1 a deer shout their fame4 #e--;,edward ,v #adhc ,wheel--,edward--hail1 true fame4 #f--,richard ,,ii #adhc-adhe ,sash--,richard--no1 true fame--dare fail4 ,here the ,code word ,,tie stands for ,i1 the first king--,henry hear1 for ,henry fourth2 them pipe is #acii2 their doom is #adac4 ,the whole can easily be visualized into a picture of ,henry using the ,,tie to make an ear trumpet to ,,hear ,,them ,,pipe ,,their ,,doom4 ,a peculiar idea1 perhaps1 but it will accomplish the purpose4 ,use the same plan for other similar lists and make strong picture associations and they will aid you greatly4 ,they can be recalled when the numbers can not4 ,the following are examples of dates of ,greek and ,roman ,history3 ,draco codifies ,laws of ,athens1 #fba4 ,joined--,he joined the laws4 ,peloponnesian ,war1 #dca-djd4 ,remote--,razor4 ,corinthian ,war1 #cie-chg4 ,mabel--,moving4 ,alexander ,king of ,macedonia1 #ccf-cbc4 ,may homage--,my name4 ,founding of ,rome1 #gec-7874 ,column4 ,rome supreme in ,italy1 #bfd4 ,new ,chair4 ,sack of ,rome by the ,gauls1 #cij4 ,mobs4 ,great ,latin ,war1 #cdj-cch4 ,mars--,may move4 ,peace between ,rome and ,carthage1 #bja4 ,nice ,tie4 ,julian ,emperors1 #bg ,b4 ,c4-#da ,a4 ,d4 ,,ink ,bottle ,can--,,ride ,after ,dark4 ,claudian and ,flavian ,emperors1 #da-if4 ,red--,badge4 ,good ,emperors1 #if-ahj4 ,push--,thieves4 ,invasion of ,barbarians1 #ccg-cgf4 ,may make--,my cash4 ,charles the ,great crowned ,emperor of the ,romans1 #hjj ,vices4 ,the ,history ,game ,secure pictures of the principal events in history and paste them on a series of cards4 ,have nothing on the cards but the picture1 no printing1 or names4 ,take three blank cards about #bc inches and on the first place the date of the event2 on the second the names of the leaders2 if a battle1 the opposing generals2 on the third put the name of the peoples concerned4 ,for example1 first card1 a picture of the ,battle of ,bunker ,hill2 second card1 ,june #agth1 #agge2 third card1 ,general ,wm4 ,howe and ,general ,joseph ,warren2 fourth card1 ,british and ,american colonists4 ,a series of such cards should be made covering the events that are being studied at that time4 ,the pictures are shuffled and laid in a draw pile on the table1 and the cards are shuffled and dealt to the players4 ,the one to the left of the dealer draws and plays a picture into the middle of the table1 and then any cards which he holds which belong with it4 ,the next player has the next opportunity to play1 and so on around the group4 ,the player who places the fourth card takes the book and is entitled to draw and play a picture into the center of the table4 ,any card which is played in error that does not belong with the event in the picture shall be forfeited to the one who started the play with the picture card4 ,the one getting the most books wins4 ,the ,game of ,famous ,men ,secure the pictures of a group of #dh or more men of the present and immediate past who are well known in national or international circles4 ,place the picture on one card1 the name on another1 on the third1 his nationality1 and on the fourth1 the thing for which he is best known4 ,the last card can contain more than one thing1 if you wish4 ,the game is played like the ,history ,game above1 and requires the players to be familiar with the well known men and their deeds1 also to be able to call them by name1 and to know their nationality4 ,the same idea can be used by making a game of the famous men of ,colonial ,history2 or of the period of the ,civil ,war2 or of the great ,world ,war just passed4 ,do you know the face of ,gen4 ,haig1 his nationality and principal event of his life8 ,to look up the information for the cards is a good history lesson in itself4 ,take the ideas of all these games and by using your ,productive ,imagination make them fit the needs of your study1 or the things which you wish most to master4 ,,studying ,,mathematics ,children learn to count by using objects1 in the school room they count the desks1 the children1 the number of cards1 or blocks4 ,the first lessons are object-lessons dealing with objects which can be handled and formed into groups4 ,digits are symbols which represent objects1 #gcaj1 is an abbreviated form for #g 7,apples7 and #c 7,apples7 are #aj 7,apples74 ,it is easier to teach addition and subtraction by the use of the objects to add and to take away from4 ,the realization of the process comes by seeing the objects and the result of the change4 ,the digits become symbols for the objects that the child has been working with4 ,counting boards are helpful in teaching children1 for they enable you to continue the visual process4 ,all methods of teaching through the visual processes should be continued as long as possible4 ,the child's interest in the problem will be stimulated if he deals with objects1 or things1 and not with meaningless groups of figures4 ,the problem #abgcbcdag 1 is a meaningless one and uninteresting1 but if you encourage him to think that this is the number of soldiers with which a general is going out to meet an army of two thousand1 then he has some interest in finding out how many men the general really has to meet the two thousand with4 ,this makes the problem read thus1 in his mind4 #abg 7soldiers7 #cbc 7soldiers7 #dag 7soldiers7 ,how large an army8 ,figuring a page of problems will be uninteresting1 but if you can encourage the child to introduce the imaginary objects1 it will increase his interest4 ,fractions are usually explained by the division of an apple or some easily divided object4 ,division1 as a process of dividing a group of objects among a smaller group of children1 is easily understood and interesting to them4 ,encourage your child to continue to think of the objects when dealing with fractions4 ,visualization ,always ,aids ,all mental processes should take form in pictures4 ,the adding of #d and #g should be seen in the mind's eye1 if the problem is not written down4 ,a parent tells the story of his difficulty with his son and this simple problem4 ,the child got the idea fixed in his mind that #d and #g were #ab4 ,the father had told the boy that the answer was #aa1 and had the child repeat1 #d and #g are #aa1 several times4 ,but the original impression was still the stronger1 and the next day1 when asked by the father1 ,how many are #d and #g8 the child's answer was #ab4 ,in some way this impression had become a very strong one and was recalled before the weaker one of the correct answer1 #aa4 ,the idea of visualization was brought to the father's attention during the day by his having attended a lesson in ,memory ,training given by the author4 ,that evening he called the boy to him and said1 ,son1 how many are #d and #g tonight8 ,he received the same incorrect answer1 #ab4 ,then he took a piece of paper and wrote upon it the figures in exaggerated size1 as illustrated on the right4 ,he had the boy look at the problem for a moment and then look away and see it in his mind's eye1 then look at the problem again4 ,thus he placed a visual impression of the correct answer in the child's mind and this became the stronger of the two impressions and was never forgotten4 ,the next morning the father asked the boy the same question1 ,how many are #d and #g8 and the answer was promptly given1 ,eleven4 ,why1 ,i can just see those figures in my mind and ,i never will forget that4 #d #g -- #aa ,this experience is the natural result of using the stronger sense of sight in preference to the weaker one of hearing4 ,the conscious use of the mind's eye faculty in his arithmetic lessons brought this boy from the bottom of his class up to a reasonable grade in a very short time4 ,do not overlook the value of visualization4 ,it can be applied with helpful results in any lesson or problem4 ,the ,mental ,blackboard ,the child can easily learn to visualize his problems in mental arithmetic if he will begin while young4 ,this is especially true if you have used the exercises for visualization given in the ,first ,book4 ,those on mind's eye counting and the ,number and ,letter games are especially helpful4 ,their importance now becomes apparent1 and if you have neglected them it will be well to go back and use them now4 ,encourage the child to see the figures in exaggerated size on an imaginary blackboard2 see large white figures on the blackboard4 ,as soon as the problem is given1 let the ear impression become a mind's eye picture1 as illustrated4 ,the use of this visual method is gradually being recognized as being valuable1 and will in the future come into general use4 ,give your children the advantage and have them use it now4 #g #e -- #ab #b -- #bd ,exercises in ,manipulation ,the mind's eye picture of the figures on the mental blackboard can be enlarged by practice so that the child can visualize problems of some complexity4 ,this ability1 of course1 will come only after continued practice4 ,start with simple problems and increase their difficulty as the child progresses4 ,you will be surprised to find how he will be able to retain the figures in his mind and soon will be able to work with them4 ,write on the blackboard a column of figures as illustrated below4 7,a small one in the house is of great value in child training4 ,a yard of blackboard cloth can be purchased and hung on the wall47 ,allow the child to look at them for a few seconds and write down the result of his addition4 ,do not have him write the numbers as in previous exercises1 for visualization1 but only the total4 ,now1 add the first two numbers of the first example1 subtract the third and add the fourth1 then write the total4 ,in the second example let him add the first two1 subtract the third and multiply by the fourth1 write the answer4 ,these exercises of manipulation can be varied in many ways4 ,the length of the columns can be accommodated to the ability of the child4 #aj #ab #i #af -- #ae #aj #ad #g -- ,learning ,rules ,all rules should be worked out in examples or illustrations and visually impressed upon the child's mind4 ,one visual impression is equal to about twenty repetitions4 ,many times children get the idea that the problem cannot be worked unless the exact ,rule in the book is followed4 ,see to it that your children get a broader idea and that they understand the reason for doing a thing4 ,the training in mathematics1 that is of most value after school days are over1 is1 where we understand the reason and have worked out for ourselves the correct result1 independent of any set rule for working the problem4 ,when helping the child at home give him practical examples from every day life as well as those in the book4 ,fractions ,the first step in fractions are often confusing to children1 but need not be if they have been taught to be observing and to watch for the little aids which help over the difficult places4 ,nominator and ,denominator are two confusing terms to many4 ,if you will show the child that most of the fractions that he has to deal with are proper fractions1 and that the ,nominator1 upper number1 is smaller than the ,denominator1 lower number1 and that the same relationship exists between the words4 ,nominator ,de-nominator ,the ,denominator is the denomination of the fraction1 the ,numerator is the number of parts4 ,let the ,d of ,denominator stand for ,down and remember that it is ,down 7lower7 part of the fraction4 ,many scholars have difficulty in giving the correct answer to the question1 ,what are the three kinds of fractions8 ,the following is all that is needed to fix the answer in mind4 ,give the ,,proper answer4 ,if you give the ,,improper you will be ,,mixed4 ,these capitalized words are the three kinds of fractions4 ,think of a fraction as a part of a whole4 ,when the fraction becomes a whole1 or more than a whole1 it is ,improper4 ,it needs to be changed to make it a unit1 or a ,mixed fraction1 a unit and a part4 ,the ,multiplication ,tables ,these are a problem which every one has to work with and because the use of them requires speed to be most valuable there must be a certain amount of repetition in learning them4 ,the ,multiplication ,game ,the aim is to teach children their multiplication tables by visual repetition and at the same time to introduce the game spirit1 thus to increase the interest and to prolong the period of effort without fatigue4 ,the child can work with these cards himself and thus by self instruction can learn this most difficult lesson of ,arithmetic1 and without any possibility of error1 accuracy is insured4 ,the equipment consists of a series of eleven pieces of cardboard about #bf inches on which are printed in large black numbers the tables without the answers4 ,a series of ten odd shaped cards is then made and the digits printed on them in bright red4 ,the following are the suggested shapes for the ten digit cards4 ,illustration 7,digit cards should not exceed one and one half inches in height47 ,the digit cards which are the correct answer to the table printed on the larger cards are then laid in the correct position and the shapes marked out4 ,with a sharp knife cut out the shapes a trifle larger than the marked size of the digit card4 ,the result is a card as illustrated1 with the table and two holes of irregular shape into which the digit cards with the correct answer in bright red will fit4 ,no other card but the correct one can be put into this opening1 there is never any danger of the child seeing a wrong answer to the table4 ,illustration ,the only cards which can be fitted into this table are the two and the cipher making the correct answer #bj4 ,this card with the black #de and the bright red answer #bj will make a strong impression upon the brain of the child1 and by use of the strongest sense1 that of sight4 ,at the same time he can repeat the table audibly and gain the added advantage of the ear impression4 ,give the child only one set at a time so that he learns one table thoroughly4 ,when he has learned it1 mix the cards and place them one at a time in front of the child and see how many correct answers he can give without fitting the cards4 ,in cases where there is hesitation have him fit the digit cards and make sure4 ,see to it that he is accurate and certain4 ,after one table is well mastered make a similar set of cards for the next table4 ,if you do not wish to take time to cut out the irregular shaped holes for the digit cards1 the place can be blackened and the digit cards laid carefully on4 ,the cut outs are far better and well worth the little effort necessary to make them4 ,for the tables up to #ab's you will need the following number of digit cards2 with these you will be able to work out any complete table of eleven cards4 #aj--a's2 #h--b's2 #f--c's2 #f--d's2 #aj--e's2 #d--f's2 #d--g's2 #e--h's2 #d--i's2 #af--j's4 ,after the child has learned two or three of the tables mix the cards1 take any six and see how quickly he can fit the correct digit cards into place4 ,keep him playing with these cards until he can give the correct answer to any question and give the correct table as a whole4 ,after the tables have been learned you can make many tests of speed and competitive games with several children of the same age or school grade4 ,the ,difficult ,tables ,there are certain tables which seem harder for some than the others1 yet there is often a difference as to which are considered most troublesome4 ,the #b's1 #c's1 #e's1 #aj's1 and #aa's are easy for all of us4 ,the #i's are as easily learned with the aid which follows4 ,this leaves the #d's1 #f's1 #g's1 #h's and #ab's1 remaining to work on4 ,the combinations that are new in these tables are the following2 all other combinations are known from the other tables3 #d #d #af #f #f #cf #g #g #di99 #h #h #fd99 #d #f #bd #f #g #db99 #g #h #ef #h #ab #if #d #g #bh99 #f #h #dh #g #ab #hd #ab #aa #acb #d #h #cb #f #ab #gb #ab #ab #add #d #ab #dh ,the first help in mastering these few necessary combinations is visualization4 ,if you will print them in large figures and the answer in red1 each table on a sheet or page by itself so that they can be handled and studied1 they will form visual impressions that can be recalled with ease by almost any one4 ,this is especially true of children at the ages when they will be learning these tables4 ,repetition seems the most valuable aid1 but to be most advantageously applied it should be a combination of visual and auditory repetition4 ,let the child look at the tables in the large form in which you have made them1 while he repeats them4 ,use addition and subtraction4 ,in learning the tables there are always some which make a stronger impression and which the child will never forget4 ,use these as starting points or bases of operation4 ,for example1 #debj1 all will recognize this at once4 #ddaf1 just four less than twenty1 and the subtraction will quickly give the correct answer4 ,also #dfbd1 or #d more than the known point of #bj4 ,to take advantage of this it will only be necessary at first to learn #dgbh in order to master the entire table of #d's4 ,the #dd1 and #df1 would be figured from #debj1 and the #dh from the #dg1 and the #dab1 from the known #daadd4 ,with these known bases to work from it is only necessary to fix the one starred combination in each table in mind indelibly at the beginning1 the others will be easily figured from the known bases and will become fixtures from use4 ,the ,table of #i's ,there is a peculiar combination of figures in this table of #i's1 which1 if once noticed and perceived1 will make this one of the easiest of the tables4 #i #b #ah 7#a #h #i7 #i #c #bg 7#b #g #i7 #i #d #cf 7#c #f #i7 #i #e #de 7#d #e #i7 #i #f #ed 7#e #d #i7 #i #g #fc 7#f #c #i7 #i #h #gb 7#g #b #i7 #i #i #ha 7#h #a #i7 #i #aj #ij 7#i #j #i7 #i #aa #ii 7#b #i's7 #i #ab #ajh 7#a #j #h #i7 ,notice that the two digits of each answer always add up to make #i1 and that each first digit of the answer is just one less than the multiple4 ,for example1 #iede1 the answer will begin with one less than the multiple #e1 and the two digits of the answer must add to make #i1 therefore it can be nothing but #d and #e1 or #de4 ,this is true in all cases except #iaa an already known answer1 but also only #i's in this answer4 ,this simple idea1 when once understood1 will master the table of #i's4 ,be sure that the children realize that #gd in the tables of #g's are the same in value as #dg1 so that the answer to #gd becomes familiar with learning the table of #d's4 ,ask the question both ways #gd and #dg4 ,the ,tables of ,weights and ,measures ,some of these we learn easily and always retain2 some always seem confusing4 ,these can be mastered by the use of the ,number ,code and the ,visual picture combined4 ,some examples follow3 #bd sheets #a quire1 and #bj quires one ream4 ,the picture of ,two ,dozen ,squires in a ,nice ,room1 will fix these figures and terms in mind4 ,two ,dozen is #bd1 ,squires is a reminder for ,quires4 ,nice is #bj 7#b is ,n and #j is ,c7 and room a reminder for ,ream4 #af-a_/b ,feet #a ,rod1 #cbj ,rods #a ,mile4 ,picture a ,dish and a ,half balanced on a ,rod4 ,dish is your code word for #af 7#a is ,d and #f is sh7 and the ,half ,dish makes #af-a_/b ,feet on 7in7 a ,rod4 ,next--,many's the ,rod in a ,mile4 ,many's is #cbj or the number of rods in a mile4 #cj-a_/d ,sq4 ,yards #a ,sq4 ,rod4 ,picture--,,mister takes a yard stick and measures off a ,sq4 ,rod4 ,mister is #c-j-a-d1 or #cj-a_/d4 #afj ,sq4 ,rods #a ,acre4 ,picture--,see a pile of ,dishes out in the ,acre being broken up by a rod4 ,dishes is #afj the number of ,sq4 ,rods in an ,acre4 #fdj ,acres in a ,sq4 ,mile4 ,picture--,take the ,shears and cut up the mile into squares4 ,shears is #fdj1 the number of ,acres in a ,sq4 ,mile4 #gib ,inches--#a ,link4 ,picture--#gib is ,cabin1 see the link hanging on the side of the cabin4 #d ,rods #a ,chain4 ,picture--,see #d ,rods wrapped around with a chain4 #hj chains #a mile4 ,your ,code ,word for #hj is ,vase2 put a chain around it and drag it a mile4 ,a few picture associations like these will help in fixing the difficult points in mind4 ,associations which you make yourself will help you most4 ,be sure to repeat them at intervals2 make them permanent4 ,pictures for ,answers ,familiarity with the ,number ,code given in the book on ,memory1 will aid the child in keeping the result of a problem4 ,the numbers of the answer can quickly take the form of an object which can be translated again into the correct numbers4 ,many children will not be able to hold the visual picture of the digits for any length of time4 ,there is considerable difference in the ability to hold the visual picture of the digit #abg4 ,many children1 and adults1 will be far more accurate and remember longer if they see a ,,tank1 which is easily translated by the ,code into #abg1 when the answer is wanted4 ,learning ,rules ,the exaggerated example illustrating the rule to be learned1 will make its meaning clear and thus make the problem of learning it many times simpler than if it is learned as a group of words1 the meaning of which is not always well understood4 ,it is always best to understand the rule first and learn it afterwards4 ,use the suggestion given for learning verbatim and the exaggerated example as given in the suggestions in spelling4 ,after you understand the rule it will not be difficult to memorize4 ,visualizing ,geometry ,the ,theorem in geometry should have the visual process applied to it in the same manner4 ,make a strong picture of the figure which illustrates it4 ,for example3 ,the square on the hypotenuse of a right angle is equal to the sum of the square on the other two sides4 ,to visualize the figure1 as illustrated1 will aid in fixing this ,theorem in mind4 ,do the same with others4 ,another example of emphasizing the important lines as in the ,theorem3 ,two rectangles are to each other as the products of their bases by their altitudes4 ,illustration ,in the illustration below the bases and altitudes are emphasized to remind you of the fact that they are the factors to be dealt with4 ,notice that in the first pages of the ,geometry all simple figures are illustrated as explained or defined4 ,learn to visualize the problem with your book closed1 work until you can see it clearly1 and you will understand it better4 ,illustration ,,aids ,,in ,,studying ,,chemistry ,experiments in ,chemistry are its most interesting phase4 ,let its problems take form in your visual mind and you will add to the enjoyment and also the ease of your understanding4 ,a teacher of this subject1 after appreciating the value and ease of visualization1 worked out picture combinations of atoms which helped him greatly4 ,he could see the two atoms of ,hydrogen floating through the air and combining with the atom of ,oxygen and could see the result of the combination4 ,using the ,initialing ,idea ,the ideas which have been given in this and the preceding books can be applied in many ways to the problems of any subject4 ,there is no attempt on the part of the author to work out all applications1 but merely to suggest a few possible ones and leave the rest to the student4 ,each will think of different methods1 and those aids which each one works out for himself will be most valuable and most easily recalled4 ,the ,elemental ,substances ,the six elemental substances of the organic world are3 ,carbon1 ,hydrogen1 ,nitrogen1 ,oxygen1 ,phosphorus1 and ,sulphur1 which can be easily remembered by the following3 ,the ,organic ,world--,can ,have ,no ,other ,principal ,story4 ,the initials of each of the words following ,world stand for one of the elements4 ,chemical ,formulae ,remembering of chemical formulae can be simplified very greatly by reducing the formulae to an idea using the initialing plan2 for example1 the formula for ,wood ,alcohol is ,,ch#c,,oh4 ,this formula in itself has no meaning1 and is difficult to carry in mind4 ,by using the initials you can easily make some ideas which will represent this formula and help you to remember it1 as for example3 ,,cat ,,had ham ,,on ,,hand4 ,in this formula the ,c of ,cat stands for ,carbon1 the ,h of ,had for ,hydrogen2 ,ham being a ,code ,word for #c is indicative of #c atoms of ,hydrogen1 and the ,o4 ,h4 is represented by the ,o and ,h of ,on ,hand4 ,the formula for ,glycerine is ,c#c;,h#e7,,oh7#c1 and can be remembered by the following idea3 ,,come ,,heel ,o ,,ham4 ,in this example notice that the first letter of the word initials the substance and the last letter the number of atoms by the number code4 ,as ,,come3 ,c for ,carbon1 and ,m for #c4 ,,heel3 ,h for ,hydrogen1 and ,l for #e4 ,o for ,oxygen4 ,,ham3 ,h for ,hydrogen1 and ,m for radicle #c times4 ,use whichever method suits you best4 ,the formula for ,carbolic ,acid1 ,c#f;,h#e,,oh1 or ,,cash ,,haul ,o1 ,,hay4 ,the formula for ,benzine1 ,c#f;,h#f1 or ,,cash ,,hash4 ,hardness of ,substances ,it is often valuable to know the degree of hardness of different substances1 and these can easily be remembered by the following list4 ,in degree of relative hardness the list is as follows1 the hardest coming first4 ,diamond ,corundum ,topaz ,quartz ,iridium ,apatite ,bell ,metal ,boric ,acid ,rock ,salt ,kaolin ,take ,kaolin as a basis4 ,the number opposite each substance in the following list indicates its comparative degree of hardness in relation to ,kaolin3 #a ,kaolin ,,tie ,see tie on ,kaolin #b ,rock ,salt ,,snow ,poured over ,rock ,salt #c ,boric ,acid ,,home ,built of ,boric ,acid #d ,bell ,metal ,,wire ,swinging a ,bell #e ,apatite ,,wheel ,with a big appetite for running #f ,iridium ,,sash ,irritating the wearer #g ,quartz ,,egg ,quartz taken from an ,egg #h ,topaz ,,ivy ,to pass the ,ivy #i ,corundum ,,whip ,made ,cora run #aj ,diamond ,,toes ,set with ,diamonds ,in the list you have ten substances4 ,kaolin1 the base1 is #a1 ,rock ,salt is #b1 which indicates that ,rock ,salt is twice as hard as ,kaolin4 ,iridium is #f1 and six times as hard as ,kaolin4 ,diamond is #aj1 which means that it is ten times as hard as ,kaolin4 ,learning this list by picturing reminders with the word of the ,code list will enable you to easily recall these ten substances and the degree of hardness compared with ,kaolin4 ,atomic ,weight ,table ,some students of ,chemistry have learned the entire list of elements and their atomic weights4 ,the following are a few examples of how the list can be arranged and learned4 ,it will be excellent practice for you to use this method and make a list of your own4 ,element ,code ,no4 ,reminder ,wt4 ,code ,word #a ,carbon ,,tie ,carbine #ab4jje ,tin ,sizzle #b ,hydrogen ,,snow ,hydrant #a4jjh ,the ,saucy ,foe #c ,nitrogen ,,home ,night #ad4ja ,deer ,sat #d ,oxygen ,,wire ,ox #af4j ,dash #e ,sulphur ,,wheel ,sulphur #cb4jf ,money ,sash #f ,phosphorus ,,sash ,fuss for us #ca4jd ,mad ,sir #g ,sodium ,,egg ,soda #bc4j ,nome #h ,potassium ,,ivy ,pot #ci4a ,mop ,it #i ,calcium ,,whip ,calsomine #dj4jg ,horse ,sack #aj ,iron ,,toes ,i ,run #ee4hd ,lily ,fire #aa ,arsenic ,,dot ,arson #gd4if ,gray ,page #ab ,gold ,,town ,gold #aig4b ,dipping ,in ,learning ,foreign ,vocabularies ,the principle of using a reminder can be applied with advantage in learning a foreign language4 ,the majority may learn foreign words more easily and permanently by the ,reminder ,link4 ,in this case the reminder is the connecting link between the ,english word and the foreign word4 ,those who usually learn foreign words only by laborious repetition will find a saving of time in learning by the reminder link4 ,spanish words3 ,english ,link ,spanish cold freeze frio drink beer beber written inscribed escrito sing cantata cantar full complete completo sweet delicious dulce window ventilate ventana keep guard guardar sell vend vender ,latin ,vocabularies ,latin is the base from which most modern languages are derived1 and you will find in ,english a very large proportion of the words taken directly from the ,latin source4 ,this makes the learning of ,latin ,vocabularies simpler than any other4 ,in a great many cases the word is a direct derivative and needs no reminder or intermediate step2 for example1 the ,latin word ,,animal is the same as in ,english1 although pronounced differently2 or ,latin3 ,,ornamentum1 and the ,english ,,ornament4 ,be resourceful1 draw upon your imagination4 ,note the following suggestions3 ,english ,reminder ,latin boyish ,puerile puer crown coronation corona free liberate liber land terrace terra dog canine canis think cogitate cogito mind mental mentis 7gen47 running current curro pleasing gratifying gratus soldiers militia milites 7pl47 teaching doctrine doceo more majority maior unending perpetual perpetus shortness brevity brevis time temporary tempora 7pl47 faith fidelity fides ,german ,vocabularies become very much less difficult if you search for an intermediate step or reminder3 ,english ,link ,german fork gobble gabel coffee-pot coffee-can kaffekanne amusing comical komisch ancient old timer alterthuemlich easy light leicht meat flesh fleisch writing scribed schreiben gloves hand shoe handschuh quilt bed cover betdecke walking going gehen stove oven ofen flowers blooms blumen ,studying ,music ,the visual memory is the best memory for music4 ,many of the better musicians who learn music readily and remember it well have the visual memory4 ,they can see the page1 the bar1 and the notes in the mind's eye4 ,this ability can be developed in the child by the use of the exercises for visualization given in the first book4 ,when the child begins to study music give part of the time to practice of visualizing and memorizing music4 ,first1 teach him to visualize a perfect clef4 ,draw imperfect ones on paper or slate and have the child tell what is the matter with them4 ,draw different notes and have him become thoroughly familiar with them by reproducing them4 ,have him draw the whole1 half1 quarter1 and eighth notes1 etc4 ,teach the child the division of time by grouping the notes with reference to beats4 ,write a line of notes and have him divide them into groups of whole note value4 ,then indicate a certain time to be followed and have him divide other rows of notes into bars in accordance with the time indicated4 ,teach the child the different rests by the same visual process4 ,have him write bars of music using the different rests and completing the bar of given time by filling in with the proper notes4 ,teach the use of sharps and flats and the difference in signatures by the same visual process4 ,let all practice be simple in the beginning and increase in complexity as he grows older4 ,teach the child to combine the use of the eye and ear in musical practice4 ,have him transfer ear impressions to visual ones by seeing the notes on a staff as he hears the tone4 ,write a few bars of a familiar tune and have the child tell what it is4 ,another application of the visual memory is to look carefully at the staff1 then close the eyes and see it in the mind's eye1 then look back and correct and improve the picture4 ,another plan is to see the staff exaggerated in size1 covering the entire wall of the room4 ,this exaggerated picture can be colored according to the above suggestions4 ,it will be helpful to take the piece which is to be memorized1 and after fixing the picture of it in mind write it upon a blank staff4 ,keep improving this written copy of music1 writing only that part of the score which is seen clearly4 ,these methods will help to improve the visual ability to carry a picture of the page2 and continuous practice with them will help in improving the ability to memorize in this way4 ,be systematic in all your efforts4 ,it is best first to memorize the words1 then the air1 then the technical part4 ,a thorough understanding of the composition and its general plan will be of assistance4 ,in learning songs apply the principles given in the second book1 and learn the words thoroughly4 ,this will enable you to devote all of your time and attention to the technical part of the music4 ,when you do not know the words thoroughly your attention is divided between learning the technical part of the music and recalling the words4 ,better master one thing at a time and do that well4 ,speaking in ,public ,when you have trained your child's memory and created in his mind a feeling of confidence that he can remember what he wishes to say1 there will be very little embarrassment connected with speaking in public4 ,teach the child to use the ,hitching ,post idea in all matters of public speaking4 ,this subject was covered in ,book ,two and the following sample outline of the points of a talk ,hitched to the ,code ,words will be helpful4 ,a patriotic speech made after the ,declaration of ,war with ,germany4 #a 7,tie7--,volunteering for ,service4 ,young men are taking off their ties and waving them in the air rushing into the ,enlisting ,office4 #b 7,snow7--,great ,need of ,shipbuilders4 ,a partly built ship covered with snow which men are shoveling away so others can go on with the work4 #c 7,home7--,public ,speakers for ,propaganda4 ,speakers going from home to home calling out to people and addressing them4 #d 7,wire7--,conservation of ,food4 ,boxes of food being wound around with wire so that they cannot be wasted4 #e 7,wheel7--,stopping ,criticism of ,government4 ,setting a lot of men gagged and bound upon a large wheel4 #f 7,sash7--,increasing ,production4 ,factory boss offering a wide1 red1 white and blue sash to the worker who makes the greatest increase in production4 #g 7,egg7--,lend ,your ,savings4 ,putting your savings in a large ,egg and taking out ,liberty ,bonds4 ,be original and make an effort4 ,you will soon learn that these simple pictures will recall the points of the talk in the order in which you have arranged them4 ,the hint is all the mind needs1 if it gets the right start you will be able to say what you wish4 ,review ,your ,studies ,an excellent method of mental development is to make a practice of recalling the occurrences of the day each evening4 ,this is especially important for students4 ,time should be taken to sit quietly and review the facts and ideas of the day's lessons4 ,here is an excellent opportunity to urge your mind to think them over for yourself4 ,there can be little growth of knowledge without independent thinking4 ,review as much in detail as possible all of today's lessons before starting on the new4 ,one reason you do not remember more of what you see1 read1 or hear1 is that you do not review it4 ,reviewing carefully will very largely increase your stock of knowledge4 ,it is not unreasonable to expect that some of the facts or experiences of the day's work and lessons will later become as important and valuable as a business man's papers4 ,he does not hesitate to take time in the middle of the day to file these papers1 or even to carry them to the vault4 ,teach the child to take a few minutes in the evening and review the occurrences of the day and you will be surprised to see his mind begin to take on the retentive power of a vault4 ,the necessity of repetition will never be eliminated2 it may by better methods be reduced to a minimum1 but cannot disappear entirely4 ,some knowledge must be so familiar that it can be used habitually 7by the subconscious mind7 without the necessity of conscious effort1 and this cannot become true without repetition4 ,review ,improves ,observation ,another result which is far from unimportant is the fact that this effort will develop the ability and the inclination to take notice of things as they transpire4 ,many examples can be given of the extreme value of this exercise1 as the experiences of ,thurlow ,weed4 ,he had the ambition to become a politician1 but lacked one necessary requisite--a retentive memory4 ,the above idea was suggested to him by his wife4 ,mr4 ,weed practiced by recalling to his wife in the evening all the circumstances and happenings of the day4 ,he was so greatly repaid for this effort that he continued this for many years4 ,mr4 ,weed says1 ,i am indebted to this discipline for a memory of unusual tenacity4 ,i recommend this practice to all men who wish to store up facts and expect to have much to do in influencing men4 ,a ,word to the ,student ,the greatest lesson of education is thought4 ,the thing you should be striving for and working toward is the ability to think clearly1 logically and deeply4 ,one of the greatest aids is the knowledge which is stored in your brain and which you are all able to recall at will4 ,your brain is not like sticking plaster1 it is like putty2 you must make an impression of the things you wish to retain4 ,to make these impressions will always require an effort1 no help will ever be devised which will enable you to remember without effort4 ,the ideas given to you in this book are aids1 and you should become able to use them as such4 ,the principles of memory are scientifically accurate and you need to become familiar with them and to use them to add to your success in study and progress4 ,do not be like the carpenter who is too busy to sharpen his tools1 or like the drowning man who refused to grasp the rope because he feared it was not strong enough4 ,use every idea that proves helpful and apply it in every possible way4 ,there is no intent to give here all of the applications1 but merely to give principles and to suggest one or two ways in which they have been used4 ,the applications that are of most value to you are those you make for yourself4 ,the principles will cover every need1 if you will be resourceful in their use4 ,get ,out of the ,rut ,make an effort4 ,insist upon your brain waking up and getting on the job and doing its share4 ,the old method of learning by heart requires a maximum of time and mental effort4 ,this visual method requires only a minimum of time and mental effort4 ,time is of the utmost value to you4 ,dr4 ,james tells us that over seventy-five per cent of our ,mental power is dormant1 asleep4 ,stir yourself4 ,put a ,maximum of ,mental ,effort into a ,minimum of ,time2 develop an accurate and retentive memory--a worthy servant to be at all times relied upon--the very foundation of your success4 ,you can work wonders with yourself by intelligent and persistent effort4 ,the ,capacity of the ,visual ,memory is ,unlimited4 ,faith is the ,atmosphere in which ,success lives4 ,kill ,mental ,laziness4 ,it has always been fatal--it is as deadly ,,now6 ,it ,can ,be ,done ,somebody said that it couldn't be done1 ,but he with a chuckle replied1 ,that maybe it couldn't1 but he would not be one ,to say so until he tried4 ,so he buckled right in with a bit of a grin ,on his face2 if he worried he hid it1 ,he started to sing as he tackled the thing ,that couldn't be done--and he did it4 ,somebody scoffed1 ,oh1 you'll never do that-- ,at least1 no one ever has done it1 ,but he took off his coat and he took off his hat1 ,and the first thing we knew he'd begun it4 ,with a bit of a grin and a lift of his chin ,without any doubting or quit it ,he started to sing as he tackled the thing ,that couldn't be done--and he did it4 ,there are thousands to tell you it cannot be done1 ,there are thousands to prophesy failure1 ,there are thousands to point out1 one by one1 ,the dangers that wait to assail you2 ,but just buckle in with a bit of a grin1 ,take off your coat and go to it2 ,just start in to sing as you tackle the thing ,that cannot be done--and you'll do it4 --,edgar ,guest4 ,while you are thinking it can't be done--somebody else is doing it4 ,,chapter ,,two ,in this last chapter will be given applications of the memory principles which have been made by students4 ,some will be helpful to you1 others will suggest ideas which you can change and adapt to your own problems4 ,value of ,forgetting ,sometimes it is of as great value to be able to forget as it is to be able to remember4 ,you have seen that each time you review a mental impression it becomes stronger and more deeply implanted in the brain4 ,when using your ,hitching ,post for temporary purposes refuse to see the pictures after having used them1 and your ,hitching ,posts will be free for filling any other information4 ,the unfortunate or embarrassing situations of life which you wish to eliminate from your mind can be forgotten by the same process4 ,each time you allow this circumstance to enter your mind you see again the conditions which you are trying to forget4 ,this is just the thing you should not do4 ,each time you rehearse the subject you drive it deeper and deeper into your mind4 ,to forget you must refuse to review or to revisualize4 ,there must be an utter absence of this circumstance from your mind4 ,this will require some determination upon your part1 and a little application of ,,will ,,power1 but it is not a difficult thing to accomplish4 ,the best method of eliminating a troublesome thought is to fill your mind with a pleasant one4 ,when there is a tendency to recall that which you wish to forget do not deny it1 but rather begin immediately to think of something entirely different and keep your mind continuously upon the new thought and the old will be completely eliminated4 ,to ,remember ,playing ,cards ,those who are interested in card playing will find in the following idea an excellent method of entertaining friends4 ,it will also prove valuable in playing certain games1 and above all1 it is good practice for the development of your memory4 ,remembering all the cards of a shuffled deck in proper order is an application of the ,hitching ,post idea and the ,number ,code4 ,have a word to represent each card in the deck1 beginning with the first letter of the series and ending with the ,code ,letter for the number of the card4 ,for example ,,head would represent #a of ,hearts1 ,h for ,heart1 and ,d the ,code ,letter for #a4 ,in this way the #b of ,hearts would be represented by ,honey2 the word ,hem would stand for the #c of ,hearts4 ,the word ,hero would stand for the #d of ,hearts4 ,in the same way a list of words may be made to represent the ,spade cards1 each word beginning with ,s to stand for the ,spades1 and ending in a letter of the number ,code to represent the number of the card4 ,a similar list may be made for the ,club cards1 beginning with ,c for ,clubs and for the ,diamond cards beginning with ,d4 ,the following list of words has been prepared to cover the entire deck3 ,card ,words ,cards ,spades ,hearts ,clubs ,diamonds ,ace ,seat ,head ,caddy ,dad #b ,sun ,honey ,coon ,dawn #c ,seam ,hem ,comb ,dam #d ,soar ,hero ,cur ,deer #e ,sail ,heel ,coal ,duel #f ,sage ,hash ,cage ,ditch #g ,sack ,hog ,cake ,dyke #h ,safe ,hive ,cave ,dive #i ,soup ,hobo ,cap ,daub #aj ,seeds ,hods ,cuts ,deeds ,j ,statute ,heated ,cadet ,dotted ,q ,stein ,hidden ,cotton ,detain ,k ,steam ,hit'em ,cut'em ,daytime ,by use of these words it is not difficult to take a deck of cards previously shuffled by some one1 and to learn the position of each card in the pack4 ,the first card will be represented by its corresponding word and visually associated with the first word of the ,code ,list ,tie4 ,for example1 the first card you find in the pack is the #f of ,hearts1 which is represented by the word ,,hash1 and you simply make a picture of a ,,tie ,,hash4 ,the second card might be the #d of ,clubs1 which is represented by the word ,cur1 and made into a picture with the second word of the ,code ,list1 ,snow4 ,the third card might be the #c of ,spades1 in which case you would make a picture of ,home and ,,seam4 ,in a similar manner proceed to make a visual picture for each card in the pack1 as you come to it1 with the following word of your ,code ,list4 ,then when you have gone as far as you wish1 pick up the cards1 being careful to keep them in the order in which you have learned them1 holding them with their backs to you and their faces to those who are watching4 ,in order to name the first card simply recall your picture with ,tie which will bring to mind the word ,,hash1 which stands for the #f of ,hearts4 ,the second card will be ,snow and ,,cur for the #d of ,clubs4 ,the third card will be ,home and ,,seam or the #c of ,spades4 ,with practice you will be able to take the fifty-two cards of the deck4 ,at first it is advisable to take only twenty or twenty-five1 so that you can recall your pictures soon after they have been made4 ,the more cards you take1 the stronger picture you must make to hold it accurately in mind without review4 ,when the ,pictures ,is ,clear and ,vivid the ,memory ,is ,dependable4 ,mastering ,robert's ,rules of ,order ,everyone should be well posted regarding precedence of motion in ,parliamentary ,law4 ,you may be called upon to decide such questions at any time4 ,the worries of officiating in public will be reduced to a minimum if you will learn the proper sequence of motions through the following suggestions4 ,it will require but a few minutes to do this4 ,the following is a list of motions given in the order in which they take precedence4 ,the motion which has precedence over all others is the motion1 ,to ,fix the ,time to ,adjourn1 and is ,number #a4 ,the motion which takes precedence over all motions1 except ,number #a1 is the motion1 ,to ,adjourn1 and is ,number #b4 ,privileged ,motions #a--,to fix the time to adjourn 7non-debatable74 #b--,to adjourn 7non-debatable74 #c--,questions of privilege 7debatable74 ,incidental ,motions #d--;,call for orders of day 7non-debatable74 #e--;,appeal 7debatable74 #f--,objection 7non-debatable74 #g--,to read paper 7non-debatable74 #h--,leave to withdraw motion 7non-debatable74 #i--,to suspend the rules 7non-debatable74 ,subsidiary ,motions #aj--,to lay on the table 7non-debatable74 #aa--,the previous question 7non-debatable74 #ab--,to postpone to a certain day 7debatable74 #ac--,to refer to committee 7debatable74 #ad--,to amend 7debatable74 #ae--,to postpone indefinitely 7debatable74 #af--,main or principal motion 7debatable74 ,in order to learn the sequence1 it is simply necessary to make a ,reminder ,picture of the motion1 and ,hitch it to the corresponding number1 which of course1 must be represented by the words in your ,code ,list4 ,for this purpose the following pictures are suggested1 using the list of ,code ,words4 ,the pictures given here are merely suggestions4 ,make any pictures which will serve to call the motion to mind4 #a--,,tie4--,to ,fix the ,time to ,adjourn4 ,see some men seated around a table playing a game of cards4 ,the prize for the winner is a large red ,,tie lying on the table4 ,one man points to the clock and says1 ,we will play until ten-thirty o'clock1 and then go home4 ,the ,,tie stands for #a1 and the picture suggests fixing the time to adjourn4 #b--,,snow4--,to ,adjourn4 ,see some people seated around a dinner table4 ,their attention is directed to the fact that it is snowing and they all rise and go home4 #c--;,,home4--,questions of ,privilege4 ,see some people leaving a meeting and starting ,,home1 other jumping up and objecting1 raising the question of their privilege to leave4 #d--,,wire4--,call for ,orders of ,day4 ,see a messenger boy all bound up with ,,wire1 calling the orders of the day4 #e--,,wheel4--,appeal4 ,see a man waving a ,,wheel to gain attention and calling for an appeal4 #f--,,sash4--,objection to the ,consideration of the ,question4 ,see a member of the assembly pulling another away by a ,,sash1 to keep him from getting a chance to ask a question which he wishes to have considered4 ,the first man objects to the consideration of the second man's question4 #g--;,,egg4--,the ,reading of ,papers4 ,see an officer taking the papers out of a large ,,egg shell and reading them4 #h--;,,ivy4--,leave to ,withdraw ,motion4 ,see a man reaching over with a piece of ,,ivy and trying to get a copy of the motion off from the desk4 #i--,,whip4--,to ,suspend the ,rules4 ,see a ,,whip dangling a ruler suspended at its end4 #aj--,,toes4--,to ,lay on the ,table4 ,see a member come up and put his ,,toes on the table4 #aa--;,,dot4--,the ,previous ,question4 ,see a man trying to cover the previous question with a large ,,dot4 #ab--,,town4--,to ,postpone to a ,certain ,day4 ,see a town with posters all over it1 with a large date referring to a day set for meeting4 #ac--;,,dime4--,to ,refer to ,committee4 ,see a committee standing up in line and a large dime being handed to them4 #ad--;,,deer4--,to ,amend4 ,see some hunters trying to mend the ,,deers antlers4 #ae--,,towel4--,to ,postpone ,indefinitely4 ,a ,,towel is rolled up and placed on a high shelf1 its use is indefinitely postponed4 #af--;,,dish4--,the main or ,principal ,question4 ,see a large ,,dish carried in and put in the middle of the table1 indicating that it is the principal dish4 ,the question of whether or not these motions are debatable is an important one4 ,you will notice that each question is marked debatable or non-debatable4 ,the easiest way to fix this in mind is to take them in groups4 ,notice that the motions from #a to #aa are non-debatable1 and that the motions from #ab to #af are debatable4 ,the exceptions to this fact are the motions #c and #e which are debatable4 ,in our ,number ,code ,m stands for #c and ,l for #e1 represent the motions #c and #e1 by ,m and ,l1 made into the word ,,mule4 ,these are debatable1 or can be kicked about1 which idea is easily associated with ,,mule4 ,this will always keep in mind that the only debatable motions of the first set are the motions ,mule4 ,another question is1 which motions require a two-thirds vote to carry8 ,they are the motions #f1 #i and #aa4 ,these three ,numbers are represented by the words ,,sash1 ,,whip and ,,dot1 which can easily be fixed in mind4 ,whether the motion1 ,,to ,,lay ,,on ,,the ,,table1 or the motion1 ,,to ,,suspend ,,rules1 should have precedence can be decided by referring to your pictures4 ,to suspend the ,rules brings the picture of the ,whip ,suspending the ,ruler from a string4 ,to lay on the ,table brings the picture of a man putting his ,toes on the ,table4 ,whip is #i and ,toes is #aj1 therefore you know that to ,suspend the ,rule has the precedence4 ,aids for ,bible ,students ,many very helpful ideas for ,bible study may be worked out by combining the different principles you have been studying in memory development4 ,the whole ,bible can become one great1 moving ,panorama4 ,the picture can contain all the detail which you wish to remember4 ,the ,more ,detail the ,picture1 the ,more ,complete and ,accurate ,your ,memory4 ,books of the ,old ,testament ,the following ,reminder ,picture story will aid in learning the sequence of the books of the ,old ,testament4 ,genesis asked to leave a number of duties ,genesis ,exodus ,leviticus ,numbers ,deuteronomy ,and for ,joshua to ,judge ,ruth4 ,samuel saw ,saul ,joshua ,judges ,ruth #a ,samuel #b ,samuel ,first and ,second ,kings ,chronicle a crisis for ,ezra #a and #b ,kings #a ,chronicle #b ,chronicles ,ezra ,nehemiah4 ,esther's ,job with ,psalms and ,proverbs is to ,nehemiah ,esther ,job ,psalms ,proverbs equalize the ,songs of ,solomon for ,isaiah and ,jeremiah4 ,ecclesiastes ,song of ,solomon ,isaiah ,jeremiah4 ,the lamentations of ,ezekiel dared ,hosea and ,joel ,lamentations ,ezekiel ,daniel ,hosea ,joel to be a most ,obedient ,jonah4 ,micah and ,nahum ,amos ,obadiah ,jonah ,micah ,nahum had a cook ,zephaniah haggard from carrying a ,habakkuk ,zephaniah ,haggai sack of rye a mile4 ,zechariah ,malachi4 ,new ,testament ,the following story will help in learning the books of the ,new ,testament4 ,matthew and ,mark like the way ,john acts ,matthew ,mark ,luke ,john ,acts with ,romans and one or two ,corinthians4 ,the ,romans #a and #b ,corinthians ,galatians at ,ephesus fill a ,colossal ,galatians ,ephesians ,philippians ,colossians first and second thesis two times4 #a and #b ,thessalonians #a #b ,timothy ,when ,titus follows men ,he brews ,games for two ,titus ,philemon ,hebrews ,james #a #b4 ,peters1 three ,johns and ,jude's relation4 ,peter #a1b1c ,john ,jude ,revelation4 ,location of ,passage ,the location of a verse can be fixed in mind by the use of ,reminders and the ,number ,code4 ,for example1 remember the idea1 ,,the ,,apostles ,,made ,a ,,dozen4 ,in this sentence made stands for ,matthew1 dozen stands for #aj and #b2 or the ,apostles are named in ,matthew #aj3b4 ,the names of the ,apostles can be easily remembered by the following ,reminder ,story3 ,peter and ,james join ,philip ,bartholomew ,peter ,andrew ,james ,john ,philip ,bartholomew to make ,matthew ,james ,thaddeus ,zion's ,justice4 ,thomas ,matthew ,james ,thaddeus ,simon ,judas4 ,to remember where to find the ,ten ,commandments remember the two words ,extra ,nice4 ,extra is a reminder for ,exodus and ,nice stands for #bjth ,chapter4 ,the story of the ,prodigal ,son found in the #aeth ,chapter of ,luke is easily remembered by the idea1 ,,prodigal ,,son ,,look ,,daily4 ,look is a reminder for ,luke1 and ,daily stands for #aeth ,chapter4 ,the idea that the fond father looked daily for the ,prodigal ,son will be easily remembered4 ,rhyme ,often ,helpful ,in every case possible take advantage of the fact that rhyme is easy to remember4 ,there are many examples of this fact which have aided you in the past1 as for example3 ,thirty days has ,september1 ,april1 ,june and ,november1 etc4 ,there are many other common examples4 ,the following is a good illustration of how information can be arranged in rhyme and thus aid materially in fixing it in mind4 ,grammar by ,rhyme ,three little words you often see ,are ,articles ,a1 ,,an1 ,,the4 ,a ,noun's the name of anything4 ,as ,,school or ,,garden1 ,,hoop or ,,swing4 ,adjectives tell the kind of noun1 ,as ,,great1 ,,small1 ,,pretty1 ,,white or ,,brown4 ,instead of nouns the ,pronouns stand3 ,,his head1 ,,her face1 ,,your army1 ,,my hand4 ,verbs tell something to be done3 ,to ,,read1 ,,count1 ,,laugh1 ,,sing1 ,,jump or ,,run4 ,how things are done the ,adverbs tell3 ,as ,,slowly1 ,,quickly1 ,,ill or ,,well4 ,conjunctions join the words together1 ,as men ,,and women1 wind ,,or weather4 ,the ,preposition stands before ,the noun1 as ,,in or ,,through the door4 ,the ,interjection shows surprise1 ,as ,,oh6 ,how pretty6 ,,ah6 ,how wise6 ,the whole are called nine parts of speech ,which reading1 writing1 speaking teach4 ,learning the ,telegraphic ,code ,an interesting and valuable application of the ,a1 ,b1 ,c1 ,hitching ,posts and ,visualization is made on the following pages as a basis of learning the ,international ,code as used by the army and navy4 ,many persons have learned the code in a few hours by this method1 where it has taken days to master it by repetition4 ,the ,morse ,code has only a few changes and can be learned by the same plan4 ,the ,code in ,pyramid ,signal ,form #a #b #c #d ,e4 ,t ,r44 ,k4 ,i44 ,m ,l444 ,y4 ,s444 ,o ,p4 4 ,c44 ,h4444 ,x44 ,a4 ,n4 ,u44 ,g 4 ,w4 ,d44 ,f444 ,z 44 ,j4 ,b444 ,v444 ,q 4 ,note the ,pyramid arrangement of the signals in groups of three and four4 ,also note that the signals in columns #a and #c begin with ,,dots1 and those in columns #b and #d begin with ,,dashes4 ,note that the signals in the adjacent columns are opposite4 ,a is 42 opposite in the adjacent column is 4 ,n4 ,learn the signals in groups as arranged4 ,as it is more difficult to translate from signal to letter1 the following instructions are based upon learning from signal to letter4 ,to learn in this manner will shorten the time necessary in becoming able to receive messages4 ,follow the instructions closely4 ,how to ,learn the ,code ,each ,,dot or ,,dash of the signal is to be represented by an object which you can see or visualize4 ,the alphabet letter is represented by an ,object beginning with that letter4 ,the signal objects and the letter objects are then grouped into a picture4 ,this picture visualized and reviewed a few times can easily be recalled either from letter to signal1 or from signal to letter4 ,in all signals beginning with a ,,dot or ,,dots1 the dots are represented by big ,yellow ,oranges and the dashes by thick board ,planks4 ,in all signals beginning with a ,,dash or ,,dashes1 the dashes are represented by ,baseball ,bats1 and the dots by big red ,apples4 ,picture ,illustration ,illustration ,a in this picture is represented by an ,,ant4 ,the dot is represented by an ,,orange on which the ,,plank is resting1 the plank represents the dash4 ,down the plank walks the ,ant4 ,see the picture and the motion of the ,ant walking on the plank4 ,see all pictures large in size and in motion4 ,to close your eyes will help you to see the picture clearly4 ,in each case make a large ,moving ,cartoon of the objects4 ,review by seeing the same picture each time4 ,,ant--,,orange--,,plank1 4 is ,a4 ,b is ,honey ,bee1 with a ,,bat 7dash7 batting three ,,apples 7dots7 along the ground4 ,see the ,,bee--,,bat--,,apple--,,apple--,,apple4 444 is ,b4 ,c is a ,cannon out of which is being shot a ,,bat 7dash71 an ,,apple 7dot71 a ,,bat 7dash7 and an ,,apple 7dot74 ,see the ,,cannon--,,bat--,,apple--,,bat--,,apple 4 44 is ,c4 ,in the same manner see clearly the pictures described for the code signals following4 4 ,e1 an ,orange balanced on the smokestack of an ,engine1 4 is ,e4 44 ,i1 two ,oranges rolled at an ,ink bottle4 ,see ink spilled on the oranges1 44 is ,i4 444 ,s1 three ,oranges sticking in a ,snowdrift4 ,see bright yellow oranges1 444 is ,s4 4444 ,h1 four ,oranges1 one between each of the fingers of your ,hand1 4444 is ,h4 4 ,a1 an ,orange1 a ,plank1 and an ,ant1 as pictured above4 4 ,w1 an ,orange with two ,planks leaning on it1 a ,wolf runs up one plank and down the other1 4 is ,w4 4 ,j1 a ,jockey picks up a big yellow ,orange and carries it across the street by walking upon three ,planks laid zig-zag1 4 is ,j4 44 ,r1 an ,orange on each end of a ,plank1 a ,rat is carrying the ,plank in his mouth1 44 is ,r4 444 ,l1 an ,orange on the left end of a ,plank and two ,oranges on the other end1 all are balanced on the back of a lamb1 444 is ,l4 4 4 ,p1 an ,orange placed on the ground by a ,pig1 he then walks across two ,planks and places an ,orange at the other end1 4 4 is ,p4 44 ,u1 two ,oranges floating on the sea1 up comes a ,u-boat1 pushes them apart and crashes into a ,plank1 44 is ,u4 444 ,f1 two ,oranges left on the end of a ,plank and one on the other end1 a ,fire burns the ,plank in two1 see the ,oranges roll into the ,fire1 44 4 is ,f4 7,note the difference in location of the two oranges in ,l and ,f47 444 ,v1 three ,oranges hanging on a ,vine1 you take a ,plank and knock them off1 444 is ,v4 ,t1 a ,bat used for pounding ,tea leaves1 is ,t4 ,m1 two ,bats being swung in the air by a wild ,monkey1 is ,m4 ,o1 three ,bats stacked on end1 along comes an ,owl and carries them away1 is ,o4 4 ,n1 a ,bat being used to knock an ,apple from a tree by a ,nun1 4 is ,n4 44 ,d1 a ,bat used to bat two ,apples against a ,door1 44 is ,d4 444 ,b1 a ,bat and three ,apples pictured with a ,bee1 as given above1 444 is ,b4 4 ,k1 a ,bat sticking on one side of a ,kettle and a big ,apple between it and another ,bat on the other side of the kettle1 4 is ,k4 4 ,y1 a ,bat used to bat an ,apple into the ,,ymca hut1 two fellows inside pick up two more ,bats and swing at the ,apple as it passes1 4 is ,y4 44 ,c1 a ,bat1 an ,apple1 a ,bat and an ,apple1 pictured with a ,cannon above1 44 is ,c4 44 ,x1 a ,bat1 two ,apples and a ,bat laid out upon a table to be photographed by an ,x-,ray machine1 44 is ,x4 4 ,g1 two ,bats leaning together with an ,apple placed on top1 along comes a ,goose and grabs the ,apple1 4 is ,g4 44 ,z1 two ,bats with two ,apples tied on the other end and swung over the back of a ,zebra1 the ,bats on one side1 the ,apples on the other1 44 is ,z4 4 ,q1 two ,bats and an ,apple roll into a ,quilt and swung on the end of another ,bat to carry over your shoulder1 4 is ,q4 ,go over the pictures a section at a time as pyramided4 ,see them in large size and in motion4 ,do this several times4 ,have some one call the signal to you4 ,see the ,,oranges and ,,planks1 or the ,,bats and ,,apples and the picture they form4 ,the object pictured with them brings the corresponding letter to you4 ,note that all signals beginning with a ,,dot are pictured with ,,oranges and ,,planks4 ,all signals beginning with a ,,dash are pictured with ,,bats and ,,apples4 ,by this simple method you are guided at once to your picture4 ,when this signal is given 44 at once you know it is two oranges and a plank4 ,this brings the picture of the ,u-boat dashing between the oranges and striking the plank4 ,after a few repetitions the process will become instantaneous4 ,go over the alphabet forward and backward and in each case ,,seeing and speaking the object used to represent the letter4 ,thus3 ,a--,ant ,b--,bee ,c--,cannon ,d--,door ,e--,engine ,f--,fire ,g--,goose ,h--,hand ,i--,ink ,j--,jockey ,k--,kettle ,l--,lamb ,m--,monkey ,n--,nun ,o--,owl ,p--,pig ,q--,quilt ,r--,rat ,s--,snow ,t--,tea ,u--,u-,boat ,v--,vine ,w--,wolf ,x--,x-,ray ,y--,,ymca ,z--,zebra ,for practice go over the alphabet and see the object and picture of the signal4 ,thus1 ,a is ,ant1 see the ant walking down the plank which is resting on the orange4 ,repeat the signal ,a 4 ,orange1 ,plank4 ,do this a few times till all pictures are clear and come quickly4 ,let all your alphabetical practice be by seeing the picture and speaking the signal4 ,thus1 ,a1 see the picture and speak the signal1 ,dot1 ,dash4 ,see to it that most of your practice is from signal to letter4 ,this is receiving and requires the most practice4 ,in your odd moments go over signals1 thus1 4 two bats1 an apple and a bat 7wrapped in a ,quilt7 ,q4 4 an orange and two planks 7the ,wolf walks over7 ,w4 ,pictures insure accuracy1 depend upon the picture4 ,practice is the only possible method for developing speed4 ,the ,knight's ,tour ,chess players find a great deal of interest and amusement in being able to remember the moves necessarily made by the ,knight in touring the board1 stopping once on each square1 and never more than once on any square4 ,one of our great mathematicians put in a great deal of time working out the proper moves of the ,knight in touring the board in this manner4 ,it is a simple matter for the memory student to keep in mind the necessary moves in their proper order4 ,this would be an almost impossible feat without the aid of your number code1 as there are sixty-four different moves to be made by the ,knight in this tour4 ,the problem is to call from memory each move of the ,knight1 beginning either at square ,no4 #a1 or in fact any square of the board4 ,notice that the squares are numbered from #a to #fd1 each row of squares always numbering from left to right4 ,the following cut illustrates the method of moves4 ,the ,knight always moves two squares in one direction1 and one in the other1 indicated by a diagonal line drawn from #a to #aa1 and from #aa to #e4 ,thus you will see1 beginning with square ,no4 #a that the move of the ,knight will be as follows3 #a1 #aa1 #e1 #ae1 #cb1 #dg1 #fd1 #ed1 #fj1 #ej1 #ce1 #da1 #bf1 #i1 #c1 #ac1 #g1 #bd1 #ci1 #ef1 #fb1 #de1 #cj1 #bj1 #cg1 #bb1 #bh1 #ch1 #ba1 #cf1 #ai1 #be1 #aj1 #d1 #ad1 #h1 #bc1 #dj1 #ee1 #fa1 #ea1 #eg1 #db1 #ei1 #ec1 #fc1 #dh1 #ca1 #af1 #f1 #ab1 #b1 #ag1 #cd1 #di1 #dc1 #eh1 #eb1 #df1 #bi1 #dd1 #bg1 #cc1 #ah and back to #a4 ,illustration ,to remember these moves in their proper order is an excellent application of the ,hitching ,post idea1 and use of the ,code ,list representing the moves in consecutive order as #a1 #b1 #c1 #d1 etc41 and any word with it that will represent the number of the square to which the ,knight is to move4 ,the list following begins with the first square as the starting place3 ,tie and ,hut ,town and ,riot ,snow and ,dude ,dime and ,hinge ,home and ,owl ,deer and ,ape ,wire and ,doll ,towel and ,ham ,wheel and ,maine ,ditch and ,team ,sash and ,rug ,duck and ,oak ,egg and ,cherry ,taffy and ,snare ,ivy and ,lawyer ,depot and ,imp ,whip and ,chess ,nose and ,latch ,toes and ,lace ,net and ,china ,dot and ,mill ,nun and ,reel ,follow on through the sixty-four moves using the code words for the sequence of the move and any words you wish that stand for the number of the squares on the board4 ,when you have pictured all the objects together1 the first object will keep the sequence of the moves clearly in mind1 and the second will reveal the number of the square to which the ,knight is to move4 ,you can very quickly go over the pictures and give the moves of the ,knight4 ,the first move1 ,tie1 begins with ,hut or square ,no4 #a4 ,the second move1 ,snow1 is ,dude or square #aa2 the third move1 ,home1 is ,owl1 or square #e2 the fourth move1 ,wire1 is ,doll1 or square #ae2 the fifth move1 ,wheel1 is ,maine1 or square #cb4 ,each move is represented by the picture which you have with the succeeding word of your code list4 ,as soon as you are familiar with these pictures you can begin with any square designated4 ,if you are asked to begin with square #bd you know that #bd is ,snare1 which is pictured with ,taffy4 ,taffy is #ah1 so you begin with the #ahth move4 ,knight's ,tour by ,story ,another method of following the ,knight's tour is to learn the following story1 the words of which are based upon the ,number ,code1 each word giving the number of the square to which the ,knight should move next4 ,the story begins with the square #a4 ,after you have learned the story1 go over it and instead of saying the words1 speak the number of the square as represented by the word of the story4 ,this first sentence is an example3 ,the ,,tide ,,is ,,low1 a ,,tall ,,man is ,,rowing4 ,these words represent the following figures3 #a1 #aa1 #e1 #ae1 #cb1 #dg4 ,first learn the story1 then practice until you are able to go over the whole thing and speak the figures #a1 #aa1 #e1 etc4 ,after you are thoroughly acquainted with the number values of the words you can allow the persons looking on to select any square on the board as the starting place4 ,for instance1 if square #cb should be selected you would know that the word ,,man stands for #cb1 and so you would begin with ,,man4 ,the next move would be the next word1 ,,rowing 7#dg71 and so on through the story4 ,when you come to the end of the story you must go back to the beginning and work forward to the word ,,man1 so as to cover the entire board4 ,to learn the ,knight's tour is excellent training1 and gives you an excellent method of entertaining your friends1 as they will scarcely believe it possible that you can remember the #fd moves without error4 ,the ,story for the ,knight's ,tour ,the ,tide is ,low a ,tall ,man is ,rowing4 ,a ,cheery #a #aa #e #ae #cb #dg #fd ,lawyer ,chose ,lazy ,mollie ,reed4 ,a ,hinge ,by ,my ,team4 #ed #fj #ej #ce #da #bf #i #c #ac ,a ,key ,near a ,mop4 ,a ,slouchy ,jane ,roll a ,mouse to a #g #bd #ci #ef #fb #de #cj ,nice ,meek ,nun4 ,knave ,move ,not so ,much ,stop as a #bj #cg #bb #bh #ch #ba #cf #ai ,snail ,does4 ,her ,dear ,foe ,nome1 ,rose ,slyly ,shot ,lead #be #aj #d #ad #h #bc #dj #ee #fa #ea ,like ,rainy ,slop4 ,a ,lame ,chum ,arrive ,mad as ,dutch4 #eg #db #ei #ec #fc #dh #ca #af ,joe ,dine ,now1 ,take ,more ,ripe ,rum4 ,a ,live ,lion ,rush #f #ab #b #bg #cd #di #dc #eh #eb #df a ,snob4 ,warrior ,sneak ,mama a ,dove4 #bi #dd #bg #cc #ah ,a ,last ,word ,memory is the foundation without which there can be no structure of knowledge4 ,on the other hand1 there can be a good foundation and very little structure4 ,the story is told of a fool who was placed under the charge of a country clergyman4 ,the young fellow would sit in church on the ,sabbath and was able to remember almost every word of the sermon4 ,he could tell afterwards1 where every one sat1 and what they wore1 but he was good for very little of anything else4 ,a reporter in the ,house of ,commons could sit for hours without taking notes and write the full speeches for his paper1 but he had very poor judgment and was an utter failure in life4 ,do not neglect the development of your memory1 but do not go to the extreme1 so that you neglect other factors of mentality and character4 ,strive always to gain a fully rounded education and development4 ,develop the ,common ,senses2 make them keen1 alert and useful1 and you will not lack in ,common ,sense4 ,great buildings1 great characters1 great minds and great memories are not built in a day4 ,but a few minutes a day of persistent effort will win4 ,in the words of ,michael ,angelo3 ,trifles make perfection1 but perfection is no trifle4 ,,transcriber',s ,,notes3 ,italicized words are surrounded with underscores3 italics ,emboldened words are surrounded with equals signs3 bold ,there are inconsistencies in the ,table of ,contents regarding chapters and sections1 as well as incorrect page references4 ,the ,table of ,contents is presented as it appears in the original with page references corrected4 ,obvious spelling and punctuation errors have been standardized4