Cornell University Library 
 
 arVISIS 
 Assimilative memory : 
 
 .. 3 1924 031 228 640 
 oiin.anx 
 
 CORNELL 
 
 UNIVERSITY 
 
 LIBRARY 
 
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 http://www.archive.org/details/cu31924031228640 
 
WORKS BY THE SAME AUTHOR. 
 
 Physiological Memory ; or, The Art of 
 
 Never Forgetting. . In six pamphlets. 
 
 Assimilative Memory; or, How to Attend 
 and Recall. . . In three pamphlets. 
 
 Assimilative Memory; or. How to Attend 
 and Never Forget. i volume. The 
 author's last and most complete work. 
 
 Criticisms on the Different Memory 
 Systems. 
 
 Scientific Lecture on the Soul. 
 
^ 
 
 (MARCUS nWIGIlT I.ARI-ldWK) 
 
ASSIMILATIVE MEMORY 
 
 OR 
 
 HOW TO ATTEND AND NEVER FORGET 
 
 BY 
 
 PROF. A. LOISETTE 
 
 ^ 
 
 FUNK & WAGNALLS COMPANY 
 
 NEW YORK AND LONDON 
 
 1898 
 
COPYKIGHT, 1896, BY 
 
 IDA M. LARROWE-LOISETTE 
 Ail Rights Reserved 
 
 Entered at Stationer's Hall, 1896. 
 AU Rights Reserved, 
 
 Press of J. J. Little & Co. 
 Astor Place, New York 
 
PREFACE. 
 
 Prof. A. Loisette wishes to call the attention of those 
 who are now for the first time becoming acquainted with 
 his System of Memory Training, that he was the first 
 teacher of a Memory System to announce and to insist that 
 Memory is not a separate faculty whose office it is to carry 
 the recollective burdens of the other faculties — but that 
 Memory is a Physiological and Psychological property of 
 each mental act, and that such act retains the traces and 
 history of its own action, and that there are as many 
 memories as there are kinds of mental action, and that, 
 therefore, Memory is always concrete, although, for con- 
 venience sake, we do speak of it in the abstract, and that 
 consequently all Memory improvement means improvement 
 of the Action or Manner of action of the Mental powers, 
 and that what he imparts is the right way to use the 
 Intellect and Attention — and that hence his System does 
 make and must make better observers, clearer and more 
 consecutive thinkers, and sounder reasoners as well as 
 surer rememberers; that in short the fundamental principle 
 of his System is Learn by Thinking, and that his achieve- 
 ments as a mind-trainer are completed when he has helped 
 the student of his System to acquire the Habit of Attention 
 and the Habit of Thinking on that to which he is attending 
 on all occasions, which two Habits combined constitute 
 the Habit of Assimilation, and that when this Habit of 
 Assimilation is thus established in the pupil's mind, the 
 System as such is no longer consciously used. 
 
TABLE OF CONTENTS. 
 
 PAGE 
 
 I — Fundamental Principles of Assimilative Memory i 
 
 2 — Brain Tonic ; or, The stimulating Power of the Method 6 
 
 3 — Educating the Intellect to stay with the senses of Sight and 
 
 Hearing ; or, Cure of Mind Wandering 15 
 
 4 — Learning any Series of Proper Names — American Presidents. . 25 
 
 5 — The Unique Case of the English Sovereigns — How to learn 
 
 their Succession quickly 31 
 
 6 — Numeric Thinking ; or, Learning the longest sets of figures 
 
 almost instantly 38 
 
 7 — Decomposition or Recomposition, and Intellectual 
 Inquisition ; or. How to learn Prose and Poetry by heart, 
 with numerous examples, including Poe's Bells 47 
 
 8 — Analytic Substitutions ; or, A Quick Training in Dates, 
 etc.. Dates of the Accession of American Presidents and of 
 the English Kings, Specific Gravities, Rivers, Mountains, 
 Latitudes and Longitudes, etc 66 
 
 ^ — Thoughtive Unifications ; or. How to never forget Proper 
 Names, Series of Facts, Faces, Errands, Conversations, 
 Speeches or Lectures, Languages, Foreign Vocabularies, 
 Music, Mathematics, etc.. Speaking without notes. Anatomy, 
 and all other Memory wants 109 
 
 TO — Acme of Acquisition ; or. Learning unconnected facts, 
 rules and principles in the Arts, Sciences, Histories, etc., 
 etc., chapters in books, or books themselves, in one reading 
 or study 149 
 
 -11 — Learning one hundred facts in the Victorian Era, with dates of 
 
 year, month, and day of each in one thoughtive perusal. . . . 159 
 
ASSIMILATIVE MEMORY 
 
 FUNDAMENTAL PRINCIPLES. 
 
 What is the basic principle of my system ? It is, Learn 
 by Thinking. What is Attention? It is the will directing 
 the activity of the intellect into some particular channel 
 and keeping it there. It is the opposite of mind-wandering. 
 What is thinking ? It consists in finding relations between 
 the objects of thought with an immediate awareness of those 
 relations. 
 
 What is the Sensuous memory ? It is association through 
 the eye or ear of a succession of sights or sounds without 
 any reflection or consideration of the units of the succession, 
 or what they stand for, or represent. It is learning by 
 rote — mere repetition — mere brainless or thoughtless repe- 
 tition — a mode of learning that is not lasting — and always 
 causes or promotes mind-wandering. 
 
 What is Assimilative memory ? It is the habit of so 
 receiving and absorbing impressions or ideas that they or 
 their representatives shall be ready for revival or recall 
 whenever wanted. It is learning through relations — by 
 thinking — from grasping the ideas or thoughts — the mean- 
 ing and the comprehension of the subject matter. This 
 mode of learning promotes attention and prevents mind- 
 wandering. 
 
 What are the two stages of the Memory ? Let me 
 illustrate : Last week, month, or yeajr you saw a military 
 procession pass along the streets. . Note how your mind 
 was affected. Into your eyes went impressions as to the 
 
2 ASSIMILATIVE MEMORY. 
 
 number composing the procession, their style of costume 
 or dress, the orderliness or otherwise of their march, the 
 shape and form of the musical instruments in the hands of 
 the band, and the appearance of the officer in charge on 
 horseback. Into your ears went impressions of the sound 
 of the tramp and tread of the soldiers, the tune played by 
 the band, and any commands uttered by the officer. 
 These impressions commingling in your brain made up 
 your experience of the passing of the procession — your 
 first and only experience of it at that time. I call this the 
 First Stage of the Memory — the stage of the First Im- 
 .pression, which is always the precursor of the Second 
 Stage. 
 
 What is the Second Stage of the Memory ? This 
 moment you recall what ? Not the procession itself ; for 
 it is no longer in existence. You saw and heard it then, 
 but you do not see or hear it now. You only recall the 
 impression left upon your mind by the procession. A 
 ray of Consciousness is passed over that impression and 
 you re-read it, you re-awaken the record. This is the 
 Second Stage of the Memory — the revival of the previous 
 experience — the recall to consciousness of the First Im- 
 pression. The First Impression with no power to revive it 
 afterward, gives no memory. However great the power of 
 Revival, there is no memory unless there was a First 
 Impression. There are three conditions of memory — (i) 
 Impression. (2) Its Preservation. (3) Its Revival. 
 We are mainly concerned here with the Impression and its 
 Revival. 
 
 There are {five) kinds of memories rising from the 
 natural aptitudes of different individuals — (i) First Im- 
 pressions are apt to be feeble and the power to revive 
 them weak — a poor memory. (2) First Impressions are 
 usually weak but the power to revive them is strong — 
 still a poor memory. (3 ) First Impressions are usually vivid 
 but the power to revive them is weak — a poor memory. 
 (4) First Impressions on all subjects are strongand the power 
 to revive them is strong — a first-class memory. (5) First 
 Impressions in some particulars are very strong and the 
 reviving power in regard to them is very strong — a good 
 memory for these particulars, or a memory good for mathe- 
 
ASSIMILATIVE MEMORY. 3 
 
 matics, or music, or faces, or reciting, or languages, &c., 
 but usually weak in most other respects. 
 
 Since we are to learn by thinking we must at the 
 
 OUTSET LEARN THE DEFINITION OF THE THREE LaWS OF 
 
 Thinking. 
 
 THREE LAWS OF MEMORY OR OF THINKING. 
 
 The first and principal thing the pupil requires to do in 
 this lesson after learning the definition of the following Three 
 Laws — is to be able to clearly understand the examples under 
 each Law, and whether they verify or illustrate that Law. 
 
 I. INCLUSION indicates that there is an overlapping 
 of meaning between two words, or that there is a 
 prominent idea or sound that belongs to both alike,, 
 or that a similar fact or property belongs to twO 
 events or things as, to enumerate a few classes : — 
 Whole and Part. — (Earth, Poles.) (Ship, Rud- 
 der.) (Forest, Trees.) (Air, Oxygen.) (House, 
 Parlor.) (Clock, Pendulum.) (Knife, Blade.) 
 (India, Punjab.) (14, 7.) (24, 12.) 
 Genus and Species. — (Animal, Man.) (Plant, 
 Thyme.) (Fish, Salmon.) (Tree, Oak.) 
 (Game, Pheasant.) (Dog, Retriever.) (Uni- 
 versal Evolution, Natural Selection.) (Silver 
 Lining, Relief of Lucknow.) (Empress Queen, 
 Victoria.) (Money, Cash.) 
 Abstract and Concrete. — [The same Quality 
 appears both in the Adjective and in the Sub- 
 stantive.] — (Dough, Soft.) (Empty, Drum.) 
 (Lion, Strong.) (Eagle, Swift.) (Courage, 
 Hero.) (Glass, Smoothness,) (Gold, Ductility.) 
 (Sunshine, Light.) (Fire, Warmth.) 
 Similarity of Sound. — (Emperor, Empty.) 
 (Salvation, Salamander.) (Hallelujah, Halluci- 
 nation.) (Cat, Catastrophe.) (Top, Topsy.) 
 [Inclusion by sound is not punning.] 
 Simple Inclusion embraces cases not found in 
 either of the foregoing classes, but where there 
 is something in common between the pairs, as 
 (Church, Temple.) (Pocket, Black Hole.) 
 
4 ASSIMILATIVE MEMORY. 
 
 II. EXCLUSION means Antithesis. One word excludes 
 the other, or both words relate to one and the 
 same thing, but occupy opposite positions in 
 regard to it, as (Riches, Poverty.) (Hot, Cold.) 
 (Old, Young.) (Damp, Dry.) (Life, Death.) 
 (Love, Hate.) (Joy, Sorrow.) (Courage, Cow- 
 ardice.) (Health, Sickness.) (Righteous, Wicked.) 
 (Beauty, Ugliness.) (Peace, War.) 
 
 III. CONCURRENCE is the sequence or co-existence 
 of impressions or ideas that have been either 
 accidentally or causally together. — It is either the 
 accidental conjunction of experiences or the opera- 
 tion of cause and effect ; since even in the latter 
 case, it is merely the sensuous facts of immediate 
 succession that we know about, as (Gravitation, 
 Newton, Apple.) (Dives, Lazarus, Abraham, 
 Bosom.) (Pipe, Tobacco.) (Michaelmas, Goose.) 
 (Columbus, America.) (Bartholomew Diaz, Cape 
 of Good Hope.) (Grandmother, Knitting.) 
 (Socrates, Hemlock.) (Bruce, Spider.) (Nelson, 
 Trafalgar.) (Demosthenes, Seashore, Stam- 
 mering, Pebbles.) (Job, Patience.) (Wedding, 
 Slippers, Cake.) (Wellington, Bonaparte, Water- 
 loo.) (Depression, Fall of Silver.) (Lightning, 
 Thunder.) 
 
 [In the case of the following pairs, one word has been so 
 often appropriated to the other, that there seems to be 
 something in common in the meaning of the terms — but it 
 is not so, they are mere cases of Concurrence, but of almost 
 indissoluble Concurrence. For instance, a man might 
 examine a "spade " in all its parts and might even make 
 one after a model, and not even know what " dig " means. 
 The mention of "dig" is as likely to make us think of 
 pickaxe as of spade. " Spade " does not mean " dig," nor 
 does " dig " mean spade. " Dig " merely means the action 
 of the "spade," or the use to which it is put. Hence this 
 pair of words does not furnish an example of Inclusion. 
 But as "dig" is frequently appropriated to "spade" — as 
 we have often thought of those words together — this is a 
 case of strong Concurrence. The term " swoop " is almost 
 
ASSIMILATIVE MEMORY. J 
 
 exclusively applied to " eagle." A certain action or move- 
 ment of the eagle is termed swooping. But " eagle " does^ 
 not mean "swoop," nor does "swoop" mean "eagle." 
 We always think of " eagle " when we think of " swoop," 
 but we do not often think of " swoop " when we think of 
 "eagle." It is not In, but Con. 
 
 (Spade, Dig.) (Razor, Shaving.) (Coffin, Burial.) 
 (Chair, Sitting.) (Scythe, Cut.) (Sword, Wound.) (Pen,. 
 Write.) (Ears, Hearing.) (Road, Travel.) (Food, Eat- 
 ing.) (Paper, Write.) (Wine, Drink.) (Worm, Crawl.) 
 (Bird, Fly.) (Eagle, Swoop.) (Hawk, Hover.) (Ram,, 
 Butt.) (Teeth, Gnash.) (Wheel, Turn.) 
 
THE BRAIN TONIC EFFECT OF THE 
 
 LAWS OF MEMORY RIGHTLY 
 
 APPLIED. 
 
 FIRST LAW OF MEMORY. 
 
 Tj .,,. J li we examine the meaning 
 
 Buuaing. ( j^ ^^ Q ^ g ^^ ^jjggg j^Q words— Build- 
 Uweiling. ) jjjg jjj^j Dwelling, we find 
 
 that both indicate structures made by man. This idea is 
 common to both. Now when we find that two words 
 express the same thought, either completely or partially, 
 jre^say that it is a case of- Inclusion, because the pair of 
 words contains or includes the same idea. Inclusion is the 
 first law of memory. 
 
 There are several kinds of Inclusion. What variety 
 have we here ? Let us see. Building applies to many 
 kinds of structures ; house, stable, church, depot, store, etc. 
 It is applicable to all of these in a general way, but it 
 •designates none of them. But dwelling means a special 
 kind of structure — a building occupied by man — a place to 
 live in. This pair of words therefore illustrates Inclusion 
 by Genus and Species, indicated by the abridgement. In. 
 G. & S. or simply by In. Other examples : " Planet, 
 Mars ; " " Mountain, Vesuvius ; " " River, Mississippi ; " 
 " Building Material, Potsdam Sandstone ; " " Fruit, 
 Peaches." 
 
 We may for convenience include in this class, cases of 
 the Genus and the Individual as " Man and George Wash- 
 ington;" "Judge, Hon. John Gibson;" " New Yorker, 
 Hon. W. W. Aster ; " and cases of Species and the Indi- 
 vidual, as, " Frenchman and Guizot ; " " American, Abra- 
 ham Lincoln." And also Co-equal Species under a 
 common Genus, as under "Receiver" we may include "Can" 
 
ASSIMILATIVE MEMORY. 7 
 
 and " Bin " — under carnivorous birds we may include the 
 Eagle and the Hawk. " Head-Covering, Hat, ' Cap ; " 
 " Hand -covering, Gloves, Mittens ; " " Foot-covering, 
 Boot, Shoe." 
 
 T-j .I- X Inhabiiability by man is 
 
 TT \ Synonymous In. the thought common to 
 
 "°"^^- ' both of these words. Be- 
 
 ing nearly alike in meaning, we call them a case of 
 Synonymous Inclusion, indicated by " Syn. In." Other 
 cases : "Near, Close to ; " " Likeness, Resemblance ; " 
 " Lift, Raise; " " Meaning, Signification ; '" " John, Jack ; " 
 "James, Jim; " "Elizabeth, Bessy; " "Margaret, Maggy ; " 
 « Gertrude, Gertie ; " " Ellen, Nellie." 
 TT J Another case of In- 
 
 rtouse. / jj^ ^y Whole & Part, elusion. House is the 
 ra lor. ) whole containing as it 
 
 does the/«r/^r, dining-room, kitchen, bedroom, etc. Parlor 
 is a part of the whole house. Hence this pair of words 
 illustrates Inclusion by Whole & Part designated by In. 
 W. & P., or merely by In. We may include in this class 
 for convenience the material and the product as " Bureau, 
 Oak;" "Tower, Brick;" "Harness, Leather." Other 
 cases : " Wagon, Wheel ; " " Razor, Blade ; " " Table, 
 Legs ; " " United States of North America, New York." 
 " State, County ; " " City, Street ; " " Bird, Feathers ; " 
 "'Year, Month ; " " Week, Sunday ; " " Engine, Boiler ; " 
 " loo, 50 ; " "10, 5," &c. 
 
 p.p. ^ Here we see that there is 
 
 P ARf "H f ^'^' ^y^- ^ ^- nothing in common in the 
 f AKtriage. ) meaning of the words, but 
 
 there is the syllable " Par " belonging to both alike. It is 
 the same in spelling in both words, and virtually the same 
 in pronunciation, the same by Sight and by sound, repre- 
 sented by In. by capital S for In. by sight, and In. by small 
 s for In. by sound, or merely by In. Examples : " Nice, 
 Gneiss ; " " Pole, Polarity ; " " Popular, Popgun ; " " Jef- 
 ierson, M.a.d\son." 
 
 T3 . . J N Partridge is the name of 
 
 h;artriage. ( ^^ ^,y ^ ^ p ^t^^ {^jj-^j ^^^ feathers con- 
 i* earners. ) stitute part of the Par- 
 
 tridge. Other cases : " Coat, Buttons ; " " Elephant, 
 
S ASSIMILATIVE MEMORY. 
 
 Trunk ; " " Bottle, Neck ; " " Pen, Nib ; " " South Africa, 
 Cape Colony." 
 
 Fpafhprc! ) Feathers are thngs per- 
 
 r eacncrb. ( ^^ ^^ ^ g^ q ceived by touch and sight. 
 ^'^nt. ) rpi^gy. jjjjpjy. tjjg quality of 
 
 lightness, but say nothing about that quality. Light has 
 several meanings. Here taken in connection with feathers, 
 it means nearly destitute of weight, or the quality of light- 
 ness. It is an abstract term that describes an attribute, 
 but feathers are things and therefore concrete. Hence the 
 pair of words illustrate Inclusion by.AljsJiaGt and£oncr^, 
 and is indicated by In. by A. and C, or merely by In. 
 Other examples : " Sour, Vinegar ; " " Sweet, Sugar ; " 
 '■ Coward, Fear ; " " Swiftness, Express train," &c. 
 ^ ^_TT_ , As before remarked, 
 
 T i/^S-i-" \ In. by S. & s. " Light " has several 
 
 LIGHTerman. f meanings. Here it 
 
 means that which enables us to see. " Lighterman " is the 
 man who works upon a boat called a " Lighter." There is 
 nothing in common in the meaning of this pair of words, 
 but the word or syllable " Light " belongs to both alike. 
 It is In. by Sight and sound. Other cases : " Dark, Dark- 
 ness ; " " Starch, March ; " " Rage, Forage ; " " Barber, 
 Barbarism," &c. 
 
 T • i-i. Tv/r A VT 1 / Here the word or syl- 
 
 J-'^^^n'rAXT fi 1^ I In by S.^^Slable "man" appears in 
 Lord MANsfield. [ ^ ^oth cases. In the for- 
 
 mer it signifies the man that manages a Lighter, and in the 
 latter it was primitively connected with Field, as " A Man's 
 Field." After a time it became Mansfield. It is a perfect 
 case of In. by S. and s. Other cases : " Tempest, Tem- 
 perature ; " " Antepenult, Antediluvians." 
 
 FIELDrand'^'-''' [ ^" "^^ «• ^ ^ lon|s " t^^^ b ^ t h 
 xi.-x..^iia.iiu. J words, It is a case 
 
 of perfect In. by S. and s. Other cases : " Regiment, 
 Compliment ; " " Sell, Selfish ; " " Miniature, Mint," &c. 
 
 Now let the pupil read over very thoughtfully the ten 
 words just examined, and recall the relation which we 
 found to exist between every pair of them. 
 
ASSIMILATIVE MEMORY. 9 
 
 Building. 
 
 Dwelling. 
 
 House. "^ 
 
 Parlor. 
 
 Partridge. 
 
 Feathers. 
 
 Light. 
 
 Lighterman. 
 
 Lord Mansfield. 
 
 Fieldhand. 
 
 Having finished the reading, let the pupil close the les- 
 son, or put it out of sight and endeavour to recall the ten 
 words from Building to Fieldhand from memory. He will 
 find no difficulty in doing so. He learned the series by 
 heart without any suspicion that he was committing it to 
 memory. 
 
 Now let him realise how he did this. It was because he 
 made use of the cementing Laws of the Memory. He 
 sought out and found the relations between the words. 
 By thinking of those relations, he exercised his intellect on 
 those words in a double way — the meaning and the sound 
 of the words were considered and then the similarities of 
 meaning and of sound were noticed. A vivid First Impres- 
 sion was thus received from the words themselves and 
 from the relations between them and an easy and certain 
 recall thereby assured. 
 
 Now recall the series in an inverse order, beginning with 
 " Fieldhand," and going back to " Building." You do it 
 easily, because each word was cemented to its predecessor 
 and its successor, and hence it makes no difference whether 
 you go forward or backward. When, however, you learn 
 by rote you know the task as you learned it, and not in the 
 reverse way. Before proceeding, repeat the ten words 
 from memory, from " Building " to " Fieldhand," and the 
 reverse way, at least five times ; each time, if possible, 
 more rapidly than before. These repetitions are not to 
 learn the series ; for this has been done already, but it is 
 to consolidate the effect of learning it in the right way. 
 
20 ASSIMILATIVE MEMORY. 
 
 SECOND LAW OF MEMORY. 
 
 Ih" ifiha A ) ^ fieldhand is a labourer who 
 
 rieianana. / g^ jj^^^ ^^ ^j^^ g^^^^ ^^ j^j^ ^^^^^^ ^^^^ 
 
 iviuiionnaire. ) ^g^^g j^^^ ^j^^t j^^ ^j^^^ ^^^ ^^^^ ^ 
 
 Millionnaire is at the opposite pole, and can have a super- 
 abundance of all things. It is a case of opposition. 
 Where two ideas pertain to one and the same idea, but occupy 
 opposite relations in regard to it, it is a case of Exclusion. 
 The means of subsistence is the common idea and Field- 
 hand and Millionnaire occupy opposite positions in respect 
 to that idea. Other examples : " Upper, Under 
 " Above, Beneath ; " " Before, After ; " " Entrance, Exit 
 " Appear, Vanish ; " " Cheap, Dear ; " " Empty, Full 
 " Col. Ingersoll, Talmage ; " " Washington, Arnold 
 " Minnehaha, Minneboohoo." 
 
 Millinnnairp ) ^^'^^ '^ opposition between mil- 
 
 MUiionnaire. ( g^ Uonnaire and pauper. It is a case 
 fauper. ) ^^ ^^ ^^^^^ examples : « Super- 
 
 fluity, Scarcity ; " " Fertile, Barren ; " " Sorrow, Happi- 
 ness ; " "Straight, Crooked;" "Irregular, Circle;" 
 " Prompt, Tardy ; " " Liberal, Stingy ; " " Wide, Narrow ;" 
 " Open, Shut ; " " Inclusion, Exclusion ; " " Beginning, 
 End ; " " Industry, Idleness ; " " Addition, Subtraction ; " 
 " Infernal, Celestial ;" " Cellar, Garret ; " "Miser, Spend- 
 thrift ; " " Assimilation, Learning by rote" &c. 
 Pauoer ) Here is the extreme of opposition. 
 
 ■Wpalt-h I ^^' ^'^^ ^^^^^ °'' condition of destitution of 
 ■ ' the pauper is contrasted with the state or 
 
 condition of being over supplied. Other examples : 
 " Insufficient, Enough ; " " Work, Play ; " " Crying, 
 Laughing ; " " Awkward, Graceful ; " " In, Out ; " " East, 
 West ; " " North, South ; " " Saint, Sinner ; " " Fast, 
 Slow," &c. 
 
 \A7FAI TH ) If "Wealth" 
 
 r«^rv>«„ WT7 A T T w M"- by S. & s. is taken as 
 CommonWEALTH. f „ p^j^^^^ ,. ^^ j^. 
 
 dividual, and " Commonwealth " be taken in its derivative 
 sense, as "wealth in common," or, the "public wealth," 
 
ASSIMILATIVE MEMORY. II 
 
 then this would be a case of Exclusion. If "Wealth " is 
 taken as the condition of great abundance, and " Common- 
 wealth " as the political body, known as a State, then this 
 is a case of Inclusion by sight, or by sound, the word 
 " wealth " belonging to both alike. 
 
 COMMONwealth ) Considering "Common" 
 
 TTM^!»«!d^7 M Ex. in relation with "Uncom- 
 UNcommon. f ^^^., ^^ j^^^^ Exclusion. 
 
 In the previous pair, we used wealth of commonwealth to 
 make a relation with the simple word wealth. Here we 
 use the first two syllables of the word to contrast with 
 ««common. 
 
 Uncommon ) These words are nearly 
 
 Rar«» ' i ^y"- Inclusion, alike in meaning. Other 
 
 ^^"^^^ ' examples: "Choice, 
 
 Preference ; " " Resolute, Determined ; " " Economical, 
 Frugal ; " " Ugly, Ill-looking ; " " Insane, Mad ; " " Lie, 
 Untruth ; " " Reliable, Trustworthy ; " " Air, Atmosphere; " 
 " Resident, Dweller," etc. 
 
 D ) This pair requires careful notice. 
 
 Wellrfonp r ^^' " Rare " with reference to " Uncom- 
 ' mon " means unusual, seldom met, or 
 
 unfrequent ; but considered in reference to " well done," it 
 means partially cooked or underdone. This, then, is a clear 
 case of Exclusion. Other examples : " Men whose heads 
 do grow beneath their shoulders, and men whose shoulders 
 do grow beneath their heads ; " " Cushion, Mule's Hoof ; " 
 " Ungoverned, Henpecked ; " " Bed of Ease, Hornet's 
 Nest ;" " Waltz, Breakdown." 
 . jy .. . > A clear case of Exclusion. They 
 
 c ^1 ^"^' hEx. are both "done," but one is done 
 Badly done. ) „ ^gj) .. ^^^ ^jjg q^Jj^^ „ j,^jiy done," 
 
 or the opposite of well. 
 
 _ ,, . > A relation is sometimes found 
 
 Badly done. ( -^^ between one word and a part of an- 
 
 "°°°- 5 other word or phrase. Here " Bad " 
 
 is the opposite of " Good." 
 
 _ . J " Good " covers all 
 
 UOOd. _ ( jjj ^j Q gj s jj^ggg whatsoever, of 
 
 Good Princess, f its kind, but "Good 
 
 Princess " is a particular kind of species of good things or 
 
12 ASSIMILATIVE MEMORY. 
 
 persons. Examples: "Snake, Copperhead;" "Spider, 
 Tarantula ; " " Horse, Dray horse," etc. 
 
 Now carefully read over the eleven words, and recall or 
 ascertain the relations between them : 
 
 Fieldhand. 
 
 Millionnaire. 
 
 Pauper. 
 
 Wealth. 
 
 Commonwealth. 
 
 Uncommon. 
 
 Rare. 
 
 Well done. 
 
 Badly done. 
 
 Good. 
 
 Good Princess. 
 
 When you have carefully realised the relations between 
 these words, lay aside the lesson and recall the entire series 
 from memory, proceeding from Fieldhand to Good Princess, 
 and back from Good Princess to Fieldhand. Do this five 
 times — each time from memory and more rapidly than before. 
 
 Again, repeat from memory, at least five times, the 
 series from Building to Good Princess, and back from 
 Good Princess to Building, reciting as fast as possible 
 each time. 
 
 THIRD AND LAST LAW OF MEMORY. 
 
 ' usually a mere sound to 
 
 which the person that bears it answers as the dog responds 
 to the name " Carlo." It is a sound which we call a name, 
 and which we apply to one person to distinguish that per- 
 son from all others, as in this case Pocahontas is used to 
 distinguish the daughter of Powhattan from all other Indian 
 women. She knew who was meant when that name was 
 appUed to her. But the name Pocahontas does not indicate 
 that she was wise or unwise, learned or unlearned, tall or 
 short, old or young. In saving the life of Capt. John 
 Smith she became entitled to be called a " Good Princess." 
 
ASSIMILATIVE MEMORY. 1^ 
 
 In this case it would be In. by G. & S. We have heard of 
 all this, and now when we think of Pocahontas, we are apt 
 to remember that she was a good Princess for saving 
 Smith's life. The connection between these words I call 
 Concurrence. We have thought of these words together, 
 and the mind by its own operation has cemented them 
 together, so that when we think of one it is apt to make us 
 remember the other. Concurrence means that which has 
 been accidentally, or as cause and effect, conjoined in our expe- 
 rience. Between the words or ideas thus conjoined, there 
 is, strictly speaking, neither Inclusion or Exclusion. When- 
 ever there are unrelated things which the mind holds 
 together simply because it has occupied itself with them, 
 then we have a case of concurrence to be represented 
 by Con. Other examples : " Harrison, Tippecanoe ; " 
 "Columbus, America;" "Washington, Cherry Tree;" 
 "Andrew Jackson, To the Victors belong the Spoils;" 
 " Newton, Gravitation ; " " Garfield, Guiteau ; " " Glad- 
 stone, Home Rule," &c. 
 
 T> . . , We have read the story of 
 
 ?^f«7 lii,^ c^.vt, \ Con. the rescue of Smith by Poca- 
 Capt. John Smith, f ^^^^^^ Wth^ve thought of 
 
 these names together and they have united in our memories 
 by the Law of Concurrence. When we recall the name 
 of Pocahontas, we are apt to revive also the name of Capt. 
 John Smith and vice versa. Another case : — A gentleman 
 was present at Ford's Theatre in Washington when John 
 Wilkes Booth shot Abraham Lincoln. Just a moment 
 before, he recognised the odour of a hyacinth held by a 
 lady in front of him. The next moment he heard the fatal 
 shot, and turning whence the report came, he saw the mur- 
 derous result. After the lapse of a quarter of a century, 
 he could not smell, see, or think of hyacinth without at 
 once thinking of that scene, nor could Lincoln's assassina- 
 tion be mentioned in his presence without his instantly 
 thinking ,of hyacinth. Nothing could have been more 
 purely accidental than the quick succession of the sensation 
 of the odour and the murder of the President. But they 
 were experienced together or nearly together. They became 
 cemented together, so that the revival of one is apt to call 
 up the other, and this is concurrence. 
 
14 ASSIMILATIVE MEMORY. 
 
 ^ . y . jj ., . , A proper name may be also 
 
 Capt. John bmith. ( ^^^ ^^^^ ^^ otl^gj. relations. The 
 
 "*^^*'' ' word, sound, or name Smith 
 
 may also be a general term applicable to many classes of 
 persons, as coppersmith, goldsmith, silversmith, &c. When 
 we think of Capt. John Smith we use the word as a proper 
 name. But when we think of Smith and Anvil we use the 
 word Smith in its general sense. In either case it is an 
 act of Concurrence. Smiths use anvils. We have thought 
 of these words together, and that mental act has had a 
 tendency to unite them together. 
 
 ... J Anvil is a. concrete thing that 
 
 Anvil. ( jjj_ jjy ^ gj (-._ possesses the attribute heavi- 
 Meavy. J ^^^^ . ^^^ heavy is an abstract 
 
 term that applies to heavy things, but does not state what 
 they are. The idea or thought of heaviness is common to 
 both words, and therefore it is a case of In., and as one 
 term is concrete and the other abstract, it is a case of In. 
 by A. & C. 
 
 „ ) Things are heavy that press 
 
 Heavy. \ Q,on. toward the earth, in consequence of 
 
 Uravitation. J ^^^ action of gravity in their case. 
 
 Gravitation, whatever that is, is what makes them tend 
 toward the earth. We may say it is a Cause, and as we 
 think of Cause producing Effect, and Effect as produced 
 by Cause, such cases are thought of together, or almost 
 simultaneously, and hence we have a case of Concurrence. 
 _ ., . . •. There is no In. or Ex. 
 
 Uravitacion. \(Zox\. here, but Con. We have 
 
 Sir Isaac Newton, f ^^J ^^ ^^^^^ ^^^^ ^^^^^^ 
 
 discovered the Law of Gravitation. We have exercised 
 our minds in regard to these two words, in thinking of 
 them together, and that is concurrence. 
 Sir Isaac Newton. ) ^ Newton went out of his 
 
 " njo^Tv^H -I f C!on. library on one occasion, leav- 
 
 uiamona. ) .^^^ j^j^ p^^ ^j^^ „ diamond " 
 
 in the room. The dog jumped up on to the table, over- 
 turned the light, which set fire to most valuable manuscripts. 
 They burned up. When Newton returned and discovered 
 what his pet had done, he exclaimed, " O ! Diamond, 
 Diamond, thou little knowest what thou hast done." The 
 
ASSIMILATIVE MEMORY. 15 
 
 name Diamond becomes thus vividly associated in our 
 minds with the forbearance of the great Newton. We 
 cannot forget it. We hold them together hereafter by Con. 
 
 Diamond. ) t t, A plain case of Inclusion by 
 
 Dying. [I"-bys. g^^^d^ 
 
 DvifiET ) ^^ know that cholera causes numer- 
 
 Cholera l ^°"" °^® deaths ; that people die in great 
 
 ' ' numbers wherever it prevails. 
 
 p. . ) Concurrence includes all cases of 
 
 -Pprrnr ' i ^°"' Cause and Effect, Instrument or Means 
 1 error. ) ^^ ^^^^ Person by whom or Thing by 
 
 which, &c. Cholera causes terror. Terror is the effect of 
 the existence of the cholera. Now carefully read over the 
 eleven words just considered, and think out the relations 
 between them. 
 
 Good Princess. 
 
 Pocahontas. 
 
 Capt. John Smith. 
 
 Anvil. 
 
 Heavy. 
 
 Gravitation. 
 
 Sir Isaac Newton. 
 
 " Diamond." 
 
 Dying. 
 
 Cholera. 
 
 Terror. 
 
 Now recite them from memory at least five times forward 
 and backward, and then recite the entire thirty words from 
 Building to Terror, and from Terror to Building, the same 
 number of times. 
 
 For further training, let each pupil recite the foregoing 
 series of thirty words forward and backward two or three 
 times per day for an entire month. He need not stop fur- 
 ther study, but whatever else he learns let him at least 
 practise this daily recital for one month. 
 
 REMARKS ON THE THREE LAWS. 
 
 1. Since words have different meanings, we may some- 
 times find that a pair of woirds exemplify all three Laws, as 
 plough and sword. The relation between them may be In., 
 
l6 ASSIMILATIVE MEMORY, 
 
 since both of them are cutting instruments ; one cuts and 
 hacks human beings and the other cuts and turns over the 
 soil. It may be Ex., in a metaphorical sense, as one is the 
 emblem of peace and the other of war, and it may be Con., 
 as we have often thought of them together as we read in the 
 Bible of beating swords into ploughshares. 
 
 2. Learning a series of words by heart by thinking of 
 the Relations between them is wholly unlike learning it by 
 rote. In the latter case, three or five words at a time or all 
 ten words are read over from lo to 20 times. This read- 
 ing secures scarcely anything more than 2i succession of sights 
 to the eye or sounds to the ear. No study of the words is 
 required. The action of the intellect is not invoked. It is 
 the mere sensuous impression of Eye or Ear or both together 
 that holds the words together, and thus many or endless 
 repetitions are required to memorise a series which a con- 
 scious thoughtful use of those Laws enables us to learn by one 
 painstaking perusal. 
 
 Another way of learning such a series by rote, is to limit 
 the extent of the repetitions. Instead of reading over the 
 entire series or a large part of it many times, the series is 
 slowly read over once or several times by pairs, only two 
 words at a time, but the method of acquirement is precisely 
 the same as in the former rote process. Let us look at this 
 last proceeding in detail, (i) It is usually applied only 
 where there is a natural suggestiveness between each pair of 
 words. (2) But no previous study is prescribed in regard 
 to what constitutes this suggestiveness, nor are the varieties 
 of it set forth and required to be mastered. (3) But above 
 all, no study of the pairs of words themselves is insisted upon. 
 On the contrary, all such study is emphatically deprecated. 
 The mind is not allowed to be directed to anything in par- 
 ticular in reading over the pairs. It must be left without a 
 rudder or guide to float wherever it listeth. It is not to be 
 " interfered with " by our will. What is this but intellect- 
 ual dawdling ? A method of Vacuity pure and simple — 
 the exact opposite of Mental Assimilation. (4) If in read- 
 ing over many times an entire series, only the ear and eye 
 are mainly affected and the intellect is left to wander, much 
 more must it wander here. In running over many words, 
 the intellect might be arrested by chance. But here the 
 
ASSIMILATIVE MEMORY. 1 7 
 
 series consisting of two words only and all attempt to 
 occupy or engage the intellect being purposely avoided, 
 and nothing being done to enchain the attention to the 
 consideration of the meaning or sounds of the two words, 
 or the relation between them, the intellect wanders away 
 from want of occupation. If when we wish to retain in 
 our memories a paragraph of fine sentiment or lucid reason- 
 ing, we find our attention wanders, so it must wander here 
 where only a pair of words is before it, and we are not 
 only not furnished with any tests or guides or stimulus or 
 motive for examining the words or iox finding the relation 
 between them, but on the contrary we are forbidden to in- 
 terfere with the spontaneous action of the mind. The 
 intellect might be abolished %Q far as its participation in such an 
 operation is concerned. What is absorbed in such a case 
 is absorbed intuitively and blindly. Hence we see that 
 what is accomplished by these two processes of rote learn- 
 ing is weak impressions upon the memory and a distinct 
 cultivation of mind wandering. 
 
 This method of 7-ote learning by pairs was invented and 
 first taught by Thomas Hallworth in New York in 1822. 
 His method was adopted without acknowledgment by Carl 
 Otto in Germany and Austria, and his followers in Eng- 
 land and America.* 
 
 3. The opposite of these two methods of rote learning is 
 my method, which injects an active process between each 
 pair of words. Each pair of words is appraised and dove- 
 tailed by the Laws of Memory. And hence the reader can 
 notice the fundamental difference \ie.tvie.&a. all other methods 
 and mine. My method is to keep the mind in an assimilat- 
 ing, absorbing condition when trying to learn by making the 
 Intellect stay with the Senses. In the process of endless 
 repetition or learning by rote as evinced in the two methods 
 above given, the mind is in a passive state. But when 
 learning the above series by my method, it was kept in an 
 active state. The intellect was directed by the will into cer- 
 
 * These followers make a great boast of learning a series of sugges- 
 tive words in pairs and without interfering with the mind's action in 
 doing so, when they are clearly indebted to Thomas Hallworth for this 
 inadequate method, yet they never have the grace to, acknowledge their 
 indebtedness. 
 % 
 
l8 ASSIMILATIVE MEMORY. 
 
 tain channels and kept there. It was searching for what was 
 in common or different 'b&t'^ttxv the pairs of words. It was 
 noting points of likeness and classifying them. This is think- 
 ing. And the most vivid First Impressions always result 
 from the action of the intellect upon the sensuous stimuli 
 from ear and eye. Intellectual Assimilation is a proper name 
 for my methods. 
 
 4. The Three Laws are Forms or Modes of Mental Assim- 
 ilation. But when used consciously for any length of time, 
 they operate much more efificaciously than formerly — and 
 they greatly increase the Impressionability and Revivabil- 
 ity — as any student can affirm who faithfully carries out 
 my instructions, and then his General Memory becomes 
 largely improved without a conscious use of my method. 
 
 A TRAINING EXERCISE IN ATTENTION. 
 
 Whoever wishes to increase his permanent Memory 
 power and his power of Attention must not omit to learn 
 and practise the following exercise precisely as I prescribe. 
 He will experience great satisfaction in carrying out my 
 directions to the letter, because his conformity in this and 
 in other respects will bring the reward of a new memory 
 power almost immediately. And if he were to disregard 
 my directions, he will have no one to blame but himself. 
 
 He must write down the first two words, " Ice " and 
 "Slippery," the latter word under the former. Let him 
 ascertain the exact relation between these words. He will 
 find that "Ice" is a concrete word, and "Slippery" indi- 
 cates a quality of " Ice " and of other things. He places 
 opposite the abbreviation In., by A. and C. In a similar 
 way he proceeds to write down one word at a time, and at 
 once ascertaining its relation to the previous word, and 
 indicating that relation by the appropriate abbreviation. 
 When he has analysed ten words in this painstaking man- 
 ner he must recall them backward and forward from 
 memory at least five times, and each time faster than the 
 other. 
 
 Let him deal with the next ten in a similar manner in all 
 respects, and then let him repeat the twenty words both 
 ways at least five times, and so on till he has analysed, 
 
ASSIMILATIVE MEMORY. 
 
 19 
 
 learned and recited the entire one hundred words ; and, 
 finally, let him recite the one hundred words both ways at 
 least once a day for thirty days, in connection with the 
 Building Series and the Presidential Series and Series of 
 English Sovereigns hereafter given. 
 
 As the result of this Analysis and recitals, the pupil will 
 make these Laws of In., Ex., and Con. operate hereafter in 
 an unconscious manner, with a power a hundred-fold greater 
 than before practising this method. 
 
 Ice. Hounds. Hose. Chicken. 
 
 Slippery. Bark. Rose. Feathers. 
 
 Smooth. Tree. Bush. Down. 
 
 Rough. Woods. Guerilla. Up. 
 
 Ruffian. Prairie. Rill. U^tart. 
 
 Prison. Air. Water-power. "Begm. 
 
 Crime. Wind. Manufacture. Bee. 
 
 Crimea. Hurricane. Man. Honey. 
 
 War. Reign. Manager. Hives. 
 
 _Army. Governor. Cgnductor. Wives. 
 
 Navy. Steam-engine. "Cars. Mormon. 
 
 Ship. Newspaper. Track. Brigham Young. 
 
 Sail.5 Ream. Trotting. Old. 
 
 Auction. Quire. Fair. Cold. 
 
 Bid. Inquire. Foul. Winter. 
 
 Competition. iSjuest. Chanticleer. "Summer. 
 
 Petition. Jury. Chandelier. Ft. Sumter. 
 
 Signatures. Decide. Gas. Stone. 
 
 Cygnet. Ciddr. Coal. Mason. 
 
 __rjet. Apple. Mine. Maize. 
 
 Ensnare. Orchard. "SKaft. Fodder. 
 
 Capture. Charred. Arrow. Cattle. 
 
 Cap. Burned. Quiver. Catalogue. 
 
 Gun. Stove. Indian. Log. 
 
 Hunter. Ijilg- Black-Hawk. Saw-mill. 
 
 I occasionally find that a bright, highly-gifted person 
 makes a poor learner of my system, beeaus£_he^ acts on 
 hastyjnfer^ncesof his_ pwnjnstead of attending to vaj— 
 long-tried ~an3 never-failing methods. To illustrate : 
 Instead of analysing the above series in pairs, and discover- 
 ing and noting the relation between each pair as I require, 
 he reads over the entii^ series. His previous study of the 
 Memory Laws has, however, so impressed his mind with 
 their influence that he is able to retain this series after 
 only two or three perusalS>- Or, instead of reading over 
 the entire series, he may even slowly read the series in pairs, 
 
20 ASSIMILATIVE MEMORY. 
 
 / 
 
 but without analysis, without trying to ascertain and realise the 
 exact relation between the words. This is the method of 
 Vacuity or Dawdling formerly mentioned. But his study 
 of the three Laws in learning the Building Series has so 
 sharpened and quickened his appreciation of In., Ex., and 
 Con., that he learned the one hundred words in this wrong 
 way very readily. 
 
 But w/iy should he not follow my directions ? Why not 
 pursue my plan and thereby acquire the full power of my 
 system instead of the small portion of that power gained 
 by disregarding my direction ? On the other hand, pupils 
 of only average natural ability are very apt to follow my 
 directions to the letter and thereby acquire an amount of 
 Memory Improvement which the above gifted, but non- 
 complying pupil, seems unable to understand. 
 
 If a person is afflicted with a very bad memory in any or 
 all respects, and particularly if this memory weakness is 
 traceable to mind-wandering, or if it co-exist with the latter 
 infirmity, such a person may find it best to make a series 
 of from one hundred to five hundred words on the model of 
 the foregoing series, and learn the same and recite it daily 
 both ways for a month or more in addition to the prescribed 
 exercises, and if any trace of mind-wandering remain after 
 that, let him make and memorise another series of the 
 same extent and practise it for the same period. The 
 worst cases of mind-wandering and of weak memories always 
 yield to this training treatment. 
 
 In like manner, but in much inferior degree, the recital 
 of what has just been heard, such as anecdotes, narratives, 
 contents of plays, lectures, &c., not only tends to fix the 
 recited matter in the memory, but also to strengthen the 
 memory generally, provided the recital takes place shortly 
 after the listening, as that is like a continuation of the 
 original experience. 
 
 TRAINING THE INTELLECT TO STAY WITH 
 THE SENSES. 
 
 Attention is the Will directing the Intellect into some 
 particular channel and keeping it there. There are virtually 
 two processes involved in Attention. The Intellect is 
 
ASSIMILATIVE MEMORY. 21 
 
 directed into a particular channel, but to keep it there, all 
 intruders must be excluded. To illustrate. A student 
 attempts to learn a proposition in Geometry. To do this 
 he must keep his mind on the printed explanations, and if 
 his thoughts attempt to fly away, he must repress that 
 attempt. To guide his mind into the channel of the 
 printed exposition, he calls into play the Directory power 
 of the attention. To prevent intruders or extruders from 
 withdrawing his mind from the text, he exercises the Inhibi- 
 tory function of the Attention. 
 
 To fully understand what takes place when trying to 
 study, let the pupil recall that there are three sources of 
 knowledge. 
 
 First : The Senses carry into his mind reports from the 
 outside world — Sensation — sight of the letters, words and 
 sentences, &c. Second : The Intellect operates on these 
 undigested elementary Sense-reports, or Sensations, and 
 find relations among them. This is Perception, or rela- 
 tions among Sensations. Third : The mind acts on the 
 perceived relations and finds relations among them. This 
 is Reason or relations among relations. 
 
 Now the geometrical student in reading the printed 
 instructions to himself or in reading them aloud, might 
 simply occupy his eye, or eye and ear with them and his 
 Reason might soar away to other subjects, climes or ages. 
 
 Remember that the Intellect is always active and busy, 
 and the question for us to answer in our own case is— shall 
 it co-operate with the senses or the matter before us, or 
 shall it wander away ? 
 
 What the geometrical student requires and what we all 
 require in such cases is to compel the Intellect to stay with 
 the Senses, and follow the printed train of thought. 
 
 Interest in the subject helps to secure this co-operation. 
 And the Process or Method of study, if it be an Assimilating 
 one, also compels this co-operation. And one of the pro- 
 cesses which is most of all effective in training the 
 Intellect to obey the Will and thereby to stay with the 
 Senses (where it is not a case of pure reflection), and 
 thereby to institute and develop the Habit of the activity of 
 the Intellect co-operating with the action of the mere 
 senses, is practice in the use of the Laws of In., Ex., and 
 
2 2 ASSIMILATIVE MEMORY. 
 
 Con. To illustrate : In reciting the last training example 
 of one hundred words, the Directory power is exercised 
 and then the Inhibitory power is brought into play, and so 
 on alternately. Suppose the reciter has got to "Signa- 
 tures." If he does not inhibit or exclude from his mind 
 the word " Petition " he can make no advance. If he 
 dwells upon "Petition" he will never reach "Cygnet." 
 But if he inhibits " Petition " his Directory power sends 
 him on to " Cygnet," and then inhibiting " Signatures " he 
 proceeds from " Cygnet " to " Net," &c., &c. In this most 
 simple, elementary way he exercises and trains the Direc- 
 tory and Inhibitory functions to co-operate in recalling the 
 entire Series, and notice how many distinct and separate 
 times he has exerted the Directory function and how many 
 times the Inhibitory function in reciting a short series. 
 And if he has learned this and other Series as I direct and 
 then recites them forward and backward as long as I require, 
 he is sure to greatly strengthen his Attention and thereby 
 habituate the intellect to stay with the senses and thereby 
 help to banish mind-wandering. And when the Intellect 
 is thus trained into the Habit of staying with the sense of 
 sight or hearing in reading or listening, the geometrical or 
 other student can keep his mind on the subject before him 
 until it is mastered. 
 
 IMPORTANT CHARACTERISTICS OF ANALYSIS. 
 
 It sometimes happens that we wish to quickly learn five 
 or twenty Proper Names, the whole or part of which are 
 entirely new to us, as a list of members of a committee, a 
 series of facts in science, &c. We can usually do this by 
 Analysis. 
 
 Recollective Analysis, or Analysis for the purpose of 
 helping to learn by heart, is not an originating or manu- 
 facturing process. It simply finds relation already existing 
 between the words or the ideas which the words suggest or 
 evoke. But where there is no existing relation between the 
 words or ideas, it is a case for Synthesis, to be taught 
 hereafter. 
 
 The highest Analysis relates to objects, or rather to the 
 ideas we have of them, and the lowest to mere words, to 
 
ASSIMILATIVE MEMORY. 23 
 
 mere articulated sounds, or their written or printed repre- 
 sentatives. The great body of examples and illustrations 
 in my lessons pertain to ideas ; but in the list of twenty- 
 four Presidents I deal with the proper Names as words 
 only, as words or articulated sounds — words which are 
 nearly devoid of meaning except as marks or sounds for 
 naming persons, or as words containing syllables which 
 may have a general meaning in other applications. I need 
 scarcely add that the Laws of In., Ex., and Con. apply to 
 words merely as well as to the ideas which are, of course, 
 suggested by the words. Let me illustrate : Ulysses S. 
 Grant was succeeded by Rutherford B. Hayes. The 
 initial syllables of Ulysses and of Rutherford make an 
 inclusion by sound. The " U " of Ulysses is pronounced 
 as if spelled " You." We then have in effect " You " 
 and " Ru," or " You " and " Ruth " — when we are sup- 
 posed to pronounce the " u " in Ruth as a long " u ; " but 
 if it be considered to be a short sound of " u," it is only a 
 weak case of In. by s. But if the pupil shuts his eyes, 
 such inclusions will not be observed. It is true that such 
 application is not so high or grand as when they govern 
 ideas, but it is equally genuine. It is only a lower stratum, 
 but still it is a part of terra firma, and on no account is it 
 to be ignored. 
 
 Ideas are never words nor are words ever ideas, but words 
 become so associated with ideas by habit, or by the Law of 
 Concurrence, that they arouse certain ideas whenever they 
 are used. They are used as signs of ideas — as the means 
 of communicating them. There is rarely, if ever, any 
 necessary connection that we can discover between a 
 particular idea and the word used to stand for it. Not 
 only do different nations use different words or sounds to 
 arouse the same thought, but different words in the same 
 language are sometimes used to portray practically the same 
 idea, as in the case of Mariner, Sailor, Seaman, Jack Tar, 
 Navigator, Skipper, &c., &c. Nor is this all — the same 
 sound may awaken different ideasi, as "I" and "Eye." 
 In the first case " I " stands for the person using it, and in 
 the last case it means the organ of sight. To the eyesight 
 they are obviously unlike. It may be well to remark that in 
 imposing a name in the first place, a reason may exist why 
 
24 ASSIMILATIVE MEMORY. 
 
 that name is given, as Albus (white) was given to the 
 mountains, now more euphoniously called Alps, because 
 they were white or snow-crowned ; but Alps does not 
 mean white to the moderns. The word now merely indi- 
 cates or points out the mountains so called. A word may 
 survive and take a new meaning after its original meaning 
 is no longer ascertainable. 
 
 The context helps us to know which meaning of the word 
 was intended when the word is spoken, and the context and 
 spelling tell the same thing when writing or print is used. 
 Take the words " Hounds, Bark." Here Bark means the 
 cry or yelp of the dogs. But in " Tree, Bark," the Bark 
 of the tree is suggested. Yet the word Bark is spelled 
 precisely the same in both cases. The word spelled 
 "Bark" is really used to express two different things 
 and the context generally tells which is meant in any 
 particular case. 
 
 Individual letters become so strongly associated with a 
 particular meaning that although the vocal value is exactly 
 the same, yet the one spelling goes to one man and the 
 other to a different man. "Spenser" would never sug- 
 gest to a learned man the author of the " Philosophy of 
 Evolution, " nor would " Spencer " ever suggest the author 
 of the " Fairie Queen." " Mr. Mil " would never mean 
 " John Stuart Mill," although the words " Mil " and " Mill " 
 are pronounced exactly alike. We sometimes cannot recall 
 a Proper Name, yet we feel sure that it begins or ends 
 with S or K or L, or that a certain other letter is in the 
 middle of the word. We usually find that we were right. 
 In these cases our clue to the entire word was found in only 
 one letter of it. 
 
 Noticing that the same letter is in common to two words, 
 although all the other letters may be different, is one case of 
 Inclusion by spelling. Take an example : President John 
 Tyler was followed by President James K. Polk. Analyse 
 the two names — Tyler and Polk. The letter "1" alone is 
 common to the two names. Here is one letter found in 
 totally unlike contexts. If this fact is noticed, it cannot but 
 help hold those two names together. The exercise of 
 learning the names of the twenty-four Presidents is a good 
 one for this purpose. It has a training value entirely apart 
 
ASSIMILATIVE MEMORY. 25 
 
 from its practical value in that case. And I give it for its 
 training value alone. 
 
 It is infinitely better for him to learn by analysis the 
 order of the Presidents than to learn that order by the only 
 other method the pupil has heretofore known, viz., endless 
 repetition. When the pupil thinks a relation may be weak, 
 let him consider that a weak relation thought about is a 
 hundred-fold stronger than mere repetition without any 
 thinking at all. It is either thoughtless repetition, or thought- 
 ful Analysis that he must use. 
 
 HOW TO LEARN PROPER NAMES IN A CERTAIN 
 ORDER OF SUCCESSION. 
 
 The true way to learn such lists as those of the Popes of 
 Rome, the Kings of England and of the American Presi- 
 dents is to learn them in their places in History, as parts 
 of the Historical order of events to which they belong, as 
 facts in the chain of causes and effects. 
 
 Their Terms, Administrations, or Reigns are, however, 
 used by historians as landmarks, and to follow the historians 
 to the best advantage, it may be desirable to know the 
 series as such, as a useful preparation for the study of the 
 Times and age. But whatever the advantages of knowing 
 the order of the American Presidents, I deal with it here 
 solely for the training effect in Analysis and as an example 
 of a method of dealing with any list of mere names. 
 
 The mode of dealing with this Presidential series will 
 show how all similar Series may be handled during the 
 period of the pupil's training. I divide the series or list of 
 the twenty-four American Presidents into three Groups : the 
 first Group containing seven names, the second having 
 eight names, and the third having nine names. The number 
 of names in each Group is easily remembered : 7, 8 and 9. 
 
 The first Group contains the names of 
 George Washingtojj, 
 John Adams, 
 TThOHas Jeffersqm, 
 James Madi son. 
 
 t^gl'MilNROE, 
 
 Jphn <^Adams, 
 Andrew Jackson. 
 
26 
 
 ASSIMILATIVE MEMORY. 
 
 If the Student has mastered the previous exercises, he 
 ought to be able to analyse this Group of names with the 
 greatest ease. Let him try, and if he fail, then let him 
 study my Analysis as given below. Points of Analysis 
 that appear weak to me may be strong for him, or vice 
 versa. At all events, let him if possible learn each of the 
 three Groups by his own Analysis, looking at my work 
 afterwards. 
 
 FIRST GROUP. 
 
 Period of Organisation and Consolidation. 
 
 George WashingTON. 
 JOHN Adams. 
 
 JOHN Adams. 
 THOMas Jefferson. 
 
 Thomas Jef=ferSON. 
 James MadiSON. 
 
 JAMES Madison. 
 JAMES Monroe. 
 
 James MONroe. 
 JOHN Q. Adams. 
 
 JOHN Q. Adams. 
 Andrew JACKson. 
 
 "Ton" and "John" 
 In. make a fairly good In. 
 by sound. 
 
 "John "and "Thorn" 
 
 (the "h" is silent in 
 
 In. both names) make an 
 
 In. by sound, imperfect 
 
 but adequate if noticed. 
 
 Both names terminat- 
 ing with the same syl- 
 In. lable, "son," makes a 
 clear case of In. by 
 sound and spelling. 
 
 This pair of names 
 furnishes an example of 
 In. perfect In. by sound 
 and spelling in the Chris- 
 tian names. 
 
 "Mon" and "John" 
 In. give us a good In. by 
 sound. 
 
 " Jack " is a nickname 
 In, for John — a case of 
 Synonymous In. 
 
 Now let the pupil repeat from memory the series from 
 George Washington to Andrew Jackson at least five times, 
 each time recalling and realizing how each pair of names 
 was linked together. After this let the list be recalled 
 
ASSIMILATIVE MEMORY. 27 
 
 several times forward and backward, and more rapidly each 
 time, without recalling the analysis. 
 
 Remarks. 
 
 1. This group may well be termed the " Long-Term 
 Group," since all of the seven Presidents except John 
 Adams and his son, John Q. Adams, served two terms. 
 
 2. Three of the members of this group died after the 
 close of their terms of office, on the natal day of the 
 Republic, viz., John Adams and Thomas Jefferson, on the 
 \th of July, 1826, and James Monroe on the i^th of July, 1831. 
 
 3. This group also might be called the "J " group, since 
 the initial letter of the Christian name or surname of every 
 member of it begins with " J " or its phonetic equivalent, 
 soft G, as George Washington, _/ohn Adams, Thomas 
 _/efferson, /ames Madison, yames Monroe, yohn Q. 
 Adams, and Andrew yackson. 
 
 SECOND GROUP. 
 
 Period of Territorial Expansion and the Growth of 
 Internal Dissension. 
 
 ANdREW Jackson. \^^_ „ :^"^° ^'^^"'P'-^-^ °^- I"- 
 
 •rew" and "Bu." 
 
 Martin VAN BUren.[^"- "^"" ^""^ "^^"•" ^"^ 
 
 A good Inclusion oc- 
 
 ■»«■ f T7 o T5TTXT ^ curs in thc casc of "ren" 
 
 Martin Van BuREN. ) ^, „ „„„ „ .y,^ „^^^ 
 
 .,..,,. TT._-^ ( T ana rien. 1 ne name 
 
 Wilham HENry In. ^.,j^^ ,^,^^g^^ ^^ „^ 
 
 Harrison. ; ^^j^^^. ^^ ^^^^ twenty-four 
 
 Presidents. 
 Tir-ii- ry ■atr ^ A fair example of In. by 
 
 William HenRY ,,^^^ ^'tA'T 
 
 _ . -r\ri \ names] is furnished by the 
 
 jonn 1 Yier. ; syllables " ry " and " Ty.'- 
 
 . , _, T ITS The letter " 1 " belongs 
 
 JohnTyLer. In & ^^ ^^^^^ surnames, but 
 
 James K.PoLk. [Con. there is no other letter in 
 
 common. John and James is a case of Con., for both 
 occur together many times in the New Testament, 
 
28 ASSIMILATIVE MEMORY. 
 
 J V o 11 \ " K " is pronounced as 
 
 James i^-^o^f-- I !„. if spelled " Kay," a good 
 
 Zachary TAYlor. f in. with " Tay/' 
 
 „,,_,_, , The letters "ar" occur 
 
 ?/r^n^A D^^iJ^f y °'"- In- in both the Christian 
 
 MiUARd Fillmore. f ^^^^^ 
 
 «/r-..AT,j T-Mi ^ The "ar" of Millard 
 
 ^' A vT^r ^^1'^°"^- I Con. and the " an " of Frank- 
 FrANkhn Pierce. [ ,;„ -^ ^ ^^^^ ^f Con. re- 
 
 versed, i. e., " an ' and " ar " is Con. since " n " precedes 
 " r " in the Alphabet. Here the alphabetical order is 
 reversed. 
 
 The " an " in Franklin 
 FrANklin Pierce. ) j^^ is identical in spelling and 
 James BuchANAN. j in sound with the two 
 
 " ans " in Buchanan. 
 
 Let the student recall the series of names from Andrew 
 Jackson to James Buchanan several times, and at each 
 recall let him also recall the relation which bound the pairs 
 together, and then let him recall the series from Washing- 
 ton to I3uchanan, both forward and backward, without 
 consciously reviving the relations. 
 
 Remarks. 
 
 1. This may be called the "Single Term Group," since 
 none of the group served more than one term. 
 
 2. The group is notable for the fact that it is the only 
 one in which two Presidents (William Henry Harrison and 
 Zachary Taylor) died natural deaths while in office. 
 
 THIRD GROUP. 
 
 Period of Civil War and Reconstruction. 
 
 This pair of names 
 
 furnishes an In. by spell- 
 
 J AMes Buchanan. ) ^^ ing, not sound, " am " in 
 
 AbrahAM Lincoln. j both, but notpronounced 
 
 alike. This must be no- 
 ticed, as it is a weak In. 
 
ASSIMILATIVE MEMORY, 
 
 Abraham LinCOLN. 
 Andrew JOHNson. 
 
 In. 
 
 ANdrew Johnson. 
 Ulysses S. GrANt. 
 
 UlyssES S. Grant. ) 
 
 Rutherford B. HayES. j 
 
 Rutherford B. HAYes. 
 James A. GarFIELD. 
 
 In. 
 
 In. 
 
 The "1" in "coin," 
 and the "h" in "John" 
 are silent. It is a case of 
 In. by sound. To the 
 ear the sound of " Con." 
 is like that of "Jon." 
 
 " An " in Andrew and 
 in Grant has the same 
 sound. 
 
 " Es '' in Ulyss« and 
 in Hayes is the same 
 in spelling — but not in 
 sound. It must be noticed, as it is the weakest of all. A 
 stronger tie has heretofore been given. 
 
 There is a strong asso- 
 j elation between Hay of 
 
 !■ Con. Hayes and the field of 
 ' G&rfield, as in the famil- 
 
 iar word " Hayfield." 
 
 In "Gar "and "Ar" 
 there is a strong In. by 
 sound. 
 
 Between " thur " and 
 "ver" there is a clear 
 In. by sound. 
 
 There is a fair In. by 
 sound between "an" 
 and "am;" but as they 
 are alphabetically re- 
 versed, it makes a case 
 of Con. reversed. 
 
 Here " am " and 
 " an " occur in alpha- 
 betical order, and is a 
 meaning pressing together, and 
 ' cle(a)ve " meaning to separate, are opposites, hence it is 
 also an example of Exclusion. 
 
 James A. GARfield. 
 Chester A. ARthur. 
 
 Chester A. ArTHUR. 
 GroVER Cleveland. 
 
 Grover ClevelANd. 
 BenjAMin Harrison. 
 
 BenjAMin Harrison. 
 Grover ClevelANd. 
 
 case of In., and "jam. 
 
 In. 
 
 In. 
 
 Con. 
 
 j In. & 
 j Ex. 
 
 Let the student, as in the case of the other groups, recall 
 this list several times, and each time revive the relation by 
 which each pair of names was cemented together, and 
 
30 ASSIMILATIVE MEMORY. 
 
 after this let him recall this list several times both ways 
 without reviving the cementing relations, and finally let 
 him recall several times, both ways, the entire series of 
 Presidents from Washington to Cleveland, and from 
 Cleveland to Washington. 
 
 Remarks. 
 
 1. This group furnishes the notable fact that two 
 Presidents (Lincoln and Garfield) were assassinated while 
 in office. 
 
 2. Another peculiarity of this group is that, for the first 
 time since the days of Washington, there was a widespread 
 discussion and effort made to push the claims of a President 
 (Grant) for a third term. 
 
 3. This group contains' the name of the grandson (Ben- 
 jamin Harrison) of William Henry Harrison, of the second 
 group. The only other instance of relationship between 
 the Presidents was in the case of John Adams and his son, 
 John Quincy Adams of the first group. 
 
 4. This group contains the name of the only President 
 (Andrew Johnson) who was ever sought to be impeached. 
 The prosecution failed to convict, having lacked one vote 
 of the number necessary for a conviction. 
 
 5. Grover Cleveland affords the first instance where the 
 two terms of a President are separated by the full term of 
 another President (Benjamin Harrison). 
 
ENGLISH SOVEREIGNS. 
 
 A UNIQUE EXERCISE. 
 
 The method here used of memorising the order of the 
 English sovereigns from Willianj I., the Conqueror, to 
 Victoria possesses the following novelties : — 
 
 (i) We learn the order of the entire series of thirty- 
 seven sovereigns by means of the relations, direct and in- 
 direct, which we establish with the reigning sovereign, 
 Victoria. 
 
 (2) The precise credit is claimed for this method which 
 it is entitled to receive. In a list of proper names we 
 sometimes have several surnames alike, with usually a dif- 
 ference of Christian names, as in the presidential series we 
 have — William Henry Harrison and Benjamin Harrison, 
 and John Adams and John Quincy Adams, and we also 
 sometimes have the same Christian names prefixed to dif- 
 ferent surnames, as James Madison and James Monroe. But 
 in the Sovereigns of England, from William I. to Victoria, 
 we have many Christian names alike, and the differences 
 indicated by ordinal numbers, as George I., George II., 
 George III., George IV. This order of the English Kings 
 is most extraordinary, neither the Popes of Rome, nor the 
 French, nor any other list of kings, furnishing any parallel 
 in more than a few incidents. It is these unique coinci- 
 dences and recurrences that make it so easy to find rela- 
 tions between these sovereigns. This method is not ap- 
 plicable to the American Presidents, Prime Ministers of 
 England, or hardly any other series. 
 
 (3) No accidental relations of parts of names is resorted 
 to, as was done in the case of the American Presidents. 
 
 (4) The series Is so taught that it can be recited for- 
 
32 ASSIMILATIVE MEMORY. 
 
 wards and backwards — the only true test of learning any 
 series. 
 
 (5) The series is completely worked out and nothing is 
 left to chance or possible mistakes so liable to be committed 
 by novices in dealing for the first time with a new process 
 that has to be applied to many details. 
 
 (6) When the series is carefully studied and the relations 
 painstakingly characterised, it is quickly learned and it is 
 hard to forget. 
 
 (7) When the series is learned by this method and the 
 relations are occasionally reviewed and identified, its recital 
 both ways once or twice a day for a month helps to develop 
 the Attention as well as the Assimilative powers. 
 
 (8) The exact name of each Sovereign is learned. The 
 student relies on real relations and names, and not on uni- 
 dentified jingles of threes and threes and twos and twos, 
 like three Edwards and three Henrys and two Edwards 
 and two Henrys, with the inevitable necessity of having 
 afterwards to learn which Edward and which Henry was 
 meant, &c. But summations can follow specifications. 
 
 (9) Pestalozzi [1745-1827] taught that we must proceed 
 from the " known " to the " unknown ; " but this principle 
 mainly applies to learning the words of a foreign language. 
 When we begin to learn such words they are wholly un- 
 known to us. But in learning ordinary series of names or 
 prose or poetry by heart,* all the names and words used 
 may be equally well known by us ; but it is mainly the 
 order in which these occur that we wish to memorise, and • 
 we begin at the beginning and proceed as we learn on from 
 the Better Known or Best Known. In the list of Ameri- 
 can Presidents the series extends back to a little more than 
 a century ; but in the case of the English Sovereigns, 
 when we begin with the Conqueror, the series extends back 
 to 1066 — upwards of 800 years — and, although in such a 
 series the names of all the Sovereigns may be known, yet 
 the latest is vastly better known to us than the earliest 
 In such a case it may be most useful to begin with the 
 Best Known. 
 
 (10) Fortunately in this case the Best Known Sovereign 
 is a PIVOT around which all the other Sovereigns are di- 
 rectly or indirectly related. How, we will proceed to show. 
 
ASSIMILATIVE MEMORY. 33 
 
 Something of the method will be intimated by the differ- 
 ence of type and spaces between the names : — 
 
 William I. 
 
 Henry VII. 
 
 William II. 
 
 Henry VIII. 
 
 Henry I. 
 
 Edward VI. 
 
 Stephen. 
 
 Mary. 
 
 Henry II. 
 
 Elizabeth. 
 
 Richard I. 
 
 James I. 
 Charles I. 
 
 John. 
 
 Council of State and Parliament. 
 
 Henry III. 
 
 Oliver Cromwell. 
 
 Edward I. 
 
 Richard Cromwell. 
 
 Edward II. 
 
 Council of State and Parliament. 
 
 Edward III. 
 
 Charles II. 
 
 Richard II. 
 
 James II. 
 
 William III. and Mary. 
 
 Henry IV. 
 
 Anne. 
 
 Henry V. 
 
 George I. 
 
 Henry VI. 
 
 George II. 
 
 Edward IV. 
 
 George III. 
 
 Edward V. 
 
 George IV. 
 
 
 William IV. 
 
 Richard III. 
 
 VICTORIA. 
 
 We begin with the Best Known, or Victoria, and we take 
 note that she is an independent Queen, since she has never 
 shared sovereignty with anyone ; but Mary, of " William 
 III. and Mary," was not an independent Queen, because 
 she did share the Sovereign Power with her husband. 
 Hereafter, when I use the word Queen I mean an inde- 
 pendent Queen, except when Mary, of "William III. and 
 Mary," is mentioned, and her name will be used only -in 
 connection with William III. England has had only four 
 independent Queens, namely, Mary [Tudor], Elizabeth, 
 Anne, and Victoria. 
 
 (I.) Victoria is the last queen and Mary was the first 
 queen [Exclusion between _/fw/ and last, or Ex.], and Mary, 
 theyfrj-/ queen, was preceded by the last Edward, or Edward 
 VI. [Ex.] And Mary, the y^rj-/ queen, was followed by the 
 first and only Elizabeth [In.] And the first and only 
 Elizabeth was followed by James the First, or I. [In.] 
 Again, Queen Elizabeth was followed by King James, 
 making a clear case of Ex. Again, Anne, the third queen, 
 was preceded by Wm. the Third, or III., and Mary [In.] 
 
34 ASSIMILATIVE MEMORY. 
 
 And these two co-equal Sovereigns were preceded by 
 James the Second, or II. [In., between cardinal number two 
 and the ordinal number Second\ This series of Queens 
 concludes with Victoria the fourth Queen, who was pre- 
 ceded by William the Fourth, or IV. [In.], and William the 
 Fourth, or IV., was preceded by George the Fourth, or IV. 
 [In.] ; and George IV. by George III., and he by George 
 II., and he by George I., — a concurrence reversed, and 
 William IV. was preceded, as we have seen, by William 
 III. and Mary — and William III. by William II., and 
 William I. at the very beginning of the series — Con. 
 
 Now let us recall in the forward and reverse order what 
 we have learned so far. William I., William II., Edward 
 VI., Mary, Elizabeth, James I., James II., William III. and 
 Mary, Anne, George I., George II., George III., George 
 IV., William IV., and Victoria, and the order reversed is 
 Victoria, William IV., George IV., George III., George II., 
 George I., Anne, William III. and Mary, James II., James 
 I., Elizabeth, Mary, Edward VI., William II., William I. 
 
 (II.) Disregarding, for the moment the four periods of 
 what is usually called the Commonwealth, we see that 
 between Elizabeth and William III. and Mary, are four 
 monarchs, the two James and the two Charles. We have 
 already learned that Elizabeth was followed by James I. 
 and that William III. and Mary were preceded by James 
 II. Hence we see that the two Charles must come between 
 the two James, and, of course, that Charles I. must precede 
 Charles II., and that the order of these four monarchs must 
 be James I., Charles I., Charles II., and James II. — a plain 
 case of Con. reversed. We saw that there were two of 
 these four monarchs before the Commonwealth ; there 
 must then be two after it, making James I. and Charles I. 
 before the Commonwealth and Charles II. and James II. 
 after it. 
 
 On the day that Charles I. was executed (January 30, 
 1649), the Parliament (the House of Commons) abolished 
 the kingly office and House of Lords, and appointed 
 a Council of State of 41 members, which with the 
 House of Commons was to be the government. Inter- 
 mediate then between Charles I. and Charles II. there 
 came^— 
 
ASSIMILATIVE MEMORY. 35 
 
 Council of State and Parliament. 
 
 Oliver Cromwell. 
 
 Richard Cromwell. 
 
 Council of StSte and Parliament. 
 
 Here we see there was a Council of State and Parliament 
 at the beginning and close of these intermediates, and 
 between them came Oliver Cromwell and his son, Richard 
 Cromwell. Charles I., followed by Council of State and 
 Parliament, made a case of Exclusion and the Council of 
 State and Parliament, followed by the Protector Oliver 
 Cromwell, gives another example of Ex. and a case of In. 
 between Oliver Cromwell and his son Richard, who inher- 
 ited the protectorate, but a case of Ex. again between the 
 powerful Oliver and his weak son Richard, and another 
 example of Ex. between the protectorate of Richard Crom- 
 well and the Council of State and Parliament, and another 
 between the latter and the full-fledged monarchy of 
 Charles II. 
 
 Now review what we have learned so far and we have 
 William I., William II., Edward VI., Mary, Elizabeth, 
 James I., Charles I., Council of State and Parliament, 
 Oliver Cromwell, Richard Cromwell, Council of State and 
 Parliament, Charles II., James II., William III. and Mary, 
 Anne, George I., George II., George III., George IV., 
 William IV., and Victoria. Reverse the recital and we 
 have Victoria, William IV., George IV., George III., 
 George II., George I., Anne, William III. and Mary, 
 James II., Charles II., Council of State and Parliament, 
 Richard Cromwell, Oliver Cromwell, Council of State and 
 Parliament, Charles I., James I., Elizabeth, Mary, Edward 
 VI., William II., and William I. 
 
 (III.) We now proceed to learn the eighteen kings 
 intermediate between William II. and Edward VI. We 
 notice at once that the first and lastoi these intermediates 
 are the first and last Henrys [Ex.], viz., Henry I. and 
 Henry VIII. We see also that Henry the First, or I., is 
 followed by Henry the Second, or II. [Con.], with the first 
 and only Stephen as the first single intermediary [In.]. 
 Returning to Edward VI., we see that he, the last Edward, 
 is preceded by Henry VIII., or the last Henry [In.] We 
 also notice that Edward VI. is preceded by Henry VI., and 
 
36 ASSIMILATIVE MEMORY. 
 
 Henry VI. by Henry III., or the half of six [In. by W. and 
 P.]. Finally we observe that between William II. and 
 Mary, there are three series of kings completed — eight 
 Henrys, six Edwards, and three Richards. Making the 
 three Richards reference points we can easily fix the residue 
 of the eighteen kings for we see that Richard I. or the 
 First, is preceded by Henry II. and followed by Henry III., 
 with the first and only John as the second single interme- 
 diary [In. J and that Richard II. is preceded by Edward I., 
 Edward II., and Edward III., or three Edwards, and fol- 
 lowed by Henry IV., Henry V., and Henry VI., or three 
 Henrys, and that Richard III. is preceded by Edward IV. 
 and Edward V., or two Edwards, and followed by Henry 
 VII. and Henry VIII., or two Henrys. 
 
 Recalling the succession from William I. to Edward VI., 
 we have William I., William II., Henry I., Stephen, Henry 
 II., Richard I., John, Henry HI., Edward I., Edward II., 
 Edward III., Richard II., Henry IV., Henry V., Henry 
 VI., Edward IV., Edward V., Richard III., Henry VII., 
 Henry VIII., Edward VI. Reversing the order, we have 
 Edward VI., Henry VIII., Henry VII., Richard III., 
 Edward V., Edward IV., Henry VI., Henry V., Henry IV., 
 Richard II., Edward III., Edward II., Edward I., Henry 
 III., John, Richard I., Henry II., Stephen, Henry I., 
 William II., and William I. 
 
 We conclude with the recital both ways of the thirty- 
 seven Sovereigns from William I. to Victoria. 
 
 William I. , Edward V. 
 
 William II. Richard III. 
 
 Henry I. Henry VII. 
 
 Stephen. Henry VIII. 
 
 Henry II. Edward VI. 
 
 Richard I. Mary. 
 
 John. Elizabeth. 
 
 Henry III. James I. 
 
 Edward I. Charles I. 
 
 Edward II. Council of State and Parliament. 
 
 Edward III. Oliver Cromwell. 
 
 Richard II. Richard Cromwell. 
 
 Henry IV. Council of State and Parliament. 
 
 Henry V. Charles II. 
 
 Henry VI. James II. 
 
 Edward IV, William III. and Mary. 
 
ASSIMILATIVE MEMORY. 
 
 Anne. Elizabeth. 
 
 George I. Mary. 
 
 George II. Edward VI. 
 
 George III. Henry VIII. 
 
 George IV. Henry VII. 
 
 William IV. Richard III. 
 
 VICTORIA. Edward V. 
 
 VICTORIA. Edward IV. 
 
 William IV. Henry VI. 
 
 George IV. Henry V. 
 
 George III. Henry IV. 
 
 George II. Richard II. 
 
 George I. Edward III. 
 
 Anne. Edward II. 
 
 William III. and Mary, Edward I. 
 
 James II. Henry III. 
 
 Charles II. John. 
 Council of State and Parliament. Richard I. 
 
 Richard Cromwell. Henry II. 
 
 Oliver Cromwell. Stephen. 
 Council of State and Parliament, Henry I. 
 
 Charles I. William II. 
 
 James I. William I. 
 
NUMERIC THINKING. 
 
 HOW TO NEVER FORGET FIGURES AND 
 DATES. 
 
 When my pupils have gained the quick perception and 
 instantaneous apprehension which always reward the stu- 
 dious use of In., Ex., and Con., they can, amongst other 
 new achievements, always remember and never forget figures 
 and dates. 
 
 Pike's Peak, the most famous in the chain known as the 
 Rocky Mountains in America, is fourteen thousand one 
 hundred and forty-seven feet high. Instantly, one who is 
 trained in the use of In., Ex., and Con., perceives that 
 there are two fourteens [Syn., In.] in these figures, and 
 that the last figure is half of fourteen, or 7 In. by W. and 
 P., making 14,147. Of course, one who is not practised in 
 analogies, in discovering similarities and finding differences 
 would not have noticed any peculiarity in these figures 
 which would enable him to remember them. Few people 
 ever notice any relations among numbers. But any possi- 
 ble figures or dates always possess relations to the mind 
 trained in In., Ex., and Con. 
 
 Fujiyama, the noted volcano of Japan, is twelve thousand 
 three hundred and sixty-five feet high. Does any pupil, 
 who has mastered the first lesson and who is expert in the 
 use of In., Ex., and Con., fail to notice that here we have 
 the disguised statement that the height of this mountain is 
 expressed in the number of months and days of the year, 
 12,365 feet high ? These figures drop into that mould and 
 henceforth are remembered without difficulty. These are 
 remarkable coincidences no doubt, but are not all sets of 
 figures similarly impressive coincidences to the trained eye, 
 and the active, thinking and assimilative mind ? 
 
ASSIMILATIVE MEMORY. 39 
 
 No reader of English history has failed to notice the 
 three sixes in the date of the Great Fire in London, viz., 
 1666. The "three sixes" are generally resorted to as a 
 signal for fire companies to turn out in full force ; yet such 
 a coincidence of figures in a distant date makes a slight 
 impression compared to the vividness of events that hap- 
 pened in the year of our birth, the year of graduation from 
 school, the year of marriage, and the year of the death of 
 relatives, &c., &c. Keep a small blank book for such 
 entries, not to help remember the dates or facts, but to 
 have them together so as to rapidly deal with them, to 
 classify them and otherwise study them under the eye. 
 You will soon be astonished at the accumulation. 
 
 The population of New Zealand, exclusive of natives, is 
 672,265. Bringing the first two figures into relation with 
 the last two we have 67 and 65 — a difference of 2 only. 
 The two groups of 672 and 265 have the figure 2 at the end 
 of the first group, and another 2 at the beginning of the 
 second group. These two twos are in sequence (Con.), 
 and each of them expresses the difference between 67 and 
 65. Thought 3iho\it in this way, or in any other, the series 
 becomes fixed in mind, and will be hard to forget. 
 
 The population of Sydney is 386,400. Here are two 
 groups of three figures each. The first two figures of the 
 first group are 38, and the first two figures of the second 
 group are 40 — a difference of 2. Two taken from 8 leaves 
 6, or the third figure of the first group, and 2 added to the 
 first figure of the second group makes 6. The 40 ends with 
 a cypher, and it is a case of Syn. In. that the last figure 
 of the second group or the third figure of it should likewise 
 be a cypher. Besides, those who know anything at all 
 about the population of Sydney must know that it is vastly 
 more than 38,640, and hence that there must be another 
 cypher after 40, making the total of 386,400. 
 
 The population of Melbourne is 490,912. Here we 
 have 4 at the beginning and half of 4 or 2 at the end of 
 the six figures. The four interior figures, viz., 9091 is a 
 clear case of Con. — or 90 and 91. Then again 91 ending 
 with I, the next figure is 2 — a case of sequence or Con. 
 But 490,912 is the population of the city of Melbourne with 
 its suburbs. The " city " itself contains only 73,361 inhabi- 
 
40 ASSIMILATIVE MEMORY. 
 
 tants, 73 reversed becomes 37 — or only r more than 36. 
 This I placed at the end of or after 36 makes the 361. 
 Now 37 reversed is 73, and then follows 361, making the 
 total to be 73,361. 
 
 Let the attentive pupil observe that this method does 
 not give any set of rules for thinking in the same manner 
 in regard to different sets or example of numbers. That 
 would be impossible. Thinking or finding relations amongst 
 the objects of thought must be differently worked out in each 
 case, since the figures themselves are differently grouped. 
 
 The foregoing cases in regard to population will suffice 
 for those who live in the Australian colonies, and to others 
 they will teach the method of handling such cases, and 
 leave them the pleasure of working out the process in regard 
 to the population where they reside, or other application of 
 the method they may wish to make. 
 
 Great encouragement is found in the circumstance that 
 after considerable practice in dealing with numerous fig- 
 ures through In., Ex., and Con., new figures are self- 
 remembered from the habit of assimilating numbers. They 
 henceforth make more vivid impressions than formerly. 
 
 Inclusion embraces cases where the same kind of facts 
 or the principles were involved, or the same figures occur 
 in different dates with regard to somewhat parallel facts- 
 End of Augustus's empire [death] 14 A. D. — End of Charle- 
 magne's [death] 814 A.D., and end of Napoleon's [abdi- 
 cation] 1814 A.D. 
 
 Exclusion implies facts from the opposite sides relating 
 to the same events, conspicuously opposite views held by 
 the same man at different periods, or by different men who 
 were, noticeably similar in some other respects, or antithesis 
 as to the character or difference in the nationality [if the 
 two nations are frequent foes] of different men in whose 
 careers, date of birth, or what not, there was something 
 distinctly parallel — Egbert, first King of England, died 
 837. WiUiam IV., last King of England, died 1837. What 
 a vivid exclusion here for instance : Abraham died 1821 
 B.C., and Napoleon Bonaparte died 1821 A.D. 
 
 Concurrences are found in events that occur on the 
 same date or nearly so, or follow each other somewhat 
 closely. 
 
ASSIMILATIVE MEMORY. 4I 
 
 Charles Darwin, who advocated evolution, now popular 
 with scientists in every quarter of the globe, and Sir H. 
 Cole, who first advocated International Exhibitions, now 
 popular in every part of the world [Inclusion] were born 
 in the same year 1809 [Concurrence] and died in the same 
 year 1882 [Concurrence.] 
 
 Garibaldi [the Italian] and Skobeleff [the Russian] [Ex- 
 clusion, being of different countries], both great and reck- 
 lessly patriotic generals [Inclusion] and both favourites in 
 France [Inclusion], died in the same year, 1882 [Concur- 
 rence]. Longfellow and Rossetti, both English-speaking 
 poets [Inclusion] who had closely studied Dante [Inclu- 
 sion] died in the same year, 1882 [Concurrence]. 
 
 Haydn, the great composer, was born in 1732, and died 
 in 1809 ; this date corresponds to that of the birth [Exclu- 
 sion and Concurrence] of another famous composer [Inclu- 
 sion], Mendelssohn, who himself died in 1847, the same 
 year as O'Connell. 
 
 Lamark [1744-1829], advocated a theory of develop- 
 ment nearly resembling the Darwinian Theory of the Origin 
 of Species [In.]. This he did in 1809, the year in which 
 Charles Darwin was born [Con.]. Darwin's writings have 
 altered the opinions of many as to the Creation, and the 
 year of his birth was that of the death of Haydn, the com- 
 poser of the Oratorio " The Creation." [Con. and Ex.]. 
 
 John Baptiste Robinet taught the gradual development of 
 all forms of existence from a single creative cause. He 
 died in 1820, the year in which Herbert Spencer, the Eng- 
 lish Apostle of Evolution, was born [In., Ex., and Con.]. 
 
 Galileo, founder of Modern Astronomy, born in 1564 — 
 Shakespeare's birth year [Con.] — died in 1642, the^very- 
 year in which Sir Isaac Newton was born. Galileo's theory 
 was not proved but merely made probable, until the exist- 
 ence of the laws of gravitation was established, and it was 
 Newton who discovered gravitation. This is an instance 
 of Inclusion as to the men, of Exclusion and Concurrence 
 as to date of birth and death. 
 
 Two prominent litterati [Inclusion], one a Frenchman 
 the other an Englishman [Exclusion], well-known for the 
 pomposity and sonority of their style of writing [Inclusion], 
 were born in the same year, 1709, and died the same year 
 
42 ASSIMILATIVE MEMORY. 
 
 1784, a double Concurrence — Lefranc de Pompignan — 
 [pompous In. by S.], and Samuel Johnson. 
 
 General Foy, an orator and artillery officer, fond of lit- 
 erature, was born the same year [Concurrence] 1775, as 
 the orator [Inclusion], Daniel O'Connell. He died in 
 1825, the same year [Concurrence] as Paul-Louis Courier, 
 who was also an artillery officer [Inclusion], fond of litera- 
 ture [Inclusion], and moreover, like O'Connell, a violent 
 pamphleteer [Inclusion]. 
 
 Two illustrious, uncompromising characters [Inclusion], 
 both brilliant composers [Inclusion], the one musical, the 
 other literary, the one a representative of the music of the 
 future, the other of the obsolete polemic of the past [Ex- 
 clusion], Richard Wagner and Louis Veuillot, were born in 
 the same year, 1813, and died in the same year, 1883. The 
 last point is a double Concurrence. 
 
 Two foremost harbingers of modern thought [Inclusion], 
 Voltaire and J. J. Rousseau, died in 1778 — [Concurrence]. 
 Both gained for themselves the reputation of having been 
 the most reckless antagonists of Christianity [Inclusion]. 
 And still the one dedicated a church to the service of God, 
 whilst the other in his "Emile" wrote a vindication of 
 Christianity [Exclusion as to each of them, Inclusion as to 
 both of them]. 
 
 A little practice makes the pupil prompt in dealing with 
 any figures whatever. Take the height of Mount Everest, 
 which is 29,002 feet. We have all heard that it is more 
 than five miles high. Let us test this statement. There 
 are 5,280 feet in a mile, multiply 5,280 by 5, and we have 
 26,400. Hence we see that Mount Everest being 29,002 
 feet high must be more than five miles high. Half of a 
 mile is 5,280 feet divided by 2, or 2,640 feet. Add this to 
 26,400 and we have 29,040. Hence we see that Mount 
 Everest is 5^ miles high lacking 38 feet, or that if we add 
 38 feet to its height of 29,002, it would then be exactly 5^^ 
 miles high. Can we then forget that it is exactly 29,002 
 feet high ? 
 
 Shakespeare was born in 1564 and died in 1616. The 
 First Folio Edition of his works was printed in 1623, the 
 Second in 1632, the Third in 1664, and the Fourth in 
 1685. Can we fix these events infallibly in our memories? 
 
ASSIMILATIVE MEMORY, 43 
 
 We can begin with whichever date we prefer. If we add 
 together the figures of the year of his birth, 1564, they 
 make 16. All the dates hereafter considered occurred in 
 1600, &c. We can thus disregard the first 16 and consider 
 only the last two figures which constitute the fraction of a 
 century. 
 
 Let us begin with his death in 16 16 in the six teens. Is 
 not this a vivid collocation of figures ? Can we forget it 
 as applied to the great dramatist ? Now if we double the 
 last 16, it gives us the date of the second Folio in [16] 3 2 
 and 32 reversed gives us the date of the first Folio. 
 Again, seven years after his death [" seven ages of man "] 
 his first Folio was published in 1623. The second Folio 
 was published in 1632 or 23 reversed, and the third Folio 
 in 1664, or 32 doubled, and just 100 years after his birth 
 in 1564. His birth might also be remembered as occurring 
 in the same year as that of the great astronomer Galileo. 
 The fourth Folio appeared in 1685 or 2 1 years after the 
 third Folio. This period measures the years that bring 
 man's majority or full age. 
 
 Attention to the facts of reading will be secured by 
 increased power of Concentration, and a familiarity with 
 In., Ex., and Con. will enable us to assimilate all dates and 
 figures by numeric thinking with the greatest promptitude, 
 especially the longer or larger series. 
 
 Try the case of Noah's Flood, 2348 B. C. Here the 
 figures pass by a unit at a time from 2 [3] to 4, and then 
 by doubling the 4 we have the last figure 8 — making alto- 
 gether 2348. Another method of dealing with this date is 
 very instructive. Read the account in Gen. ch. vii., vv. 9, 
 13, and 15. Now we can proceed. 
 
 They went into the Ark by twos. This gives the figure 
 2. Now let us find the other figures. Noah's three sons 
 and their wives make three pairs of persons, or three 
 families. This gives the second figure 3. Then counting 
 Noah and his wife, and his three sons and their wives, 
 there were four pairs of human beings altogether. This 
 gives the figure 4. Finally the total number of human 
 beings who entered the ark were 4 pairs or eight persons. 
 This gives the figure 8. Thus we have the entire set of 
 figures, 2348 B. C. Take the date of the creation according 
 
44 ASSIMILATIVE MEMORY. 
 
 to the accepted biblical chronology as 4004 B. C. We could 
 say the date has four figures, that the expression of it 
 begins and ends with the figure 4, and that the two inter- 
 mediates are nought, or cyphers ; or that the figures are 
 expressed by 40 and/^r/y reversed i& 40-04 — or 4004. 
 
 A Scientific Experiment. 
 
 Having met several persons who claimed that they 
 always remembered figures by reasoning about them [what- 
 ever that may have meant], and yet all such persons 
 having shown an inability to remember many dates or 
 numbers, I inferred that they were honestly mistaken in sup- 
 posing that they could remember numbers, or else that 
 such a method was not adapted to their idiosyncrasies. 
 At that time, I did not suspect that their failure may have 
 arisen from lack of training in In., Ex., and Con. From 
 the circumstance that I myself could use this method with 
 promptitude and certainty, I determined to test it in a 
 strictly scientific way. 
 
 I made the experiment two years ago, and all my 
 experience since has corroborated the conclusion then 
 arrived at. 
 
 I experimented with the two groups of 20 pupils each. 
 Neither knew any method of dealing with dates and 
 numbers. The first group had had no training in In., Ex., 
 and Con.; the second group had been well practised in 
 those laws. I then gave each member of each group 
 several very difficult cases of dates and numbers to be 
 memorised — one example containing 24 figures. To save 
 time and space in exposition, I have heretofore only men- 
 tioned 12 figures, or the half of the amount. All of the 
 first group failed except one. He, however, could not 
 memorise the 24 figures. All of the second group handled 
 all the new examples with success, and only two of them 
 met with much difficulty in dealing with the 24 figures. 
 
 Since this decisive experiment, I have heartily recom- 
 mended the method of finding relations amongst the 
 numbers themselves, to all who are proficient in the use 
 of In., Ex., and Con. 
 
 The example of 24 figures must conclude this exposition. 
 
ASSIMILATIVE MEMORY. 45 
 
 They represent respectively the number of the day of the 
 month in which the first Saturday in each month falls in 
 1895 and 1896. To one without practice in applying 
 analysis to figures, thert seems no hope of memorising 
 this long group of figures except by endless repetition. 
 The 24 figures are 
 
 522641637527417426415375. 
 Yet reflect a moment and all will be clear. Divide the 24 
 figures into 2 groups of 12 figures each and number the 
 first group, divided into four sections, thus : — 
 
 (0 (2) (3) (4) 
 
 522, 641, 637, 527. Now bring the first 
 
 and fourth groups into relation, and you see at once that 
 the fourth group is larger than the first group by onlyyft/^. 
 Bringing the second group into relation with the third 
 group, we find they differ only hy four. Again : the third 
 group is larger than the fourth by 100 and by 10, that is 
 527 becomes 637, the seven alone remaining steadfast. 
 Beginning with the fourth group and passing to the third 
 group we have the fourth group with no added. The 
 second group is the third group with only four added, and 
 the first group is the fourth group with only five subtracted. 
 Thinking out these relations you can recall the groups as 
 groups or the separate figures of each group or the entire 
 12 figures either forwards or backwards — and you have 
 achieved this result by Attention and Thought. 
 
 The other twelve figures are easily disposed of. They 
 are 417426415375. Divided into groups of three figures 
 each we have (i) (2) (3) (4) 
 
 417 426 415 375 
 
 Bringing the first group into relation with the third group, 
 we notice that it is larger by two — and considering the 
 second group with the fourth group, we find that the second 
 group is as much and one more above 400 as the fourth is 
 below 400. Other minor matters could be noticed, as that 
 the first two figures of each group are respectively 41 — 42 
 — 41 — 37, and that the last figure in each group is 7 — 6 — 5 
 — 5. But these relations are hardly worth observing. 
 
 Coming back to the first series, we know that each figure 
 represents the number of the day of the month to which it 
 belongs on which the first Saturday in that month falls. 
 
46 ASSIMILATIVE MEMORY. 
 
 The figures for 1895 are 522 — 641 — 637 — 527. The first 
 Saturday in January, 1895, falls onthe^/S^dayof January, 
 hence the second Saturday must be 5 + 7 = the 12th day 
 of January ; the third Saturday the 19th, and the fourth 
 Saturday 26th. It is easy to know on what day of the 
 week any day in January falls. Suppose you ask on what 
 week day the 25th of January falls ? You know the 26th 
 is Saturday, and hence the 25th must be the day preceding 
 the 26th, to wit, Friday, the 2Sth. Suppose you ask on 
 what week day the 9th of January falls. You know the 
 1 2th is Saturday (the second Saturday). You now count 
 backward thus: 12 is Saturday, 11 must be Friday, 10 Thurs- 
 day, 9 must be Wednesday. The first Saturday in Janu- 
 ary, 1895, is the sth ; of February, the 2nd ; of March, the 
 2nd ; of April, the 6th ; of May, the 4th, &c., &c. And 
 we can tell on what week day any day of any of the other 
 months falls. 
 
 Exercises. 
 
 I. — The Ratio of the Circumference of the circle to its 
 diameter is expressed by the integer 3 and 708 decimals, of 
 which I give only eight. Learning these nine figures is 
 good practice in numeric thinking — 3.14159265. 
 
 2. — The Yellowstone National Park contains 2,294,740 
 acres. 
 
 3. — The Monster Chartist Petition contained 3,317,702 
 names. 
 
HOW TO LEARN PROSE AND 
 POETRY BY HEART. 
 
 THE ANALYTIC SYNTHETIC METHOD APPLIED 
 TO LONG SENTENCES. 
 
 How unobservant and wholly unreli'ant many pupils are 
 may be seen from the fact that notwithstanding my elabor- 
 ate handling of the processes of learning prose and poetry 
 by heart, I often receive requests to send some indication of 
 how I would learn a particular chapter or selection by 
 heart ! But a chapter consists of paragraphs and para- 
 graphs of sentences. Learning the desired passages by 
 heart is done by applying the methods here so profusely 
 illustrated to the successive sentences of the chapter or 
 selection, until practice and training in these methods will 
 make their further application unnecessary. 
 
 In pursuance of my plan to keep the mind in an Assimilat- 
 ing condition when trying to learn and to further aid in 
 making the intellect stay and work with the senses, I pro- 
 ceed to furnish a Training Method for committing prose 
 and poetry to memory. 
 
 Endless repetition or repeating a sentence to be memorised 
 over and over again is the usual process. After one perusal, 
 however, the mind in such a case has sated its curiosity in 
 regard to the meaning of the sentence and each subsequent 
 repetition for the purpose of fixing it in the memory merely 
 makes an impression upon the eye or ear or both, and the 
 intellect, being unoccupied, naturally wanders away. 
 Hence, learning by rote promotes mind-wandering : for the 
 Attention always wanders unless wooed to its work by all- 
 engrossing interest in the subject which in case of a weak 
 power of Attention is rarely sufficient, or by the stimu- 
 lating character of the process of acquirement 
 
48 ASSIMILATIVE MEMORY. 
 
 which is made use of. In the Method about to be given, 
 the intellect is agreeably occupied, and thereby a Habit of 
 Attention is promoted. 
 
 The justification for this Method is found in the Psy- 
 chological maxim that the intellect can assimilate a simple 
 idea more easily than a complex idea, and a few ideas at a 
 time than many ideas. 
 
 The process of this New Method of Decomposition and 
 Recomposition is as follows : — Find the shortest sentence or 
 phrase that makes sense in the sentence to be memorised. 
 Add to this short sentence or phrase, modifiers found in the 
 original sentence, always italicising each new addition — 
 one at a time — until the original sentence is finally restored. 
 Suppose we wish to memorise Bacon's definition of educa- 
 tion : " Education is the cultivation of a just and legitimate 
 familiarity betwixt the mind and things." Begin with the 
 briefest sentence and then go on : i. Education is culti- 
 vation. 2. Education is the cultivation of a familiarity. 
 3. Education is the cultivation of a familiarity betwixt the 
 mind and things. 4. Education is the cultivation of z. just 
 familiarity betwixt the mind and things. 5. Education is 
 the cultivation of a 'yast and legitimate familiarity betwixt 
 the mind and things. In this process, the sentence is first 
 taken to pieces, and then reconstructed. Finding the low- 
 est terms, " Education is cultivation," we proceed step by 
 step to add modifiers until the original sentence is fully 
 restored. 
 
 Each time we make an addition, we recite so much of the 
 original sentence as has hitherto been used, in connection 
 with the new modifiers laying special emphasis on the new 
 matter as represented by the italic words. The intellect is 
 thus kept compulsorily and delightfully occupied from the 
 start to the finish. It seeks the shortest phrase or sentence 
 and adds successively all the modifiers, making no omis- 
 sions. This analyzing and synthesizing process — this taking 
 to pieces and then gradually building up the original sentence, 
 makes a deep and lasting First Impression. 
 
 Every time this method is used the Attention ought to 
 be strengthened and mind-wandering diminished and the 
 natural Memory strengthened in both its Stages. 
 
 This process admits usually of several applications in 
 
ASSIMILATIVE MEMORY. 49 
 
 the case of a long sentence. In the foregoing example, it 
 might have proceeded thus : i. Education is a familiarity. 
 
 2. Education is the familiarity betwixt the mind and things. 
 
 3. Education is the cultivation of a familiarity betwixt the 
 mind and things. 4. Education is the cultivation of just 
 familiarity betwixt the mind and things. 5. Education is 
 the cultivation of a just and legitimate familiarity betwixt 
 the mind and things. Or we might have taken this course : 
 I. Education is a familiarity. 2. Education is a familiarity 
 betwixt the mind and things. 3. Education is ay^j/" familiar- 
 ity betwixt the mind and things. 4. Education is a just 
 and legitimate familiarity betwixt the mind and things. 5. 
 Education is the cultivation of a just and legitimate familiar- 
 ity betwixt the mind and things. 
 
 Another Example Fully Worked Out. 
 
 " Attention is the will directing the intellect into some 
 particular channel and keeping it there." i. Attention is 
 the will. 2. Attention is the will directing the intellect. 3. 
 Attention is the will directing the intellect into a channel. 
 
 4. Attention is the will directing the intellect into some 
 channel. 5. Attention is the will directing the intellect 
 into some particular channel. 6. Attention is the will di- 
 recting the intellect into some particular channel and keep- 
 ing it there. Or we may take this course : i. Attention is 
 directing the intellect. 2. Attention is directing the intel- 
 lect into a channel. 3. Attention is directing the intellect 
 into some channel. 4. Attention is directing the intel- 
 lect into some particular channel. 5. Attention is direct- 
 ing the intellect into some particular channel and keeping 
 
 I. To keep the mind in an assimilating condition, what method is 
 furnished ? 2. What is the usual process of memorising prose and 
 poetry ? 3. After one perusal in such a process what takes place ? 
 4. Does learning by rote promote mind-wandering ? 5. Does not the 
 attention always wander unless wooed to its work by great interest in 
 the subject dealt with, or by the method of learning which is given ? 
 6. How is the intellect occupied by using my method? 7. Is the habit 
 of Attention also promoted ? 8. Where is the justification of this 
 method found? 9. Can the intellect assimilate a simple idea more 
 easily than a complex idea ? 10. Describe the process of learning by 
 the Analytic Synthetic Method. 
 
50 ASSIMILATIVE MEMORY. 
 
 it there. 6. Attention is the will directing the intellect into 
 some particular channel and keeping it there. 
 
 A Long Legal Definition. 
 
 " An estate, upon condition ijgjone which^depfindS-Upon 
 theTiagpening^ or not happening ol some uncertain-g Keat 
 ■whereby the estate may be either originally created or en- 
 larged or finally defeated." 
 
 I. An estate is one. 2. An estate upon condition is one. 
 3. An estate upon condition is one which depends upon the 
 happening of some event. 4. An estate upon condition is one 
 which depends upon the happening or. not happening oi some 
 event. 5. An estate upon condition is one which depends 
 upon the happening or not happening of some uncertain 
 event. 6. An estate upon condition is one which depends 
 upon the happening or not happening of some uncertain 
 event whereby the estate may be created or etilarged or defeated. 
 7. An estate upon condition is one which depends upon the 
 happening or not happening of some uncertain event 
 whereby the estate may be either created or enlarged or 
 defeated. 8. An estate upon condition is one which de- 
 pends upon the happening or not happening of some uncer- 
 tain event whereby the estate may be either originally 
 created or enlarged or defeated. 9. An estate upon con- 
 dition is one which depends upon the happening or not 
 happening of some uncertain event whereby the estate may 
 be either originally created or enlarged ot finally defeated. 
 
 Moderation Advised. 
 
 The practice of the above method is so attractive to a 
 beginner when it is applied to single sentences, that he is apt 
 
 I. In this process, what is first done with a sentence ? 2. After a 
 sentence is thus taken to pieces, what is then done with it? 3 How 
 do we proceed after finding the lowest terms ? 4. Do we revive any 
 part of the original sentence each time we make an addition ? 5. How 
 much of it? 6. Is the intellect kept occupied in this way ? 7. Does 
 this not make a deep and lasting first impression ? 8. Every time this 
 is used what should be the result ? 9. Should the natural Memory be 
 strengthened in both stages ? 10. Does this proces3 admit of more 
 than one application in the case of a long sentence ? 
 
ASSIMILATIVE MEMORY. 5 1 
 
 to work at it too long at a time. Let him not at the out- 
 set analyse and reconstruct more than from 3 to 4 sentences 
 at one sitting or lesson, but let him do what he attempts in 
 the most thorough manner, and after a time he will not find 
 it necessary to apply this method in future memorisations. 
 
 Examples for Practice. 
 
 1. A bachelor is a wild goose that tame geese envy. 
 
 2. Law is a trap baited '^h promise of benefit or jxr 
 
 venge. 
 
 3. Conversation is the idle man's business and the busi- 
 
 ness man's recreation. 
 
 4. Attention is adjusting the observer to the object in 
 
 order to seize it in its unity and diversity. 
 
 5. Assimilative Memory is the Habit of so receiving and 
 
 absorbing impressions and ideas that they or their 
 representatives shall be ready for revival or recall 
 whenever wanted. 
 
 INTERROGATIVE ANALYSIS USED FOR SHORT 
 SENTENCES. 
 
 Interrogative Analysis or intellectual Inquisition is an- 
 other and most effective mode of inciting the intellect to 
 pass from a passive into an active assimilating condi- 
 tion when trying to learn by heart as well as to help create 
 the habit of the intellect staying with the senses. The 
 process consists of two parts : {^) To not only ask a question 
 on every important word in the sentence to be memorised, but, 
 {2) to repeat the entire sentence in reply to each question, while 
 specially emphasising that word of the sentence which con- 
 stitutes the answer to the question. Take the passage from 
 Byron : — 
 
 "Man! 
 Thou pendulum 'twixt a smile and tear." 
 
 I. Who is a pendulum 'twixt a smile and tear? "Man! 
 thou pendulum 'twixt a smile and tear." 2. What function 
 does man perform 'twixt a smile and tear? "Man ! thou 
 
 I. Define Interrogative Analysis. 2. What does it incite the intel- 
 lect to do? 3. What does the process consist of ? What are they? 
 
52 ASSIMILATIVE MEMORY. 
 
 pendulum 'twixt a smile and tear." 3. 'Twixt a tear and 
 what else is man said to be a pendulum ? " Man ! thou 
 pendulum 'twixt a smile and tear." 4. 'Twixt a smile and 
 what else is man said to be a pendulum ? " Man ! thou 
 pendulum 'twixt a smile and tear." 5. By what word is the 
 relation between "pendulum" and "a smile and tear" 
 described ? " Man ! thou pendulum 'twixt a smile and 
 tear." 6. Is the pendulum which man is said to be 'twixt 
 a smile and tear addressed in the first, second, or third per- 
 son ? " Man ! thou pendulum 'twixt a smile and tear." 
 
 The pupils will see that the above method is fundamen- 
 tally unlike the ordinary question and answer method. In 
 the latter procedure, a question is asked and the answer is 
 given by "yes" or "no," or by the use of one or more 
 words of the sentence. To illustrate : What is " man " 
 called in this passage ? Ans. A pendulum. What swings 
 betwixt a smile and tear ? Ans. A pendulum, &c., &c. 
 
 But in my Method the aim is to repeat as much of the sen- 
 tence as is possible informing the question and the whole of it in 
 each reply ; and in question and reply the word that constitutes 
 the point of both is to be especially emphasized, and in this 
 way the mind is exercised on each word of the sentence twice 
 (once in question and once in answer), and each word of the 
 sentence is emphasized in reference to the whole of the sentence. 
 And in all these separate steps it is impossible for the mind 
 to remain in a passive state, but must be active and absorb- 
 ing throughout, and thereby a most vivid first impres- 
 sion is secured, and the remembrance of it assured. 
 
 Besides the habit of exhaustively considering and weigh- 
 ing a sentence which is created by this method, it not only 
 secures the faithful recollection of the passages to which it 
 is applied, but it gives another great advantage. What 
 usually makes a person dull in conversation? Setting aside 
 timidity, we find that well-informed persons are sometimes 
 
 I. Is this method like the ordinary question and answer method ? 2. 
 How are answers given in the latter procedure ? 3. What is the aim in 
 my method ? 4. How much of the sentence is repeated in each reply 
 given to the question ? 5. What word is to be especially emphasised? 
 6. How often is the mind exercised on each word of the Sentence ? 7. 
 In all of these separate steps, is it possible for the mind to remain in a 
 passive state ? Must it not be active and absorbing throughout ? 
 
ASSIMILATIVE MEMORY. 53 
 
 good listeners, but no talkers. Why is this ? In conver- 
 sation their minds are apt to remain in a recipient passive 
 state. Hence no trains of thought arise in their own minds. 
 And having nothing in their minds which seeks utterance, 
 they remain quiet. Now the practice of Interrogative 
 Analysis compels such persons to interrogate — to propose^ 
 questions — to think. And when such mental activity be- 
 comes strong, it will break out in conversations by inter- 
 rogatories and critical and often original interesting re- 
 marks. 
 
 Teachers often complain that they can never induce 
 some of their pupils to ask questions on their tasks. The 
 reason is that their pupils remain in a passive state of 
 mind. Had they been thoroughly drilled in Interrogative 
 Analysis as I teach it, they would quickly have questions 
 to ask on all subjects. 
 
 I show them how to interrogate. They cannot help 
 practising this method. They commence with the first 
 word of a sentence and go on to the last. And from the 
 numerous examples I give, they see exactly how this is to be 
 done in all other cases. But if I had merely told them to 
 ask questions on the sentence to be learned, they would have 
 had no guide or rule of procedure to follow. As I fully 
 illustrate my Method the pupil at once knows how to pro- 
 ceed, and he gains confidence in his ability to use the 
 method every time he tries it, and at length the Habit of 
 active thinking has been formed, and he is almost sure to 
 be an interrogator and thinker on all subjects. 
 
 The following sentence will be made use of as an 
 example for practice. I deal with it by the Analytic- 
 Synthetic, and also by the Interrogative Analysis methods. 
 
 1. What is thereby secured ? 2. Is the remembrance of the first im- 
 pression assured ? 3. What other great advantage does the method of 
 Interrogative Analysis give ? 4. Are all vsrell-informed persons good 
 talkers? 5. If not, why? 6. In conversation, in what state are their 
 minds apt to remain ? 7. Do any trains of thought arise in their own 
 minds ? 8. What does the practice of Interrogative Analysis compel 
 such persons to do? 9. What do teachers often complain of? 10. 
 What is the cause ? 11. What does my method show them ? 12. Can 
 they help practising it ? 13. Do I not fully illustrate my method ? 14. 
 Does not the pupil gain confidence by practising this method ? 15. 
 Does not the habit of active thinking thereby grow upon him ? 
 
54 ASSIMILATIVE MEMORY. 
 
 " The Devil hath not, in all his quiver's choice, 
 An arrow for the heart like a sweet voice ! " 
 
 I. The Devil hath an arrow. 2. The Devil hath not an 
 arrow. 3. The Devil hath not an arrow for the heart. 
 
 4, The Devi! hath not an arrow for the heart like a voice. 
 
 5. The Devil hath not an arrow for the heart like a sweet 
 voice. 6. The Devil hath not, in his choice, an arrow for 
 the heart like a sweet voice. 7. The Devil hath not, in 
 his quiver's choice, an arrow for the heart like a sweet voice. 
 8. The Devil hath not, in all his quiver's choice, an arrow 
 for the heart like a sweet voice. 
 
 The Same by Interrogative Analysis. 
 
 I. Who hath not in all his quiver's choice an arrow for 
 the heart like a sweet voice ? The Devil hath not, in all 
 his quiver's choice, an arrow for the heart like a sweet 
 voice. 2. Hath the Devil in all his quiver's choice an 
 arrow for the heart like a sweet voice ? The Devil hath 
 not, in all his quiver's choice, an arrow for the heart like a 
 sweet voice. 3. What hath not the Devil in all his 
 quiver's choice for the heart ? The Devil hath not, in all 
 his quiver's choice, an arrow for the heart like a sweet 
 voice. 4. For what hath not the Devil in all his quiver's 
 choice an arrow like a sweet voice ? The Devil hath not, 
 in all his quiver's choice, an sxxovf for the heart like a sweet 
 voice. 5. Like what sweet thing hath not the Devil in all 
 his quiver's choice an arrow for the heart ? The Devil 
 hath not, in all his quiver's choice, an arrow for the heart 
 like a sweet voice. 6. Like what kind of a voice hath not 
 the Devil in all his quiver's choice an arrow for the heart .? 
 The Devil hath not, in all his quiver's choice, an arrow for 
 the heart like a sweet voice. 
 
 "A bad workman blames his tools." 
 
 Who blames his tools ? A badiuorkman blames his tools. 
 What kind of a workman blames his tools? A badvrork- 
 man blames his tools. What bad man blames his tools? 
 A bad workman blames his tools. How does a bad work- 
 man treat his tools? A bad workman blames his tools. 
 Whose tools does a bad workman blame ? A bad workman 
 
ASSIMILATIVE MEMORY. 55 
 
 blames his tools. What things belonging to a bad work- 
 man does he blame ? A bad workman blames his tools. 
 " Judgments draw interest at six per cent." 
 What draw interest ? Judgments draw interest at six 
 per cent. How do judgments operate on interest ? Judg- 
 ments draw interest at six per cent. What do judgments 
 draw ? Judgments draw interest at six per cent. At what 
 rate do judgments draw interest ? Judgments draw interest 
 at six per cent. A part of what sum is the interest of six 
 dollars which judgments draw ? Judgments draw interest 
 at six per cent. 
 
 " Effort is the price of success." 
 
 What is the price of success ? Effort is the price of suc- 
 cess. Was effort the price of success ? Effort is the price 
 of success. What bearing has effort on success ? -Effort 
 is /■/%!?/«« of success. Effort is the price of what ? Effort 
 is the price of success. 
 
 "Truth seldom goes without a scratched face." 
 What seldom goes without a scratched face ? Truth sel- 
 dom goes without a scratched face. Does truth ever go 
 without a scratched face ? Truth seldom goes without a 
 scratched face. What does truth seldom do without a 
 scratched face ? Truth seldom goes without a scratched 
 face. Does truth seldom go with a scratched face ? Truth 
 seldom goes without a scratched face. Truth seldom goes 
 without what ? Truth seldom goes without a scratched 
 face. What kind of a face is spoken of ? Truth seldom 
 goes without a scratched face. Without what scratched 
 thing does truth seldom go ? Truth seldom goes without 
 a scratched ^«. 
 
 Examples for Practice. 
 
 1. Instinct is inherited memory. 
 
 2. Books are embalmed minds. 
 
 3. Words are the fortresses of thought. 
 
 '4. A name denotes objects and connotes attributes. 
 
 5. Force is depersonalised will. 
 
 6. A somnambule only acts his dream. 
 
 7. Attention is fixation of consciousness. 
 
 8. Science is organised common sense. 
 
56 ASSIMILATIVE MEMORY. 
 
 The student of Interrogative Analysis can apply this 
 method to the examples given under the Analytic-Synthetic 
 Method. This will give the needful additional practice. 
 But let him not attempt too much at any one time. Three 
 to four examples thoroughly studied are quite sufficient for 
 one session or sitting. 
 
 POEMS LONG OR SHORT EASILY LEARNED 
 BY HEART. 
 
 PoE's "Bells." 
 
 1. Before attempting to memorize any selections of Prose 
 or Poetry, never fail first to read it carefully to ascertain what 
 it is all about, to learn its aim and mode of development and 
 its peculiarities, and not least of all, to look up and note 
 down in writing the meaning of unfamiliar words. 
 
 2. In this poem the average reader might have to consult 
 the dictionary for the precise meaning of "Crystalline" 
 [clear, unalloyed], "Runic" [old-fashioned, mystical], 
 " Tintinnabulation " [bell -ringing], " Monody " [a monoto- 
 nous sound], " Ghouls " [imaginary evil beings supposed 
 to prey upon human bodies], and " Psean " [a song of 
 triumph]. The pupil should understand that except in the 
 rare cases where mere sound helps us, we learn wholly 
 through the meaning of the words and their relations 
 between the meanings, and therefore if he fails to know 
 the import of any word or words in a selection, he cannot 
 receive the full benefit of the methods taught in this 
 System. 
 
 3. The reader finds that there are four stanzas in this 
 poem, each dealing with a different kind of bell, I'iz. ,- 
 Silver, Golden, Brazen and Iron bells. 
 
 4. It is always best to fix in memory the order of para- 
 graphs or of stanzas the moment the opportunity occurs 
 for that purpose, and here, before attempting to memorise 
 the stanzas themselves, let the order of them be fixed. 
 
 5. The order of the bells is first " silver," second 
 " golden," third " brazen," and fourth " iron." How estab- 
 lish this order in mind ? Silver and gold are the precious 
 metals used for coins. They occur here in the order of 
 
ASSIMILATIVE MEMORY. 57 
 
 their value, " silver " being first and the cheaper, and 
 " gold " the second and the most valuable of all. Next we 
 have "brazen," which resembles "gold" in colour, and 
 fourth and last we have " iron," the cheapest of the four — 
 silver, gold, brass and iron. If this analysis of the order 
 of the subject-matter of the stanzas is retained, the student 
 is ready to take account of other things which his first 
 perusal of the poem has taught hfm. 
 
 6. Before doing so, however, let us notice a method of 
 the old Mnemonics, which is still taught and which should 
 never be resorted to. It is their story-telling method. A 
 story or narrative is invented for the purpose of helping 
 the student, as it is claimed, to memorise it. In this poem 
 we find there are four stanzas, each occupied with a differ- 
 ent kind of bell. To help remember that the order of the 
 bells is silver, gold, brass and iron, the old Mnemonics 
 advises us to invent a story — the following will answer : 
 A couple of lovers once took a sleigh-ride, the horses carry- 
 ing silver bells. After a time they marry, when wedding or 
 golden bells are used. Later on their house is on fire, when 
 alarm or brazen bells are brought into requisition, and last 
 of all, one of the couple dies, when the iivn bells were tolled. 
 
 Whilst such a method is a novelty to the student, he 
 might tolerate it as such, but as a memory-aid it is always 
 unreliable, since it is something in addition to the matter to 
 be remembered and forming no part of it, the invented 
 story, if remembered at all, is apt to be recalled as an 
 integral part of the selection itself. 
 
 7. In this first perusal the reader has noticed that there 
 is a certain uniformity of construction in the first line of each 
 stanza, as in the first stanza we have : " Hear the sledges 
 with the bells— silver bells ; " in the second, " Hear the 
 mellow wedding bells — golden bells ; " in the third, " Hear 
 the loud alarum bells — brazen bells ; " and in the fourth 
 and last, " Hear the tolling of the bells — iron bells." 
 
 8. The reader has also observed that the second line in 
 each stanza contains a reflection in the form of an exclama- 
 tion on the function or result of the uses of the bells 
 spoken of, as in the second line of the first stanza we see : 
 "What a world of merriment their melody foretells ; " in 
 |;he secpnd stanza the second line gives us, " What a world 
 
58 ASSIMILATIVE MEMORY. 
 
 of happiness their harmony foretells ; " the second line of 
 the third stanza reads as follows : " What a tale of terror, 
 now, their turbulency tells ; " and in the fourth stanza the 
 second line runs thus : " What a world of solemn thought 
 their monody compels." 
 
 9. Other points of resemblance [In.], or of unlikeness 
 [Ex.], were noticed in the reader's first perusal of this 
 poem, and these, as well'as those already remarked upon, 
 will greatly facilitate his learning the exact language of 
 each stanza. 
 
 10. Now comes the test. It is often said that habit is 
 " second " nature. The Duke of Wellington more truly 
 said : " Habit is ten times nature." The reader early ac- 
 quired the habit of learning prose and poetry by the rote 
 method — the method of repeating the sentences over and 
 over again almost endlessly till ear or eye retains the exact 
 language. 
 
 Now, if the reader has gained a dear conception of the 
 Anaiytic-Synthetic and Interrogative Analysis methods, he 
 is sure to be convinced of their undoubted superiority to 
 the rote method. And if he must needs learn Poe's " Bells" 
 before to-morrow night, he would probably spend most of 
 the intervening time in trying to learn it by the discredited 
 rote method, and most likely fail in the attempt, while he 
 is satisfied in theory that he could memorise it by one of 
 my methods in three hours, or in half of that time. The 
 difficulty in his case is to induce him to exert his will- 
 power long enough to practise my methods in learning not 
 a few detached sentences, but an entire poem of 50 or 200 
 lines ; but if he does this in one instance, he effectually 
 breaks down the old bad habit of endless unassimilating 
 repetition and introduces a good habit instead. He will 
 then learn Poe's " Bells " by my methods in one-tenth, if 
 not one-fiftieth, part of the time it would take him to do 
 it by the rote method. 
 
 11. I here produce the poem in the hope that every one 
 who studies my System will learn it by the Analytic-Syn- 
 thetic method, and when he has learned the first stanza he 
 should then glance at my Analysis of it which follows the 
 poem and compare his work with mine. Let him then 
 learn the rest of the poem — and thereafter, as a genuine 
 
ASSIMILATIVE MEMORY. 59 
 
 exercise of his reviving power and as a training in attention, 
 let liim recall it as often as once a week for as many weeks 
 as his desire for improvement continues, or until the recital 
 of it becomes merely automatic. 
 
 THE BELLS. 
 
 Hear the sledges with the bells — silver bells — 
 What a world of<ffierrimenM;heir melody foretells ! 
 How they tinkle, tinkle, tinkle, in the icy air of night ! 
 While the stars that oversprinkle 
 
 All the heavens seem to twinkle with a crystalline delight ; 
 Keeping time.- tiraCj^ time, in a sort of Runic rjiymje, 
 To the tJi;^nnabraation that so musically wells 
 )From thV^^s, bells, bells, bells, bells, bells, bells— 
 From the iylgling and the tinkling of the bells. 
 
 c^ ~~~-> 
 
 Hear the mellw wedding-bells, golden bells ! 
 
 What a world of Cappine^their harmony foretells — 
 
 Through the balmy air of night how they ring out their delight I 
 
 From the molten-golden notes, and all in tune. 
 
 What a liquid ditty floats 
 
 To the turtle-dove that listens, while she gloats on the moon ! 
 
 Oh, from out the sounding cells. 
 
 What a gush of euphony voluminously wells ! 
 
 How it swells ! how it dwells 
 
 ,On the Future ! how_it tells of the rapture that impels 
 ' To the swinging and the ringing of the bells, bells, bells— 
 
 Of the bells, bells, bells, bells, bells, bells, bells— 
 
 To the rhyming and the chiming of the bells ! 
 
 Hear the loud alarum bells — brazen bells 1 
 What a tale of ^rror^ now, their turbulency tells ! 
 In the startled ear of night 
 How they scream out their affright ! 
 Too much horrified to speak, 
 They can only shriek, shriek, out of tune. 
 In a clamorous appealing to the mercy of the fire. 
 In a mad expostulation with the deaf and frantic fire 
 Leaping higher,' higher, higher, with a desperate desire. 
 And a resolute endeavor now — now to sit or never, 
 ! By the side of the pale-faced moon. Oh, the bells, bells, bells ! 
 What a tale their terror tells of despair ! 
 
 How they clang, and clash, and roar ! What a horror they outpour 
 On the bosom of the palpitating air ! 
 Yet the air, it fully knows. 
 By the twanging and the clanging. 
 
 How the danger ebbs and flows ; yet the ear distinctly tells 
 In the jangling and the wrangling. 
 
6o ASSIMILATIVE MEMORY. 
 
 How the danger sinks and swells, 
 2By the sinking or the swelling in the anger of the bells — of the bells — 
 :70f the bells, bells, bells, bells, bells, bells, bells— 
 In the clamor and the clangor of the bells ! 
 
 Hear the tolling of the bells— iron bells ! 
 
 What a world of(solemn thought)their monody compels I 
 
 In the silence of the night, 
 
 How we shiver with affright 
 
 At the melancholy menace of their tone ! 
 
 For every sound that floats 
 
 From the rust within their throats is a groan. 
 
 And the people — ah, the people — 
 
 They that dwell up in the steeple, all alone I 
 
 And who tolling, tolling, tolling, in that muffled monotone. 
 
 Feel a glory in so rolling on the human heart a stone — 
 
 They are neither man nor woman — 
 
 They are neither brute nor human — they are Ghouls : 
 
 And their king it is who tolls ; 
 
 And he rolls, rolls, rolls, rolls a paean from the bells ! 
 
 And his merry bosom swells with the psean of the bells ! 
 
 And he dances and he yells ; 
 
 Keeping time, time, time, in a sort of Runic rhyme. 
 
 To the paean of the bells — of the bells ; 
 
 Keeping time, time, time, in a sort of Runic rhyme. 
 
 To the throbbing of the bells — of the bells, bells, bells, 
 
 To the sobbing of the bells ; keeping time, time, time. 
 
 As he knells, knells, knells, in a happy Runic rhyme, 
 _ To the rolling of the bells — of the bells, bells, bells — 
 // To the tolling of the bells, of the bells, bells, bells, bells, bells, bells, 
 bells— 
 
 To the moaning and the groaning of the bells. 
 
 Edgar A. Poe. 
 
 APPLICATION OF THE ANALYTIC-SYNTHETIC 
 METHOD. 
 
 This method can be applied in several different ways 
 according to the idiosyncrasies of different students. One 
 way is as follows : — " Hear the sledges with the bells — 
 silver bells." Applying this method, we have — i. Hear the 
 sledges ; 2. Hear the sledges with the bells ; 3. Hear the 
 sledges with the bells — bells ; 4. Hear the sledges with the 
 bells — silver bells. Or, if we use the Interrogatory Analy- 
 sis Method we could proceed thus : i. What act of the mind 
 do we exercise in regard to the sledges with the bells — silver 
 bells? "Hear the sledges with the bells — silver bells." 
 
ASSIMILATIVE MEMORY. 6 1 
 
 2. What kind of a vehicle do we hear with the bells? 
 " Hear the skives with the bells — silver bells." 3. What is 
 it we hear in connection with the sledges ? " Hear the 
 sledges with the bells — silver bells." 4. What kind of bells 
 do we hear ? " Hear the sledges with the bells — silverheWs." 
 
 We advance to the second line, which is a reflection on 
 the facts stated in the first line. The two lines are thus 
 connected through the operation of cause, or occasion. 
 [Con.] " What a world of merriment their melody fore- 
 tells." We will henceforth only use the Analytic-Synthetic 
 Method. T. Melody foretells. 2. Their melody foretells. 
 
 3. ^^i2/»zi?m»2^«i' their melody foretells. 4. WhaX. a world 
 of merriment their melody foretells. Having seen that 
 the second line grows out of the first, and having memor- 
 ised both we can recall them together thus : 
 
 .1. Hear the sledges with the bells — silver bells — 
 2. What a world of merriment their melody fortells ! 
 
 The third line runs thus : " How they tinkle, tinkle, 
 tinkle in the icy air of night." Melody means " a succes- 
 sion of agreeable musical sounds." It is a general term — 
 tinkle, tinkle, tinkle," means a species of musical sounds, 
 the sounds of the bells. Thus we see that these two lines 
 bear towards each other the relation of genus and species. 
 This relation carefully noticed will tend to hold the lines 
 together. Let us now apply our Method : i. They tinkle. 
 2. They tinkle in the night. 3. How they tinkle in the 
 night. 4. How they tinkle, tinkle in the night. 5. How 
 they tinkle, tinkle, tinkle in the night. 6. How they tinkle, 
 tinkle, tinkle, in the air of night. 7. How they tinkle, 
 tinkle, tinkle in the icy air of night. Now let us recall all 
 the lines together, thus : 
 
 1. Hear the sledges with the bells — silver bells — 
 
 2. What a world of merriment their melody foretells ! 
 
 3. How they tinkle, tinkle, tinkle in the icy air of night ! 
 
 The fourth line being very short had better be memor- 
 ised in connection with the fifth line, and in the expression 
 of the Analysis, we can print the first word of the fifth 
 line with a capital letter. The two lines are : 
 
 4. While the stars that oversprinkle 
 
 5. All the heavens, seem to twinkle with a crystalline delight 
 
62 ASSIMILATIVE MEMORY. 
 
 Before proceeding we may notice " night " of the third 
 Hne is directly connected with " stars " of the fourth line 
 by Concurrence. This observed relation will tend to 
 cement the lines together. Using our Method we say : i. 
 Stars oversprinkle. 2. While the stars oversprinkle. 3. 
 While the stars oversprinkle the heavens. 4. While the 
 stars oversprinkle All the heavens. 5. While the stars that 
 oversprinkle All the heavens. 6. While the stars that 
 oversprinkle All the heavens seem to twinkle. 7. While 
 the stars that oversprinkle All the heavens seem to twinkle 
 with delight. 8. While the stars that oversprinkle All the 
 heavens seem to twinkle with a crystalline delight. So far 
 we have learned the following lines : 
 
 1. Hear the sledges with the bells — silver bells — 
 
 2. What a world of merriment their melody foretells ! 
 
 3. How they tinkle, tinkle, tinkle in the icy air of night ! 
 
 4. While the stars that oversprinkle 
 
 5. All the heavens, seem to twinkle with a crystalline delight. 
 
 The sixth line is in these words : " Keeping time, time, 
 time, in a sort of Runic rhyme. " We observe that as 
 " time " is here repeated three times, so " tinkle " was 
 repeated three times in the third line. We must have 
 observed, too, that it is " stars " of the fourth line that are 
 said to "twinkle" in the fifth line. The two- lines are as 
 closely connected as grammatical construction and the 
 expression of thought could make them. And the sixth 
 line is an obvious continuation of the description. Analy- 
 tically we say : i. Keeping time in a rhyme. 2. Keeping 
 time, time, in a rhyme. 3. Keeping time, time, ti7ne in a 
 rhyme. 4. Keeping time, time, time in a sort of rhyme. 
 5. Keeping time, time, time in a sort of Runic rhyme. 
 
 Let us now recall the six lines together. 
 
 1. Hear the sledges with the bells — silver bells — 
 
 2. What a world of merriment their melody foretells ! 
 
 3. How they tinkle, tinkle, tinkle in the icy air of night ! 
 
 4. While the stars that oversprinkle 
 
 5. All the heavens, seem to twinkle with a crystalline delight ; 
 
 6. Keeping time, time, time, in a sort of Runic rhyme. 
 
 The seventh line is the continuation of the sixth. Keep- 
 ing time to what ? " To the tintinnabulation that so must- 
 
ASSIMILATIVE MEMORY. 63 
 
 cally wells." i. The tintinnabulation wells. 2. The tin- 
 tinnabulation that wells. 3. The tintinnabulation that 
 musically wells. 4. The tintinnabulation that so musically 
 wells. 5. TJ? the tintinnabulation that so musically wells. 
 Wells from what ? From the bells, bells— (Jccurring alto- 
 gether six times more. This makes the eighth line. But 
 some pupils say at once, " I can never be sure in reciting 
 the line to recall bells only seven times, no more or less." 
 •These pupils will admit that they can be sure to say bells 
 four times, as bells, bells, bells, bells. Then, of course, 
 they can say bells three times more, making seven times 
 altogether. Here, then, we have the seventh and eighth 
 lines, as follows : 
 
 7. To the tintinnabulation that so musically wells 
 
 8. From the bells, bells, bells, bells, bells, bells, bells — 
 
 The ninth line is — "From the jingling and the tinkling 
 of the bells." 
 
 In the eighth line we have " bells " seven times repeated 
 in all — bells being taken in their utmost generality, viz., 
 musical dsiMion. But in the ninth or last line we have the 
 very specific action of the bells, to wit : " From tht Jingling 
 and the tinkling of the bells." We can make a short analy- 
 sis, which is always better than unthinking repetition, as : 
 I. From the bells. 2. From the jingling of the bells. 3. 
 From the jingling and the tinklingoi the bells. The seventh, 
 eighth, and ninth lines are as follows : 
 
 7. To the tintinnabulation that so musically wells 
 
 8. From the bells, bells, bells, bells, bells, bells, bells — 
 g. From the jingling and the tinkling of the bells. 
 
 Having already learned the first six lines, we have but to 
 preface these last three by the previous six, and we have 
 the first stanza as follows : — 
 
 I. Hear the sledges with the bells — silver bells — 
 
 .2. What a world of merriment their melody foretells ! 
 
 3. How they tinkle, tinkle, tinkle in the icy air of night ! 
 
 4. While the stars that oversprinkle 
 
 5. All the heavens, seem to twinkle with a crystalline delight ; 
 
 6. Keeping time, time, time, in a sort of Runic rhyme, 
 
 7. To the tintinnabulation that so musically wells 
 
 8. From the bells, bells, bells, bells, bells, bells, bells — 
 
 9. From the jingling and the tinkling of the bells. 
 
64 ASSIMILATIVE MEMORY. 
 
 In a similar manner, the pupil can memorise the three 
 remaining stanzas. 
 
 Having heretofore learned the order of the four different 
 kinds of bells, and having dealt with the first or "silver " 
 bells, we know that the next or second stanza is con- 
 cerned with the "golden " bells. Similarly, when we finish 
 the second stanza, we know that the third stanza deals 
 with the "brazen" bells, and the last with the "iron" 
 bells. 
 
 No further hints need be offered except perhaps in 
 regard to the last ten lines of the last stanza. 
 
 Notice the coincidences, the resemblances, or Inclusions, 
 the Exclusions, and the Concurrences. "Keeping time, 
 time, time, in a sort of Runic rhyme," occurs three times 
 — but on the third appearance of that phrase, there is a 
 change which must be observed ; for it bears this form : 
 " Keeping time, time, time, as he knells, knells, knells, in a 
 happy Runic rhyme." But the main difficulty with most 
 students seems to be to remember the number of times the 
 word " bells " is repeated in the different lines. We must 
 keep to the text and not resort to any foreign matter to 
 help the feeble memory. The words pcean, throbbing, sob- 
 bing, rolling and tolling occur in the lines where the " bells '' 
 are mentioned (except in that next to the last hne, where 
 " bells " occurs three times, and there is no other word in 
 that line), and in the last line "bells" is found once, and 
 the words " moaning " and " groaning " appear. Mem- 
 orise these seven words by Analysis, to wit : paean, throb- 
 bing, sobbing, rolling, tolling, moaning and groaning. 
 Thus pcean — a song of triumph — might cause heart throb- 
 bing, an inward act accompanied in the present instance 
 by sobbing, and this outward manifestation of grief would 
 be intensified by the rolling of the bells and their tolling. 
 Moaning and groaning are figurative expressions for the 
 moaning and groaning of the mourners. 
 
 Now the figures 2, 4, i, 4, 8, i (easily learned by analy- 
 sis as 2, 4, I and 4, 8, i, or 2, 4 with i following, and 4, 8 
 with I following, or 2, 4 with i following, and [double 2, 4] 4, 
 8 and i following) give the number of times the word " bells " 
 occurs in connection with the words just learned. Oppo- 
 site the line where tolling occurs we have marked 8, since 
 
ASSIMILATIVE MEMORY. 65 
 
 " bells " occurs in that line five times and three times in the 
 next line, where no other word is found. 
 
 Keeping time, time, time, in a sort of Runic rliyme, 
 2. To Xht paan of the bells — of the bells ; 
 
 Keeping time, time, time, in a sort of Runic rhyme, 
 4. To the throbbing of the bells, of the bells, bells, bells, 
 I. To the sobbing of the bells ; keeping time, time, time. 
 
 As he knells, knells, knells, in a happy Runic rhyme, 
 4. To the rolling of the bells, of the bells, bells, bells, 
 8. To the tolling of the bells, of the bells, bells, bells, bells. 
 
 Bells, bells, bells ; 
 1. To the moaning and the groaning of the bells. 
 
 Carrying these suggestions to the text, they help fix the 
 exact number of times the word " bells " occurs in each 
 line. There are other legitimate ways to assist a poor 
 memory to master these lines, but whatever is done let no 
 one ever think of resorting to the unthoughtive, brainless 
 process of endless repetition. 
 
 Poe's "Bells," being a difificult selection to learn, fur- 
 nishes, as all difificult selections do, numerous opportunities 
 for applying Analysis to fix the lines in memory. Hence 
 it should be mastered and often recited by all who would 
 learn to memorise poetry or prose, in, at the very least, 
 one-fifth of the time required by the old mind-wandering 
 process of rote learning. 
 
ANALYTIC SUBSTITUTIONS. 
 
 ANOTHER METHOD FOR REMEMBERING 
 DATES AND FIGURES. 
 
 This lesson in figures is given for the benefit of those 
 who have not yet mastered Numeric Thinking. The 
 pupil will appreciate its practical value the moment he 
 masters the key to it. 
 
 This is given in the next few pages, and it will be found 
 to be easy of comprehension and interesting to a surprising 
 degree. 
 
 The whole thing is in a nutshell. Numbers, as such, 
 are abstractions and hard to be remembered. To make 
 them hard to forget, we translate them into words or 
 phrases. These are easily remembered and they always 
 instantly give back the figures they stand for. 
 
 We represent the figures i, 2, 3, 4, 5, 6, 7, 8, 9, and o, by 
 certain consonants ; and then, as the vowels [a, e, i, 0, u, 
 and y, together with w] have no numerical value assigned 
 to them, we turn dates or any numbers into translating 
 words, which will always tell us precisely the figures the 
 words stand for. 
 
 As this simple process enables us to remember any dates 
 or numbers with absolute certainty, the pupil will be pleased 
 to know that he can learn how it is done by only one thought- 
 ful perusal. 
 
 The questions at the bottom of each page constitute an 
 invaluable aid to test the accuracy of his knowledge and 
 the correctness of his inferences. 
 
 I . Is it possible to exaggerate the importance of this lesson ? 2. 
 When, will the pupil appreciate its practical value ? 3. Where is this 
 key given ? 4. Are numbers hard to remember ? 5. How do we make 
 them hard to forget ? 6. Ky what are the ffgures represented ? 7. 
 What letters have no numerical value assigned to them ? 8. What do 
 the questions at the bottom of each page constitute ? 
 
ASSIMILATIVE MEMORY. 67 
 
 The nought and the nine digits are represented by the fol- 
 lowing consonants when they are sounded ox pronounced; viz., o 
 (nought) by s, z, or c^"" as in cease, i by t, th, or d, 2 by n, 
 3 by m, 4 by r, s by 1, 6 by sh, j, ch, or g^""* as in the first 
 g of George, 7 g""""* as in Gorge, k, c'""'^ as in rane, q, or ng, 
 8 by f or v, and 9 by b or p. 
 
 Ample practice in translating the sounded consonants of 
 words into figures, or of figures into the sounded conso- 
 nants of words will now be given. If the reader can 
 remember the foregoing consonant equivalents of figures in 
 connection with the tabulated Figure Alphabet on tfie 74th 
 page of this lesson, he can at once pass on through the 
 book. If not, he must carefully study the intervening 
 pages with painstaking — for when once learned, no further 
 difficulty can arise. 
 
 The tabulated Figure Alphabet on the 74th page of this 
 lesson expresses the consonant valuekif the nought and 
 nine digits in perpendicular columns, as under nought (o) 
 are placed s, z, and ^r'"" ; under nine are placed b and p j 
 under six are placed sh, J, ch, and g^^, &c. Only those 
 who possess first-rate natural memories can learn the 
 equivalents of the sounded consonants in figures from this 
 table. But when learned in this way, the pupil requires 
 much practice in translating words into figures and figures 
 into words. Even this exceptional pupil had better care- 
 fully study the ensuing examples. 
 
 The first thing to be done is to learn which consonants 
 are used to stand for and represent the nought (o) and i, 
 2, 3, 4, 5, 6, 7, 8 and 9. Let the student remember that 
 we use vowels to make words with, but we do not give the 
 vowels I a, e, i, o, u], or w, or y, any number value whatever. 
 
 We represent the nought or cypher [o] by the 
 CONSONANTS s, z, OR C^"" [as IN cease\ 
 
 The figure value of " sew," therefore equals or is repre- 
 sented by a cipher [o]. S =0, and the vowel "e" and 
 the consonant " w " have no figure value. Cannot the 
 
 I. What is the first thing to be done? 2. What must the student 
 remember in connection with vowels ? 3. By what do we represent the 
 cipher ? 4. What other way is given for fixing the first rule in the 
 mind ? 5. What is meant by a " cognate " ? 6. What kind of a letter 
 isS? 
 
68 ASSIMILATIVE MEMORY. 
 
 Student understand at once that ^ay = o, 5ee = o, Ease = 
 
 0, Is = o, and Zbe = o, and ^'ei^e = oo, ^ize = oo, Sa.uce 
 = 00? 
 
 The following is another way of fixing in mind this first 
 rule. 
 
 If the capital letter S were cut into two parts, and the 
 bottom half attached to the top half, it would make a 
 nought (0). So it is easy to remember that S represents 0. 
 C'°" as in cease has the same sound as S, and should there- 
 fore stand for the same figure, viz., p ; and Z is a cognate 
 of S — that is, it is made by the same organs of speech in the 
 same position as when making S, only it is an undertone, 
 and S is a whispered letter. Besides Z should represent 
 because it begins the word Zero — C"" should also stand 
 for for the additional reason that C'°" begins the word 
 cipher. In translating a word into figures we always turn 
 S, Z, or C^" into nought (o)y in turning figures into words 
 we always translate a nought (o) into S, Z, or C*"". 
 
 I IS REPRESENTED BY THE CONSONANT " T," " TH," Or 
 "D." 
 
 Tby = I. As "t " stands for i, and o and y are vowels, 
 and have no figure value, the numerical value of Toy must 
 be I. 
 
 The.^ = I, ThoVi = I, Z>ay = i, Z>ew = i, Thxs = 10, 
 Thns — 10, Z>oe.f = 10, J'ie.f = 10, Toes — 10, Deed = 11, 
 Doth = II, To-da.y = 11, 7'artoo*= 11, Tat = 11, Toad = 
 II, T\ed= 1 1, S&t = 01, Said = 01, Seat = 01, Days = 10, 
 Toys =10, These = 10, Those =10. 
 
 " t " stands for i, because it is made with one downward 
 stroke. " h " has no figure value except when it is united 
 with " s " or " c " in sh or ch, and therefore " th " must rep- 
 resent I, and d, being the cognate of "t," it is represented 
 by I. Hence we translate " t," " th," and " d " by the figure 
 
 1, and when we want to represent i, by letters, we translate 
 it into t, th, or d. 
 
 1. In translating a word into figures, what do we always do? 2. By 
 what letters is the figure i represented? 3. Why does " t" stand for 
 I,? 4. When does the letter "h" have a figure value? 5. By what 
 is 2 represented ? C. Why? 7. How do we represent 3? 8. Why? 
 g. By what consonant is 4 represented ? lo. Why ? 
 
 * See rules on page 72. 
 
ASSIMILATIVE MEMORY. 69 
 
 2 IS REPRESENTED BY " N," bccause it is made by two 
 downward strokes. No = 2, Kny = 2, One — 2, Noise = 
 20, Nice ■= 20, Nest= 201, Note = 21, Then = 12, Nnn= 
 22, 7Va« = 22, ^Sow = 02, S\ne = 02, Zo«e = 02, 7Vi«e = 
 22, Zeno = 02, ^ow« — 02. 
 
 3 IS REPRESENTED BY " M," becausc the written m is 
 made by three downward strokes. Aim — 3, Snm = 03, 
 Mnm — 33, Ma\m — 33, Money = 32, Moth — 31, Moon 
 = 32, Ma.n = 32, Month = 321, Amends = 3210, J%i« = 
 12, Ewe^zicf = 230, Ho/«e = 3. 
 
 4 IS REPRESENTED BY " R," bccausc it terminates the 
 word four in several languages. Air =4. A and i are 
 vowels, and count for no figure value in Air, and hence 
 that word represents only the figure 4. Wire = 4, .^ow = 
 4, Vfort = 41, Wrath = 41, 'Worth — 41, ^i^e = 41, Jieirs 
 = 40, Unins = 420, Rosist = 401, Hum = 43, Roar = 44, 
 ^au^er = 004, Swordsman — 041032, Razors = 4040, 
 Ame« = 402, Hermits = 4310. 
 
 5 IS REPRESENTED BY " L," because in the Roman alpha- 
 bet L stood for 50, and we disregard the cipher and make 
 it stand for 5 only — as, Oi/= 5. O and i, being vowels, 
 may be used in a word, but having no figure value, do not 
 change the numerical value of the word ; therefore the 
 figure value of " oi/" is 5, the same as though the " 1 " 
 stood alone. Zay = 5, Zaw = 5, Ho/y = 5, Awhi/e = 5, 
 Whee/= s, Zit = 51, Weatth = 51, Lad — 51, Solo = 05, 
 Sales = 050, Slower = 054, Za«e =52, Alone= 52, Lama 
 = S3, Ear/ier = 454, Wholesale = 505, VnmUitaryness = 
 2351420. 
 
 6 IS REPRESENTED BY " SH," "J," " CH," AND "g=°"-" 
 We HAVE THE LETTER VALUES OF 6, THROUGH THE INI- 
 TIAL CONSONANTS OF THE PHRASE : (Six), Shy yewesses 
 Chose George. In the following words, the vowels have 
 no figure value, hence in translation are never counted, 
 ^^ow = 6, yby = 6, Hatch = 6, Hu^e = 6, Sage = 06, 
 Cheats = 610, Shed = 61, Sheath — 61, Shot = 61, Gin = 
 
 62, Shin =62, yea« = 62, Chin = 62, Gem = 63, /am = 
 
 63, Shame = 63, Chime = 63, \5sher = 64, /ury = 64, 
 Chair — 64, Wa^er = 64, Shall — 65, /ail = 65, C^i/l = 
 65, C^e«^/e = 6215, Jewish = 66. 
 
 7 IS REPRESENTED BY " g"""* " " K," " C^""* " " Q," AND 
 
70 ASSIMILATIVE MEMORY. 
 
 " NG." We find the letter equivalents of 7 IN THE 
 
 INITIAL CONSONANTS OF THE PHRASE : (Seven), Great 
 ^ing Came Qnarvelling. We thus use the termination 
 " ng " to express 7. Ho^ = 7, Xey = 7, Cue = 7, You«^ 
 ~ 7, Yo/Je = 7, Wi^ = 7. As no vowels have any figure 
 value, they cut no figure in translating into numbers. 
 £>eck =17, Desk = 107, Kid= 71. Sk&te = 071, Ksk = 
 
 07, Asking = 077, Sketch = 076, 5,^uire == 074, Ca.fef = 
 700, Gate = 71, Egad = 71, ^Ue = 71, ^uo/e = 71. 
 This first "^ " is hard (7) and the second "g " is soft (6) 
 in G^an^es. The "g" in Governor is hard and in General 
 is soft in (Jovernor-G^eneral. The first "c" is hard (7) 
 and the second " c " is soft (o) in a^ndent, = 7012 1, Hag- 
 g/e = 75, Acme = 73, Cannon = 722, Guitar — 714, Squeak 
 = 077. 
 
 We REPRESENT 8 BY " F " AND " V," BECAUSE YOU CAN 
 IMAGINE A WRITTEN " F " TO BE AN ELONGATED 8, AND 
 
 "V " IS A COGNATE OF " F," hencc equivalent to the same 
 number ; as, Wi/e = 8, Wowe = 8. The vowels, although 
 used in the words, have no figure values, neither do "w," 
 " y," or " h," when not a part of " sh " or " ch." Safe = 
 
 08, Save = 08, ley — 8, Hiz/e = 8, i^oe = 8, D'we = 18, 
 Edify = 18, Tifi= 18, Tkief - 18, Tkieve- 18, TougA 
 = 18, E«ou^^ = 28, J\Favy = 28, Knave = 28, JVefarious 
 = 2840, J/u/f = 38, Move = 38, Jiufi — 48, i?oo/ = 48, 
 Hongh = 48, Heview = 48. Kl ive = 58, Aloof = 58, 
 Zeawe = 58, Leaf — 58, ^^.^^ - 58, Shea}'= 68,„C(4aff 
 = 68, Jove = 68, Skave='^Q, Shove = 68, Cave = 78, 
 Calf - 78, Gave = 78, Cou^^ = 78, Quafi - 78, Quiver 
 = 784, Five = 88, 7?i/e = 88, 7^eo/f = 88, Fifth = 881, 
 Fivid— 881, Faces = 800. 
 
 9 IS REPRESENTED BY " B " AND " P." [Nine] jffeautiful 
 /'eacocks would indicate the figure value of 9, in the ini- 
 
 I. Why is 5 represented by "L"? 2. By what is 6 represented? 
 3. Through the initial consonants of what sentence, not considering 
 the six in braclcets ? 4. Where do we find the letter equivalents of 7, 
 not regarding the seven in brackets ? 5. What termination do we also 
 use to express 7 ? 6. If the termination " ng " represent 7, what is the 
 figure value of Singing ? 7. Give the figure value of Hong-kong. 8, 
 By what two consonants do we represent 8 ? 9. Why ? 10. Give the 
 figure value of the vowels in these illustrations, if you find they have 
 any value. 
 
ASSIMILATIVE MEMORY. 7 1 
 
 tial consonants of " beautiful /eacocks. " £ee — g, and 
 the two vowels " ee " have no figure value, ^ow = 9, 
 Pie - 9, ^ew = 9, Pay = 9, A/e ^ g, \Jp = 9, By = 9, 
 jBase = 90, ^ia.f = 90, Pose = go, Pause = 90, ^oa^ = 
 91, Po/k = 91, -5ea^ = 91, ^ea« = 92, Pone = 92, Pof 
 = 91, /"a^/^ = 91, Pad = 91, /"iwe = 92, Beam = 93, 
 Bar = 94, ^a/e = 95, Badge = 96, .5u5-^ = 96, ^u/f = 98, 
 Ba^ — 99, Poem = 93, Pair = 94, Pi/e = 95, Push — 96, 
 Page = 96, /'u/f = 98, P'lfe — 99, Po/e = 99, Pack — 97. 
 The representatives of the figures from o up to 9 are 
 given in the initial consonants of the ten subsequent phrases 
 following the figures : — 
 
 " Sidney Merlish gave a ^ow " * = o, i, 2, 3, 4, 5, 6, 7, 8, 9. 
 
 Nought (o) So Zealous Ceases. 
 
 One (i) Thnkard thi?, Day. 
 
 Two (2) TVostrils. (or 2 iVations. Ex. 35, 10 ; 37, 22.) 
 
 Three (3) MeaSs. (or 3 Eighty Men. 2 Sam. 23.) 
 
 Four (4) ^oads. (or 4 .ffings. Ex. 25, 26 ; 38, 5.) 
 
 Five (5) Zoaves. (Matt. 14 ; Mark 6 ; Luke 9.) 
 
 Six (6) Shy yewesses C^ose George. 
 
 Seven (7) <?reat .^ings Came QnaneWing. 
 
 Eight (8) i^old Falue. (or 8 ' Farsity i^ellows.) 
 
 Nine (9) Pin fowling. 
 
 This explanation is a help to remember the letter-values 
 of the figures. Another way to fix these values in mind for 
 permanent use is to turn words into figures, as in going 
 through an ordinary spelling-book. This practice quickly 
 enables you to turn figures into words, and to translate 
 them back into figures. Facility will be attained long 
 before the lessons are completed. But this lesson, thor- 
 oughly studied, will secure the needful proficiency. 
 
 I. By what two consonants is the figure value of 9 represented? 2. 
 What are represented in the initial consonants of the ten Phrases here 
 given, not including, of course, the words before the figures in brackets? 
 3. Are these sentences of any help in remembering the letter values of 
 the figures ? 4. What other way is there to fix these values in mind ? 
 5. What does this practice enable you to do? 
 
 * Gouraud said : " 5a/a« way rel'uh coflee pie." 
 
72 ASSIMILATIVE MEMORY. 
 
 RULES. 
 Not to be glanced at or skipped, but to be carefully studied. 
 
 I. — Two consonants of the same kind with no vowel 
 between, provided they have the same sound, are 
 treated as one consonant, as " II " = 5, " nn " = 2, 
 " rr " = 4, " dd " = i, &c. The first two consonants 
 have different values in the word "accident" = 
 70121. 
 
 2. — All «7i?«^conspnants are disregarded, as " b " in " Lanii^ " 
 = 53, " Com^" = 73, or in " Tom3 " = 13. "Ph " 
 and k in ^^t^isic " = 107 ; "g/i " in Bou^At = 91 ; 
 "k" in Xnow = 2 ; "gk" in Nei^^bours — 2940; 
 "/" in Cou/d = 71, or in Psa/m = 03. 
 
 3. — The equivalents of the figure-consonants have the same 
 value as those consonants themselves, as "gh" in 
 " Tawgh" = 18, "gh" in E«ou^^ = 28; "gh" in 
 Ro\xgh = 48. "Pkrase" — 840, " JVympk = 238, 
 " Lock " = 57. " N " sometimes sounds like ng, and 
 so represents 7, as in "Bank" (977) which sounds 
 like "bang" (not "ban") with a "k" after it; ng 
 are not always taken together as one sound and 
 translated into 7, but when they sound separately 
 are treated separately, as in engage = 276*. X = 
 gs or ks = 70, as in example = 7039S ; in oxygen 
 = 7062. Sometimes X = Z, as in Xerxes = 04700, 
 
 I. When will facility be attained ? 2. Are these rules to be carefully 
 studied ? 3. Repeat the first rule. 4. What value is given to silent 
 consonants ? 5. What have the same value as the consonants them- 
 selves ? 6. What does the consonant " N " sometimes sound like ? 7. 
 What value is assigned to it in such cases ? 8. What is the consonant 
 X equal to ? 
 
 * Pupils who have a poor ear for sounds sometimes fail to note when 
 " n " sounds like " ng " and so means 7 instead of 2, Let them study 
 the words "ringer" (474), "linger" (5774), and "ginger" (6264). 
 The first syllable of "linger" rhymes with the first of "ringer" and 
 not with the first of " ginger ; " it rhymes with " ring " and not with 
 " gin ; " and if the first syllable of " ringer" is 47, the first of " linger" 
 must be 57 ; but the second syllable of " linger" is " ger," while the 
 second syllable of " ringer " is only " er," So " linger " is pronounced 
 as if spelled " ling-ger," the " n " sounds like " ng." " Ringer is pro- 
 nounced " ring-er," and " ginger " as it spelled " gin-ger." 
 
ASSIMILATIVE MEMORY. 73 
 
 and then it = o. Ci and ti, and sometimes si and 
 sci = sh, as gracious = 7460 ; Nation — 262 ; 
 Conscience = 72620. Dge = j, as in ]u^ge = 66. 
 Teh = ch = 6, as in ditch = 16 (it rhymes with 
 rich = 46). Ch sometimes = k, as in CMstmas = 
 74030. S and z sometimes = zh, which is the cog- 
 nate equivalent of sh = 6, as in pleasure — 9564, 
 and in Crozier = 7464. Acquiesce = 70, excres- 
 cence = 7074020, 
 4. — No notice is taken of any vowel or of w (war = 4) or y 
 (yoke = 7), or of h (the = i) except as part of ch 
 or sh. Words like Weigh, Whey, &c., having no 
 figure values, are never counted. If one word ends 
 with, and the next word begins with, the same con- 
 sonant, they are both reckoned, as That Toad = 
 
 HOW TO DEAL WITH DECIMAL FRACTIONS. 
 
 The pupil may skip the next paragraph if not wishing to 
 deal with decimals. 
 
 [As a rule, it is better not to use words beginning with S, 
 except to translate decimals and fractions, and Date-words 
 where a doubt might otherwise arise (unless in a phrase 
 like "To see Jiji," "delay a spy," &c.); and in case of the 
 decimals, S, as the initial letter, means (not o, but) the 
 decimal point, (i) If there is an integer followed by a 
 decimal, two separate words are used; the decimal-word 
 begins with S, thus: 945*51 = barley sold ; 7i"34i2 = 
 "good Samaritan." (2) If it is a decimal by itself, the S 
 indicates the decimal point only; '01= society; '02 = 
 Susan ; '94 = sparrow. (3) If it is a vulgar fraction, the 
 words translating numerator and denominator begin with 
 
 I. Do we ever take any notice of a vowel ? 2. Are there any words 
 which do not have a figure value, and if so, what are they ? 3. When 
 do we use the letter "S" in dealing with decimals ? 4. When does 
 "S" indicate the decimal point? 5. When are two separate words 
 used ? 6. In such cases, with what does the decimal word begin ? 7. 
 In case of a vulgar fraction, what words begin with " S " ? 8. Are the 
 S's then counted ? 9. Which word comes first ? lo. How may we deal 
 with date-words which express the time of events before the Christian 
 Era? II. After? 
 
74 
 
 ASSIMILATIVE MEMORY. 
 
 S, and the S's are not counted, the numerator-word 
 coming first, and the denominator-word last ; thus -^ = 
 sell Satan.] 
 
 As to Date-words, just before the Christian Era you may 
 use an initial S [or the vowel A, or any other vowel], as, 
 Stir would mean 14 B.C. [Before Christ] ; and, of course. 
 Tower would mean 14 a.d. [for Anno Domini — in the year 
 of our Lord] ; Soar = 4 B.C., and Rue = 4 a.d. In a 
 Date-word like Trial, to express 145 B.C., no doubt could 
 arise ; if the Pupil knows the contemporary history, he 
 could not imagine it could be 290 later, or 145 a. d. If he 
 fears he might not remember that it was B.C. he could 
 remove all doubt by using the word Stroll, or any other 
 word which translates 145 and begins with S. 
 
 For convenience of reference I now give the figure 
 Alphabet tabulated. 
 
 
 
 I 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
 7 
 
 8 
 
 9 
 
 s 
 
 t 
 
 th 
 
 n 
 
 m 
 
 r 
 
 1 
 
 sh 
 
 ghard 
 
 f 
 
 b 
 
 z 
 
 d 
 
 
 
 
 
 J 
 ch 
 
 k 
 chard 
 
 V 
 
 P 
 
 Cjoft 
 
 
 
 
 
 
 gSOft 
 
 q 
 
 
 
 If the pupil has mastered the Figure Alphabet he will 
 proceed with the greatest satisfaction and profit. If he has 
 not mastered it, let him carefully review the foregoing 
 
 I. Write the Figure Alphabet from memory. 2. If the pupil has not 
 thoroughly mastered this alphabet, what is required of him ? 3. If the 
 pupil must review the foregoing six pages, let him find words himself 
 which spell the figures. 4. Is not such a course much better than 
 merely to read over the examples and illustrations which I give? 5. Is 
 it easy to find words with which to translate dates and numbers ? 
 
ASSIMILATIVE MEMORY. 75 
 
 pages of this chapter, and then he can advance with the 
 assurance of meeting no difficulties. 
 
 How TO Find words with Which to Translate Dates 
 AND Numbers. 
 
 It is a simple and easy process ; knowing exactly what 
 consonants are used to represent each of the numbers, you 
 simply write at the side of the numbers to be turned into 
 words the consonants which stand for them ; and using 
 any vowels you please, you find out by experimenting what 
 words can translate the ligures. Suppose you wish to find 
 out what words will translate the date of the settlement of 
 Jamestown, Va., 1607. You place the figures under each 
 other as below, and then you place at the right hand of 
 each figure the consonants which translate it. 
 
 I = t, th, d. 
 
 6 = sh, j, ch, g soft (as in gem), 
 o = s, z, c soft (as in cease). 
 
 7 = g hard, k, c hard, q, and ng. 
 
 By experimenting you soon find the following phrases 
 will represent 1607 ; as, "A Dutch Song," "D&sh a Sack," 
 "To waj/% a Sock," " Tht Choosing," "The Chsismg," 
 " Tovichts a ^ey," &c. 
 
 Try the date of the adoption of the Constitution of the 
 United States, 1787. Writing down the numbers as before, 
 you place t, th, d, opposite i ; g hard, k, c hard, q, ng, 
 opposite 7 ; f and v, opposite 8 ; g hard, k, c hard, q, and 
 ng, opposite 7 ; and then you soon find translating words, 
 as follows: " To give a -Key," " The giving," " 2he quaff- 
 ing," " The Coughing," &c. 
 
 In all cases you must carefully comply with the rules 
 
 I. What would be your method of procedure? 2. What must be 
 done in all cases ? 3. What will a little practice enable you to do ? 4. 
 What must be done to secure accuracy at first ? 5. Deal with an orig- 
 inal date in the way indicated here. 6. In dealing with the date of the 
 foundation of Yale College, would the phrase "taxes due" express 
 1701 ? 7. If not, why? 8. Can you translate into a word or phrase 
 the date of your own birth ? 9. Translate into words or phrases the 
 birth and death dates of some of the historic characters which you 
 admire most. 10. Keep a record of these words or phrases for future 
 examination. 
 
76 ASSIMILATIVE MEMORY. 
 
 and explanations heretofore given. A little practice will 
 enable you to dispense with writing down the figures and 
 the consonants which represent them ; but at first pains 
 must be taken in the above way to secure accuracy. 
 
 Try 1636, the date of the founding of Harvard College : 
 You obtain " B&sh a nadgt." " The cham age," " TeacA 
 much," " To show ftyjoy," &c. 
 
 The founding of Yale College in 1701 gives: "Took a 
 seaf," " The cost," " The quest," " The cast," " A /a^ ^ue," 
 or " Tbo^ a c\ty," &c. 
 
 Sometimes the first consonants only of words are used. 
 Comenius, Educational Reformer (things before words, 
 pictured illustrations, &c.) and Moravian Bishop, was born 
 1592 : or (i) Things (5) We/1 (9) /"ictured (2) ivbw. He 
 died 1671 ; or A (i) T'eaching (6) Churchman (7) G^ave 
 (i) Ou^. 
 
 SYNTHETIC TRANSLATION OF FIGURES. 
 
 When the word or phrase used to translate figures sustains 
 no relation of In., Ex., or Con., to the event itself, thai word 
 or phrase is synthetic and is dealt with hereafter. 
 
 Nearly all the translating words given in this section so 
 far are synthetic. " The coughing," sustains no relation of 
 In., Ex., or Con., to the adoption of the Constitution of the 
 U. S., and is therefore relegated to the next chapter for the 
 method of cementing it to that event if we were obliged to 
 use that phrase. 
 
 Synthesis will be sometimes hereafter resorted to to con- 
 nect in our minds an event to its date. When this will be 
 necessary, the sequel will show. 
 
 ANALYTIC DATE AND NUMBER WORDS. 
 
 When the word or phrase which translates the date or 
 number sustains the relation of In., Ex., or Con., to the event 
 or fact itself, that word or phrase is analytic, and is memorised 
 by merely assimilating that relation. 
 
 Different ways of expressing figures by words, phrases, 
 or sentences that are self -connected to the fact or event 
 will now be given. 
 
ASSIMILATIVE MEMORY. 77 
 
 1. Sometimes all the sounded consonants of a 
 
 WORD OR PHRASE ARE USED. 
 
 Room-mates in college are called "chums." Harvard 
 College — the oldest Collegiate Institution in America — 
 really introduced " the chum age " in America. The 
 formula for the date of its foundation in 1636 my be thus 
 expressed — Harvard College founded ; th& chwm a.ge 
 [1636]. 
 
 The annual production of iron in America is said to be 
 six million four hundred and twenty-seven thousand, one 
 hundred and forty-eight tons. These jSgures may be ana- 
 lytically expressed thus : " Hu^e \ron we gzt rough " 
 [6,427,148 tons]. 
 
 The great wall of China is 1,250 miles long. This may 
 be expressed thus : " Th^y «ow a high Wa/1 .fee " [1250]. 
 
 A characteristic of Herbert Spencer is the accuracy of 
 his definitions. His birth, in 1820, may be indicated by 
 this significant phrase : " He Defines " [1820]. 
 
 2. Sometimes only the initial consonants of the 
 
 WORDS OR phrases OR SENTENCES ARE USED. 
 
 Caius Julius Csesar was born 100 e.g., and he died 44 
 B.C. His birth may be expressed by the phrase, (i) " Th& 
 (o) ^tripling (o) Csesar ; " and his death by a phrase 
 which declares that his death was the remote result of his 
 crossing the Rubicon, thus : (4) " J?ubicon's (4) Revenge." 
 
 Marcus Tullius Cicero was born 106 B.C., and he died 43 
 B.C. His birth : (i) " Tullius (o) Cicero's (6) Childhood." 
 His death : (4) " Remove (3) J/arcus." [In allusion to 
 the order for his death.] 
 
 The height of Egypt's greatest pyramid is 479 feet, or 
 (4) " World's (7) G^reatest {'^) Pyramid." 
 
 The city of Melbourne was named after Lord Melbourne 
 in 1837, or (3) " J/elbourne (7) CMstened." 
 
 It will be convenient to consider all compound names of 
 cities or places as if they were single words, using only the 
 initial consonant of the first of the names, as (2) JVtyj- 
 York, or (2) iVew-Amsterdam, or (2) United-States, etc. 
 
 New York City [at first known as New Amsterdam] was 
 settled by the Dutch in 1626, or New York founded : (i) 
 "Z>utchmen (6) Chose. (2 )iVew- Amsterdam (6) /oyfuUy." 
 
 Virginia was settled at Jamestown in 1607. This date 
 
78 ASSIMILATIVE MEMORY. 
 
 may be analytically expressed thus : (i) " 7%en (6) yames- 
 town (o) Was (7) Colonized." 
 
 The exact population of the United States, according to 
 the census of 1880, may be expressed through the initial 
 consonants of the following sentence : " A (5) Zate (o) 
 Census, (i) ' Eight's ' (8) i^urnishes (9) precise (2) 
 U«ited-States (o) ^Sovereign (9) Z'opulation," or 50,189,- 
 209. 
 
 The exaci population of the United States declared in 
 June, 1890, commonly called the census of ^^ ninety," -was 
 stated as sixty-two millions six hundred and twenty-two 
 thousand two hundred and fifty, or "A (6) (general (2) 
 Enumeration' (6) whir^ (2) U«doubtedly (2) Indicates (2) 
 'iVinety's ' (s) Zarge (o) Census." 62,622,250, or for the 
 last three figures we could say : (2) United States' (5) 
 Zarge (o) Census. 
 
 Before the close of the year 1890 an official census of 
 the Whites and Indians on the Indian Reservations added 
 243,875 to the above number, making the total population 
 of the United States in 1890, 62,866,125. A (6) G^eneral 
 (2) Enumeration (8) O/ficially (6) ^^ows (6) /ust (i) The. 
 (2) iV^umber (5) Ziving. Now (1895) it is computed to be 
 67,000,000 [to express the round numbers of millions, we 
 could say, (6) yust (7) 6^overnment or (6) Charming (7) 
 Country]. 
 
 The birth of Herbert Spencer, in 1820, may be ex- 
 pressed thus: (i) A(/vent (8) 0/ (2) Infant (o) .Spencer, 
 or (i) Th& (8) i^uture (2) "Unknowable" (o) ^Spencer, 
 (2) Infant (o) .Spencer. Several different ways of express- 
 ing the same date will be given in a few cases. 
 
 It is often convenient for a teacher, and others, to recall 
 the number of a page of a book in which a citation is found. 
 In Prof. William James's Psychology Abridged for Schools 
 and Colleges, the chapter on Habit begins on p. 134, or 
 "(i) Th& (3) J/ould (4) y?ules ; " the chapter on Will 
 begins on p. 415 : " A (4) Resolve (i) Z>enotes (5) Wi/1 ; " 
 the chapter on Attention begins on p. 217, or " {2) TVbtice 
 (i) Artention's (7) Qualities ;" the chapter on Association 
 begins on p. 253, or (2) "jVbw (5) He/p (3) M&vaoxy" 
 and that on Memory on p. 287, or " (2) Intellect (8) i?brbids 
 (7) Cramming." Prof. Loisette's New York Office is in 
 
ASSIMILATIVE MEMORY. 79 
 
 Fifth Avenue at No. 237, or "A (2) iVew (3) Memory (7) 
 G^iven," or " A (2) iVfew (3) Memory (7) Acquired." His 
 London Office was formerly at 37 [a memory gained] 
 New Oxford Street. It is now at 200 Regent Street, London 
 [(2) TVbw (o) Secure (o) Assimilation]. 
 
 3. Sometimes the first two consonants of a word 
 ARE used. 
 
 Sheridan's famous ride occurred in 1864. In dates of 
 the last and' present century it is usual to indicate the last 
 two figures of the date. 64, therefore, is all we need 
 express. Formula : Sheridan's ride in 1864 — (64) C,^eers ; 
 or, (64) .S^endan. The Pennsylvania Whisky Rebellion 
 took place in 1794; or, (94) brewery. 
 
 4. Sometimes the first and last consonants of a 
 word are used, and sometimes two consonants in 
 the middle of a word. 
 
 These devices are rarely resorted to, but if ever used, 
 they must be thoroughly assimilated. Battle of Waterloo 
 was fought in 1815 ; 15 may be found in the t and / of (15) 
 Wa/er/00. Herbert Spencer was born, as we have already 
 seen, in 1820. The 20 may be found in the n and c of 
 Spe«^er. 
 
 5. Never, on any account, use the same word to express 
 two different dates ; as, its first two consonants for one 
 date and its two middle, or its first and last consonants, to 
 express another date. 
 
 6. Never fail to carefully analyse the relations between the 
 fact or event and its date or number word. 
 
 Subject to the exceptions hereafter named, all 
 dates and numbers should be exactly expressed in 
 the date or number words. 
 
 Alexander the Great was born 356 B.C. and died in a 
 drunken debauch 323 b.c. His birth: (3) J/acedonia's (5^ 
 A/exander a (6) Oild. His death : A (3) J/acedonian's (2) 
 Inebriation (3) J/ortal. Several mnemonists of the old 
 school have for the past forty years used the phrase " Rise, 
 Sire," to express the date of the creation of the world, 
 which according to the accepted biblical chronology took 
 place 4004 B.C. But that phrase, proper enough in the 
 mouths of the sons of Noah, when they found their father 
 lying on the ground in a fit of intoxication, could have no 
 
8o ASSIMILATIVE MEMORY. 
 
 pertinence when applied to the Creator, to the creation in 
 general, or to the creation of this world in particular. A 
 self-connected phrase would, however, express this date as 
 follows : " Creation of the World : (4) EaH:h (o) Parted 
 (o) Swihly (4) iPotating." 
 
 J^t'rsi Exception. — From a.d. iooo to a.d. 1700 the last 
 three figures of the date should be expressed in the date 
 words. Mz.rs expresses 340 and could be used to indicate 
 the invention of cannon in (i) 340 by one who knew that 
 Mars was the name of the god of war in classic mythology. 
 The formula would be : " Invention of cannon : (i) 340 
 Mars." But this term would have no mnemonic signifi- 
 cance to one who knows the word Mars as meaning only 
 one of the planets. Hence the danger — ever to be avoided 
 — of using classical allusions in teaching the average stu- 
 dent. A (3) msiXXXaX (4) Organ (o) 5ways, or »2urderous 
 artillery started. 
 
 Second Exception. — From a.d. 1700 to the present mo- 
 ment, the last two figures must be expressed in the date 
 words. Many examples will hereafter illustrate this excep- 
 tion. In very rare cases, the expression of the last figure in 
 the date word will suffice. We know that Ralph Waldo 
 Emerson and Oliver Wendell Holmes [author of the Auto- 
 crat of the Breakfast Table] were born towards the begin- 
 ning of this century, the former in 1803 and the latter in 
 1809. The following formulas would give the date of their 
 birth: Ralph Waldo (180)3 Ewerson ; Oliver Wendell 
 Holmes (180)9 "breakfast." 
 
 Third Exception. — In cases where there is no practical 
 utility in comparing one very large number with another, 
 as in the case of the distances of the planets from the sun, 
 mere round numbers may suffice, yet astronomers must 
 know such numbers with exactness. But in regard to all 
 mundane affairs, the pupil must throw off the character of 
 scholar and assume the license of children, if he attempts 
 to express large numbers, as of populations, &c., by " guess- 
 ing," or, what is the same thing, by only giving round num- 
 bers. The Brooklyn Suspension Bridge is 5989 feet long, 
 and the Forth Bridge, which crosses the Firth of Forth in 
 Scotland, is 8296 feet long. Now, instead of saying that 
 the former is about 5000 feet long, why not say 5989 feet 
 
ASSIMILATIVE MEMORY. 8x 
 
 long ? [ (s) Zong (9) bridge (8) 0/ (9) Brooklyn.] And 
 instead of saying that the latter is about or somewhere in the 
 neighbourhood of 8000 feet long, why not be exact and say 
 8296 feet long ? [(8) i^'orth's (2) iVew (9) bridge (6) Sho^Vi. 
 It was completed in 1890.] 
 
 No one who has not had experience in dealing with thou- 
 sands of poor memories, as I have had, can realise the fact 
 that in most cases of poor memories the facts themselves are 
 of ten possessed, but are mostly unrecallable when wanted. I 
 have tried to teach pupils how to find analytic date or num- 
 ber words without any previous training in In., Ex., and 
 Con., and 99 of all such attempts have always been failures. 
 The 1 00th case, which succeeded, only confirmed the rule. 
 On the other hand, I have always found that these failures 
 become successes after a thorough practical training in In., 
 Ex., and Con., such as I have already given. In fact, I 
 never had a pupil who became proficient in the use of In., 
 Ex., and Con., who did not arrive at the use of analytic 
 number words without any specific directions from me. 
 But I think, on the whole, that it is the better way to com- 
 bine direct and specific training in analytic number words, 
 with a previous exhaustive general drill in In., Ex., and Con. 
 
 The rules hereafter given must be carefully studied and 
 every example painstakingly examined. After studying 
 my formulas let the pupil endeavour in each case to find a 
 better one himself. If the pupil acts on my advice, he will 
 know how to be always sure to think of the needful related 
 or including facts for finding analytic date words, phrases, 
 or sentences. 
 
 The different processes for dealing with dates or num- 
 bers may be classified as follows : — 
 
 (i) Cases where the name of the person, fact, or event gives 
 its date ; as. Birth of the colored orator and politician 
 Frederick I>o\ig\a.%% (18)17. This kind of a case is of rare 
 occurrence, and it would be like the charlatanry which has 
 disgraced many former memory systems to allow the pupil 
 to suppose that it frequently happens. A glance at the 
 event, word, or description will quickly tell him if it repre- 
 sents the necessary figures, and if it do not, he must resort 
 to an analytic date word, or phrase, or sentence, whichever 
 he finds most suitable for him. No one figure alphabet con- 
 
82 ASSIMILATIVE MEMORY. 
 
 tains the advantages of all others. Each has special advan- 
 tages in special cases. Whatever figure alphabet, however, 
 is used, the main thing about it is to master it thoroughly. 
 
 (2) Cases where a significant or analytic word or phrase 
 expresses the date or nurnber. " I/1-uja^e " expresses the 
 date of the death of Columbus in 1506, as he died in great 
 neglect. The impetuous pupil says : " How can I be sure 
 that this phrase applies to Columbus ? Would it not apply 
 to any one who had been ill-used ? " Certainly not. It 
 applies only to an ill-used man whose date (birth or death, 
 &c.) was in 1506. If he knows of some other man who was 
 greatly ill-used and who died in 1506, then he must use 
 another analytic phrase for that man. See next paragraph. 
 
 Six distinguished persons were born in 1809, yet the date 
 of the birth of each is easily fixed : Darwin, whose princi- 
 pal work was called " Origin of Species ; " Gladstone, 
 noted for his vigorous eloquence ; Lincoln, who was con- 
 spicuous as a binder together of separated States ; Tenny- 
 son, who was chosen as Poet- Laureate, and who was born 
 at Somersby, England ; Felix Mendelssohn-Bartholdy, who 
 early displayed a musical genius, and whose first oratorio 
 was called " St. Paul ; " Elizabeth Barrett Browning \riJe 
 Elizabeth Barrett], whose poems are distinguished for their 
 subjectivity. The analytic formulas for these different 
 persons born in the same year, 1809, may each differ from 
 the others, thus : 
 
 Birth of Charles Darwin »S^ecies (18)09 
 
 William Ewart Gladstone .^ellbinder (18J09 
 
 Abraham Lincoln .^licer (18)09 
 
 Alfred Tennyson, /'oet (180)9 or (o) 6'elected 
 
 (9) Poet or .Somers^y (09) 
 
 rFelix Mendelssohn-Bartholdy (180)9 o'' -Precocious 
 
 (180)9, or (o) ^t. (9) Psm\ 
 
 Elizabeth Barret Browning (180)9, ^'^ "Subjective 
 
 (18)09 
 
 I. Do all pupils succeed in finding analytic date or number words 
 without any previous training in In., Ex., or Con. ? 2. What propor- 
 tion succeeded ? 3. Does this not confirm the rule ? 4. Do these failures 
 ever become successes ? 5, How ? 6. What must be carefully studied 
 hereafter? 7. After studying my formulas, what should the pupil do? 
 8. What will be the result, if the pupil acts on my advice ? 9. In 
 what ways may the different processes for dealing with dates and num- 
 bers be classified ? 
 
ASSIMILATIVE MEMORY. 83 
 
 Benjamin Franklin was born in 1706, and died in 1790. 
 (o) " iSagacious (6) " cMld " would analytically fix his birth, 
 as he was known as a precocious boy : or the single word 
 (06) ^a^e. As he was a great worker all his life, (90) 
 " Busy," or " (9) benjamin (o) Ceased " would signifi- 
 cantly express his death-date. 
 
 (3) Cases where the initial consonants of a short sentence 
 analytically express the date. 
 
 The analytic number words, phrases, and sentences which 
 one retains most easily are those which he has made him- 
 self. Formulas prepared by others are perfectly retained, 
 however, if they are thoroughly assimilated. 
 
 The analytic word or phrase is what one most usually finds 
 and uses. Sentences will sometimes be useful because they 
 may contain the name of the event, and they sometimes 
 offer a wider range for selection of the needed consonants ; 
 but care must be taken to avoid ambiguity. To indicate 
 the birth of Lincoln, we might use this formula : (i) Da.ym 
 (8) of (o) Assassinated (9) -President, but as Garfield was 
 also assassinated, the formula in its meaning would equally 
 apply to the latter. If, however, we know that Garfield 
 was born in 1831, the ambiguity would be removed, (i) 
 Z'awn (8) 0/ (o) Assassinated (9) AiJraham could apply 
 only to Lincoln, (i) Z'awn (8) of (o) Slavery's (9) Presi- 
 dent would be applicable to the career of Buchanan, 
 Pierce and Fillmore, but it would express the birth-date 
 only of Lincoln, while it would be wholly inapplicable to 
 his career, (i) Z>awn (8) 0/ (o) Slavery's (9) Punisher 
 would exclusively apply to Lincoln's life and birth-date. 
 
 (2) "A'oah a (34) M&re (8) Wai/," (2) " Noah (3) J/ay 
 (48) Hove," or (2) "iVoah (3) M&y (48) Amz/e," are 
 analytic sentences where all the sounded consonants are used. 
 But a gireater variety of sentences might be found, or one 
 sentence be more readily found in the first instance if only 
 the mV2a/ consonants are used : as, (2) iVbah's (3) Menag- 
 erie (4) Ark (8) i^ull, or (2) iVoah (3) Made (4) Ararat 
 
 I . Can you think of any other analytic words to express the date of 
 the birth of Abraham Lincoln? 2. Since " h " has no figure value, 
 could we not use "Shaper"? 3. If not, why? 4. What analytic 
 number, word, phrase, or sentence, does the pupil retain best? 5. Are 
 formulas made by others ever perfectly retained ? 6. In what cases ? 
 
84 ASSIMILATIVE MEMORY. 
 
 (8) i^amous, or (2) iVbah's (3) il/arvellous (4) ^ainy (8) 
 jnood, or (2) iVbah's (3) il/ighty (4) Ark (8) i?Ioated, 
 or (2) iVoah (3) J/ounted (4) Ararat (8) i^irmly. Other 
 specific analytic phrases for this event may easily be found 
 by the student. 
 
 The superiority of analytic phrases where «// the sounded 
 consonants are used, over the analytic sentences, where 
 only the initial consonants are employed , may be seen in 
 the case of the number of men who enlisted in behalf of 
 the Federal Government in the late war. The number was 
 two millions, three hundred and twenty thousand, eight hun- 
 dred and fifty- four. By initial consonants we have, (2) 
 A«y (3) Mzx\. (2) no\J (o) \s (8) a/ull (5) /oyal {4) Hero. 
 By all the sounded consonants we have — "Inhuman Civil 
 War ; " the latter shorter, more significant, and more easily 
 remembered. And, on the principle that a condensed, 
 brief statement, if clear and definite, makes a more vivid 
 impression than a longer one, we shall find that a short 
 analytic phrase is better for the memory than an analytic 
 sentence, and an analytic single word than a phrase. But 
 a short analytic phrase, or a short analytic sentence, is 
 usually necessary, owing to our ignorance of the subject 
 matter, the limitations which belong to all figure alphabets, 
 and our neglect to act strictly on the lines of In., Ex., and 
 Con. 
 
 (4) Cases where there is no direct relation between the per- 
 son, fact, or event, and the date, or number word or words. 
 In such cases, Synthesis, which is taught hereafter, develops 
 an indirect relation. Synthesis is used in three cases : (i) 
 Where there is no relation existing between the fact or 
 event and its date word ; (2) Where we are ignorant of all 
 the facts which would give us significant or analytic date- 
 words ; and (3) where we know the needful pertinent facts 
 with which analytic words could be formed, but we cannot 
 
 I. Is the analytic word or phrase self-connected to the event? 2. 
 Why will sentences sometimes be useful ? 3. What must be avoided ? 
 4. Can a greater variety of sentences be found if only the initial con- 
 sonants are used? 5. What does the phrase "Inhuman Civil War" 
 represent ? 6. What does it show the superiority of ? 7. What are the 
 characteristics which recommend it ? 8. Is a short analytic phrase 
 better for the memorj than an analytic sentence ? 9. On what prin- 
 ciple ? 
 
ASSIMILATIVE MEMORY. 85 
 
 recall them for use. In these three cases Synthesis must 
 be used. I will now give and illustrate the rules for the 
 prompt finding of analytic date or number words. 
 
 The preparation for thus remembering numbers without 
 effort is the only exertion required. When the method is 
 mastered, the application of it is made with the greatest ease 
 and pleasure. 
 
 There are four indispensable requisites to finding ana- 
 lytic date and number words promptly. 
 
 (i) Such a Mastery of the figure alphabet that 
 
 THE CONSONANT EQUIVALENTS OF THE CIPHER AND NINE 
 DIGITS ARE AT INSTANT COMMAND, AND NEVER HAVE TO 
 BE LOOKED UP WHEN YOU HAVE TO DEAL WITH FIGURES. 
 
 Pumps were invented in 1425. A student who thinks 2 
 is to be translated by " m " instead of " n," translates the 
 dates by these phrases, viz., "Drum a whale," or "Trim 
 oil," or " To ram a wall." As these phrases sustain the 
 relation neither of In., Ex., or Con. to the fact, they are 
 hard to be remembered ; and if remembered, they mis- 
 lead. The student who has mastered the Fig. Alphabet 
 remembers that "n" stands for 2, and if he knows the 
 object of pumps, he at once finds the analytic phrase, 
 "Drain a well." The formula would be: "The pump 
 invented — Drain a we/1 (1425)," or (i) Water (4) raised 
 (2) i« a (5) ho/low. How could he forget the date ? 
 
 Tea was first used in Europe in 1601. The unobserving 
 student imagines that 6 is translated by g*"'*, k, c'"''''*, q, or 
 ng, and so he translates 1601 into " Outcast " (1701); a 
 mistake of loo years, and, besides, "Outcast" is wholly 
 unconnected with the introduction of tea into Europe. 
 The genuine student knows that 6 is represented by sh, j, 
 ch, or g^"", and so he at once finds the analytic formula : 
 " Tea first introduced into Europe — Tea chest (i6oi)." 
 The figure phrase bears the relation of In. and Con. to the 
 event, and cannot be forgotten. Besides many people 
 
 I. What is sometimes necessary ? 2. In how many cases is Syn- 
 thesis used ? 3. What are they ? 4. How many indispensable requi- 
 sites are there to finding analytic date and number words promptly? 5. 
 Is draining a well the sole object of a pump ? 6. Was such its purpose 
 originally ? 7. Explain the two phrases used to fix the date of the 
 introduction of tea into Europe. 8. Can a figure phrase that bears the 
 relation of In., Ex., or Con. to the event be forgotten? 
 
86 ASSIMILATIVE MEMORY. 
 
 believe that tea helps digestion, and such persons would 
 find an analytic date-word thus : " Tea first used in Europe 
 — Z>i^ej/(i6oi)." 
 
 " O"** " is often mistaken for " c''"'^ " by careless learners. 
 Fulton's steamboat "Clermont" was launched in 1807. 
 Such a pupil translates that date by the phrase, " £>efies 
 ice " (1800). Here " c " is soft and represents a cipher and 
 not 7. " JDe/y a scow " gives the exact date. Here the 
 "c " is hard and represents 7, and as the steamboat could 
 easily outrun the " scow," the phrase is easily remembered. 
 
 An impatient pupil who never learns anythingthoroughly 
 often disregards the rule about st'Ienf consonants. Brad- 
 dock and most of his men were killed by the Indians in 
 1755. This date this pupil translates by the phrase, " Dock 
 knell all " (17255). He overlooks the fact that 17 was 
 expressed by " Dock," and no one out of a mad-house 
 can tell how he came to add " knell all," unless he had for- 
 gotten that he had provided for the 7 of 17, and imagined 
 that " k " in knell is sounded. But how account for " n " 
 to introduce 2 ? A genuine pupil would find the analytic 
 phrase in " 7!^ey ,4i/l ail " [1755]. 
 
 Andrew Jackson, the seventh President, died in 1845. 
 The unindustrious pupil imagines that " p " represents 8, 
 and not "f"or"v,"and translates 1845 into " To pour 
 oU" (1945). The diligent student finds an analytic trans- 
 lation of the date in the phrase " TAe /arewe/1" (1845). 
 
 These illustrations are sufficient to convince any one 
 that the Figure Alphabet must be mastered before the 
 attempt is made to deal with dates and numbers. 
 
 (2) The pupil must possess such a mastery of 
 
 THE subject matter THAT HE CAN INSTANTLY RECALL 
 facts RELATING THERETO ON THE LINES OF In., Ex., 
 
 AND Con. If he lacks such knowledge he had better deal 
 
 I. What mistake does the impatient pupil make ? 2. Does this not con- 
 vince you that the figure alphabet must be mastered before the attempt 
 is made to deal with dates? 3. What is the second requisite to 
 becoming proficient in forming analytic date words ? 4. What should 
 the pupil do if he lacks the knowledge indicated here? 5. If the pupil 
 fixes in mind the population of three States per day, how long will it 
 take him to learn the population of all the American States ? 6. How 
 long to deal in like manner with the population of all the countries of 
 the globe ? 
 
ASSIMILATIVE MEMORY, 87 
 
 with dates and numbers which he must remember by 
 synthesis [hereafter], or by Numeric Thinking, rather 
 than strive in vain to find analytic date and number 
 words. 
 
 It is said that there are 1,750 spoken languages. If the 
 pupil does not know that the tongue is moved in different 
 ways to pronounce the distinctive sounds of different lan- 
 guages, he might not think of this analytic translation of 
 (1750), " 7b«^ue a/1 way^-." 
 
 The population of Kentucky according to the last census 
 (1880) was 1,648,690. Those who do not know the Ken- 
 tuckians raise fine saddle and race horses, many of which 
 are bays, might not think of the analytic phrases, " T&z.che,r 
 of shoviy bays," or " Teach&r of a. showy pact." 
 
 The estimated number of horses in the world is 58,576,- 
 322. Those who do not know how cruelly coachmen often 
 treat the horses under their charge might not think of the 
 analytic phrase, "Will f&tl coachmen novir." 
 
 The Yellowstone National Park contains 2,294,740 
 acres. One who does not know that this park was recently 
 created, might not think of the analytic phrase, "0«e iVew 
 Park arose." 
 
 The U. S. Government paid out in the year 1865 the 
 sum of $1,297,555,324. If one wished to remember the 
 exact .figures, he could easily find an analytic phrase, if he 
 thinks of the act of delivering or handing over the money, 
 as " They unpack /oya/ly a/1 money here." If any analytic 
 phrase is long or awkwardly constructed, it is very easy to 
 memorise it by the analytic-synthetic method; as (i) They 
 unpack. (2) They unpack money. (3) They unpack 
 money here. (4) They unpack all money here. (5) They 
 unpack loyally all money here. 
 
 The number of letters delivered in Great Britain during 
 the postal year of 1881-82 was 1,280,636,200. If the 
 student knows that the Central Post Office of London is a 
 very large building, he could instantly find the analytic 
 phrase, " Within office hxige much news we see." 
 
 The amount lost annually by fire in the United States is 
 estimated at $112,853,784. If we do not go outside of 
 the subject matter of losses by fire, we shall readily find 
 an analytic phrase by means of which we can certainly 
 
88 ASSIMILATIVE MEMORY. 
 
 remember that large number of dollars — " A d^t on Jhm- 
 ingfirt." 
 
 There are 653,020 Freemasons in U. S. A. Those who 
 know what is meant by the phrase, " From labor to 
 refreshment," in the masonic ritual, will at once translate 
 those figures into the analytic phrase, " Jol\y Masons." 
 
 There are 591,800 Odd Fellows in the United States. 
 Notice if you can find figures to translate " Odd " or 
 " Fellows," or any other fact pertaining to the Order, 
 and you have the analytic phrase, " A/I ha^py ' O^/d ' 
 /aces." 
 
 There have been granted 428,212 patents in the United 
 States. Can you find any word pertaining to patents in those 
 figures ? " We here invent a«ew." 
 
 The number of Indians in the United States is estimated 
 as 241,329. Considering how unkindly treated many of 
 them have been, we find an analytic phrase which fits the 
 fact — " No red man ha/py." 
 
 The population of the state of New York in 1880 was 
 five millions, eighty-two thousand, eight hundred and 
 seventy-one (5,082,871). An analytic phrase founded on 
 any conspicuous characteristic of the population, or on 
 any prominent aspect of the geography of the State 
 [Niagara Falls, for instance], which many of its people 
 have witnessed, would suffice, or "A (5) Zegal (o) Census 
 (8) 0/ (2) iVew-York's (8) i?blks (7) Comprising (i) 
 Eight's." 
 
 The pupil who conscientiously studies the rules and 
 examples in this lesson will find that he can have the great 
 satisfaction of always being exact and reliable in regard to 
 numbers. 
 
 I. Give an original analytic phrase expressing the number of acres in 
 Yellowstone National Park. 2. Why do we not give all three of the 
 I's in the word " loyally " a figure value ? 3. In translating the word 
 "debt," why is it not 191 instead of 11 ? 4. What makes these phrases 
 easy to remember ? 5. Give an analytic phrase expressing the number 
 of patents granted in the United States. 6. What great satisfaction 
 can the conscientious pupil always have ? 7. Suppose, when the pupil 
 reaches this page, he has learned that the number of the population, or 
 of patents, or of Masons, Odd Fellows, &c., has changed, what is he to 
 do 7 8. Must he not deal with the latest statement of the fact, and find 
 his own analytic number words ? 
 
ASSIMILATIVE MEMORY. 
 
 89 
 
 DATES OF THE ACCESSION OF THE AMERICAN 
 PRESIDENTS. 
 
 The date-words opposite each name can be learned by 
 one careful analytic perusal. If the relation is not under- 
 
 stood in any case, a glance 
 the series of Presidents wil 
 
 *George Washington 
 
 John Adams . 
 *Thomas Jefferson 
 *James Madison 
 *James Monroe 
 
 John Q. Adams 
 *Andrew Jackson . 
 
 Martin Van Buren 
 fWiLLiAM Henry Harrison 
 
 John Tyler . 
 
 James K. Polk 
 fZACHARY Taylor . 
 
 Millard Fillmore 
 
 Franklin Pierce . 
 
 James Buchanan . 
 *Abraham Lincoln 
 
 Andrew Johnson . 
 *Ulysses S. Grant 
 
 Rutherford B. Hayes , 
 ■j-jAMES A. Garfield 
 
 Chester A. Arthur 
 
 Grover Cleveland 
 
 Benjamin Harrison 
 
 Grover Cleveland 
 
 at the explanations which follow 
 remove all doubt or difficulty. 
 
 F?ib\axi (1789). 
 ^icierings (1797). 
 5/eed (1801). 
 .Speculative (1809). 
 Zlortrine (1817). 
 UwAicky (1825). 
 U«whi/ped (1829). 
 Mocied (1837). 
 Hard cider (1841). 
 ^u^/derless (1841). 
 ^ea/m-extender (1845'), 
 Waf^roof (1849). 
 iirenser {1850). 
 Looming (1S53). 
 ZeiTompton (1857). 
 A^i/ation (1861). 
 Skali (1865). 
 C/4a/ultepec (1869). 
 Cocoa (1877). 
 FsitsX (1881). 
 A//er (1881). 
 Flood (1885). 
 Fibrous (1889). 
 Boom (1893). 
 
 I. How can the date-words opposite each name be learned ? 2. What 
 must be done in case the relation is not understood ? 3. What is the 
 relation between William Henry Harrison and ' ' Hard cider " ? 4. 
 Why would not " Sweet cider" do? 5. What Presidents served more 
 than one term ? 6. How is this indicated ? 7. How many died in 
 office ? 8. When is the pupil supposed to learn the series of Presi- 
 den;s? 
 
 * Those who were in office more than four years were re-elected for 
 a second term. The second term always began four years after the 
 beginning of the first term. 
 
 f Those who were Presidents for less than four years died in office 
 and were succeeded by Vice-Presidents. President Lincoln was 
 murdered forty days after the commencement of his second term of 
 office, when Vice-President Johnson became the 17th President. 
 
90 ASSIMILATIVE MEMORY. 
 
 Remarks. — The pupil is presumed to have learned here- 
 tofore the series of Presidents from Washington to Grover 
 Cleveland, and to have recited it forwards and backwards 
 many times. Now let him learn the dates of their accession 
 to ofifice, and then let him recite the series both ways in 
 connection with those dates several times : as, George 
 Washington, 1789 ; John Adams, 1797 ; Thomas Jefferson, 
 1801, &c., &c., to Grover Cleveland, 1893 and then back 
 to Washington. Although it is much better for the pupil 
 to find his own analytic date-words, yet, as many may not 
 have the time to do so while studying this lesson, I append 
 a few explanations of the facts on which the above analytic 
 date-words are founded. 
 
 " ' Fabian ' was applied to the military tactics of Wash- 
 ington, on some occasions, when he imitated the policy of 
 Quintus Fabius Maximus Verrucosus, a Roman General 
 who not daring to hazard a battle against Hannibal, 
 harassed his army by marches, counter-marches, and 
 ambuscades." " Bickerings " were incessant during John 
 Adams's administration between his own supporters and 
 the faction of Hamilton. " Steed " — Jefferson rode on 
 horseback to the Capitol to take his oath of office as 
 President. Arrived there he dismounted and fastened his 
 steed to an elm-tree, since known as Jefferson's tree. He 
 did this to signalise his disapprobation of royalty, and his 
 preference for democratic equality. "Speculative" were 
 the celebrated "Madison Papers." "Doctrine" — the 
 Monroe doctrine declared that no foreign power should 
 acquire additional dominion in America. " Unlucky " 
 was correctly applied to John Quincy Adams's administra- 
 tion. See Barnes's U. S. His., p. 175. " Unwhipped " — 
 Jackson always came off victorious in all his duels and 
 military campaigns. " Mocked " — Van Buren was ap- 
 pointed by Jackson as U. S. Minister to England. The 
 United States Senate rejected his nomination. This 
 political insult secured much sympathy for him, and helped 
 to make him President. " Hard-cider " was a party 
 watchword during Harrison's campaign for the Presidency. 
 " Rudderless " — Tyler often changed his political views, 
 and finally turned against the United States Government, 
 of which he had been Chief Executive. " Realm-extender " 
 
ASSIMILATIVE MEMORY. 9 1 
 
 — during Polk's administration the United States acquired 
 the territory embracing California, Arizona, New Mexico, 
 and Texas. " Warproof " — Taylor was a successful warrior. 
 " Licenser " — Fillmore's administration passed the Fugitive 
 Slave Law, which enabled the Southern masters to re- 
 capture runaway slaves. " Looming " — during Pierce's 
 term the cloud of civil war was looming up in the distance. 
 " Lecompton " constitution of Kansas was a pro-slavery 
 document which Buchanan favoured. " Agitation " pre- 
 ceded and attended Lincoln's inauguration, and finally 
 culminated in the civil war. " Shall " — Johnson made use 
 of the imperative "shall" in regard to the removal of 
 Edwin M. Stanton, for which attempt he was afterward 
 sought to be impeached. " Chapultepec " was the battle 
 in which Grant entered upon that career of military 
 achievement which secured him two Presidential terms. 
 " Cocoa " was characteristic of the drinks allowed at 
 Hayes's table at the White House. No wine was tolerated. 
 " Fatal " was Guiteau's shot to Garfield. " After " — 
 although Tyler, Fillmore, Johnson, and Arthur became 
 Presidents on the death of their chiefs, yet only Arthur 
 succeeded to the Presidency in 1881, which is indicated by 
 the first two consonants of "After." " Flood " — Cleveland 
 vetoed an unprecedented number of bills during his term. 
 There was a " flood " of them. " Fibrous " applies meta- 
 phorically to mental qualities ; it means strong, sinewy — 
 high talents, just below genius. " Boom " refers, of course, 
 to the large amount of support which Cleveland obtained 
 on his second election to the Presidency. 
 
 DATES OF THE ACCESSION OF THE ENG- 
 LISH SOVEREIGNS. 
 
 From 1000 A.D. to 1700 a.d. , the last three figures only 
 need be given, and from 1700 a.d. to date only the last 
 
 I. Should the pupil find his own analytic date-words in this exercise? 
 
 2. How were Washington's military tactics sometimes characterised ? 
 
 3. What is the relation between ' ' Bickerings "and John Adams ? 4. 
 Why is " Steed " analytic of Jefferson's inauguration ? 5. What has the 
 word ' ' Doctrine "to do with Monroe's administration ? 6. To what 
 book is the pupil especially referred in regard to J. Q. Adams's admin- 
 istration? 7. Is " Mocked " a case of Con. or Ex. in the case of Van 
 Buren ? 
 
92 ASSIMILATIVE MEMORY. 
 
 two figures require to be given. It is better for the pupil 
 to find his own phrases. A slight acquaintance with Eng- 
 lish History will make all the formulas here given easily 
 understood. Green's short " History of the English Peo- 
 pie," Dickens' " Child's History of England " Collier's 
 " History of England," and " History of England," by the 
 author of the " Knights of St. John," may be recommended. 
 
 (i) William I. (1066) — (o) Hajtings (6) ^rAampion (6) 
 
 ■ " " ' 'j) — He (i) ifecorated (o) 
 
 his (8) Other's (7) ^ave ; or (o) j-ilvering a (8)j^ther's 
 
 /ustified. (2) William II. (1087^ — He (i) ^fecorated (oj 
 
 (7) ^ave. (3) Henry I. (iioo) — (i) The (o) jcholarly 
 (o) sovereign. (4) Stephen (1135) — (i) 77ie (3) ^zonarch's 
 (S)^iar. (5) Henry II. (1154)— (i) 7%e (5) /and (4) /re- 
 storer. (6) Richard I. (1189)— (i) 7%e (8) pawners (9) 
 /unished. (7) John (1199) — (i) Z>epriving a (9) /retty 
 (9) ^oy. (8) Henry III. (1216)— (i) " TTikd " (2) He«ry's 
 (i) itendcT (6) f^ildhood. (9) Edward I. (1272) — (2) On a 
 (7» crusade (2) unsupported. (10) Edward II. (1307) — 
 (3) A »zonarch ,0) Cfpouses a (7) comrade. (11) Edward III. 
 (1327) — He (3) made (2) Windsor (7) Castle. (12) Rich- 
 ard II. (1377) — A (3) monarch's (7) collector (7) ^^illed. 
 (13) Henry IV. (1399) — A (3) /monarch (9)/unished (9) 
 borderers. (14) Henry V. (1413) — A (4) noter (i) /urned 
 (3) monarch. (15) Henry VI. (1422) — (4) .Royalty (2) in 
 (2) infancy ; or (4) Arc (2) unjustly (2) inflamed. (16) 
 Edward IV. (1461) — (4) York (6) championed (i) Tbwton. 
 (17) Edward V. (1483)— (4) ifuler (8) "T^ifth" (3) mur- 
 dered. (18) Richard III. (1483)— (4) Richard (8) feigns 
 (3J /nodesty. (19) Henry VII. (i486)— (4) i?oses (SJjfinally 
 {6)yoined. (20) Henry VIII. (1509) — A (5) /ady (o) clay- 
 ing (9) /olicy. (21) Edward VI. (1547)— A (5) /ad (4) 
 royally (7)^od ; or, a (5) wi/1 (4) requiring a (7) council. 
 j(22) Mary (1553)— (5)Zuckless(s)/oving(3)jl/ary. (23) 
 Elizabeth (1558)— (5) E/izabeth (5) /iked (8) z^etoes. (24) 
 James I. (1603) — (6) James a (o) .Sfcottish (3) monarch. 
 (25) Charles I. (1625) — (6) Charles' (2) insupportable (5) 
 i/legalities. (26) Council and Parliament (1649) — (6) 
 Charles {4.) nghtly (9) lieheaded. (27) Oliver Cromwell 
 (1653) — (6) G^eneral (5) 0/iver's (3) wastery. (28) Rich- 
 ard Cromwell (1658)— (6) G^eneral (5) 0/iver's (s) o/i- 
 spring. (29) Council and Parliament (1659) — A(6)ytinta 
 
ASSIMILATIVE MEMORY. 93 
 
 (5) /eading (9) /krliament. (30) Charles II. (1660) — (6) 
 Cheerful (6) Charles (o) Second. (31) James II. (1685) 
 — (6)/ames' (8)/ollowers (5) e/ated. (32) William III. 
 and Mary (^1689) — (6) /oining (8) 0/ (9) Powers. (33) 
 Anne (1702) — (o) ^Submissive (2) A«ne. (34) George I. 
 (1714) — (i) Ufterly (4) ^signed. (35) George II. (1727) 
 — (2) Awspach's (7) Caroline. (36) George III. (1760) — 
 
 (6) G^eorge's (o) 6'overeignty. (37) George IV. (1820) — 
 — (2) Ui^divorcible (o) Sovereign. (38) William IV. 
 ^1830^ — (3) Afidshipman (o) Sovereign. (39) Victoria 
 (1837) — A (3) model (7) ^ueen. 
 
 EXPLANATIONS. 
 
 (i) Edward the Confessor, always fond of the Normans, 
 ha.d promised that on his death his kingdom should go to 
 Duke William of Normandy. (2) William II. early di- 
 rected a goldsmith to decorate his father's grave with gold 
 and silver ornaments. (3) Henry I. was called Beauclerc, 
 or fine Scholar. (4) Stephen had produced a false witness 
 to swear that the late king on his deathbed had named him 
 (Stephen) as his heir. (5) Henry II. revoked most of the 
 grants of land that had been hastily made during the late 
 troubles. (6) Richard punished the people who had be- 
 friended him against his father. (7) Arthur had the best 
 right to the throne, but John imprisoned and murdered 
 him. (8) Henry III. was crowned at the age of ten. 
 " Third " tells which Henry is meant. (9) Edward I. de- 
 clared — " I will go on, if I go on with no other follower 
 than my groom." (10) Gaveston was the king's comrade 
 and favourite, and was finally beheaded by the indignant 
 barons. (11) Edward III. erected Windsor Castle. (12) 
 The king's poll-tax collector was killed by Wat Tyler. 
 (13) A successful Scottish war was this monarch's first 
 achievement. (14^ Riotous Prince Hal became a spirited, 
 valiant king. (15) Henry VI. was only nine months old 
 when his predecessor died. (16) Edward IV., with aid of 
 the Earl of Warwick, won the great battle at Towton ; 
 40,000 men were slain. (17) Edward V. was only thirteen 
 years old. The Lord Protector, Duke of Gloucester, threw 
 him, with his brother, into the Tower and caused them to 
 
94 ASSIMILATIVE MEMORY. 
 
 be murdered. (i8) Richard's affected modesty is con- 
 spicuously brought out in Shakespeare's tragedy of Richard 
 
 III. (19) Henry VII., to quell forever the hostility of the 
 rival Roses, married Elizabeth of York, the daughter of 
 Edward IV. (zo) The formula in this case is clearly jus- 
 tified by history. (21) Edward VI. was but ten years old. 
 Henry VIII. had provided in his will that a council of six- 
 teen should govern during Edward's minority. (22) Mary 
 was fond of her husband, who cared little for her, and 
 unlucky in her advisers. (23) Elizabeth showed the natu- 
 ral arbitrariness of her disposition in her vetoes. In one 
 year — 1597 — she refused the royal assent to 48 bills passed 
 by the Commons. (24) James I. was the first Scottish 
 king that reigned over England. (25) Charles I. lost his 
 life in the attempt to act independent of the Commons. 
 (26) If anyone thinks that Charles was not rightfully be- 
 headed, he could make the phrase — (6) Charles (4) wrong- 
 fully (9) (beheaded. (27) "The phrase is obviously true. 
 (28) "The phrase gives the exact date of Richard Crom- 
 well's accession and the word "offspring" means Richard 
 Cromwell. (29) A Junta here means the "council." (30) 
 Charles Second was called the " merry " monarch. (31) 
 Parliament at once voted James II. nearly two million 
 pounds sterling per annum for life. (32) William and 
 Mary were coordinate sovereigns. (33) Anne was truly 
 "submissive" or easily influenced. (34 and 35) Green 
 intimates that George I. and George II. hardly affected 
 the course of events — the former followed the advice of 
 his ministers and the latter of his wife Caroline. (36) 
 George III. was emphatically a sovereign. (37) George 
 
 IV. had tried ineffectually to get rid of his wife ; her death 
 at last released him. (38) William IV. had been a mid- 
 shipman in the navy. (39) Victoria has certainly proved 
 herself to be a " Model Queen." 
 
 (3) The pupil must possess such a familiarity 
 
 WITH THE laws OF IN., EX., AND CON., NOT MERELY IN 
 THEIR THEORETIC AND ABSTRACT ASPECTS, BUT IN THAT 
 PRACTICAL CHARACTER AND WORKING POWER OF THEM 
 WHICH I TEACH, THAT HE CAN INSTANTLY APPLY THEM 
 TO THE EVERY-DAY AFFAIRS AND ORDINARY OCCURRENCES 
 AND EVENTS OF LIFE. 
 
ASSIMILATIVE MEMORY. 95 
 
 If you know that the number of square * miles in the 
 area of the State of New York runs into thousands, and you 
 wish to remember that the exact number of thousands is 47, 
 you could accomplish this object if you found a word which 
 spells 47, and is at the same time connected by In., Ex., or 
 Con. to New York. You try the varieties of Inclusion ; 
 and in synonymous Inclusion you find 47 in the word 
 "York" itself, the "y" having no figure value, and "r" 
 standing for 4, and " k " for 7 ; thus you cannot see the 
 name of New York or think of it without having conclusive 
 evidence of the number of thousands of square miles the 
 State contains. 
 
 The title of a subject, the name or description of an 
 event or date, can always be safely abridged or bracketed 
 in part in the formula, as 47 [New] York. But no one 
 could imagine that "York" in this connection [47 thou- 
 sand square miles] means any of the towns or country seats 
 of the United States which are called " York." If the con- 
 text makes an otherwise indefinite thing definite, it is suffi- 
 cient. 
 
 Analytic date and number words do not have to be memo- 
 rised. — Seeing is believing, and, in this case, remembering 
 too. If you thoroughly master my system you can find, in 
 most cases, analytic date and number words without any 
 difficulty, and by means of them you can remember thou- 
 sands of dates and sets of figures, when without the 
 system you could have remembered only five or ten of 
 them. 
 
 Suppose in your haste you failed to notice that " York " 
 spells 47, and you then proceed to try Inclusion by Genus 
 and Species ; regarding York as the general word, you 
 would find New York as a species or kind of York ; the 
 same with Yorkshire, Yorktown, York Minster, etc. In 
 this way you would, if your mastery of the Figure Alpha- 
 bet were perfect, scarcely fail to notice that York spells 47 ; 
 but if you fail, you then try Inclusion by Whole and Part, 
 and run over the political divisions of the State until you 
 come to i?oc^land County, and there you find in its first 
 two consonants the letters "r" and "ck" (the equivalent 
 
 * See Lippincott's Gazetteer, p. 1573. 
 
96 ASSIMILATIVE MEMORY. 
 
 of " k " in sound). These consonants spell 47. You would 
 find the same consonants in the County of Herkimer. 
 
 Suppose, however, that from unfamiliarity with the Fig- 
 ure Alphabet, or from want of considerable practice, you 
 do not succeed in noticing that j?o^iland or He;-iimer con- 
 tains the number 47, you try Inclusion by Abstract and 
 Concrete, and regarding the State of New York as the Con- 
 crete, and the Abstract or characterizing epithet "rocky " 
 as applicable to New York, you would then find in that 
 word " rocky '' the number 47. 
 
 If you did fail, you would try Exclusion, and you would 
 find nothing which is the antithesis of the area of New 
 York. You might find, however, a weak form of Exclu- 
 sion if you consider that the area is the surface, and what 
 is below the surface as the opposite of it. In the latter 
 case you would find in the words " Erie Canal," which is a 
 great artificial channel running through a part of the State, 
 the letters " r " and " c " hard, which spell 47. A more 
 exact Exclusion might be found in the word " ring,'' which 
 spells 47. For if we consider the shape of the boundary 
 of New York we would see that in no vague sense a ring, 
 as a circle, is the opposite of it. 
 
 But suppose that from a chronic absent-mindedness or 
 an overworked brain, or downright bad physical health or 
 insufficient knowledge of the system, you failed to see 47 
 in any of the foregoing cases, you would try Concurrence. 
 Considering that the State of New York is largely agricul- 
 tural, you would find that the implement of farming known 
 as a " Rnke " would spell 47; this would be a case of Con- 
 currence. In a political sense, the word " rings " gives 47, 
 as New York has been celebrated for them. 
 
 All that the student requires is one analytic word. I have 
 gone through the varieties of Inclusion, through Exclu- 
 sion, and Concurrence, merely to show Aow /(? y?«// analytic 
 words and not because more than one word was necessary. 
 
 According to the census report of 1890, the number of 
 square miles of land in the State of New York is 47,620, or 
 (4) York's (7) An-es (6) 5'urely (2) JVot (o) ^^bmerged ; 
 the number of square miles of /and and water in it is 49,- 
 170, or (4) York's (9) /'lains (i) WiM (7) Accompanying 
 (o) ^ealets. 
 
ASSIMILATIVE MEMORY. 97 
 
 NUMBER OF SHAKESPEARE'S PLAYS. 
 
 We will try another case : You want to remember the 
 number of plays that Shakespeare wrote. You know it is 
 less than 50; but you wish to remember the exact number 
 — it was 37. You experiment ; you try the varieties of 
 Inclusion, and among the rest you try Whole and Part ; 
 you find in the first two consonants of the name Macbeth 
 the figures 37; but if you did not notice that Macbeth af- 
 forded you the means of always remembering that the 
 Shakespeare Plays numbered 37, you would try Exclusion 
 perhaps. If you look upon the attempt to ascribe the 
 authorship of the Shakespeare Plays to Bacon as a mockery 
 you would find in the first two consonants of that word the 
 figures 37 through the operation of Exclusion ; and if you 
 recollect that the character of Shylock was played with 
 great success at Old Drury, February 17, 1741, by Charles 
 Macha, you would find in the first two consonants of his 
 name the figures 37 through Concurrence. 
 
 DUKE OF WELLINGTON AND NAPOLEON. 
 
 Napoleon Bonaparte was born in 1769. As a boy he 
 was finely formed. " Shapely " (69) gives his birth-date by 
 In. by A. and C. He evinced the opposite of the temper 
 usually ascribed to the " ,S^e/herd-boy " (69) — a birth-date 
 by Ex. " Chaplet " — a wreath or garland sighed for by 
 him in his ambitious hopes — expresses his birth-date by 
 Con. His death occurred in 1821. " 'End" (21) or U«- 
 ^one " (21) expresses his death-date by synonymous Inclu- 
 sion. "iVarivity " (21) indicates it by Ex. Since he died 
 from cancer in the stomach, he could retain very little food. 
 " Iw^gestion " (21) makes his death-date by Con. 
 
 Wellington's birth, in 1769, may be expressed by "Sheep- 
 faced " (69), a term his own mother applied to him when 
 a boy. In his childhood, he was blue-eyed, hawk-nosed, 
 slender, and ungainly, " Chudby " (69), by Ex., expresses 
 his birth-date. A more vivid concurrence can scarcely be 
 imagined, since he and Bonaparte were both born in the 
 same year, 1769. 
 
98 ASSIMILATIVE MEMORY. 
 
 Wellington died in 1852 at Wilmer Castle. "Wi/mer" 
 expresses the date of his death by only one year too many. 
 But a means of remembrance that requires readjustment 
 or modification can seldom be relied upon, except by those 
 who are practised in Higher Analysis. He was 83 years 
 old when he died. " Za«tern-jawed " (52) expresses his 
 death-date by In., by A. and C. No man was ever more 
 honored after his death than Wellington. " A/ie^zated " 
 (52) expresses his death-date by Ex. A sudden illness 
 carried him off. Hence " I/l«ess " (52) is a fact connected 
 with his death by Con. 
 
 These elaborate illustrations must indicate to any student 
 how to apply the laws of In., Ex., and Con., so as to find 
 analytic date and number words. Cases of Ex. give good 
 practice, but are rarely ever necessary. 
 
 MISCELLANEOUS EXAMPLES. 
 
 Inclusion, as applied to the events of life possesses the 
 same variety as in regard to words. In dates of the last 
 and present century, the expression of the last two figures is 
 sufiScient. William Cullen Bryant was born in 1794. '94 
 is found in the name BrysLnt, a case of Synonymous Inclu- 
 sion. Aaron Burr killed Alexander Hamilton in a duel in 
 1804. As we know it was about the beginning of this 
 century, this translation of the 4 indicates the exact date 
 and is found in Aaron and relieves the memory of all doubt. 
 
 Sherman made his famous march through the South in 
 1864. 64 is found in the word Sherman [or by two words: 
 (6) 5,^erman (4) Ravaging]. In dates previous to the 
 last century, the last three figures must be expressed. 
 Movable types were invented in 1438. We know it was 
 not A.D. 438, but was 1438 ; a mistake of 1,000 years is 
 not possible. If we translate 438 it will mean to us the 
 
 I. Who applied the term " sheep-faced " to Wellington when he was 
 a boy ? 2. What is the most vivid case of Con. here given ? 3. Why 
 do we not give a value to both I's in the word " illness " ? 4. What do 
 these illustrations indicate ? 5. What does inclusion as applied to the 
 events of life possess ? 6. Why is it not necessary to have a date-word 
 to express the date of Hamilton's death in which the o is indicated as 
 well as the 4 7 
 
ASSIMILATIVE MEMORY. 99 
 
 same as 1438. 438 is found in the analytic word (438) 
 " RtmovakAe" [or, to express all the numbers, thus: (i) 
 Types (4) are (3) movable (8)/igures]. 
 
 The Phonograph was invented in 1877. The expression 
 of 77 is found in Co^ate, and that indicates the resem- 
 blance of the human mechanism to receive sounds to the 
 Phonograph ; for both processes utilize vibrations, and are 
 therefore from similarity of functions "Cognate" methods. 
 How any one could forget analytic date-words is more than 
 I can understand, especially when formed by himself. 
 
 Exclusion. — The first steamship crossed the Atlantic in 
 1819. 19 is found in " Tub" by Exclusion, as the most 
 opposite to a steam-driven ship. Andrew Johnson was 
 advanced to the Presidency on the death of Abraham 
 Lincoln in 1865. 65 is expressed by Exclusion in the word 
 " Shelved," which means the opposite of promotion [or by 
 two words, thus : (6)/ohnson (5) E/evatedj. "MenAa^- 
 cious " expresses by Exclusion the birth of George Wash- 
 ington in 1732, as indicating a youthful quality the opposite 
 of that which he manifested, and by two words : (3) 
 A»?erica's (2) Infant. Other examples are given in subse- 
 quent pages. 
 
 Concurrence finds incidents or concomitants of a fact or 
 event, something that by accident became connected with 
 it. It may be a forerunner or successor, the cause or con- 
 sequence, or a contemporaneous fact, etc. 
 
 WiUiam Cullen Bryant, from a fall, died in 1878. The 
 last two figures 78 are found by Concurrence in the initial 
 consonants of the phrase " (7) Cullen's (8) ^all." Cullen 
 will be easily identified, as the middle name of Bryant. 
 When Jefferson became Vice-President, in 1797, he wore 
 the customary big-wig ; and the first two consonants 
 of " B\g-^\% " express by Concurrence that date. 
 
 Artillery was invented in 1340. 340 indicates that date, 
 and by Concurrence we find those figures in the first three 
 consonants of " ^emless." Or (3) J/urderous (4) Artil- 
 lery's (o) .Scourge. Plymouth (Mass.) was settled in 1620. 
 620 will indicate it. We find these figures in " Chance," 
 
 I. What must be done when we wish to find date-words the events of 
 which took place previous to the last century ? 2. Can a person easily 
 forget analytic date-words formed by himself ? 
 
lOO ASSIMILATIVE MEMORY. 
 
 which by Concurrence describes the risk they ran. The 
 Telephone was invented in 1877. Whoever has listened 
 to the telephone to identify a speaker, and heard others 
 talking in the shrill tones that strike upon the ear, is apt 
 to think of the cackling of hens, and "Ca^^le" expresses 
 the date 77. 
 
 Jefferson Davis disguised himself in the hood, shawl, and 
 dress of his wife in 1865. "SAawl" by Concurrence 
 expresses that date. The Constitution of the United 
 States was adopted in 1787, which spells "The. G'mng." 
 To adopt the Constitution, it required the States to give 
 their assent. They gave the Federal Government all the 
 power it possessed. " 7%e Giving " is therefore a case of 
 Concurrence. A circumstance connected with settlements 
 is selecting the site. Jamestown, Va., was settled in 1607, 
 which spells " 7%e Choosing." This phrase relates to the 
 settlement by Concurrence. Harvard College was founded 
 in 1636, which spells " Teach Mnch." Whether we take 
 this phrase as describing the object or result of found- 
 ing that college, it is a case of Concurrence. A college is 
 sometimes called a seat of learning. Yale College was 
 founded in 1701, which spells " Took a seat." This phrase 
 describes the locating of the college, and is therefore a 
 relation by Concurrence. 
 
 (4) The pupil must seek analytic words which are 
 approximately specific, as birth-date words must, where 
 possible, relate to birth or juvenile events ; mar- 
 riage-date words, to events connected nearly or 
 remotely with the marriage ; date words for any 
 
 OTHER event IN LIFE OR FACT IN HISTORY SHOULD, 
 DIRECTLY OR INDIRECLY, RELATE TO SUCH EVENT OR 
 FACT ; AND, FINALLY, DEATH-DATE WORDS SHOULD REFER 
 TO INCIDENTS WHICH PRECEDED, ACCOMPANIED, OR FOL- 
 LOWED THE FACT OF THE DEATH. 
 
 This rule, theoretically correct, must be very liberally 
 interpreted in practice. This lesson furnishes numerous 
 illustrative examples. 
 
 As shown heretofore, the pupil must know the facts, and 
 the System will then help him to fix their date. 
 
 A pupil had loaned money to a horse-dealer who lived at 
 No. 715 of a certain street. He knew the house well, yet 
 
ASSIMILATIVE MEMORY. lOI 
 
 he could not recollect the number 715. At length he 
 thought of " Cart/e " as a figure word to enable him to 
 remember the number. Yet the word is general and 
 apparently unconnected with the house, as it was not a 
 stable but a boarding-house. Yet, as cattle and horse are 
 species of the genus domestic animal, and cattle would 
 recall horses and horse-dealer, he did right to use that 
 term, and it served him well. At first he instantly recalled 
 the word " cattle " whenever he thought of the horse- 
 dealer's residence, and at once 715 was given him. After 
 a time, he directly recalled 715 without first thinking of 
 " cattle. " This is always the case where the method is 
 applied. It is soon no longer required in that case. 
 When this pupil told me what he had done, I asked him why 
 he had not used the phrase " (7) Collect (i) Tht. (5) Zoan," 
 which was the object he had in view in thinking of, or of 
 sending to, that address. His reply was that " cattle " 
 served his purpose. With one person a single word, with 
 another a phrase, and with another a sentence, is most 
 serviceable. He had other borrowers who lived at other 
 places. Why could this phrase " Collect the loan," which 
 would apply in its meaning to the case of others, remind 
 him of this particular debtor's home ? Because, if he had 
 consciously devised that phrase to identify this debtor's 
 address, it could apply in his mind to the address of no 
 other debtor. Thus the facts help us devise the number 
 phrase, and the phrase helps revive the facts. 
 
 I do not, for instance, undertake in this lesson to teach 
 the pupil that Washington never left America but once, 
 when he accompanied his invalid brother to Barbadoes in 
 1751, in search of health. But if he knows these facts, my 
 method helps him retain the date, by using those facts for 
 this purpose; as, (i) To (7) G&v\ (5) Is/and (i) Tbnic ; or 
 (17)51 Kealth. We know that " health " is an object with 
 everybody in all countries and in all ages, and is therefore 
 a word of the most general character and of the most 
 extended application. How, then, can it have any special 
 significance in this case ? Because by knowing the facts, 
 in the first place, as " health " was the object of the visit 
 of Washington and his brother ; and seeking for a date 
 word which spells (17)51, the pupil has discovered that this 
 
I02 ASSIMILATIVE MEMORY. 
 
 general word " health " spells that date ; and, as the pupil 
 has applied the word " health " to this date and to no 
 other, he has thus made the general word specific for his 
 purpose. Because " tonic " is a health promoter, and 
 " island " is a help to recall the specific Islands of Barba- 
 does, the phrase (i) " 7b (7) Gain (5) Is/and (i) Tbnic," 
 is more specific than " health." But either the single word 
 or phrase becomes specific, if the facts of the case are 
 assimilated, and then by the pupil are applied to furnish a 
 date word. 
 
 BIOGRAPHY, HISTORY, AND SCIENCE. 
 
 Much of the substance and pith of historic eras can be 
 expressed in the analytic words, phrases, or sentences with 
 which their dates are enunciated. If the foregoing and 
 subsequent examples are carefully, not hurriedly, studied, 
 the student can readily hereafter retain a great deal of the 
 significance of facts, events, or epochs by his infallible 
 recollection of the analytic expression of their dates. As 
 with history, so with the arts and science, etc. 
 
 Population of the United States of America is now (1895) 
 67,000,000 r= (General Cultivation or S/iaip Yankees. 
 When dealing with the number of millions or thousands 
 only, it is not necessary to express the ciphers. Pop. of 
 Great Britain = 38,000,000, or (3) 7?/ightiest (8) i^olks ; or 
 J/anufacturing fabrics ; or TJ/oney-making freetraders. 
 Pop. of Africa, 127,000,000 =7%e7Vegro Continent. Pop. 
 of Bombay = 804,470 or i^oreigners a.f a mle a^e E;^lish 
 Citizens. 
 
 A gentleman in Bombay, who had to deal with com- 
 plaints about water supplies there, told me the true popu- 
 lation is 817,564, which he fixed by my method as follows : 
 /"rightful To ^eep A/I/ust .ffight. 
 
 Pop. of Calcutta = 840,000 ; or Viceroy's .Residential 
 5eat. Pop. of India = 292,000,000; or Iwdia's /bpulation 
 Enumerated. 
 
 Pop. of Australasia, &c., 4,250,000 = Our Independent 
 Ziving Australians. 
 
 Pop. of Melbourne with its suburbs {1891) = 490,912 = 
 (4) Our (9) jSiggest (o) City's (9) .buildings (i) afecidedly 
 
ASSIMILATIVE MEMORY. I03 
 
 (2) Unequalled. The "City" contains 73,361 = (7) Great 
 
 (3) J/elbourne (3) Makes a (5) C^ief (i) Tbwn. 
 
 Pop. of Sydney (1891) — 386,400 = A (3) ^ost (8) 
 Faded (6) i'^eltering (4) Harbour (o) Has (o) Sydney. 
 
 Pop. of Hobart (Tasmania), 1891 = 31,196; (3) Many 
 (i) Tasmanians (i) Ea/lg) HoiJart's (6) /am. 
 
 Pop. of Auckland (New Zealand), with suburbs, in 
 (1891) = 51, 287; (s) A/1 (i) TAe (2) Inhabitants (8) 0/ 
 (7) Auckland. 
 
 SPECIFIC GRAVITIES. 
 
 The Specific Gravity is the relative weight of a body 
 compared to an equal bulk of some other body taken as a 
 standard. This standard is usually water, for all liquids 
 and solids, and air for gases. 
 
 1. Gold..... 19'2 — /dollars Buy iuwdries. — Gold is made into 
 
 money. The specific gravity of gold is I9'2 ; 
 that is, nineteen and two-tenths. The initial 
 consonants of the phrase ' ' ZJoUars .5uy ^uw- 
 dries " express through "D" and " B " the 
 figures ig. The "S" of "Sundries" ex- 
 presses the decimal point, and the first sub- 
 sequent consonant " n " expresses the decimal 
 two-tenths. 
 
 2. Silver . io'4 — T/ie Silver A.fsaye?'. 
 
 3. Platinum. 2i'5 — U»usually ZXictile 5o/id. — Platinum is the most 
 
 ductile metal known. 
 
 4. Lead Ii"3 — TAe Tin Smith. — Lead used to solder tin. 
 
 5. Mercury.. I3"5 — T/ie Mercury So/d. 
 
 6. Copper. . . S'g — Fiew a .^ire. — Copper points the lightning rods. 
 
 7. Iron 7'7 — Hoo^ SkiWei. — It means hang up an iron pot. 
 
 8. Zinc 6'9 — A S/ieet 5u/ply. — Zinc is rolled into sheets. 
 
 9. Antimony. 6'7 — German Seeier. — Antimony was discovered by a 
 
 German monk. 
 10. Calcium. . l"o — Whifc Ceiling. — Calcium is used in white- 
 washing. 
 
 I. Why could we not substitute the phrase " T/ie .A/ercury Shield" 
 for " TAe jl/ercury sold," since " S " stands for " o," and " h " has no 
 value? 2. Why not use the phrase " Whi/e sealing" to express the 
 Specific Gravity of Calcium ? 3. Could the Atomic Weight of Silver 
 (108) be expressed by the phrase " TAe VaseV 4. If not, why not ? 
 5. Would the phrase " TAe 5ilver Vase" be better? 6. In dealing 
 with the length of the Mississippi, why do you not give the figure value 
 of " W " and " E " in that part of the phrase which includes the words 
 J^aves .Encroach ? 7. Would you indicate this value by a cipher, then ? 
 8. If not, why ? 
 
I04 ASSIMILATIVE MEMORY. 
 
 RIVERS. 
 
 Mississippi (4,382 miles long). — /Pushing J/ississippi's wa»es E»croach. 
 
 — The Mississippi River frequently 
 overflows its banks. 
 Nile.... (3,370 mi.) — (3) jl/ighty (3) Mediterranean's (7) Greatest (o) 
 
 itream. 
 Volga... (2,4CX) mi.) — In .Russia's 5oil Superior. — The Volga is the 
 largest river in Russia, and, in fact, the 
 largest in Europe. 
 Ohio. . . . (1,265 ™'-) — ^^^ Ohio iVow SMps iighters. 
 
 Loire (530 mi.) — Zoire's Majestic .Sweep. 
 
 Seine. . . (470 mi.) — .Soiling Gay ieine. 
 Spree. . . (220 mi.) — .A'btice A'bble Spree. 
 
 Jordan. . (200 mi.) — A K»own 5alty Ablution. — The River Jordan 
 is impregnated with considerable salt. 
 
 MOUNTAINS, 
 
 Mt. Everest [29,002] jVamed U/on a .Survey Strictly 
 U«ique ; or India's I'ea.k Is Certainly Unequalled. — This is 
 the highest mountain on the globe ; or India's .boundary 
 ^Summit Is Unapproachable. Kinchinjunga is 28,156 ft. 
 high. We shall know what Mountain is meant if we omit 
 the first syllable "kin." Hence we can use the formula, 
 " iVext Ez^erest Z?awns Zofty C^^injunga." 
 
 Popocatapetl. . . (17,783 ft.) — TAe Greatest Crater 0/ Mexico. 
 
 Mt. Brown. .. . (16,000 ft.) — T'^is Charming Wejtem 5ceneiy Cele- 
 brated. 
 
 Mt. Blanc (15,781 ft.) — T/iis A/pine Cone fascinates Travellers. 
 
 Jungfrau (13,720 ft.) — TMs Mountain A^'assiz jVimbly Aj- 
 
 cended. — Prof. Agassiz was one of the 
 first who reached the summit of this 
 mountain. 
 
 Ben Nevis (4,406 ft.) — He>-e .Review a 5nowy Giant. 
 
 Snowdon (3,57° ft-) — Majestic Hi/Is Greet .Showdon. 
 
 Saddleback... (2,787ft.) — A^ear Aeswick Fiew a Craig. — This 
 
 mountain is situated near the town of 
 Keswick. 
 
 I. Are there any letters in the word "Ohio" which have a figure 
 value ? 2. Do you see any way by which you can make the word 
 "Known" stand for 2 by my figure alphabet? 3. How can you in- 
 fallibly retain these figure-sentences ? 
 
ASSIMILATIVE MEMORY. 
 
 105 
 
 LATITUDE AND LONGITUDE. 
 
 No one can have very definite or exact ideas of Geog- 
 raphy who does not know the Latitude and Longitude of 
 the chief Cities of the World. 
 
 Lat. = 55°— oo' 
 (i) London 
 Long. = o 
 
 Lat. = 40°— 52' 
 
 (2) New York City 
 Long. - 73° -59' 
 
 Lat. =:40°— 00' 
 
 (3) Philadelphia 
 Long. = 75°— id' 
 
 Lat. 41"— 45' 
 
 (4) Chicago 
 Long. = 87° — 50' 
 
 Lat. =42°— 20' 
 
 (5) Boston 
 Long. = 7i°-o5' 
 
 Lat. = 30°— 00' 
 
 (6) New Orleans 
 Long. = go° — 00' 
 
 Lat. = 39°— 4^' 
 
 (7) Denver 
 
 Long. = 105°— 00' 
 
 Lat. =.37°— 30' 
 
 (8) San Francisco 
 Long. = i22°— 00' 
 
 Lat. =34°— 19' 
 
 (9) Hot Springs 
 Long. =: 93°— 00" 
 
 Lat. = 40°— 29 
 
 (10) Pittsburg 
 Long. = 79°— 50' 
 
 (5) Zondon's (5) Zatitude (o) Eajily 
 
 (o) Seen. 
 
 (0) 5tarting-point. 
 
 (4) Yo?-k(o) City's (5) Zatitude (2) A'amed. 
 
 (7) Commercial (3) .Metropolis' 
 
 (5) Zongitude (9) /"ortrayed. 
 
 (4) .Republic's (o) jealous (o) 5'tatesman 
 
 (o) .Signed. 
 
 (7) Quaker (5) Zongitude (i) Too 
 
 (o) ibber. 
 (4) iPebuilt (i) rown's (4) Heal 
 
 (5) Zatitude. 
 
 (8) i^'ires (7) Cannot (5) Zongitude 
 
 (o) &crifice. 
 (4) Harvard (2) U»iversity's (2) TVearest 
 
 (o) City. 
 (7) Gives (1) Tea (o) 5pillers' 
 
 (5) Zongitude. 
 (3) il/ississippi's (o) ibuthernmost 
 
 (o) 5eaport (o) Serene. 
 
 (9) " Sutler (o) Stole (o) 5ilver 
 
 (o) Spoons."* 
 (3) yl/buntain (9) Peaks (4) O'erlook 
 
 (i) Denver. 
 (i) Z)enver's (o) Certain (5) Zongitude 
 
 (o) 5afely (o) Ascertained. 
 
 (3) jl/etallic (7) California's (3) J/etropoli- 
 
 tan (o) City. 
 
 (1) TAe (2) TV^avigator (2) jVbw (o) 5ees 
 
 (o) San Francisco. 
 
 (3) Men (4) iPelish (i) Ho/ (9) .Saths. 
 
 (9) .Sathing (3) Must (o) Save (p) Sickness. 
 
 (4) Iron (o) Smelting (2) Hau«ts 
 
 (9) Pittsburg. 
 (7) Great (9) /"ittsburg's (5) Zongitude 
 (o) Secured. 
 
 * No one supposes that Butler really stole spoons. 
 
I06 ASSIMILATIVE MEMORY. 
 
 Lat. = 43° — 02' ) (4) Soaring (3) Magnificent (o) Ceaseless 
 
 (11) Niagara Falls [■ (2) A'iagara. 
 Long. = 79° — 12' ) (7) A Cataract (9) /"ours (l) Ai (2) Niagara, 
 
 Lat. = 18° — 53' ) (i) TAe (8) ./^irst (5) Is/and (3) Met. 
 
 (12) Bombay V 
 
 Long. = 72° — 53' ) (7) A'ipling's (2) A^ativity (5) We/1 
 
 (3) jl/entioned. 
 Lat. = 22° — 34' ) (2) yVumerous (2) TVatives (3) Migrate (4) 
 
 (13) Calcutta* [ Here. 
 Long. = 88° — 24' ) (8) A Ficeroy (8) J^avours (2) TVatural (4) 
 
 .Remembering. 
 Lat. = 37° — 49' (S) ) (3) jl/elbourne's (7) Grounds (4) Yanra 
 
 (14) Melbourne [ (9) bisects. 
 Long. = 44° - 58' (E) ) (4) Ha?-bour's (4) J?iver (5) We/1 
 
 (8) iMirrowed. 
 Lat. = 33° — 55' (S) ) (3) Mathematical (3) Mapping (5) Wi/1 
 
 (15) Capetown >• (5) Zast. 
 Long. — 18° — 28' (E) ) (i) rable Bay (8) favours (2) Mimerous 
 
 (8) Kessels. 
 
 EARLY TRAINING IN FIGURES. 
 
 If the mind-wandering mode of ro^e learning is no longer 
 practised, but an assimilating method is substituted for it ; 
 if we abolish the " mind-wrecking " procedure of forcing 
 immature minds into and through studies which they can- 
 not comprehend, and which, therefore, create chronic habits 
 of Inattention ; and if the idea of numbers and their ele- 
 mentary processes are objectively taught, until habits of sure 
 enumeration and calculation are formed, then, when the 
 child reaches maturity, he will rarely if ever require any 
 conscious aid in remembering a series of 2, ,3, 4, or more 
 figures. 
 
 Meantime, a thorough training in this system tends to do 
 
 I. Will a pupil always require an aid to remember figures? 2. What 
 is required of him in order to enable him to do away with any conscious 
 aid ? 3. What does a thorough training in my system accomplish in the 
 meantirne ? 4. Will there ever be any necessity of using the figure 
 alphabet ? 5. Will not a decided benefit ensue to those who have 
 acquired a great power of attention ? 
 
 * Lord Elgin, the present Viceroy, gave Prof. Loisette H. E.'s 
 patronage when the Professor lectured in Calcutta, As his system 
 is the foe of all artificial methods, it is Jiar excellence the "Natural" 
 System. 
 
ASSIMILATIVE MEMORY. I07 
 
 away with the injurious effects of false mental habits ; to 
 set the Memory and Attention at work in a natural way, 
 and greatly strengthen both ; and while learning a large 
 number of dates in a short time, or many figures in one 
 series may still require the use of the System, unless the 
 Numeric Thinking prior to this chapter has been mastered, 
 yet, in the ordinary way of meeting figures in reading, 
 study, or business, there will seldom occur any necessity 
 for resorting to the method taught in this lesson. 
 
 WHAT MUST BE DONE FOR AN ACQUIRED 
 ATTENTION. 
 
 In the case of those who have not inherited, but who have 
 acquired, a great power of Attention, a decided benefit will 
 ensue, however, if throughout life they occasionally use 
 the System in regard to numbers and in learning prose and 
 poetry by the Analytic-Synthetic and Interrogative Analy- 
 sis Methods. 
 
 Where a great power of Attention has been renewed or 
 originally acquired, it requires considerable effort to con- 
 tinue that power. The unnumbered objects of thought 
 which civilization constantly brings before the mind, with- 
 out giving any opportunity for a mastery of many of them ; 
 the fierce rivalries of interest, and the enervating habits of 
 body which are constantly being formed or perpetuated — 
 all alike and together tend to break down an acquired 
 power of Attention. It is said that Alexander Hamilton 
 used to go through the demonstrations of Euclid's Geome- 
 try before the commencement of each Session of the early 
 Congress. For what purpose ? In order to be able to 
 make use of geometrical knowledge in debate ? Certainly 
 not. He reviewed this study to stiffen the back-bone of 
 his power of Attention. And he possessed this power in 
 an extraordinary degree by nature. I am not suggesting 
 any such severe course of self -discipline. But if the pupil 
 
 I. Does it require any effort to ««/«'»«« that power ? 2. What tends 
 to break down an acquired power of attention ? 3. What suggestion is 
 here given the pupil in regard to this ? 4. Is this method easier and 
 less severe than Hamilton's ? 5. Is it not more effectual ? 
 
I08 ASSIMILATIVE MEMORY. 
 
 whose attention was formerly weak will never allow a date 
 to come before him without fixing it in mind by my method, 
 and if he will also occasionally learn by heart a passage of 
 prose or poetry by my assimilating methods, he will train 
 his Attention in a pleasanter and more effective way than 
 Hamilton did his by his studies in Euclid — besides making 
 himself conspicuously accurate where most men are noto- 
 riously inaccurate. 
 
 [It is a most misleading mistake to suppose that the prin- 
 ciples of the following or either of the previous chapters are 
 to be consciously and constantly used by the pupil, whether 
 he be a student or a man of business. It is only used at 
 all during the training period — rarely afterwards. But 
 during the training period, I desire the pupil to make as 
 much use of the devices and principles of the system as he 
 possibly can — and the more he uses them the sooner he 
 no longer has occasion to use them. J 
 
THOUGHTIVE UNIFICATIONS. 
 
 CONNECTING THE UNCONNECTED. 
 
 A Congressman could not remember the name of Zachary 
 Taylor, the twelfth President of the United States, but he 
 could always readily recall his nick-name, "Rough and 
 Ready." In this case there was no revivable connection 
 established in his mind between the name Zachary Taylor 
 and the idea or image of the man known as Zachary Tay- 
 lor — but there was a revivable connection in his mind be- 
 tween the name " Rough and Ready " and the idea or 
 image of that man. Now the thing to be done to enable 
 this Congressman to readily recall the name Zachary Tay- 
 lor was to establish or make a reidvabk connection between 
 the name Zachary Taylor and the image of him, or some 
 characteristic of him, as it was known to that Congress- 
 man ; or to connect the well-remembered name " Rough 
 and Ready " to the usually forgotten name Zachary Tay- 
 lor. This would be a device for helping him to revive this 
 hitherto unrecallable name. But another and better way 
 to aid him would be to strengthen his reviving power 
 GENERALLY, SO that he could readily recall the name Zach- 
 ary Taylor as well as his other previous experiences ; for 
 there is no doubt that he had a record in his mind of the 
 name Zachary Taylor ; for whenever he failed to recall it, 
 he recognised it the moment he saw it, or it was mentioned 
 in his presence. This proved that he knew the name but 
 could not revive it. 
 
 I. What difficulty did the Congressman have in connection with 
 Z. Taylor? 2. What caused it? 3. What would have been his best aid 
 to remember the name ? 
 
ASSIMILATIVE MEMORY. 
 
 HOW TO HELP THE MEMORY, 
 
 There are therefore two ways of helping the memory, 
 (i) By a device resorted to in each separate case to help 
 make a more vivid First Impression. Nearly all Memory 
 Systems hitherto taught have only been such Devices ; of 
 little benefit except in the cases where they have been 
 actually applied — mere temporary appliances, and many of 
 them of doubtful value, devoid of any strengthening power. 
 (2) By a Method of Memory Training. This is the 
 unique character of my System. It is used as a device 
 during the process of developing the latent powers of the 
 Memory and the Attention, but the result of its use is to so 
 strengthen the Memory that, as a Device it is no longer 
 required. As a trainer my System operates in three ways, 
 (i) It increases the general Impressionability, so that all 
 First Impressions must be more vivid than they have ever 
 been before. (2) It increases the general Revivability, so 
 that First Impressions are more under the control of the 
 will, and can be afterward recalled when desired. (3) It 
 compels the Intellect to stay with the senses and thereby 
 it abolishes mind-wandering. 
 
 A one-sided view of the Memory proclaims that if vivid 
 First Impressions are made in all cases, that is enough. 
 This opinion implies a limited acquaintance with the differ- 
 ent kind of memories. In some cases where a person is 
 troubled with chronic forgetfulness, a vivid First Impres- 
 sion may be received, and no recollection of it will long 
 survive. That a vivid impression was received is proved 
 by the fact that, shortly after the occurrence, his memory 
 of the details of it is possibly nearly perfect, and yet, after 
 the lapse of a few days, or weeks, or months, the recollec- 
 tion of every trace of the occurrence has vanished. After 
 the total oblivion of the matter in his waking moments, he 
 will sometimes recall all the details of the affair in a dream. 
 This is demonstration irresistible that the trouble in this 
 
 I. Did he have a record of the name in his mind? 2. How many 
 ways are there of helping the memoiy ? 3. What is the first way ? 4. 
 The second ? 5. Wliat is meant by Memory Training ? 6. What is 
 the unique character of my system ? 7. What is the result of its use ? 
 8. In how many ways does my system operate as a Trainer? 9. What 
 are they ? 
 
ASSIMILATIVE MEMORY. Ill 
 
 case lies, not in receiving vivid First Impressions, but in 
 the weakness of his reviving power. In fact, some memo- 
 ries are much oftener weak from deficiency in reviving 
 power than from feebleness of first impressions. If, how- 
 ever, Impressionability be increased to the highest degree 
 in all cases, and Revivability be strengthened to the same 
 extent, all memories will be good, however bad some of 
 them may theretofore have been in any or in all respects. 
 
 MODES OF ESTABLISHING CONNECTIONS. 
 
 E.ECOLLECTIVE ANALYSIS is used to memorise a series 
 of words or facts between every pair of which the relation 
 of In., Ex., or Con. exists. It equally applies to a single 
 pair of such words or facts. 
 
 Recollective Synthesis or Thoughtive Unifica- 
 tion is used where no relation exists. 
 
 A revivaUe connection is established in such cases by 
 means of a Correlation which always consists of one or 
 more unifying intermediates. And the words, hitherto un- 
 united, which are thus cemented together, are called Ex- 
 tremes. 
 
 We had experience in learning the Series in the first 
 chapter that the application of the Laws of In., Ex. , and 
 Con. enable us to memorise those Series in much less time 
 than it would have taken had we not known how to make 
 use of those Laws. Many people could never have com- 
 mitted to memory such Series by mere rote or repetition, 
 and not one in a hundred could have learnt to say them 
 backwards by rote alone. Yet my Pupils easily learn them 
 both ways, because Analysis affords the highest possible 
 aid to the Natural Memory. In fact, the deepest and most 
 abiding impression that can be made upon the Natural 
 
 I. When is Rec. Analysis used ? 2. Rec. Synthesis ? 3. How is a 
 revivable connection established ? 4. Have you carefully read every 
 question at the bottom of the previous page, and thought out or written 
 out answers to them? 5. Since questions are valuable helps to the 
 learner, will you faithfully read all the questions hereafter in this lesson, 
 and write out or think out the answers thereto ? 6. What have the laws 
 of In., Ex., or Con. enabled us to do ? 7. Could all people have learned 
 them by rote ? 8. What affords the highest possible aid to the natural 
 memory? 9. How are the deepest and most abiding impressions made 
 on the Natural Memory ? lo. What are the Memory-Senses ? 
 
112 ASSIMILATIVE MEMORY. 
 
 Memory is by impressing it with relations of In., Ex., or 
 Con. ; because these are the Memory-Senses (if the phrase 
 be allowed), these are the Eyes, Ears, Touch, Taste, and 
 Smell of the Memory : and we have only to impress the 
 Memory according to the laws of its own nature and the 
 Memory will retain the impression. This is exactly what 
 my Art does : for I translate every case of Synthesis into 
 an Analytic series by supplying one or more Memory-inter- 
 mediates that grow out of the " Extremes," each one of 
 which is an instance of In., Ex., or Con. — Thus, every 
 example of Synthesis is a developed or extended 
 Analysis. To make this translation from Synthesis into 
 Analysis requires no intellectual ingenuity — no construc- 
 tive power of imagination — but only a recall to conscious- 
 ness, through In., Ex., or Con., of what we zSx&zAy know 
 about the " Extremes." I call a specimen of developed 
 Analysis a Correlation, because the Intermediates sustain 
 the direct, immediate, and specific relation of In., Ex., or Con. 
 to the " Extremes " (having nothing in common, in princi- 
 ple or nature, with the old-fashioned Mnemonical " Links," 
 or " Phrases "). 
 
 EXAMPLES OF CORRELATIONS. 
 
 Make your own Correlation (different from mine, given be- 
 low) between each of the following seven pairs of Extremes : 
 
 [/». may be represented by i, Ex. by 2, and Con. by 3] : 
 
 1. ANCHOR^(i) Sheet Anchor (i) Sheet (i) Bed (i) BOLSTER 
 
 (3) Capstan (i) Night-cap (3) Pillow (3) 
 
 (3) Roadstead (i).Bedstea4 
 
 (3) Sea Bed (i) 
 
 2. PEN (3) Ink (i) Ink-bottle (i) Smelling-bottle (3) NOSE 
 
 (1) Pensive (2) Gay (1) Nosegay 
 
 (3) Wiper (3) 
 
 3. SLAIN (3) Battle (3) Joshua (3) MOON 
 
 (i) Struck-down (i) Moon-struck (l) 
 
 (3) Fallen (2) Risen (3) 
 
 4. TEA (i) Teaspoon (i) Spooney (1) LOVER 
 
 (3) Sugar (l) Sweet (l) Sweetheart (i) 
 
 5. ARROW (3) Tell (3) Apple (3) Cider Mill (1) TREADMILL 
 
 (3) Flight (3) Arrest (3) Convict (3) 
 
 6. BEE (i) Beeswax (i) Sealing-wax (3) Title deeds {3) ATTORNEY 
 
 (i) Queen Bee (i) Queen's Counsel (3) 
 
 7. LASH (i) Eye-lash (1) Glass Eye (l) Substitute (i) VICARIOUS 
 
ASSIMILATIVE MEMORY. 11 3 
 
 Children and Adults, who have thoroughly learned Rec- 
 ollective Analysis and practised its exercises, find no diffi- 
 culty in making Correlations, unless they are so afflicted 
 with Mind-Wandering that they have never digested the 
 impressions they have received, or unless their intellectual 
 operations have been twisted out of the natural order by 
 perversities of early education ; but even in these cases the 
 diligent student will be able — usually before these pages 
 are finished — at once to correlate any word whatever to 
 any or all the words in any dictionary. A learned Profes- 
 sor declared that no person unacquainted with astronomy 
 could correlate " Moon " to " Omnibus." He did it thus: 
 Moon — (3) Gibbous [one of the phases of the Moon] — (i) 
 "Bus" — (i) Omnibus. I asked a pupil then present— a 
 girl nine years old — to connect them. She promptly re- 
 plied, " MoON — (i) Honey-moon — (3) Kissing — (i) Buss — 
 (i) Omnibus." A moment after, she gave another : " Moon 
 — (i) Full Moon — (i) 'Full inside' — (3) Omnibus." Once 
 more: "Moon — (i) Moonlight — (i) Lightning — (3) 'Con- 
 ductor' — (3) Omnibus." Another pupil imagined it would 
 be impossible to correlate the following letters of the alpha- 
 bet to words beginning with the same letters, as " A " to 
 "Anchor, " B" to "Bull," " C " to " Cab," " D " to " Doge," 
 — as well as " Cooley " to " The." There are, however, no 
 words which my Pupils cannot soon learn to correlate to- 
 gether with the greatest readiness, as : 
 
 " A " (i) First Letter (i) First Mate (3) Ship (3) " ANCHOR " 
 
 (l) Aviary (3) Bird (3) Flew (i) Fluke (i) 
 
 " B " (l) Bee (3) Sting (i) Sharp Pain (l) Sharp 
 
 Horns (i) "BULL" 
 
 (i) Below (i) Bellow (3) 
 
 " C " (l) Sea (3) Ocean Steamer (i) Cabin (i) " CAB " 
 "D" (i)"D.D." (i) Clerical Title (i) Venetian 
 
 Title (i) " DOGE '" 
 " COOLEY " (i) Coolly Articulated (i) Definite 
 
 Article (i) " THE " 
 
 All possible cases to be memorised can be reduced to (i) 
 Isolated Facts, where each fact is correlated to some 
 
 I. What must we do in order to make the memory retain the im- 
 pression ? 2. Does my Art do this ? 3. Into what do I translate every 
 case of Synthesis ? 4. What does it then become ? 5. What is a cor- 
 relation ? 6. Are correlations difficult to make ? 
 8 
 
114 ASSIMILATIVE MEMORY. 
 
 fact in its surroundings through which you must think as 
 the Best Known, in order to recall it — many instances will 
 be given in this lesson :— or, (2) Serial Facts, which 
 must be remembered in the exact order in which they were 
 presented to the mind — illustrated by many examples in 
 this Lesson. 
 
 Never Forget that this System serves two distinct 
 purposes : ( i ) That it is a Device for memorising any 
 Isolated Fact or Serial Facts by means of mere Analysis, 
 otherwise called Instantaneous Assimilation or memorised 
 Correlations, as well as by other means. (2) And that by 
 memorising and repeating for a considerable period Ana- 
 lytic Series, and especially by making and memorising one's 
 own Correlations, it is an unequalled system of Memory- 
 TRAINING. Let the ambitious Pupil learn as many 
 examples as I give in the lessons in order to so 
 strengthen his natural memory that he will no 
 longer have to use the device for memorising, his 
 natural memory permanently retaining all he de- 
 sires to remember. This result comes only to those 
 who carry out all the directions with genuine alacrity — 
 not shirking one of them. 
 
 ANALYSIS AND SYNTHESIS COMPARED. 
 
 It is sometimes asked, cannot "Analysis" cement 
 together unconnected " Extremes " ? This question im- 
 plies a contradiction of terms. I reply, " Yes, by accident, 
 and by accident only." 
 
 Analysis is declaratory — Synthesis is constructive. Analy- 
 sis discovers and describes the relations actually existing — 
 Synthesis applies connecting intermediates where no 
 relations previously existed, and then Analysis charac- 
 terizes the relations introduced by the cementing inter- 
 mediates. 
 
 Even in the First Exercises the Series are Synthetic. 
 
 1. Do all persons find them easy? 2. What persons do not? 3. Can 
 such persons become expert in making them? 4. How? 5. Make an 
 original correlation of your own between these extremes. 6. To what 
 may all possible cases to be remembered be reduced ? 7. What are 
 Isolated facts ? 8. What two distinct purposes does my system serve ? 
 
ASSIMILATIVE MEMORY. I15 
 
 Every pair of words of which such Series consists exempli- 
 fies the relations either of Inclusion, Exclusion, or Concur- 
 rence. I used to call that Lesson Recollective Analysis, 
 because in it the pupil is engaged in familiarising himself 
 with those Laws of Assimilation, and in discovering and 
 declaring the character of the relations between the words 
 of such Synthetic Series. He commits to memory such a 
 series by thinking of the relations between the words. A 
 minor object is to memorise the Series — but a greater and 
 higher object never lost sight of in these Lessons is to 
 train the Memory and Attention. And let the pupil clearly 
 notice how this training comes about. Merely running 
 over a Series — two words at a time — without discriminat- 
 ing the kind and quality of the relations between the words 
 — hoping that the mind unpractised in the Laws of Assimi- 
 lation will intuitively feel those relations, constitutes no 
 training of the Memory. Such reading neither strengthens 
 the old power nor develops any new power. It is a blind 
 act of unconscious absorption, however little be absorbed. 
 But if the mind acts in such cases and tries to find and char- 
 acterise \h& relations, then the appreciation of the relations of 
 In., Ex., and Con., is quickened and invigorated and 
 becomes in time so intensified that those relations are 
 thereafter almost automatically felt, and the impression 
 they make on the Memory, henceforth, is the most vivid 
 possible. 
 
 Every Correlation is a Synthetic Series. It can be and 
 should always be analyzed, but Analysis never makes a 
 Correlation. That is the function of Synthesis. Since 
 "extremes" are words with no^ relation between them. 
 Analysis cannot find what does not exist. But accident 
 sometimes makes a spelling or letter relation between the 
 " Extremes," and then Analysis can memorise these " ex- 
 tremes " by means of such accidental relations. To illus- 
 trate : — 
 
 A physician was troubled to remember on which side of 
 the heart are the " mitral valves." As they are on the left 
 
 I. To whom only does this result come? 2. What question is fre- 
 quently asked? 3. What is the reply? 4. Is analysis declaratory? 
 5. If so, why ? 6. Is Synthesis constructive ? 7. If so, explain why ? 
 8. Why is the first lesson called Rec. Analysis ? 
 
Il6 ASSIMILATIVE MEMORY. 
 
 side of the heart, he might have noticed that ■" mitral " ends 
 with the letter " 1," and that the word "left" begins with 
 the letter " 1 " — as " 1 " belongs to both of these words, 
 here would be a case of analysis. Such a device, however, 
 could never be erected into a rule, for it is founded on 
 accident only, and cannot be used in all cases. How 
 miich more vivid to many persons in this example is a 
 Correlation, thus : " Mitral valves . . . mitred Abbots . . 
 none left . . le/i." 
 
 To remember which of the University crews wears dark 
 blue and which light, we can note that the vowel " I " 
 belongs alike to Cambridge and " Light " and is absent 
 from Oxford and " Dark." 
 
 Take a case in Trigonometry — a Complement is what 
 remains after subtracting an angle from one right-angle. 
 Take 6o degrees from 90 degrees, and we have the com- 
 plement 30 degrees — a Supplement is what remains after 
 subtracting an angle from two right-angles. Take 120 
 degrees from 180 degrees and we have the supplement 60 
 degrees. How to remember that " Complement " relates 
 to one right-angle, and " Supplement " relates to two right- 
 angles, is a difficulty for a poor memory. Looking at the 
 accidents of the subject, we see that Supplement and two 
 right-angles have a relation in this, that Supplement begins 
 with y^ and two begins with T. S . . T. Hence we must 
 remember that Supplement relates to T'wo right-angles, 
 and, of course, the word Complement to one right-angle. 
 
 Or to use the Synthetic Method : " Cotnplement (compli- 
 ment) . .praise bestowed, .prize-winner, .won. .(7«<f right- 
 angle" (CV»«//^wi?«/ completes right-angle, .one. .right-angle) 
 or " Supplement. . supple . . bend double . . ' two double ' . . 
 two right-angles" (Supplement . .2AA&1I to., more than one 
 right-angle . . two right-angles). 
 
 I. What is every correlation 7 2. Does Analysis ever make a cor- 
 relation ? 3. Why would not "A" make a good In. by sound with 
 " Anchor" on preceding page? 4. Is the method of remembering by 
 accidental coincidences always reliable? 5. If not, why? 6. Are there 
 cases where it cannot be used ? 7. Make an original correlation between 
 " Mitral valves " and " left." 8. How does the accidental coincidence 
 in connection with the University crews compare with Synthesis ? 9. 
 Does this method make an impression on the novice at first ? 10. Does 
 the novice adhere to it ? 11. Why? 
 
ASSIMILATIVE MEMORV. llj 
 
 I could give many other illustrations of the narrow scope 
 of this Method of Accidents, though genuine within thai scope, 
 and how, in all cases, by the Synthetic Method we can find 
 in the facts to be remembered the means of their recollection. 
 One case more : In regard to memorising the statement 
 that " the Posterior Nerve of the Spinal Column is Sensory, 
 and the Anterior Nerve is Motor," using this Method of 
 Accidents, "You observe that Posterior and Sensory go 
 together, and that Anterior and Motor go together. The 
 initial letters of Posterior and Sensory are P and S, and 
 the initial letters of Anterior and Motor are A and M. By 
 considering that A and M are in the upper part of the 
 Alphabet and P and S are in the lower part of it, you will 
 be sure to remember that Anterior is associated with Motor 
 and Posterior with Sensory." I admit that the first time 
 one hears this elaborate method applied the novelty of the 
 principle of it might make an impression ; but, after that, 
 the method would probably fail from its lengthy exposi- 
 tion ; because it is difficult to retain the steps of an argument 
 in a weak Memory and therefore such a method cannot 
 certainly act as a Means for Aiding the Memory. How do 
 I manage this case ? By correlating Posterior to Sensory, 
 thus : Posterior . . Post-Mortem . . Insensible . . Sensory ; or 
 Anterior to Motor, thus : Anterior . . Ant . . disturbed ant- 
 hill . . commotion . . Motor ; or Anterior . . antediluvian . . 
 rush of water . . water-power . . Motor. In uniting the two 
 unconnected," Extremes " together by means of a developed 
 Analysis memorised, the Natural Memory is aided in a very 
 high degree. 
 
 By memorising a Correlation, you so unite the two 
 EXTREMES in memory, that you need not afterwards recall 
 the intermediates. The intermediates drop out of the mem- 
 ory by what Prof. E. W. Scripture, Psychologist, of Yale 
 University, calls the Law of Obliteration. 
 
 I. Why does the method fail ? 2. Is it difficult to retain the steps o{ 
 an argument in the natural memory ? 3. Can you give any instances in 
 your own experience where Analysis hSs helped you to cement Extremes 
 together ? 4. Can such a method act as a means for aiding the mem- 
 ory ? 5. How would I manage the case spoken of ? 
 
Il8 ASSIMILATIVE MEMORY. 
 
 HOW TO MEMORISE A CORRELATION. 
 
 To memorise a Correlation you must at first, if your 
 Natural Memory be weak,' r&^ea.t from memory the interme- 
 diates forwards and backwards, as : — Anchor . . sheet-an- 
 chor . . sheet . . bed . . Bolster — Bolster . . bed . . sheet . . 
 sheet-anchor . . Anchor, at least three times each way. 
 These six repetitions from memory, three forward and 
 three back, are only required at first In a short time you 
 will infallibly remember every Correlation you make ; at 
 last, the memory will become so strong, that you will no 
 longer have to make Correlations at all. After you have 
 repeated the Correlation, then repeat the two extremes, 
 thus— "Anchor" . . "Bolster." " Bolster" . . "Anchor." 
 " Bolster ". , " Anchor." " Anchor ". ." Bolster." 
 
 Nothing else is so easy to memorise as a Correlation, for 
 a Correlation is not a " mental picture " or " story " — it is 
 neither a proposition, sentence or phrase. It has no rhe- 
 torical, grammatical, argumentative or imaginative charac- 
 ter. It is simply an elemental primordial Psychological 
 Sequence of Ideas in which one includes another, excludes 
 another, or in which one idea has been so often or so vividly 
 united with another in past experience that the two are 
 inseparably connected in memory — and a little practice in 
 making and memorising these Correlations soon makes it 
 impossible to forget them. 
 
 ASSIMILATIVE ASSOCIATION AND MEMORY. 
 
 Probably no psychological mistake was ever fraught 
 with greater injury to the cause of public or self-education 
 than the too prevalent opinion amongst teachers generally 
 that " physiological retentiveness " is the memory's sole 
 reliance in all stages of life. It is nearly the sole reliance 
 in infancy, and a partial reliance in youth. But when an 
 
 I. What is the result of uniting two unconnected "Extremes "by 
 means of a developed Analysis ? 2. What are the first steps in memo- 
 rising a correlation? 3. How long are these repetitions required ? 4. 
 What will be the result in a short time ? 5. What will be the final re- 
 sult ? 6. Are correlations easy to remember ? 7. What is the result 
 of making and memorising them ? 8. When does the most vivid con- 
 currence take place ? 
 
ASSIMILATIVE MEMORY. II9 
 
 accumulation of experiences and a fair command of lan- 
 guage have been gained, new acquisitions are henceforward 
 principally made by the affiliation of one idea upon or with 
 another or the making of associations between ideas already 
 estabtished. 
 
 And, if this be so, then memory must be very greatly 
 improvable, since no mental power is susceptible of so 
 much improvement as assimilative association. 
 
 A good memory, whether natural or acquired, belongs 
 to quick and vivid associability and revivabUity rather than 
 to mere inherent and perpetual physiological record making. 
 
 After a certain number of experiences the child learns 
 the appearance of a square. All his future experiences, how- 
 ever varied, of squares become affiliated upon, or connected 
 with the record of this original square. If each new square 
 had to be separately impressed on the brain as a distinct 
 and independent physiological record, it would take as 
 much time and trouble to learn every new square as it did 
 to learn the first square. But the instant recognition of 
 every square after learning the first one shows that the old 
 brain record is used in the case of each new experience of 
 squares or that the new square is interpreted by the old or 
 original record through the Laws of Association. Again : 
 Taking the prefixes com., de., im., op., re., sup., &c., which 
 are used in thousands of cases, and the suffixes ment, sion, 
 ible, ibility, &c., also used in thousands of words, and using 
 these in connexion with the root word " Press " we have 
 compress, depress, impress, oppress, repress, suppress, and 
 also compressible, depression, re-impress, suppression, im- 
 pressment, &c. 
 
 Must a new physiological record be made for each form 
 of the sixty or more words of which Press constitutes the 
 base, and must a new record be also made for each of the 
 prefixes and suffixes in the thousands of combinations in 
 which they occur ? No one believes any such absurdity. 
 
 If space permitted it would be easy to offer additional 
 considerations tending to show that after infancy and early 
 youth new acquisitions are mainly made by combinations 
 and recombinations of ideas already possessed, and not 
 by new and independent records physiologically reim- 
 pressed on each occasion. 
 
ASSIMILATIVE MEMORY. 
 
 RULES FOR MAKING CORRELATIONS. 
 
 1. Never make a correlation except in conformity to In., 
 Ex., and Con. Carelessness here is fatal to success. 
 
 2. When the pupil reads a correlation of mine, he should 
 indicate the relations between the words by writing in the 
 figures I, z, or 3, and he should pursue the same course 
 with his own correlations. 
 
 3. Ofttimes " extremes " are in different planes of 
 thought, so occasionally three intermediates are necessary 
 to cement them ; two are often required ; but after con- 
 siderable practice in making correlations one usually suf- 
 fices. 
 
 4. A correlation is a successive adiiance, and an interme- 
 diate must not refer back to any except its immediate 
 antecedent, never to its second or third antecedent. A 
 pupil wrote : — Short steps . . . stepson . . . real son . . . 
 more a son . . . Morrison. Here, " more a son " refers to 
 the comparison between " real son " and " stepson," but 
 the latter is the second antecedent so the correlation is a 
 defective one. He might have said : Short steps . . . step- 
 son . . . Morrison. 
 
 5. A word may be used twice but never three times. 
 Pen . . . pensive . . . gay . . . nosegay . . . Nose. Here 
 "gay" is properly used twice, and after that, it is 
 dropped and you can go on with the rest of the word, 
 to wit, nose. 
 
 6. A compound phrase including a verb is rarely allow- 
 able, since the intermediates must be the simplest elements, 
 either sensations or perceptions [relations among sensa- 
 tions] or abstractions [relations among relations], or one 
 of these with either of the others, always exemplifying either 
 In., Ex., or Con. 
 
 7. My correlations are good for me, but they may not 
 be so vivid to others, especially where the concurrences are 
 used. To fix the date of Magna Charta (12 15), the pupil 
 could memorise this Correlation — Magna Charta. . . 
 
 I. What is fatal to success in making correlations? 2. What do the 
 figures I, 2, and 3 indicate in Rule 2? 3. How many intermediates 
 should there be ? 
 
ASSIMILATIVE MEMORY. 121 
 
 King John. . . Jew's teeth. . , DeNTaL. But if the 
 pupil did not know before that King John had granted that 
 charter, and if he did not also know the story about the 
 extraction of the Jew's teeth to make him pay the royal 
 exaction, there would be no concurrence as to the first 
 word and second, or second and third, and if he learned 
 the Correlation it would be by mere repetition without aid 
 from Analysis. In such a case he would make and mem- 
 orise his own Correlation, perhaps thus : Magna Charta 
 ... magnify ... diminish ... DwiNDLe. When a pupil 
 makes his own Correlations, every concurrence he uses is a 
 real concurrence to him, and so with his Ins. and Exs. 
 This is a decisive reason why the Pupil should merely look 
 upon my Correlations as models, but make and memorise 
 his own Correlations in all cases, as being more vivid to 
 him and, therefore, more certainly remembered, as well 
 as more effectively strengthening the Memory in both its 
 Stages. 
 
 8. Vivid Ins. by meaning are better than Ins. by S. (the 
 latter when used, should be as perfect as possible). Ear . . 
 Eel makes a weak In. by S. to some persons, but it would 
 make a much more vivid first impression to most persons 
 to deal with them in this way : Ear . . (w)ring . . twist 
 . . wriggle . . Eel. But " Bivouac: . . a^educt " is a 
 perfect In. by S. as to the last syllable of the former and 
 the first syllable of the latter, since those syllables are pro- 
 nounced exactly alike. We may connect Bivouac to Rain 
 thus: '^Bivouac . . aqueduct . . flowing water . . falling 
 water . . Rain." 
 
 9. Never — in the early stages of the study of the System 
 — make a second Correlation until you have memorised the 
 first. 
 
 10. Although making and memorising Correlations serves 
 the useful purpose of fixing specific facts in the memory, 
 yet the main object in making and memorising Correla- 
 tions is to develop the latent power of the Natural Memory 
 to such a degree that all facts are hereafter remembered 
 without the aid of conscious Correlations. 
 
 11. Never try to find analytic date or number words 
 until you know the material facts connected with the date or 
 number before you. The student wishes to fix the date of 
 
122 ASSIMILATIVE MEMORY. 
 
 Voltaire's birth, in 1694. "The Shaper" and "The 
 Giber" occur to him. If he is ignorant of the facts of 
 Voltaire's life, he will correlate thus: " VoltaXre . . (i) . . 
 volatile . . (2) . . 'fixed' . . (i) . . 'The Shaper' The 
 Sk&per (1694) ; " or ''Yoltaire . . (i) . . tear to pieces . . 
 (i) . . mocking dissector . . (i) . . Tht Gib&r (1694)." If 
 he had known that Voltaire was a born writer, he would 
 have found the analytic relation in " Voltaire ... The Sha.ptr 
 (1694) " or if he had known that he was a terrible mocker, 
 he would have said: "Voltaire ... The Giber (1694)." If 
 he wished to fix the date of the discovery of America, he 
 might think of " Terrapin " (a large tide-water turtle, 
 abounding in Maryland), and correlate thus : " Discovery 
 of America ... (i) .. Maryland . . . (3) . . . Tirrapin 
 (1492)." But if he remembers that Con. covers all cases 
 of Cause and Effect, Instrument or Means to End, Person 
 by whom, &c., and if he reflects that this discovery has 
 been a blessing to the Old as well as the New World, he 
 would say : " Discovery of America ... (3) Trne Boon 
 (1492)." Or, if he considers that the moment America 
 was made known to Europe the whole of the Western Con- 
 tinent was open to every new-comer, he would find analytic 
 date-words thus : " Discovery of America . . . (3) . . . 
 Door open (1492)." If he merely wants to fix the fraction 
 92, he could use the first two consonants of the name of 
 one of his ships, and say : " Discovery of America . . . 
 P'lnta. (1492)." 
 
 ISOLATED FACTS. 
 
 Correlate an Isolated Fact to something (to some fact in 
 its environment or entourage that is best known and) 
 which you are sure to think of when you wish to recall 
 the Isolated Fact. 
 
 HOW TO REMEMBER PROPER NAMES WHEN 
 INTRODUCED. 
 
 An infallible method of remembering proper names is 
 (i) Get the name when introduced. If not quite sure, ask 
 for it. (2) Pronounce the natne aloud 'WhWst looking at the 
 
ASSIMILATIVE MEMORY. 1 23 
 
 person. Do this several times, if possible. The object is 
 to produce a concurrence or connection between the sight- 
 image of the Person and a sound-image of his Name. (3) 
 To help the ear for sound, always pronounce everyone's 
 name aloud whenever you meet him. This helps nature. 
 These directions carried out never fail to make a pupil 
 perfect in remembering proper names. 
 
 To remember proper names in the absence of the 
 person, correlate the Person's Name to the name of some 
 Peculiarity of the Person (as the best known and) which 
 you are sure to think of whenever you think of the 
 Person. If you memorise the Correlation, you will recall 
 the Name whenever you think of this Peculiarity (what- 
 ever struck you about him). 
 
 To remember a proper name, Mnemonists resort to In., 
 by S. But this alone gives no starting point, no " Best 
 Known " which you are certain to think of, and which will 
 enable you to recall the name, provided you cement by a 
 memorised Correlation the " Best Known "to the name 
 itself ; in fact, a similarity of sound alone and by itself is 
 likely to mislead you into reviving itself instead of the 
 name. A celebrated Member of Parliament (who in the 
 days of his youth, before he had greatly tested Mnemonics, 
 gave a high opinion of its value) was to deliver an address 
 at the Birkbeck Institution, some years ago. Having 
 difficulty in remembering proper names, he thought he 
 would fix the name of its founder in his memory by the 
 Mnemonical device of finding a word that sounded like it ; 
 he said to himself, " It reminds me of ' Pinchbeck.' " He 
 commenced as follows : " Before coming to the subject on 
 which I am to speak this evening, I desire to pay a deserved 
 tribute of praise to the founder of this great Institution, 
 the celebrated Mr. Pinchbeck." A shout of laughter 
 revealed to him that Mnemonics may get us into trouble, 
 and fail to help us out : he could not remember the real 
 name, Birkbeck, until it was told him. If he had mastered 
 this System, his new memory-power would have enabled 
 
 I. To what must we correlate a person's name? 2. What will be 
 the result if we memorise the correlation ? 3. To what do Mnemonists 
 resort to remember proper names ? 4. Does this alone give a starting 
 point ? 5. What is a similarity of sound alone likely to do ? 
 
124 ASSIMILATIVE MEMORY. 
 
 him to remember the true name without any device ; or, if 
 he was but a beginner at my System he could have re- 
 membered the name Birkbeck — which he was afraid he 
 would forget — by correlating it to the word — " Founder," 
 which he did remember, thus: — Founder... lost way.. .hark- 
 back ... Birkbeck ; or, Founder ...foundered horse ... chest- 
 nut horse. ..chestnut.. .bur.. .Birkbeck. If he had memorised 
 either of these Correlations, or one of his own, by repeat-' 
 ing the intermediates forwards and backwards two or three 
 times, and then recalled the two extremes, " Founder," 
 " Birkbeck," several times, the moment he thought of 
 Founder, he would instantly have recalled Birkbeck, one 
 extreme recalling the other without the intermediates being 
 recalled. When one has received only a third of the 
 benefit of this System as a Memory-TRAiNER, the mere 
 making of a Correlation ensures remembering two extremes 
 together without thinking of intermediates. 
 
 [Dr. Johnson, when introduced to a stranger repeated 
 his name several times aloud and sometimes spelled it. 
 This produced a vivid first impression of the man's name ; 
 but it did not connect \he. name to the man who bore it. 
 People who have adopted the Johnsonian Method some- 
 times remember the name but apply it to the wrong person, 
 because they did not establish any relation between the 
 name and the man to whom it belonged.] 
 
 EXERCISES IN CORRELATING. 
 
 Make 20 of your own Correlations between faces and 
 names (or between words and meanings), using some of the 
 extremes given by me, and, as other extremes (words, &c., 
 
 I. Is it ever possible to remember two extremes witliout thinking of 
 the intermediates ? 2. In what cases ? 3. What did Dr. Johnson 
 sometimes do when introduced to a stranger? 4. What sometimes 
 occurs with people who have adopted the Johnsonian Method ? 5. 
 Why is this ? 6. As Max MuUer names mental acts in this order : 
 Sensation, Perception, Conception, Naming, and Memory, would he 
 hold that failure to remember names implies weakness of naming 
 power ? No ! Remembering a name is an act wholly unlike imposing 
 a name in the first instance. Such failure arises from weakness of the 
 auditory function, or of the perception of individual peculiarities or 
 failure of the sight-image to become cemented to the sound image. 
 
ASSIMILATIVE MEMORY. I25 
 
 of your own selection, or) names and faces of your own 
 acquaintances. 
 
 Peculiarity. Correlation. Proper Names. 
 
 Cross-eyed Cross-bow. . . .bowman Mr. Archer 
 
 Wavy hair dancing wave . . . .Morris dance. . . .Mr. Morrison 
 
 Blacic eyes white. . . .snow pure as snow. Mr. Virtue 
 
 Retreating chin retiring home-bird Mr. Holmes 
 
 High instep high boots. . . .mud. . . .peat Mr. Peat 
 
 Crooked legs broken legs crushed Mr. Crushton 
 
 Apprehension suspension . . . .gallows Mr. Galloway 
 
 Sombre sad. . . .mourning. . . .hat-band Mr. Hatton 
 
 Music stave. . . .bar Mr. Barcroft 
 
 Violinist violin .high note. . . .whistle Mr. Birtwistle 
 
 Painter paint. . . .colored cards. . .whist. . . ■ Mr. Hoyle 
 
 Plumber plum-pudding. . . .victuals Mr. Whittles 
 
 Joiner wood. . .".ash Mr. Ashworth 
 
 A CONTRAST. — When unconnected ideas have to 
 be united in the memory so 'that hereafter one will recall 
 the other, the teachers of other Memory Systems say : 
 " What can I invent to tie them together — what story can 
 I contrive — what foreign extraneous matter can I introduce 
 — what mental picture can I imagine, no matter how un- 
 natural or false the juxtaposition may be, or what argument 
 or comparison can I originate — ^no matter how far-fetched 
 and fanciful it may be, to help hold these ' Extremes ' 
 together ? " They do not reflect that all these mnemonical 
 outside and imported schemes must also be remembered, 
 and that being in the form of sentences expressing loose 
 relation of mere physical juxtapositions or the complex 
 relations invented by constructive imagination or subtle 
 intellect, they are, to most, more difficult to recollect than 
 the extremes would be without these ponderous aids. 
 Hence, in their professed attempt to aid the memory, 
 they really impose a new and additional burden upon it. 
 
 On the other hand, I simply ask the memory what it 
 already knows about the " Extremes." The first interme- 
 diate of a correlation is directly coriatcX&A through In., Ex., 
 or Con., with the first " Extreme," and the last intermediate 
 with the last " Extreme," and the intervening intermediate 
 (if there be one) with the other two, and thus, the inter- 
 mediates being already in the memory, and not the result of 
 invention or ingenuity, my Method of Correlation is purely 
 
126 ASSIMILATIVE MEMORY. 
 
 and solely a Memory process. In this way, I use the 
 Memory to help the Memory, I use the reviving power 
 of the memory to make a vivid First Impression between 
 two hitherto unconnected "Extremes." I add nothing to 
 the " Extremes," import nothing from abroad in regard to 
 them, invent nothing. I simply arouse, re-waken to con- 
 sciousness, what is already stored away in the memory in 
 regard to those " Extremes," and, by reciting the Correla- 
 tion a few times forwards and backwards, cement the 
 " Extremes " themselves so vividly together, that hence- 
 forth one " Extreme " revives the other " Extreme " with- 
 out the recall of the intermediates. 
 
 And in the chapter on Recollective Analysis, and also in 
 the previous part of this chapter, I have given the attentive 
 student such a familiarity with the Memory Laws of In., 
 Ex., and Con., that he can make Correlations as easily as 
 he breathes. 
 
 When learning prose or poetry by means of endless 
 repetitions to acquire, and endless views to retain, the 
 mind soon wanders, and thus discontinuity is promoted ; 
 but, in reciting a Correlation forwards and backwards from 
 memory, the mind cannot wander, and thus the continuity 
 is greatly strengthened. Again, memory is improved by 
 exercise, and improved in the highest degree by making and 
 memorising correlations, because in making them the reviv- 
 ing power of the memory is exercised in conformity to 
 Memory's own laws ; and in memorising the Correlations 
 both stages of memory are most vividly impressed. Thus, 
 making and memorising the Correlations TRAINS both 
 Memory and Continuity. And if to this training process 
 there be added the habit of Assimilation which the use of 
 the Analytic-Synthetic and Interrogative Analysis Methods 
 of learning Prose and Poetry by heart imparts, as well as 
 my other training methods, then the NEW memory thus 
 acquired will not demand the further use of tJie System any 
 more than the adult swimmer will need the plank by which as a 
 boy he learned to swim. 
 
 I. Are you required to make any original correlations? 2. How 
 many ? 3. Between what extremes ? 4. Do you find it difficult ? 5. 
 Have you any evidence given here that others have experienced any 
 difficulty in making them ? 6. Did they finally succeed ? 7. What 
 question is frequently asked by other memory teachers ? 
 
ASSIMILATIVE MEMORY. 127 
 
 LEARNING FOREIGN WORDS. 
 
 " The Guide to Memory, on a New and Complete Treat- 
 ise of Analogy between the French and English Lan- 
 guages," compiled by Charles Turrell, Professor of Lan- 
 guages, and published in 1828, contains the words which 
 are the same in each language (alphabet, banquet, couplet, 
 &c.), and those almost the same — " Letters necessary in 
 English, and superfluous in French, are included in a 
 parenthesis, thus Bag(g)age. Letters necessary in French, 
 and superfluous in English are printed in Italics, thus 
 Rommage. " At first sight it seems as if this plan were a 
 good one (and some still recommend it*). But of the 
 words which are the same in both languages, some of them 
 have meanings one rarely if ever needs to express, while 
 others are seldom seen except in Dictionaries, so the stu- 
 dent who uses this method does not make much useful 
 progress. The Rev. W. Healy, of Johnstown (Kilkenny), 
 long before he had finished my course of lessons, stated : 
 " / wrote out the French words that correspond to the English 
 of everything around us and that are in common use, and found 
 that by the aid of Rec. Syn. I could commit thetn much faster 
 than the time taken to write them out^ 
 
 The words he had made himself familiar with were those 
 most frequently met with in reading, and useful in speak- 
 ing and writing. 
 
 Mr. D. JS[asmith employed a clerk in findingjhgjiumber 
 
 of^occuriSSpes of the "same word in^tKree books. Some' 
 
 ■'vrojds_flccurred..thousands ofjtimes; andjOthers- only-five, -or 
 
 fewer. The words which freque ntry occ urred he SFranged" 
 
 1. What new burden do they impose on the memory? 2. What do 
 I require from my pupils ? 3. To what is the first intermediate con- 
 nected? 4. Through what ? 5. How do I deal with the other inter- 
 mediates ? 6. What is a memory process ? 7. Is the memory used to 
 help the memory in any way ? 8. Do I add anything to the extremes ? 
 9. Is memory improved by exercise? 10. When is the System laid 
 aside ? 
 
 *The " New Memory-Aiding French Vocabulary" by Albert Tondu, 
 published by Hachett et Cie, London, in 188 1, is a somewhat similar 
 work to Charles Turrell's. 
 
128 ASSIMILATIVE MEMORY. 
 
 in order,_Jhe commonest first, and compiled, exercises io 
 suit them. His", " Linguists'^' (Germaxuand Fr©neh)-»r-e. 
 -pnbrlished^By Mr. D. NiittrOf 270, .SttarH#,-Lond'OBrand4l^ 
 the aid oflnem, and of my System, a useful knpwjed^g^jrf. 
 German (or French) can be rapicjly acquired.- -. , 
 
 A pupil who had a very slight acquaintance with French 
 learned an Analytic Series of French words, asking a 
 French friend the meaning and pronunciation of the words 
 unfamiliar to him. By doing this he in about an hour 
 learned the spelling, pronunciation, and meaning of nearly 
 100 French words. Since then he has been extending the 
 exercise, and in that way he has learned r,ooo French 
 words. In doing so he is strengthening his memory by 
 exercising it in accordance with its own laws, increasing 
 the control his will has over his attention, and extending 
 his French vocabulary. 
 
 To remember Unfamilar English Words or foreign 
 WORDS, correlate the Defini tion as the best known to the 
 Unfamiliar or Foreign wora, "and meinorise^.the Correla- 
 tion. Injhe case of Foreign Words, thq^last Intermediate 
 is necessarily a case,„ol IncLusion^hy sound. Sometimes 
 there is In. by sight or by sound between a part or the 
 whole of the English word, and a part or the whole of its 
 Foreign equivalent, as y4/ple — apiel [German]. Of course, 
 the pupil will not need the aid of a correlation in such 
 cases if he notice the analytic relation. The French word 
 Anachorite might have for its equivalent by sound either 
 "■'Anna" ox " Core," or ^^ Ate," ox ^^ Anna goes late," ox 
 "Ann a core ate," or "Anna's cold hate," and perhaps to 
 some of my readers it would seem like something else. 
 Cravachexxix^t sound like " Crack of lash." Pupils often 
 disagree as to what is good Inclusion by sound ; let each 
 use what suits himself, and not trouble about other people's 
 ears. In. by sound, or by sense, or by spelling, is sufficient 
 even if it refers to only one syllable. 
 
 I. Do we ever see words spelt differently but with the same pronun- 
 ciation ? 2. Is the use of the Dictionary required ? 3. What examples 
 have we here of the benefits derived from Rec. -Synthesis? 4. With 
 what words did he make himself familiar ? 5. Does the same word 
 frequently occur in a book? 6. What proof can you mention? 7. 
 What task was accomplished in about one hour by one of my pupils ? 
 8. What language was he studying ? 
 
ASSIMILATIVE MEMORY. 1 29 
 
 English. Intermediates. Greek. 
 
 Merchant.. . .market. . . .emporium .E/ncopoi 
 
 Move move on. . . .next stage. . . .next-of-kin. . . .Kiveaa 
 
 True naked trutli. . .pith of the matter. . .pithy. . .niBavoi 
 
 Course coarse hair. . . .camel hair, . . .dromedary. . . .Spo/xoi 
 
 Servant light fare. dole out [maid . . .bride 
 
 dowry] SovXoi 
 
 Tanner leather. . . .leather purse. . . .disburse jSvpdsvi 
 
 Cup tea-cup. . . .tea-pot Tiorrfpiov 
 
 Fetters criminal. . . .desperate Se6/i6i 
 
 Fragile thin. rapier. " thrust us" BpavdToi 
 
 — glass houses ..." throw stones " — 
 
 Fruit fruit-knife .... fish-knife .... carp uapitoi 
 
 Round fat. . . .stout strong 6Tpo}'yv\oi 
 
 Bride fair. . . .fairy. . . .forest nymph wnqxtf 
 
 Pearl Necklace. . .sweetheart. . .Sweet Margery.. ./J-apyapiTTji 
 
 Bread baker. . . .baker's art aproi 
 
 Marry lottery of life .... risky game ■yaixioo 
 
 Join engaged — [suited . . . apt]. . . apt to disagree . . aitTco 
 
 Culprit cull select a few . . .few gone <psvyc6v 
 
 Milk milky way. . . .galaxy ydXa 
 
 Drink water . . .small leak. . . .pinhole icivm 
 
 Suffer hunger. . . .dying of hunger. . . .pining away iCEtydoo 
 
 Time watch chronometer xpovo? 
 
 — Father Time. . . .old age old crony — 
 
 Deliver capture. lasso ditaXaddeo 
 
 Spread ..... Christmas feast. . . .deck a church. . . .dye a 
 
 spire SiadTtsipao 
 
 IJncover . . . .bare. . . .bare foot, a Kaliph's toe enxaXvTiToa 
 
 Shut shut out severe weather. bad climate . K/lfizoj 
 
 I judge condemn . . .refute. . . .refuse. . .cry "no".KpzVoo 
 
 Found establish fix fasten thus. . . .tie so. . .HtiZco 
 
 Soldier art of war. . . .strategy drpanoirjfi 
 
 Latin. 
 
 Heart heart-sick. . . .fainting, . . .cordial cor 
 
 Wickedness . dishonesty blackmail malum 
 
 Book printed thoughts freedom of thought 
 
 liberty liber 
 
 — books. . . .library — 
 
 I. In the case of Foreign words, what must the last intermediate 
 necessarily be a case of ? 2. Do pupils always agree on a good In. by S, ? 
 3. What is sufficient, if it refers to one syllable only ? 4. What are you 
 never to do in getting at an English word ? 5. What may you do in get- 
 ting at a Foreign word ? 6. Could you not omit ' ' camel hair " ? 7. 
 Could you not omit "leather," which follows "tanner"? 8. Could 
 you not omit after ' ' cup " the word ' ' tea-cup " ? g. Is not ' ' tea-pot " 
 connected by Con. with "cup"? 10. After "bread" could you not 
 omit " baker " ? 11. Are not " bread " and "baker's art " connected ? 
 12. Could you not omit " watch," after " Time " ? 
 
 9 
 
13© ASSIMILATIVE MEMORY. 
 
 English. Intermediates. Latin. 
 
 Breast front. . . .front view aspect pectus 
 
 Spear thrust. . . .quick motion. . . .hasty hasta 
 
 Suitor princely suitor. . . .married by proxy procus 
 
 Aslc borrow swindle. rogue rogare 
 
 Marrow Old English arrow. . . .victory medal. . .medulla 
 
 Captain head of hundred . . . .century centurio 
 
 Surveyor . . . .measure. . . .dimension agrimensor 
 
 Furniture . . .bent- wood chairs bent legs supple 
 
 legs supellex 
 
 Vine wine. . . .luxury pampered pampinus 
 
 Liar false pretence. . . .mendicant mendax 
 
 Cow cow-pox. . . .vaccination vacca 
 
 Sing boatman's song . . .canoe cano 
 
 Kill kill by hanging . . .broken neck necare 
 
 Redden blush. . . .kissing ruby lips rubesco 
 
 — red. ...ruby — 
 
 Dry dry mouth. . . .feverish sick siccus 
 
 Man married man. . . .home homo 
 
 War' victory rejoicings bells rung bellum 
 
 Rob robber. . . .hue-and-cry policeman's rap.rapto 
 
 Tanner russet leather. . . .russet apple. . .apple core . coriarius 
 
 Dove married love. . .United States. . . Columbia. columba 
 
 Bench table shop counter selling subsellium 
 
 Oar Roman galley Rome Romulus and 
 
 Remus remus 
 
 Garret unhealthy. . . .medicine salts and senna. cenaculum 
 
 Garret store-room grain store granaria 
 
 Horse race. . . .dead heat. . . .equal equus 
 
 Cock spurring goading galling gallus 
 
 Lazy tramp. . . .knave ignavus 
 
 Make heavy . rich food gravy grave 
 
 Sign musical signs. . . .notes nota 
 
 Poverty drafty garret. . .sleeping draught. . .opium, .inopia 
 
 Messenger. . .news . . .false news nonsense nuntius 
 
 Top high perch. . . .hen's perch cackle cacumen 
 
 Face bare face . . .bare headed bird. . . .vulture, .vultus 
 
 Useless .needless impatience. . . .irritation irritus 
 
 Dark dark staircase. . . insecure obscurus 
 
 Writer bad writer. . . .scribbler scriba 
 
 I. If "mendicants" are known to be liars, why could not "false 
 pretences" be omitted? 2. If "vaccination" means inoculating with 
 " cowpox," why could not " cowpox" be omitted ? 3. If "broken ' neck 
 means a violent death, why not omit "kill by hanging"? 4. Ought 
 not "billing and cooing" to be inserted after "Dove"? 5. What 
 relation is there between "married love" and "United States"? 
 6. If " musical " be added to " notes," why could not " musical signs " 
 be omitted? 7. If "scribbler" is a writer, why could not "bad 
 writer " be omitted ? 
 
assimilative memory. i31 
 
 English. Intermediates. Latin. 
 
 Harvest harvest home . . . . " Mrs. at home ? " messis 
 
 Dog dog's tail tin can [cane carrier 
 
 . . . .cane*] canis 
 
 Egg boiled egg. . . .boiled hard. . . .over boiled, .ovum 
 
 Fox jackall carcass .vulture vulpes 
 
 Bread sweat of brow labour pain [bread-pan 
 
 . . . .pan*] panis 
 
 Table figures. . . .calculation. mensuration mensa 
 
 Master schoolboard. fines magistrate magister 
 
 Tree mast. . . .ship .harbour arbor 
 
 Mother wife .helpmeet help-mate mater 
 
 German. 
 
 Joy play-day. . . .free day. . . .Friday Freude 
 
 Sad. tomb mason. trowel traurig 
 
 Clear clear tones. . . .clarionet klar 
 
 Indolent ..,.." lazy bones " lazy lass lassig 
 
 Dangerous . . storm . steamboat fare gefahrlich 
 
 Part part of house. . . .roof tile Theil 
 
 Empty. hollow fox's hole. . . .lair leer 
 
 Take take husband. . . .new name nehmen 
 
 Difiidence . . .shy girl. . . .schoolgirl Miss Misstrauen 
 
 Little grow less. . . .on the wane wenig 
 
 Much more. . . .mourn. . . .feel grief viel 
 
 Recompense .repayment loan Lohn 
 
 . Question . . . .answer. . . .fragmentary answer Frage 
 
 Foot-stool . . . low shame Schemel 
 
 Pressure too heavy. . . .droop Druck 
 
 Voice voice lozenges .... stimulation Stimme 
 
 Child young kindred Kind 
 
 Threaten stinging words. . . .stinging bee. . . .drone, .drohen 
 
 Mirror reflect think speak Spiegel 
 
 I. Could not "boiled hard" be omitted? 2. If we use "men- 
 suration tables," could not "figures, .calculation" be spared? 3. 
 What is the relation between "Tree" and "mast"? 4. Could 
 not "lazy bones" be omitted after " indolent " ? 5. Why could not 
 "schoolgirl" be omitted? 6. Why could not "answer" be omitted 
 after " question" ? 
 
 * In some English schools the first syllable in " panis " sounds 
 "pan," in others "pain." If an English word derived from a foreign 
 word (or from the same root) occurs to you, use it ; but do not spend 
 time hunting for derivations. Unfamiliar words are no help ; do not 
 think the word " panification " will help you to "panis," because it is 
 an English word meaning "bread-making," and you are an English- 
 man. You would be much wiser to try to remember the English ' ' pani- 
 fication" by the aid of the Latin "panis," than vice-versa, that is, if 
 any mortal ever does want to remember that pedantic dictionary word. 
 
132 ASSIMILATIVE MEMORY. 
 
 English. Intermediates. German. 
 
 Beetroot red heart. . . .rib Riibe 
 
 Potato dig up. . . .remove. . . .cart off Kartoffel 
 
 Love lovers' meeting. . .meat. . .Liebig's extract. . .Liebe 
 
 Campaign .. .pain . . .feel. . . .felt Feldzug 
 
 Medicine . . . .science arts (pr. artsnei) Arznei 
 
 Evening hour of prayer. . . .bend the knee Abend 
 
 Heaven angels harps. . . .hymns Himmel 
 
 Song choir . . .choir leader lead Lied 
 
 Table soiled table cloth dirtyish Tisch 
 
 — dinner. .. .dish — 
 
 Chair chairman session Sessel 
 
 Bottle Leyden jar . . .electric spark flash Flasche 
 
 Beloved attached... .hooked trout traut 
 
 French. 
 
 Fat Fat ox. . . .clover rich grass .-. gras 
 
 Mouth Flesh eater butcher bouche 
 
 Asphalt assafcetida fish bait beton 
 
 To lash circus. . . .Hengler , cingler 
 
 Current nerve current. . . .vague function vagus ■ 
 
 Armchair. . . .reclining. . . .gouty foot oil fauteuil 
 
 — ...arm leg foot — 
 
 Railway station railwray guard guard gare 
 
 Smoke tobacco smell perfumer fumer 
 
 Carpet fine design .... tapestry tapis 
 
 Head foot. . . .root. . . .potato tete 
 
 Oar boat war-ship. . . .ram. . . .[See Latin], .rame 
 
 Tears hysterics. . . .fainting fit. . . .alarm larmes 
 
 Canvas rope. . . .oakum. . . .hard labor. . . .toil .... toile 
 
 Wave washing. . . .unwashed vagabond vague 
 
 — current. . . .nerve current vagus — 
 
 Bed bed of sea. . . .sea-shore. . . .lee-shore lit 
 
 Pane pain sore eyes. . . .vitriol vitre 
 
 — glass. . . . vitreous — 
 
 Gun gunsmith. . . .spark fusee fusil 
 
 — foot soldier fusilier — 
 
 Shovel shoved about crowd Pall Mall pelle 
 
 — sand spade. .. .pail — 
 
 Side-walk.. . .walking fast trotting along trottoir 
 
 — ... .mid road. .. .horses. .. .trotting — 
 
 I. Why could not " feel " be left out? 2. Why not omit " science," 
 and say " medical arts " ? 3. Why not omit " angels " and " harps," 
 and simply add "celestial" to "hymns"? 4. If the pupil does not 
 know who "Hengler" is, should we not omit the name and insert 
 instead " singing clown " ? 5. Why should not " fare " be a better In. 
 by sound with "gare" than "guard"? 6. If tapestiy means other 
 things besides carpets, would not " tapestry carpet " be a sufficient 
 intermediate ? 7. If " pelle " is pronounced as if applied " pel," ought 
 not " Pall Mall" to be pronounced as if spelled " Pell Mell" ? 
 
ASSIMILATIVE MEMORV. 133 
 
 English. Intermediates. French. 
 
 Dirty second-hand furniture. . . furniture . . . sale . . . sale 
 
 Faithful dog-blind fiddler fiddle fidele 
 
 — faithfulness. . . .fidelity. — 
 
 Pity pitying misery misericorde 
 
 Misfortune . .missing train. . . .mail hour malheur 
 
 Hang fire . . .fire engine. ..." haste " tear along too. .faire longfeu 
 
 Star diamond. . . .ball dress. . . .toilet etoile 
 
 — Star Inn. ...hotel — 
 
 Cake cheesecake. . . .mouse. . . .cat gateau 
 
 Sword soldier soldier's pay epee 
 
 — war. misery. .. .happy — 
 
 Book pages leaves [See Latin] livre 
 
 Castle ruined. . . .shattered chateau 
 
 To speak .converse dispute, parley parler 
 
 Italian. 
 
 Basket horse-basket. . . .pannier paniera 
 
 " casket. . . .ring bull bellow corbello 
 
 Gold nugget. . . .ore oro- 
 
 His his own. . . .zone. . . .bind. . . .sew suo 
 
 Thy thy face head foot toe tuo 
 
 Uncle " Dutch uncle". ..Holland. ..Zuyder Zee. .Zio 
 
 Pius church. . . .pew Pio 
 
 Month Month of May. . . .mace mese 
 
 Made servant-maid. . . .cook fat fatto 
 
 Synonyms, as well as words having but a slight difference 
 in sound like Insidious and Invidious are easily discriminated 
 
 by memorised Correlations : Insidious inside hole 
 
 fox TREACHERY. — INVIDIOUS invade hostility 
 
 ill-will. 
 
 HOW TO MEMORISE DATES, &c., WHERE YOU 
 ARE UNFAMILIAR WITH THE FACTS, &c. 
 
 Let every Pupil write examples of his own selection of 
 names Correlated to Dates of birth and death worked out 
 
 I. Is the letter " i " in Zio pronounced as if spelled Zeeo ? 2. If so, 
 is ' ' -pew " a good In. by sound with Pio ? 3. Why would not these be 
 good correlations, viz., Insidious, hideous .... moral turpitude.... 
 Treachery. — Invidious, .perfidious, .betrayal. .Ill-will. 4. How 
 many correlations have you made so far ? 5. Have you made your own 
 in every case, or memorised mine in every case? 6. Have you 
 indicated the relations in all cases by writing in i, 2, or 3 ? 7. If not, 
 why not ? 
 
134 ASSIMILATIVE MEMORY. 
 
 as below, or some other pairs of extremes, such as name of 
 ship to its captain on one side, and its tonnage (or destined 
 port) on the other. 
 
 To remember Dafes of Bi'r^A and Death (&c.) of men, 
 correlate the surname as best known to the word 
 expressing the date of birth, and correlate the birth-word 
 to the death [&c. ] word : — 
 
 Do not look for Analytic Date-words in the following 
 cases until you have first memorised my Correlations or 
 your own. You can then review the examples and easily 
 find Analytic Date-words if you are sufficiently acquainted 
 with the facts of the cases, as : Lord Beaconsfield (18)05, 
 5a/ient.* Here is a supposed Analytic formula by Enghsh 
 Liberals, of Gladstone's birth : — Gladstone — " 5u/reme " 
 (18)09; by Foreigners— " 5u/ereminent ; " by Tories, 
 " Spo\\z.tox ; " by Home Rulers—" 5u/porter ; " by Par- 
 nellites — " Aj;^erser ; " by Churchmen — " ^iritual ; " by 
 Agnostics — " 5u/erstitious ; " by Unionists — "5e/aratist ;" 
 by admirers of eloquence — " 6?)ellbinder ; " by decriers of 
 speaking — " pouter." 
 
 Lord Beaconsfield beacon the rock Ae vessel [bom 1805] 
 
 . . . .Vessel . . .anchor. . . .hope. . . Jo haz/e /ai;h [died 1881] 
 Mr. Gladstone. . . .gladness. . . .sorrow .... Ae heaz/y sob [bom 1809] 
 
 . . . .heavywaters. . . .Noah's flood. . . .few saved too /ew men 
 
 [M. P. in 1832] 
 
 Napoleon Bonaparte . . . .banishment, . . .embarkation Took ship 
 
 [Jom 1 769] 
 
 . . . .Took ship. . ..masthead Godhead Dvmmty. ., .[died 1821J 
 
 Robert Burns Scottish poet map of Scotland map of the 
 
 World. . . . 7'he globe [born 1759] 
 
 . . . . " The Globe ". . . . newspaper page "^sitKng p^ge [died 
 
 1796] 
 Oliver Goldsmith. . . .poverty. . . .plenty. . . . Took enough [bom 1728] 
 . . . . " bread enough " prodigal son .... The younger [died 1774] 
 
 I. Memorise the correlation you make. 2. Do you find it difficult 
 to get analytic date-words ? 3. What is necessary in order to get them 
 readily ? 
 
 * One of the meanings of ' ' Salient "is " to force itself on the 
 attention." Recall his threat when coughed down on the occasion 
 of his maiden speech in the House of Commons. "You will hear 
 me " (18)05. 
 
ASSIMILATIVE MEMORY. I35 
 
 Nelson Britain's bulwark Whi/e f/if/ [bom 1758] Whife 
 
 /osji/ [died 1805] 
 
 Cardinal Wohey butcher steel straight Direct [bom 
 
 1471; 
 
 .point. horns. . . . Dilemmas [died 1530 
 
 Cardinal Newman. "kindly light " Vesta, [born 1801' 
 
 . . . .fire goddess sun god Phcub-as [died i8go^ 
 
 The Marquis of Salisbury. . . .St. Paul's burial . . . The famous [born 
 
 1830] 
 The famous. . . .Livingstone. . . .travelling. . . .voyaging [succeeded 
 
 to title 1867] 
 J.J. i?o«jj^a«. ..." Emile". .. .early education. .. .Ei/ufa/e «ow [bom 
 
 1 712] 
 
 .draw out thought I think of you [died 1778] 
 
 Charles Darwin " Natural Selection " The cliosen one 
 
 Ha/py [born (i8o)g]* 
 . . . .greatest happiness. ... To have heaz/ew [died 1882' 
 
 George Eliot .Adam Bede. . . .add. . . . Advance fborn 1820] 
 
 Money ;^io Two /iz/ej [died 1880^ 
 
 Richard Wagner " Music of Future " . . . . future time . ... 7b have 
 
 time [born 1813] 
 To have fame [died 1883] 
 
 The Duke of Albany. . , .delicate pale .white "^hite flame 
 
 [born 1853] 
 Fire [died (18)84] 
 
 Charles Dickens. ..." Pickwick Papers "... .picnic biscuits. biscuit 
 
 tin Tin [bom (i8)i2 
 
 Case [died (i8)7o| 
 Titus Dates. . .barley. . .mash-tub. . .man's tub. . .Diogenes [born 1620' 
 
 . harsh critic . He attacks all [died 1 705' 
 
 The specific gravity of the Iridium is 22*40 22*40 
 
 Iridium. . . .1 ridicule. . . .Ridiculous. . . .All laugh. . . . none serious, 
 
 I. Is it always necessary for us to know the dates of the birth and 
 death of men ? 2. Then why do we do this exercise ? 3. What do I 
 want you to get thorough control over ? 4. What will you then be able 
 to do ? 5. The specific gravity of Iridium is 22*40, represented by the 
 phrase «o»e serious; of what use is the first "s" in the word 
 ' 'serious " ? 6. Why would you not give it the value of (o) ? 7. Give 
 a phrase indicating the height of the Washington Monument (555 ft.). 
 8. Now correlate "Washington Monument" to the phrase you have 
 given. 9. Make original correlations for all the events on this page. 
 10. Are unfamiliar words of any help in a correlation? 11. Should 
 they ever be used as intermediates ? 12. Do you try to use as few in- 
 termediates as possible ? 13. Are short ones more easily learned ? 
 
 * It is sufficient to indicate the figure 9, as we know that it could not 
 have been the year 9 of the Christian Era, and as it was somewhere 
 about the beginning of this century, the figure 9 makes an indefinite 
 impression definite and exact. 
 
136 ASSIMILATIVE MEMORY. 
 
 See Analytic Substitutions, concerning the expression of decimals. 
 
 One pound avoirdupois equals .45355 of a kilogram — 
 Pound Avoirdupois. . . .old measure. . . .new measure 
 
 new reign.. ('45355) Hij m/e may ha/low a/I 
 
 Great Earthquake at Lisbon in 1755 — I 75 5 
 
 LISBON Listen Hush ! . . TALK LOWLY. 
 
 Sorata (Andes) 21,286 feet high. 2 1286 
 
 SORATA . . .sore cured salt fish UNEATEN FISH 
 
 FOUNDATION OF" ROME. . .Seven hills. . .up hill. . .(753) dmh 
 FIRST PRINTING IN ENGLAND. . . .Book. . . .Pamphlet. . . . 
 
 (1471) trait. 
 
 COUNCIL OF TRENT rent. . . rent roll.. . . (154S) daily roll 
 
 SPANISH ARMADA DESTROYED I 5 8 8 
 
 Many ships sunk few escaped THEY LEAVE A FEW. 
 
 America discovered in 1492 — I 492 
 
 AMERICA Merry Sad. . .sad irons. . .Handcuffs. . .TURPIN. 
 
 Mariners' Compass invented, 1269 — 126 
 
 MARINERS' COMPASS. . . pocket compass— TINY SHAPE. 
 
 Learning dates and other figures by Synthesis is never 
 recommended except where the pupil is ignorant of the 
 subject matter and cannot in consequence use Analytic 
 Substitution. Synthesis power has a good training effect 
 in all cases. 
 
 Serial Facts. 
 
 There are two kinds of Serial Facts. 
 
 (i) One is where names or facts are stated in a certain 
 order, as in alphabetical order, for instance, and yet a 
 different order could be given. Lists of exceptions in 
 Grammar are usually stated in the alphabetical order, yet 
 if the component parts or words of the list are remembered, 
 the alphabetical order is of no consequence. One teacher 
 has re-arranged Series in Foreign Grammars in such a 
 manner that he finds a natural suggestiveness between 
 the words. No doubt such a re-arrangement can be 
 made, but I question whether his doing it for another 
 would help the latter much. For the pupil to benefit, he 
 should re-adjust the Series for himself. My Pupils, when 
 trained in Analysis and Synthesis, have no difficulty in 
 correlating the Series just as they may find it. No time is 
 spent in trying to discover relations that may not exist. 
 
 I. How many kinds of Serial facts are there ? 2. What are the char- 
 acteristics of the first kind ? 3. Is it advisable for the pupil to re- 
 adjust Series in P'oreign Grammars ? 
 
ASSIMILATIVE MEMORY. 137 
 
 At best, when found, they will be weak ; but, by correlat- 
 ing the series together, my Pupils make a strong and 
 vivid relation between all of the words of a Series to be 
 memorised, and at the same time exercise attention in both 
 its functions, and increase appreciation of In., Ex., and Con. 
 Suppose we wish to memorise the 1 1 prepositions which 
 form part of certain Latin verbs which are followed by the 
 dative, [to wit: — Ad., Ante., Con., In., Inter., Ob., Post., 
 Pre. , Pro., Sub. , and Super. This Series is usually learned 
 by endless repetition, as a succession of sounds to the ear, 
 or sight to the eye, by mere rote. What a waste of time to 
 attempt to re-arrange it in order to learn it more easily. 
 Yet such a Series can be learned by correlating the words 
 together in a very short time, thus : — 
 
 Ad addition. front addition. . . .ante-xoova. . . . 
 
 Ante antecedent. . . .(ri'wsequent. . . . 
 
 Con converse .... «verse .... 
 
 In 
 
 Inter interject. . . .object. . . . 
 
 Ob obligation . . . ./oj^oned obligation 
 
 Post post-office . . ./repayments 
 
 Pre predilection . . . ./r^pensity .... 
 
 Pro produce. . . .soil products. . . .sub%o\\. 
 
 Sub subordinate actor. . . . Super. 
 
 And, similarly, we can deal with any Series in Grammar, 
 or elsewhere. 
 
 (2) The other kind of Series is where the words, facts, 
 or things musthe memorised as given. The seven primary 
 colours are given as they occur in nature, thus : — Violet, 
 Indigo, Blue, Green, Yellow, Orange, Red. The uncon- 
 scionable word VIBGYOR has been given as a means, 
 through the initial letters of the colour words, to enable us 
 to remember those words, and ROYGBIV to enable us to 
 remember the Series backwards. To such a pass are edu- 
 cators driven when they lack my Universal Method of 
 cementing Extremes. We know the Series both ways if 
 we Correlate the words, thus : 
 
 I. Do my pupils ever find any difficulty in correlating the series 
 as they may find it ? 2. What training must they have in order to do 
 so? 3. Is any time misspent in trying to discover a non-existing 
 relation ? 4. What are the eleven Latin prepositions here given ? 5. 
 How are they usually learned ? 6. Is time gained thereby ? 
 
138 ASSIMILATIVK MEMORY. 
 
 Violet let go ... . 
 
 Indigo indigestion. ..." blues". . . . 
 
 Blue blue sea. . . sea green. 
 
 Green green corn. . . .ripe corn. . . . 
 
 Yellow. . . .yellow fruit. . . . 
 
 Orange Orangemen fights. . . .blood spilt. . . .blood-red. . . .Red. 
 
 ORDER OF THE ENGLISH SOVEREIGNS. 
 
 The true Method of learning the Order and Dates of the 
 English Sovereigns, as of the American Presidents, or of 
 any other list of Rulers, is to deal with them only in the 
 course of reading. When met with in History, all the facts 
 are before the reader, and, if he fails to hold the order of 
 succession clearly in mind in any case, he can easily correlate 
 the Names together. And if he fails to retain some of the 
 dates, he can readily make forgetfulness impossible by 
 correlating names to date-words — or, as the details of the 
 reigns are known to him, he can at once find analytic date- 
 words. The reader wishes to infallibly remember that the 
 date of the beheading of Charles I. was 1649. The for- 
 mula is " Charles I. — Too sha.rp (1649)." If the reader's 
 memory-training is imperfect, and he is ignorant of the 
 facts, he had better correlate. If his memory-education is 
 complete, and the facts are within his knowledge, he will 
 need no aid, or he will use analytic date-words as in above 
 case (i) Then (6) Charles (4) nghtly (9) /beheaded. If he 
 feels that he needs some advice to help him remember the 
 order of succession of the Kings, he can refresh his recol- 
 lection by turning back and reading the method already 
 given. 
 
 EXERCISE.— CASES IN EVERY-DAY LIFE. 
 
 The student must exercise his judgment as to what is 
 the best known to which he will Correlate an isolated fact. 
 
 The following anecdote is taken from the Era Alma- 
 nack, 1882, p. 36. The actor, whose name was Taylor, 
 could not remember the name assigned to him in his part 
 of the play. We shall see how Mnemonics helped him. 
 
 Association of Ideas. — Macready was once victimised 
 in Virginius. The Numitorius could not remember the 
 
ASSIMILATIVE MEMORY. 139 
 
 name given him in the play. " You will remember it, sir," 
 said the tragedian, carefully pronouncing it for him, " by 
 the association of ideas. Think of Numbers — the Book of 
 Numbers." The Numitorius did think of it all day, and 
 at night produced through " the association of ideas " the 
 following effect : 
 
 Numitorius — " Where is Virginia ? Wherefore do you 
 hold that maiden's hand ? " 
 
 Claudius — " Who asks the question ? " 
 Numitorius — " I, her uncle — Deuteronomy ! " 
 The actor should have correlated the word " Numito- 
 rius," which he could ii?(7/ remember, to the word " Uncle " 
 as the BEST KNOWN that preceded it, which he could 
 remember, or to his " cue " the word " Question " thus : 
 
 U>FCLE [2] Nephew [i] You [i] You knew — NU-mitorius. Or, 
 UNCLE [2] Niece [l] Neat [i] Neat and New [i] A new viitre o'er 
 
 us [i] NU-mitorius. Or, 
 QUESTION [i] Wants to know [l] Know [l] Knew [l] knew my 
 
 story [i] NtJ-mitorius. Or, 
 QUESTION [i] Quest [l] Guessed [l] Knew [l] Knew a mighty 
 
 Tory [i] NU-mitorius. 
 
 Had the actor memorised either of these Correlations, 
 he would not have forgotten Numitorius in his performance. 
 In all similar cases mere In. by sound, like the word " Num- 
 bers" which Macready proposed, and which is really not a 
 genuine In.'by sound, is of little service to a poor memory. 
 A Correlation would have been much better. 
 
 To any conceivable ^^ Isolated Fact" you can find a Best 
 Known to which you can correlate it, and thereby always 
 have it at command. This is true, even in cases of antici- 
 patory memory. Instead of tying a string round your fin- 
 ger to remind you to buy something when you get to the 
 bazaar, and when you get there forgetting to notice the 
 string or forgetting what the string was intended to remind 
 you of, correlate the name of what you wish to purchase to 
 the name of something you are sure to think of at the place 
 you are going to, and memorise the Correlation. When 
 you see the Best Known, the thing you correlated to it will 
 at once occur to mind. I will add only one more illustra- 
 tion : — A commercial traveller was in the habit of putting 
 his watch under his pillow, and also in the habit of forget- 
 
140 ASSIMILATIVE MEMORY. 
 
 ting that he put it there ! After losing two watches in this 
 way, he came to me to improve his memory, and asked me 
 if my System could aid him to think of his watch and where 
 he had put it. " Infallibly," I replied, " if there is any- 
 thing you can mention which you are certain to think of 
 when you gel up, such as boots, trousers, hat, &c." " There 
 is one thing," he rejoined, "I am more certain to think of 
 than any article of clothing. I always think what a shame 
 it is I have to get up." "Well, you are sure to think of 
 the words ' get up ; ' that then is your Best Known. Cor- 
 relate the word ' watch ' to it. . thus : ' GET UP '—Spring 
 up— Watch Spring— WATCH." After a tour of four 
 months he reported he had always thought of his watch the 
 moment he awoke. 
 
 SPEAKING WITHOUT WRITTEN OR PRINTED 
 NOTES. 
 
 After the clergyman has decided on his text, or the 
 speaker on any subject he has selected for his special topic, 
 the next step is to think it out — to make his plan — his mode 
 of development of his ideas — their order and sequence, 
 illustrations, &c. All this will constitute an outline — the 
 SKELETON OF THE DISCOURSE. This should 
 usually be committed to paper. If he possesses the requisite 
 command of language to enable him to express his views, 
 all he now requires to do is to thoroughly memorise this 
 Skeleton. 
 
 When this is done, the orator will have no occasion to 
 have any notes before him to refer to, and thereby to remind 
 his audience that he is merely rehearsing fervour a week or 
 more old ; but, having the exact order of ideas in his 
 memory, he can proceed to speak on each successive topic 
 until he has exhausted all the points and illustrations that 
 he had intended to use. 
 
 A young clergyman is very apt to imagine that he will 
 correlate together 20 to 100 propositions in every discourse 
 — a theoretical conjecture never verified in fact. In practice, 
 he will find that he will very rarely correlate more than ten 
 propositions together, and he will correlate sub-proposi- 
 tions, citations, or illustrations to the respective propositions 
 
ASSIMILATIVE MEMORY. I4I 
 
 to which they belong. Instead of correlations, he may unite 
 hispropositions together by analysis. Each person will manage 
 this matter as he finds most convenient to himself ; or, if 
 he desires to literally memorise his discourses, he can do so 
 in the manner pointed out in learning sentences, or by two 
 or three careful perusals. But, by one who speaks without 
 notes is generally understood one who has only memorised 
 his leading ideas, and it is always a judicious practice for 
 a beginner to rehearse his leading topics and their amplifica- 
 tions in private, that he may test his memory, and then become 
 familiar with a procedure in private in order to be sure to 
 he. perfect in it before the public. This private discipline is 
 all the more necessary m the early stages of extempore 
 speaking — if the speaker is at all troubled by nervous 
 anxieties or mind-wandering. 
 
 Suppose a teacher of the Art of Expression has studied 
 Moses True Brown's [see his Synthetic Philosophy of 
 Expression] reduction of Delsarte's Nine Laws of Gesture 
 to Brown's One Law of Correspondence — and suppose 
 this teacher wishes to explain to his class, or to an audi- 
 ence, how Mr. Brown proceeded. If he desires to do this 
 without notes, he must memorise the order of those Nine 
 Laws ; they are abstractly stated and difficult to correlate, 
 but it can be done. The Laws are as follows : — 
 
 Motion, 
 
 Velocity, 
 
 Direction or Extension, 
 
 Re-action, 
 
 Form, 
 
 Personality, 
 
 Opposition of Agents, 
 
 Priority, or Sequence, 
 
 Rhythm. 
 
 The teacher must correlate these heads or topics of his 
 discourse together, and so memorise his correlations that 
 he can recall the series in the exact order. Perhaps he 
 may proceed thus : 
 
 Motion. 
 
 [Rate of motion.] 
 Velocity. 
 
 [Relation of motion to time and space — .] 
 
142 ASSIMILATIVE MEMORY. 
 
 Direction or Extension. 
 
 [Direction reversed.] 
 Re-action. 
 
 [Mould of Action.] 
 Form. 
 
 [Form of the Human.] 
 Personality. 
 
 [Its extremes.] 
 Opposition of Agents. 
 
 [First opponent.] 
 Priority or Sequence. 
 
 [Periodicity of Sequence.] 
 Rhythm. 
 
 Knowing these Nine Laws in the above order, he can 
 j discuss them one after the other. When he has finished 
 [his explanation of the reduction of the three Forms of 
 : Motion [Concentric, Poise, and Eccentric] to the Law of 
 Correspondence, he can proceed to the consideration of the 
 sub-topics under Velocity, and so on. When he has fixed 
 the other of his topics in mind, he has a mental chart or 
 map to guide him in his exposition, and similarly in other 
 cases. 
 
 EXERCISE. 
 
 Learn some of the " Antidotes,'' and at least two of the 
 following series. Do not learn the extracts from Quain's 
 Anatomy unless you understand what is meant, or are a 
 medical student. 
 
 DISTANCES OF PLANETS FROM THE SUN. 
 
 Mercury — 36,000,000 [iJ/ercury 6!^ines]. 
 
 Venus — 67,000,000 [6'/4e's a Goddess]. 
 
 Earth — 93,000,000 [/'lanetary i1/other]. 
 
 Mars — 141,000,000 [Tl^is World's Ou^ider]. 
 
 Jupiter — 482,000,000 [.father /flattened E«ds, or, A 
 .ffoundish T^orm Unequalled]. 
 
 Saturn — 885,000,000 [floods o/Zight]. 
 
 Uranus — 1,780,000,000 [/disturbances Caused ./fruitful 
 .S'earchings]. 
 
 Neptune — 2,789,000,000 [./Veptune Constitutes a Fron- 
 tier .boundary]. 
 
 I. How many planets are here mentioned? Make your own cor- 
 relations between each. 
 
ASSIMILATIVE MEMORY. 143 
 
 EXTRACTS FROM QUAIN'S ANATOMY. 
 
 To BE STUDIED BY NONE BUT MeDICAL STUDENTS. 
 
 " The Branches of the External Carotid Artery are eight 
 in number, viz., three directed forwards, the superior thy- 
 roid, the lingual, and the facial ; two directed backwards, 
 the occipital and the posterior auricular ; and three extend- 
 ing upwards, the ascending pharyngeal branch, together 
 with the temporal and internal maxillary, the two terminal 
 branches into which the artery divides." 
 
 Dissect, or study a model or diagram of these branch 
 arteries, and then the facts are easily learned by means of 
 Correlations : — 
 
 CAROTID rotten ruinous. . . ivy (eight branches) 
 
 . . . .growth. . . .advance. . . .go forwards 
 
 Forwards lead forwards.. . .conduct. . . .ductless. . . .Thyroid 
 
 .spheroid. . .earth many languages. . . .Lingual 
 
 . . . .tongue. . . .mouth. . . .face Facial 
 
 . . . .front. . . .back 
 
 Backwards back of head .... occiput Occipital 
 
 . . . .occult. . . .secret. . . .confession Auricular 
 
 .ocular eye. . . .high up 
 
 Upwards ascending Ascending Pharyngeal 
 
 . . . .congeal .frozen Thames 
 
 temporary Temporal 
 
 . . . .pour out shot. . . .Maxim gun 
 
 or " be temperate "... maxim Maxillary 
 
 To memorise the attachments of muscles, first of all 
 familiarise yourself by diligent dissection with the aspects 
 of the muscles and the actual facts of their attachments. 
 It is possible to memorise their origins and insertions by 
 my System, merely from their written descriptions ; but 
 this is not learning. It is a vicious system of cramming, 
 which can do no good. When you have thoroughly famil- 
 iarised yourself with the actual facts proceed to fix these 
 
 I. Are all student? required to learn extracts from Quain's Anatomy ? 
 2. How many branches are there of the External Carotid Artery ? 3. 
 Describe them. 4. Is it an advantage in studying Anatomy to dissect 
 or study a model ? 5. How are the facts, then, easily learned ? 6. Make 
 original correlations for this Extract. 7. Do you use any unfamiliar 
 words in your correlations ? 8. How do you memorise the attach- 
 ments of muscles? 9. Is it possible to memorise their origins and 
 insertions by my System ? 10. 1^ i)i\\% learning ? 11. What is it then ? 
 
144 ASSIMILATIVE MEMORY. 
 
 facts in your memory by my System. In dealing with facts 
 of such complexity as the origin and insertion of muscles, 
 it may be needful to have free recourse to the assistance of 
 homophones, &c. In the whole of anatomy there is no 
 task so difficult as that of learning the precise attachments of 
 the muscles of the back. Few students master these attach- 
 ments thoroughly, and those who do, fail to retain them long. 
 
 By the System it is easy to learn facts of Anatomy. But 
 the System is no substitute for dissection and experiment. 
 You can get a comprehension of anatomical facts only by 
 actual experience, and to attempt to require an understand- 
 ing of them from books is to substitute a knowledge of 
 words for a knowledge of things. 
 
 The following will indicate one way in which you may 
 proceed in memorising the attachments of the muscles of the 
 back : 
 
 (rC) First make a homophone of the name of the muscle. 
 
 (2) Indicate each attachment of the muscle by two 
 words. 
 
 The initial letter of the first word should indicate the 
 part of bone to which the muscle is attached, e.g., 
 Sp = spinous process, T = transverse process, R = 
 rib, &c. The second word should indicate by its con- 
 sonants the numbers of the bones to which the attach- 
 ment is made. 
 
 (3) Correlate the homophone of the muscle to the first 
 pair of words, and the first pair to the second pair. 
 For example : 
 
 " The Splenius Colli is attached, inferiorly, to the 
 spinous processes of the third, fourth, fifth, and sixth dor- 
 sal vertebras, and superiorly to the transverse processes of 
 the first two or three cervical vertebrae." 
 
 spleniuS COLLi (homophone) SCOLD. 
 
 SCOLD.. .cold... marble.. .SPENDID IMAGE... 
 
 gold statuette.. .chimney ornament.. .clock.. .'TIS TIME. 
 
 In the first pair of words the initial of Splendid shows 
 
 I. Do you need to use Homophones in this study? 2. What is the 
 most difficult task in Anatomy ? 3. Do students generally master this 
 thoroughly ? 4. What makes the learning of Anatomy easy ? 5. Is my 
 System a substitute for dissection ? 6. How can you get a compre- 
 hension of anatomical facts ? 
 
ASSIMILATIVE MEMORY. I45 
 
 that the attachment is to the Spinous processes, and the 
 word Image indicates that the vertebrae impUcated are the 
 third to the sixth. The second pair show that the trans- 
 verse processes, from the first to the third, are those into 
 which the muscle is inserted. 
 
 " The Splenius Capitis arises from the spines of the 
 seventh cervical and two upper dorsal vertebrae and from 
 the ligamentum nuchse. It is inserted into the lower and 
 back part of the mastoid process, and into the outer part 
 of the superior curved line of the occipital bone." 
 
 spleniuS CAPitis (homophone) ESCAPE. 
 ESCAPE. . .flight.. .projectile. . .trajectory. . .conic section. . . 
 SPLIT CONE. 
 
 split.. .spliced.. .ligatured LIGAMENTUM NUCH^. 
 
 new keel.. .ship.. .mast MASTOID. 
 
 masticate.. .eat. .drink.. .sip OCCIPITAL. 
 
 POISONS AND ANTIDOTES. 
 
 Narcotic poisons are neutralized by vinegar : — Narco- 
 tics.. .torpor.. .strong wine. ..sour w\nt... vinegar. 
 
 Wine, brandy, coffee, and camphor may be used to 
 rouse those who have taken laudanum or any other prepa- 
 ration of opium.. .Opium.. .opium eater., .\ntemperate. ..hrandy 
 ...ze»2«f... beverage. ..co^i?^... cough.. .cold. ..camphorated spirit 
 ...camp/tor. 
 
 Mucilage, camphor, and oil may be taken to neutralize 
 cantharides :^Cantharides ... hair - grower.. .(7z7... smooth- 
 running.. .ease. ..comfort... ^<5!»2/,^^r ... fur cat... mew ...mucil- 
 age. 
 
 Ten drops of ammonia in a glass of sugared water so- 
 bers a tipsy man : — Drunk. ..alcohol. ..volatile spirits... vola- 
 tile.. .alkali.. .awM^«a... to moan.../o sigh (lo)... pathos.. .sweet 
 tears.. .sugared water. 
 
 Aconite... night boat.. .sea sxck... emetics ... exhaustion... 
 stimulants... hard drinking...spontaneous combustion ...««/- 
 mal char-coal. 
 
 I. Are antidotes for Poisons easy to remember ? 2. Should not all 
 persons have a knowledge of the antidotes for the ordinary poisons ? 
 3. What method have I given to obtain such knowledge ? 4. What is 
 the relation between " Narcotics " and " torpor " ? 
 10 
 
146 ASSIMILATIVE MEMORY. 
 
 Chloride of Lime.. .bad smell. ..bad tgg... white 0/ egg... 
 fowl. .. grain. ..y/^ar... flour and water.. .milk huid.. .mi'lk. 
 
 Oil, milk (any fatty mucilaginous substance), may protect 
 the coats of the stomach against oil of vitrol and other 
 acrid poisons : — Acrid.. .curd. ..curdled milk.. .milk.. .butter 
 ...melted butter.. .«7. 
 
 Strong Acids [Sulphuric Acid (oil of vitriol), Nitric 
 Acid, Hydrochloric Acid]. ..alkali.. .lemon kali.. .effervescing 
 draught. ..citrate of magnesia... .Magnesia...a.ntiicid... Bicar- 
 bonate of .Stf^a... potash.. .potash soap.. ..?<?«/ suds... emo\\\ex\t 
 ...Emollient Drinks. 
 
 Carbolic Acid.. .liquid.. oil.. .jw^^/ oil...castor «7... aperient 
 ...Epsom Salts. ..vihiie. ..white of egg. 
 
 Prussic acid (Hydrocyanic Acid) is neutralized by alka- 
 lies and freshly precipitated oxide of iron : — Prussic Acid 
 ...tartaric acid... carbonate of soAa... alkali. ..lie on the side... 
 oxide of iron. ..steel ^le...xas^... artificial respiration. [Hy- 
 drocyanic Acid... cyanotic. ..asphyxiated.. .no respiration... 
 Artificial respiration. ..perspiration. ..hot.. .cold efi^usion... ex- 
 posed to wet... rust.. .fresh precipitated oxide of iron.^ 
 
 Soap and Sulphide of Potassium are antidotes against 
 arsenic and other metallic poisons : Metallic. ..lick. ..cat- 
 lick. ..wash., .soap... potash soap. ..potassium.. .sulphide of potas- 
 sium. 
 
 Tartrated Antimony... tartar emetic... vomiting;. .irri- 
 tating... (?OTo//«'if«^ drinks... ladies drink... strong /^«... bitter iniu- 
 sion... tannic acid. 
 
 Nitrate of Silver... silver sand... seashore.. .jira water- 
 common salt.. .white. ..white of egg. ..iowls..X>arley... barley 
 water. ..warm water... vomiting.. .^witAVj. 
 
 Perchloride of Mercury.. .quicksilver... white.. .w^//<f of 
 egg. ..piecrust.. .wheat flour. ..lowers of sulphur.. .milk of sul- 
 phur... w?/,^. 
 
 Strychnine.. .nerve stimulant. ..nerve sedatiwe... Bromide 
 of Potassium and Chloral Hydrate. ..organic compound... 
 
 I. Can you discover more than one relation existing between " grain " 
 and " flour" ? 2. Why could we not use the single word " white," to 
 connect " white of egg " to " flour " ? 3. What is the relation between 
 "liquid " and " oil" ? 4. What two relations e.\ist between " vomit- 
 ing and " irritating " ? 5. What one, between "fowls" and "bar- 
 ley"? 6. Why? 7, What is the relation between " wheat flour " and 
 " flowers of sulphur " ? 
 
ASSIMILATIVE MEMORY. I47 
 
 heated organic compound. ..charcoal.. .««/»««/ charcoal... 
 charcoal fumes... asphyxia.. .fflr/(/?«a/ respiration...'^&x^^\x&- 
 tion... tea... .tannic ««V... acidity.. .dyspepsia.. .vomiting.. .i?»2^^- 
 z'cs. 
 
 Belladonna.. .deadly nightshade... deadly s\ck... .emeiic... 
 mustard and wafer.. .bvandy and wa.tex... stimulants. .hot... 
 perspiration... pilocarpine [p. injected hypodermically causes 
 profuse perspiration]. 
 
 THE TWELVE PAIRS OF CRANIAL NERVES. 
 
 The following list is worked out for practice mucA more 
 fully than a medical student would do if he were learning 
 the list in his studies. The medical student would doubt- 
 less first objectively identify these nerves in dissection, and 
 then use correlations to help him remember those which 
 his natural memory could not carry. If not a medical 
 student, my pupil may omit this and the previous examples 
 from Quain's Anatomy. 
 
 THE TWELVE PAIRS OF CRANIAL NERVES. 
 
 CRANIAL NERVES. ..withinthe skull.. .wi^hi« (12 pairs) 
 ...withdrawal... draw oil.. .oil factory. ..Olfactory (ist pair) 
 ...manufactory... smoke... j»2^//... scent-bottle... glass. ..optical 
 glass.. .Optic (2nd pair). .. optician. ..eyeglass.. .«^,^/... eye- 
 witness. . .ocular demonstration. ..OccuLO Motor (3rd pair) 
 ocular raa\\or\s...move the eye many ways.. .tea.r in the eye... 
 Trochlear or Pathetic (4th pair).. .moving... move the eye 
 obliquely. ..obtuse angle.. .triangle.. .Trigeminal (5th pair)... 
 gem.. .sparkling. . . eye. . .eyetooth... jaw.. .talk.. .tongue ... taste.. . 
 good taste. ..good feeling.. .feeling. ..ieelers... motion.. .ocean... 
 sailors... absent from home... Abducent (6th pair). ..sent out 
 
 I. Between " perspiration '' and "tea"? 2. Why so? 3. Explain 
 the relation between "Belladonna" and "deadly nightshade." 4. 
 What advice is here given the medical student ? 5. Are you required 
 to learn the twelve pairs of cranial nerves if you are not a medical stu- 
 dent ? 6. What do the words printed in italics indicate in this exercise ? 
 7. Is it essential for the medical student to know these uses ? 8. What 
 word indicates the number of pairs of cranial nerves ? 9. Through 
 what consonant ? 
 
148 ASSIMILATIVE MEMORY. 
 
 ...see o\i\.... moves the eye outwards.. .ia^ce outwards... Facial 
 (7th pair — motor to muscles of expression). ..face.. .audience 
 ...Auditory (8th pair, sensory for iiearing and equilibra- 
 tion).. .ear-ring... shiny, ..glossy... Glosso-pharyngeal (9th 
 pair, taste, swallow) .. congeal ... unfixed ... vague ... Vagus 
 (loth pair, pneumogastric)... gusty.. .blown back.. .backbone 
 ...Spinal accessory (nth pair, moves head) and motor... 
 spines. ..sharp criticism.. .hypercritical.. .Hypoglossal (12th 
 pair). ..glossary.. .foreign tongue... Tongue Muscles. 
 
 PROTOPLASM. 
 
 Albumen, gluten, fibrin, syntonin, are closely allied sub- 
 stances known as proteids, and each is composed of carbon, 
 hydrogen, oxygen and nitrogen. 
 
 Proteids... Protector.. .commonwealth... for zW... albumen 
 ...all men. ..liars.. .fibs...^i5r««... brindled. ..spotted. ..sin... jrjvz- 
 tonin...toe nails.. .hoofs... glue.. .^/«/,?«. 
 
 The foregoing exercises show that there are no facts of 
 Science, &c., or in Daily Life, with which the System can- 
 not cope — thus proving the greatest saver of Labour and 
 Time if the pupil makes an application of it to his studies 
 or business when once he has mastered the system. 
 
BOOKS LEARNED IN ONE READING. 
 
 For the past ten years I have printed in my large pro- 
 spectus a general view of my meaning. I will reproduce 
 most of those views here, premising that I have never sug- 
 gested that books are to be learned by heart, but only the 
 important, useful portions of them — such as are new to the 
 reader and which he may desire to retain. 
 
 I do not mean such books as Bradshaw's Guide, the 
 London Post-Office Directory, or any other mere collection 
 of names, addresses, statistics, &c., which one may have 
 occasion to consult, but which it would be the mere bravado 
 of Memory to learn by heart — though even this is possible 
 enough to the master of my System. What is one's object 
 in reading a book ? Simply to retain the IDEAS in it that 
 are NEW and USEFUL to him, as well as the NEW 
 USES that are therein set forth of old and familiar ideas. 
 If the reader is already partly acquainted with a book, 
 there will be fewer new ideas in it than in one with which 
 he is unacquainted. Now, what do I mean by Learning 
 either of these books in one reading ? I mean exactly 
 what I say. All that you desire to remember shall be 
 retained — all the leading or subordinate ideas, propositions, 
 illustrations, facts, &c., &c. 
 
 There are only two ways of learning a book in this 
 thorough manner : 
 
 (i) The first is the traditional method of learning by rote 
 or endless repetition. A celebrated Coach in Anatomy 
 says that no one can learn Anatomy until he has learned 
 and forgotten it from three to seven times ! In learning 
 any book in this way, each sentence would be repeated over 
 and over again, and then reviewed and r^learnt and for- 
 gotten and learned again ! And then at last the Pupil if 
 he possesses a first-rate cramming memory might answer 
 questions on it. In learning a book by rote, the number of 
 times that each sentence and section is repeated, if actu- 
 
IgO ASSIMILATIVE MEMORY. 
 
 ally written out and printed, would doubtless cover 5,000 
 to 50,000 or more pages I — and even then the Pupil passes 
 his examination, if he really does " pass," partly by luck 
 and partly by merit ; all his life he is constantly referring 
 to it, and repeating it, and studying it, over and over 
 again — showing really that he possesses little more than a 
 Reference Memory in regard to it ! But let us be candid 
 and confess the truth ; tens of thousands every year and 
 during successive years try the various professions — law, 
 medicine, divinity, or sciences, history, &c., Src, and 
 utterly fail to " pass," even respectably, because they lack 
 the extraordinary sensuous MEMORY necessary to acquire 
 knowledge by rote. 
 
 It is only the exceptionally powerful natural memories 
 that win at exacting examinations by rote — even, then their 
 learning is soon forgotten, unle^ it \^ perpetually renewed. 
 
 (2) The other mode of learning any book in the thorough' 
 manner I have indicated, whether it be a book in which the 
 reader finds but few novel ideas or where they are all new, 
 as in a scientific or technical work, is by my Method. In 
 fact, I believe no one can learn any book so thoroughly 
 by rote, even if he possesses a marvellous Natural Memory 
 and if he peruse it ever so many times, as my Pupils can 
 by my method in a single perusal. Let the reader note 
 that my System has two important aspects — (i) It is a De- 
 vice or Method of memorising or learning any facts what- 
 ever — prose, poetry, dates, data, formulae and facts and 
 principles of the sciences, &c., &c., &c., or anything what- 
 soever to be remembered. (2) There is another equally, 
 if not more important aspect of it, namely, as a Trainer or 
 Strengthener of the Natural Memory to any extent the pupil 
 wishes to carry it. And the Natural Memory is so strength- 
 ened by the use of the System, that as a Device, the Sys- 
 tem is no longer required. You then remember from your 
 new Memory-power without taking any pains to remember, 
 and I am happy to add that the diligent student can derive 
 the full benefit of the System as a Memory Trainer by 
 learning the lessons in the way I point out. 
 
 Now, those who have thus derived the full benefit of the 
 System, both as a Device for memorising and also as a 
 Memory Trainer, are the persons who can learn a book in one 
 
ASSIMILATIVE MEMORY. 151 
 
 reading. " Reading " is used by Coaches in a technical 
 sense ; that is, synonymous with " thorough study." By a 
 " single " or " one reading," I mean a single careful perusal 
 /« conformity to the requirements of my System. I do not 
 mean that they can do this and doze during the process. 
 
 I now reproduce most of the plan always adopted in 
 dealing with books whose contents, or the unfamiliar por- 
 tions of them are to be mastered. 
 
 (i) You will not read the book with the rapidity with 
 which some young ladies are said to devour the latest 
 novel. They are often suspected of skipping pages at a 
 time in order to discover the different stages of a plot, 
 until a thoroughly aroused curiosity compels them to 
 hasten at once to the last chapter to fall upon the denoue- 
 ment. This is not the style of perusal I contemplate. 
 
 (2) Nor is it to be supposed because you understand 
 the method that it will therefore work itself. It has to 
 be applied carefully and methodically at least once. This 
 necessarily demands time, especially at first. Those who 
 possess good health and good continuity, and a mas- 
 tery of the System, accomplish the retention of a work 
 in vastly less time than would be possible for them 
 without the System, and the study is a pleasure instead 
 of a task. On the other hand, those who are in the 
 possession of poor health or of weak concentration, or 
 who are overburdened with business anxieties, domestic 
 cares or competitive worries, would very seldom, if ever, 
 master any book in the ordinary way by mere repetition. 
 These persons are extremely unfavourably situated to do 
 justice to the System, and it costs them more time and 
 trouble to master a book than the former class. A student 
 admitted that he had carefully read a manual of English 
 History completely through sixteen times, and then failed 
 in the examination. To have obtained a lasting knowl- 
 edge of this History by my method would probably have 
 occupied him as long as he was formerly engaged in two 
 or three of the sixteen fruitless perusals of it. There is, 
 however, only one difference between this unfortunate 
 student and the great majority of those who succeed in 
 the examinations through cramming. He forgot all his his- 
 torical knowledge before the examination — they usually for- 
 
152 ASSIMILATIVE MEMORY. 
 
 get theirs shortly after. In fact, a student or a man in ad- 
 vanced years who has really mastered any book so that he 
 never has to refer to it again is a wonder. Take the mem- 
 ories of members of the learned professions — they are 
 usually only reference memories. They know where to 
 find the coveted knowledge, but they do not possess it or 
 retain it in their minds. On the other hand, the student 
 who masters a book by my method really knows the con- 
 tents of it, and he is thus enabled to devote to other 
 purposes an enormous amount of time in the future that other 
 people have to spend in perpetually refreshing their super- 
 ficial acquirements. Moreover, the average student who 
 has carried out all my instructions can even now learn as 
 much by my Method in any stated time as he could learn 
 without my Method, and with equal thoroughness in many, 
 many times as long a period ! And if any one who has 
 been pressed for time, or who has been in a panic about 
 an impending examination, or who has been too much 
 troubled with Discontinuity, too ill in general health, or 
 too idle, to do more than superficially glance at my lessons 
 — if any such person doubts his competency to accom- 
 plish as much as the diligent student of average ability has 
 done, then let him turn back and really and truly MASTER 
 my System [for he does not even know what my System 
 is until he has faithfully carried out to the very letter all 
 my instructions, unless he has been a pupil of my oral lec- 
 tures], and then and not before he will probably find that 
 the achievements of the average diligent student of my 
 System are quite within the easy range and scope of his 
 own powers. 
 
 (3) In regard to the subject matter of the book, you do 
 not care to occupy yourself with what you are already 
 familiar with, and in most books there are a great many 
 things that you already know. In many works, too, there 
 is a great deal of padding- matter inserted to increase 
 the bulk of the book, and possessing no permanent 
 interest. The expositions and explanations which enable 
 you to understand the new matter usually take up a large 
 part of the book, and sometimes much the largest part of 
 it, and are not to be memorised, but only understood with 
 a sole view to appreciate the valuable and important parts 
 
ASSIMILATIVE MEMORY. 153 
 
 of the book — these expositions can be learned if desired — 
 but they usually serve only a preliminary purpose. There 
 is also very much repetition — the same matter in new dress, 
 is reintroduced for sake of additional comments or appli- 
 cations. You do not trouble yourself with these iterations. 
 The contents of a book which demand your attention are 
 the IDEAS which are NEW to you, or the NEW USES 
 made of familiar ideas. 
 
 Students who have not learned to exercise any indepen- 
 dent thought often confess that in reading any book they 
 are always in a maze. One thing seems just as important 
 as another. To them the wheat looks exactly like the 
 chaff. As an illustration that the power of Analysis is 
 entirely wanting in many cases, I may mention that I once 
 received a letter in which the writer had literally copied 
 one of my column advertisements, and then added, 
 " Please send me what relates to the above ! " A modi- 
 cum of mental training would have led him to say, " Kindly 
 send me your Prospectus." 
 
 LEARN FIRST TO MAKE ABSTRACTS OF 
 WHAT IS NEW TO YOU. 
 
 A great authority on education says: " Any work that de- 
 serves thorough study, deserves the labor of making an 
 Abstract, without which, indeed, the study is not thorough." 
 
 A work which deserves thorough study is obviously one 
 full of IDEAS, new to the reader, such as the student 
 must master. 
 
 If you are thinking of making an Abstract of a particular 
 book, awaken the utmost interest in regard to it before 
 you begin. Are you sure that it is worthy of thorough 
 study ? Is it the last or best work on the subject ? And 
 if you advance, note in a separate memorandum book 
 your criticisms on the author's method and the soundness of 
 his views. These criticisms will help keep up your in- 
 terest in the Abstract, and at the close enable you to 
 suggest modifications, additions, excisions, or a refutation. 
 
 Three things are required : (i) To learn how to 
 abstract ; (2) To make one, at least, such abstract ; and 
 (3) To learn it when made. 
 
HOW TO MAKE ABSTRACTS. 
 
 Let the ambitious student make an Abstract of any 
 chapter of John Stuart Mill's Logic, and then compare his 
 work with the Analysis of this same chapter by the Rev. 
 A. H. Killick (published by Longmans), and he will at 
 once see the enormous difference between the essentials and 
 the non-essentials— the difference between the subject of 
 discussion and the explanation or exposition of it. The 
 student's abstract, if printed, would extend over twenty to 
 thirty pages. Mr. Killick's only occupies two to five 
 pages. But do not reverse the process and read Mr. 
 Killick's Analysis first and then make your Abstract. The 
 latter, however, is the easier, the usual, and the useless method. 
 Let the student continue this comparison till he attains 
 very nearly the brevity and discrimination displayed by 
 Mr. Killick. Or, if he prefers History, let him write a 
 summary of any chapter of Green's " Short History of the 
 English People," and then compare his digest with Mr. 
 C. W. A. Tait's Analysis of the same chapter (now bound 
 up with Green's History, as lately published in England). 
 It would be a capital training for the student to abstract 
 the whole of Green's work and compare his abridgment of 
 each chapter with that of Mr. Tait. After considerable 
 practice in this way in making Abstracts and comparing 
 his work with that of such Masterly Abstractors as Dr. 
 Killick and Mr. Tait, the student who needs this training 
 is prepared to make abstracts of his own text-books. 
 
 Any other work of which an Abstract is published will 
 serve the student as well as the above. There were 
 formerly published Abstracts of several law books. And 
 there may be other works whose abstracts are available to 
 the ambitious student. 
 
 Abstracts would be very amusing if they did not indicate 
 
ASSIMILATIVE MEMORY. 155 
 
 an almost total failure of educational training in the mat- 
 ter of thinking for one's self . Recently a Pupil brought 
 me a work on Physiology, written for general readers, and 
 pointing to a paragraph in it that occupied nearly a whole 
 page, exclaimed, " The only way I can make an abstract of 
 that paragraph is to learn it by heart!" A glance at it 
 showed me that I could express the gist and pith of it in 
 the following sentence : — " The pulse beats 8i times per 
 minute when you are standing, 7 1 times when sitting, and 
 66 times when lying down." After a re-perusal of the 
 paragraph he remarked, " You are right. That is all one 
 cares to remember in that long passage." To his request 
 for me to memorise the Abstract, I replied by asking what 
 is the " Best Known " in it. Why, " pulse," of course. It 
 is merely occupied with the number of times the pulse beats 
 per minute in different positions of the body. Now corre- 
 late (memorising your correlations as you proceed) " pulse " 
 to "standing," and "standing" to a word expressing 81 
 (feet) ; " sitting " to a word that translates 71 (^augh^) ; and 
 " lying down " to a word that spells in figures 66 (judge). 
 The bodily positions being exhaustively enumerated need 
 not be correlated together. Pulse . . beating . . fighting 
 . . stand-up fight . . STANDING . . stand . . small 
 table . . table legs . . FEET. SITTING . . rest . . 
 arrest . . CAUGHT. LYING DOWN . . lies . . per- 
 jury . . trial . . JUDGE. 
 
 These efforts in abstracting will qualify the young 
 student to distinguish the main ideas from the subordinate 
 ones, and he will then know when reading a book what to 
 attend to and what to reject. Try a short essay first, then 
 a longer one ; and at last, when you are familiar with the 
 method, attack any book, and you will cope with it success- 
 fully. Not much practice in this way will be required to 
 enable you to know, from a glance at the table of contents, 
 just what to assail and what to disregard. And in all your 
 first attempts in reading a technical work, make out an 
 Abstract of each chapter in writing, and then deal only 
 with this Abstract. Whenever the Subject is not treated 
 in a desultory manner, but with logical precision, you will 
 soon be able to find Suggestive or Prompting Words in the 
 Sequence of Ideas and in the successive Links in the Chain 
 
156 ASSIMILATIVE MEMORY. 
 
 of Thought that runs through the exposition. If there is 
 no such Sequence of Ideas or Chain of Thought running 
 through it, it may serve as an amusement, but is little likely 
 to command serious study. In a short time you will be 
 able, in the language of Dr. Johnson, " to tear out the heart 
 of any book." Hazlitt said that Coleridge rarely read a 
 book through, " but would plunge into the marrow of a 
 new volume and feed on all the nutritious matter with sur- 
 prising rapidity, grasping the thought of the author and 
 following out his reasonings to consequences of which he 
 never dreamt." Such a result is rarely attained even by 
 the ablest of men — but it is the ultimate goal at which 
 every student should aim — an aim in which he will be 
 largely assisted by the ART OF ASSIMILATIVE 
 MEMORY. 
 
 There are four methods of learning abstracts : one is by 
 Synthesis ; the other is by the Analytic-Synthetic Method, 
 the third is mostly by Assimilative Analysis, and the fourth 
 method is by the memory developed and trained by the 
 System, but which is not consciously used. 
 
 (i) It is the novelties of Fact, Opinion, Illustration, &c., 
 set forth in your Abstract that you correlate together, thus : 
 You correlate the Title of the First Chapter to the Title of 
 the Book ; next, the Titles of the Chapters to each other ; 
 and then you correlate, in each chapter, the first leading 
 idea or proposition to the title of the chapter, the second 
 leading idea to the first, &c., &c. In this way you will 
 proceed until you have absorbed all the new ideas, facts, 
 statistics or illustrations, or whatever you wish to retain. 
 You can then test yourself on the work by calling to mind 
 whatever you have thus cemented together. If this is well 
 done you will never have to do it again. 
 
 (2) We have already seen how to apply the Analytic- 
 Synthetic Method in ■ learning by heart selections in Prose 
 or Poetry, and same method can be used in memorising 
 an Abstract of such parts of a book as are new to the 
 reader. This method, too, once used in addition to what 
 has been done by the pupil, will make a further resort to it 
 unnecessary. 
 
 (3) And the same remark applies to the third method. 
 
 (4) The fourth method is the pupil's final method. 
 
ASSIMILATIVE MEMORY. 157 
 
 The foregoing exhaustive methods of dealing with a 
 book are recommended to those only whose natural memo- 
 ries are not yet made powerfully retentive by the System 
 as a Memory-TRAINER. If, however, a Pupil possesses 
 a good natural memory and a mastery of the System as a 
 Device for memorising, and he has also greatly added to 
 the power of his Concentration as well as his memory by 
 doing all the exercises, he will not use my System, even in 
 the reading of the first book, except now and then — certainly 
 not constantly, but only occasionally. Although not neces- 
 sary in case of memories made strong by the System, yet I 
 do most earnestly recommend the most gifted and highly 
 endowed to deal with one book in the above thorough-going 
 manner. As for instance, Herbert Spencer's little work on 
 Education [four short essays]. Dr. Charles Mercier, who 
 next to Herbert Spencer is the most original and clear 
 sighted Psychologist in England, presents, in a work entitled 
 " Sanity and Insanity," a scarcely equalled example of 
 lucid exposition and logical development. Whichever one 
 is selected it should be fairly and honestly handled by my 
 method. The gain to Intellectual Comprehension from 
 having carefully abstracted one book, and the gain to the 
 memory from having made and memorised the Abstract, 
 will produce results that will last through life, and make 
 all subsequent acquisitions more easy and delightful, and 
 make all further abstracts probably unnecessary. 
 
 How TO LEARN A LONG SERIES OF UNCONNECTED FACTS 
 
 IN THE Sciences or Events in History, Chapters 
 IN Books, or the Contents of Books. 
 
 1. It is useless for the pupil to attempt to learn the exer- 
 cise here given unless he has carefully studied the Building, 
 Ice, Presidential, and English Sovereign Series. The mean- 
 ing of In., Ex., and Con. can be understood in application 
 to the facts of life, the events of History and the principles 
 and details of the Arts and Sciences, only by a complete 
 mastery of all that precedes this exercise. 
 
 2. Let the pupil learn only ten facts, propositions or 
 statements at each of the first few sittings, and then, as he 
 
158 ASSIMILATIVE MEMORY. 
 
 adds ten more, let him recite from memory all that he has 
 previously learned of this exercise. The cementing relations 
 of In., Ex., and Conr, which bind the events together, must 
 in each case be first found by the student himself, and 
 afterwards, and not before, let him glance at my analysis 
 which follows this series. 
 
 3. The lawyer, in selecting 100 or 1,000 events of the 
 Victorian Era, would doubtless make a list interesting to 
 lawyers, the physician would make one of interest mostly 
 or mainly to doctors, and similarly with educators, states- 
 men, editors, &c., &c. But I have selected events with a 
 view to find the most difficult cases to deal with and with 
 no other view, and if the pupil masters these, all other work 
 hereafter will be easy to him. 
 
 4. This method can be promptly used, provided the 
 pupil does not attempt to engorge or cloy his mind by un- 
 dertaking too much at a time at first. Practice will soon 
 make longer exercises easy. Each of the following six 
 Exercises is enough for any one session or sitting. 
 
 5. Between a pair of words it may be difficult sometimes 
 to find either the relation of In., Ex., or Con.; but in the 
 case of sentences, propositions or descriptions, it is always 
 easy to find one or other of the cementing relations. Rela- 
 tions which to me are strong, may seem weak to some 
 pupils. No two persons would find the same relation in 
 some cases, but, however different the solutions may be, 
 they must always verify In., Ex., or Con. 
 
 6. The Int. Analysis, the Analytic-Synthetic, or the mere 
 Analytic method, will enable the pupil to memorise the 
 statement or sentence which describes the fact whenever 
 any aid is necessary. 
 
 7. This Method can be readily applied to events in an- 
 cient or modern times, or to an accumulation of facts in 
 the sciences, &c, 
 
 8. If we were to express only the year the formula would 
 in most cases be different. To indicate the month and the 
 day of the month, a consistent phrase must be used. 
 
ASSIMILATIVE MEMORY. 159 
 
 One Hundred Events of the Victorian Era, learned by one 
 CAREFUL Reading or Study. 
 
 FIRST EXERCISE. 
 
 I — The Victoria era begins June 20, 1837 
 
 2 — Abolition of death penalty for forgery and some 
 
 other crimes July 17,1837 
 
 3 — Question of Trades Unionism brought before the 
 House of Commons by Mr. Wakley and Mr. 
 
 Daniel O'Connell Feb. 13,1838 
 
 4 — First steam voyage across the Atlantic Ocean com- 
 
 pleted in 15 days by the Great Western June 17, 1838 
 
 5 — International Copyright Act passed July 31, 1838 
 
 6 — Chartist Meetings proclaimed illegal Dec. 12, 1838 
 
 7 — Anti-corn Law L'eague formed Dec. 19, 1838 
 
 8 — Penny Postage Act passed Aug. 17, 1839 
 
 9 — Marriage of Queen Victoria and Prince Albert at 
 the Chapel Royal, St. James's, by the Arch- 
 bishop of Canterbury Feb. 10,1840 
 
 10 — Birth of Princess Royal Nov. 21, 1840 
 
 second EXERCISE. 
 
 II — Birth of Prince of Wales Nov. 9, 1841 ■ 
 
 12 — Earl of Munster's suicide Mar. 20, 1842 
 
 13 — Monster Chartist Petition, borne by 16 men and 
 containing 3,317,702 names, denied a hearing 
 
 before the bar of the House of Commons May 2, 1842 
 
 14 — Defeat of Boers at Natal by the British troops. . . May 26, 1842 
 15 — Treaty with the United States of America on 
 North- West Boundary, Slave Trade and Extra- 
 dition Aug. g, 1842 
 
 16 — Defeat of Ameers at Meanee by Sir Charles Na- 
 pier. Loss 10,000 Jan. 16, 1843 
 
 17 — Birth of Princess Maud Mary Alice April 25, 1843 
 
 18 — Arkwright's son leaves his heirs ;^8,ooo,ooo May 24, 1843 
 
 19 — Birth of Prince Alfred Ernest Albert, Duke of 
 
 Edinburgh and of Saxe-Coburg-Gotha Aug. 6, 1844 
 
 20 — Imprisonment for debt under ;^20 abolished Aug. 10, 1844 
 
 THIRD EXERCISE. 
 
 21 — Maynooth College Endowment Bill passed by 
 
 House of Lords by 131 majority May 16, 1845 
 
 22 — Faraday announces discovery tending to show that 
 light, heat, and electricity are but different mani- 
 festations of one great universal principle Nov. 5, 1845 
 
 23 — Birth of Princess Helena May 25,1846 
 
l6o ASSIMILATIVE MEMORY. 
 
 24 — Opening of new Philosophical Institute at Edin- 
 burgh Nov. 4, 1846 
 
 25 — Shakespeare's House, at Stratford-on-Avon, pur- 
 chased by the Shakespeare Committee for 
 ;f 3,000 Sept. 16, 1847 
 
 26 — Commercial crisis : Bank of England rate raised 
 
 to g per cent Oct. 31, 1847 
 
 27 — Chloroform administered by Professor Simpson at 
 
 Edinburgh Nov. 12, 1847 
 
 28 — The French Revolution of Feb. 22, 1848 
 
 29 — Birth of Princess Louise Mar. i8, 1848 
 
 30 — Kossuth claims protection from England Sept. 20, 1849 
 
 FOURTH EXERCISE. 
 
 31 — Treaty with United States in regard to the Nica- 
 ragua Canal April 19, 1850 
 
 32 — Sir Robert Peel's fall from a horse, on Constitu- 
 tion Hill, June 2q, resulted in his death July 2, 1850 
 
 33 — A Farewell Benefit to William Macready, the 
 
 tragedian, at Drury Lane Theatre Feb. 26, 1851 
 
 34 — Opening of International Exhibition by Her Ma- 
 jesty, in Hyde Park May i, 1851 
 
 35 — Louis Napoleon's Coup d'etat Dec. 2, 1851 
 
 36 — Duke of Wellington's Death Sept. 14, 1852 
 
 37 — Birth of Prince Leopold April 7, 1853 
 
 38 — Lord Palmerston advises Presbytery of Edinburgh 
 to first consult the laws of sanitation before 
 ordering a fast on account of the Cholera. . . . Oct. ig, 1853 
 
 39 — Rev. F. D. Maurice dismissed from King's Col- 
 lege for opinion's sake Oct. 27, 1853 
 
 40 — War declared by Russia against Turkey Nov. i, 1853 
 
 FIFTH EXERCISE. 
 
 41 — War declared by England, against Russia Mar. 22, 1854 
 
 42 — Epochal Work — Spencer's Psychology 1855 
 
 43 — Treaty of Peace between England, France, and 
 
 Russia, at Paris Mar. 30, 1856 
 
 44 — Bands play on Sunday afternoons in Kensington 
 
 Gardens April 13, 1856 
 
 45 — Birth of Princess Beatrice April 14, 1857 
 
 46— Capture of Delhi Sept. 20, 1857 
 
 47 — First Sitting of the Court for Divorces : Sir Cress- 
 well Cresswell, Judge Ordinary Jan. 16, 1858 
 
 48 — Statue of Sir Isaac Newton unveiled by Lord 
 
 Brougham at Grantham Sept. 21, 1858 
 
 49 — Darwin's " Origin of Species " published 1859 
 
 SO — Death of Lord (Thomas Babington) Macaulay. . , . Dec. 28, 1859 
 
ASSIMILATIVE MEMORY. l6l 
 
 SIXTH EXERCISE. 
 
 51 — Thomas Hopley, schoolmaster, sentenced to 4 
 years' penal servitude for causing the death of 
 R. C. Cancellor by excessive corporal punish- 
 ment July 23, i860 
 
 52— Lord Clarence advises Ironclads for the Navy Mar. 11, i85i 
 
 53 — Recognition by English Government of the 
 
 Southern Confederacy May 8, 1861 
 
 54 — Death of Prince Consort of gastric fever Nov. 14, 1861 
 
 55 — Marriage of Prince of Wales and Princess Alex- 
 andra of Denmarli Mar. 10, 1863 
 
 56 — Tercentenary of Shakespeare's birth April 23, 1864 
 
 57 — Tercentenary of the death of Calvin May 27, 1864 
 
 58 — Inauguration of a statue to Sir Wm. Jenner, at 
 
 Boulogne Sept. i, 1865 
 
 59 — Albert Medal for those who in saving life endanger 
 
 their own Mar. 7, 1866 
 
 60 — Mr. Peabody thanlced by H. M. the Queen for his 
 
 munificent gifts to the poor of London Mar. 28, 1866 
 
 61 — Government requires Electric Telegraph July 31, 1868 
 
 62 — University of Edinburgh admits women to the 
 
 study of medicine Oct. 27, 1869 
 
 63 — Act for the abolition of imprisonment for debt 
 
 comes into effect Jan. i, 1870 
 
 64 — Prof. Tyndall traces propagation of disease by 
 
 dust and f;erms floating in the air Jan. 14, 1870 
 
 65 — Prince of Wales attaclted with typhoid fever Nov. 23, 1871 
 
 66 — Geneva Convention awards the United States of 
 America, on account of Alabama Claims, 
 
 ;^3,ooo,ooo against Great Britain Sppt. 14, 1873 
 
 67 — Miss Richards, of Stapleton, wallied 1000 miles in 
 
 1000 consecutive hours June 29, 1874 
 
 68 — Captain Boynton crosses English Channel (second 
 
 attempt) in his swimming dress May 28, 1875 
 
 69 — British Museum lighted by electricity Oct. 20, 1879 
 
 70 — Tay Bridge disaster Dec. 28, 1879 
 
 71 — Death of Mrs. Mary Ann Cross (George Eliot). . . Nov. 22, 1880 
 72 — International Medical Congress in London ; 2000 
 
 doctors from all parts of the world Aug. 3, 1881 
 
 73 — Greenwich Observatory changed mode of reckon- 
 ing time ; commencing at midnight as in the 
 
 case of civil time Jan. i, 1885 
 
 74 — First complete copy of Revised Bible presented to 
 
 H. M. The Queen .^ May 15, 1885 
 
 75 — Sixpenny Telegrams introduced Oct. i, 1885 
 
 76 — By Pope's special authority the Queen visits the 
 
 Monastery of the Grande Chartreuse April 23, 1887 
 
 77 — Queen's Jubilee ; 50th Anniversary June 20, 1887 
 
 78 — The ' ' Times " Newspaper celebrates its looth 
 
 Anniversary Jan. 1,1888 
 
 II 
 
1 62 ASSIMILATIVE MEMORY. 
 
 79 — First of lo victims of " Jack the Ripper," White- 
 chapel, London. Aug. 29, 1888 
 
 80 — Henry Irving, Miss Terry and Lyceum Co., play 
 at Sandringham, before the Queen, Royal Fam- 
 ily and Guests April 26, 1889 
 
 81 — Lord Mayor of London, Cardinal Manning and 
 Bishop of London, constitute a Board of Con- 
 ciliation in the great Dock Strike Sept. 5, 1889 
 
 82 — Sir E. Guinness gives ;f250,ooo for the erection 
 of dwellings for the poor of London and Dub- 
 lin Nov. 19, 1889 
 
 83 — Great Speech of Sir William Harcourt on Free 
 
 Education in Scotland Aug. i, i8go 
 
 84 — Death of Cardinal Newman Aug. 11, i8go 
 
 85 — Funeral of Charles Bradlaugh Feb. 3, 1891 
 
 86 — Loss of s.s. " Utopia," off Gibraltar, 600 lives 
 
 lost Mar. 17, 1891 
 
 87 — International Postal Congress May 23, 1891 
 
 88 — Meeting of Imperial Federation League June ig, 1891 
 
 89 — Primrose League Demonstration at Hatfield July 18, 1891 
 
 90 — Meeting in connection with University Extension 
 
 of Education, held in Oxford Aug. 6, i8gi 
 
 91 — International Agricultural Congress reject nation- 
 alization of land Sept. II, 1891 
 
 92 — Mr. Lidderdale and the Baring Liquidation Sept. 17, i8gi 
 
 93 — Publication of Koch's new remedy for Tubercu- 
 losis Oct. 22, 1891 
 
 94 — Centenary of Mozart's death observed in England. Dec. 5, i8gi 
 
 95 — Indian national congress opened Dec. 27, i8gi 
 
 96 — The Khedive of Egypt appointed a new Cabinet 
 without consulting the British Government. 
 The next day he dismissed it under British 
 
 pressure Jan. 17, 1893 
 
 97 — The Australian Joint Stock Bank failed for 
 
 ;^I3, 000,000 sterling April 20, 1893 
 
 98 — The House of Lords rejected the Home Rule 
 
 Bill Sept. 8, 1893 
 
 99 — Professor Tyndall died from an overdose of chloral 
 
 administered in mistake by his wife Dec. 4, 1893 
 
 100 — Lord Salisbury attacks Darwinianism in his ad- 
 dress before the British Association Aug. 8, i8g4 
 
 ANALYSIS OF ONE HUNDRED EVENTS OF THE 
 VICTORIAN ERA. 
 
 I and 2 — Con. and In. — The Victorian Era began June 20, 1837, 
 and an Act for the abolition of the death penalty for forgery, 
 &c., was passed nearly a month later. Here is the relation of 
 Sequence or Con, The main motive for enacting the law was 
 
ASSIMILATIVE MEMORY. 163 
 
 doubtless sympathy. Death appeared to be too cruel for the 
 crime ; hence the sympathy on the part of the Sovereign, the 
 founder of the Era, and of the legislators brought the Act into 
 existence. Here we have the relation of Simple Inclusion. 
 
 2 and 3 — Ex. — Criminals try to live by their wits, without work. 
 
 The trade unionists live by labour. The modes of livehhood of 
 these two classes are opposed. Hence it is Ex. 
 
 3 and 4 — In. and Ex. — Trades union people and navigators are 
 
 laborers. — Here is In. But the former work' mostly at home or 
 in their own country, and the sailors are engaged beyond the 
 boundaries of their native country. — Here is Ex. from difference 
 of locality. 
 
 4 and 5 — In- — The sailors on the Great Western worked beyond 
 
 the limits of their native country, and an International Copy- 
 right Law extends its influence even into the area of foreign 
 lands. In the view of the sphere of operation these two cases 
 contain an element in common. — Hence it is In. 
 
 5 and 6 — Ex. — The International Copyright Law was enacted after 
 
 long and earnest agitation — but all legal. — The Chartist agitators 
 had to be suppressed. Here are conditions opposed to each 
 other. — It is Ex. 
 
 6 and 7 — E^- — The Chartist agitation was extreme, and was pro- 
 
 claimed illegal. The Anti-Corn Law League acted prudently 
 and within the law. Here again are opposed conditions. It is 
 Ex. 
 
 7 and 8 — In. — The Anti-Corn Law League was organised to help 
 
 give cheap food to the masses. The Penny Postage Act was 
 enacted to help the poor man, to save expense. A similar aim 
 prompted the supporters of both measures. — It is In. 
 
 8 and 9 — Ex. — Favouring the masses by cheap postage calls atten- 
 
 tion to the majority or the great body of the people. The 
 marriage of the highest dignitaries of the State directs attention 
 to the most favoured or exalted personages in the country. 
 The extremes of the community are brought into relation. It is 
 Ex. 
 
 9 and 10 — Con. and In. — Parents and child is a Sequence. Hence 
 
 Con. and a child possessing the blood of his parents sustains 
 the relation also of In. to them. Let the pupil pause here, and 
 before his next session of study of these events, let him recite 
 these ten backwards and forwards several times from memory. 
 
 10 and II — In. — Brother and sister possessing in common the blood 
 
 of their parents is a case of In. 
 
 11 and 12 — Ex. — Here is a birth contrasted with a death. — It is Ex. 
 
 12 and 13 — Ex. — Death on the one hand and on the other a wide- 
 
 spread effort to bring into existence Acts of Parliament. Self- 
 destruction contrasted with efforts at production. 
 
 13 and 14 — In. — Here are two winners and two losers. The par- 
 
 ties opposed to Chartists defeat the hearing of this proposed 
 motion ; and the British soldiers gain a victory over the Boers. 
 Success in common makes a case of In. on the part of the victori- 
 
164 ASSIMILATIVE MEMORY. 
 
 ous parties. And then the Chartists lost their proposed hear- 
 ing and the Boers were beaten. This is the second In. 
 
 14 and IS — Ex. — A resort to arms contrasted with a resort to diplomacy. 
 
 15 and 16 — Ex. — A treaty between the two greatest nations of the 
 
 earth, and loss of 10,000 men. A triumph of Peace and a triumph 
 in War. 
 
 16 and 17 — Ex. — The death of a multitude of soldiers and a birth in 
 
 the highest family of the realm. 
 
 17 and 1 8 — Ex. and In. — A birth and a death gives Ex. A royal 
 
 ^_ birth with all the advantages it brings, and the advantage of the 
 inheritance, of great fortunes, makes a clear case of In. 
 
 18 and 19 — Ex. and In. — Similar relations to those spolcen of in the 
 
 last paragraph. 
 
 19 and 20 — Ex. — To the taxpayer the endowment of the Duke of 
 
 Edinburgh might seem to be a burden imposed — and the aboli- 
 tion of imprisonment for debt below £20, would be looked upon 
 as a burden removed. Here we have Ex. 
 
 As before suggested, let the pupil recite the foregoing 
 ten events forwards and the reverse way several times from 
 memory. And then let him similarly recite the entire 
 twenty events. 
 
 20 and 21 — In. — Favoring poor people — debtors and poor students 
 
 — characterises both events. 
 
 21 and 22 — In. — This college among other things prosecuted the 
 
 study of Philosophy — " the complete unification of knowledge " 
 — Farady unified \!ax&& elements. 
 
 22 and 23 — In. — Light, heat and electricity arise from latency to 
 
 manifestation — a physical birth — here, too, is the birth of an 
 organism. 
 
 23 and 24 — In. — Beginning of two careers — one of an individual and 
 
 the other of a body of persons. 
 
 24 and 25 — Ex.-^Object and aims different — one was a promotion 
 
 of science — new science — highest science — the other was rever- 
 ence for old literature — greatest of all literatures. 
 
 25 and 26 — Ex. — Liberal outlay of money in art circles — great scarcity 
 
 in business. 
 
 26 and 27 — Ex. — Anguish and suffering unallayed — pain neutralized. 
 
 27 and 28 — Ex, — Suppression of individual feeling — society's outburst. 
 
 28 and 29 — In. — Explosion of seething elements — a new nation — 
 
 royal birth. 
 
 29 and 30 — In. and Ex. — Nation protects Royal child — a foreigner 
 
 seeks same protection. 
 
 30 and 31 — In. and Ex. — Treaty between State and individual — treaty 
 
 between States. 
 
 31 and 32 — Ex. — Canal transportation comparatively safe — horseback 
 
 riding liable to accidents. 
 
 32 and 33 — In. — Farewell to life — farewell to stage. 
 
ASSIMILATIVE MEMORY. 1 65 
 
 33 and 34 — Ex. — Close of one kind of exhibition and opening of 
 
 another. 
 
 34 and 3S — Ex. — Peaceful industries triumph — usurpation by intrigue 
 
 and blood. 
 
 35 and 36 — Ex. and In. — Beginning of one career and close of 
 
 another — a trarapler on laws ; a respecter of them. 
 
 36 and 37 — Ex. — Great General's death ; royal birth. 
 
 37 and 38 — Ex. — Life and choleraic deaths feared. 
 
 38 and 39 — In. — Rebuke of religious zeal — dismissal for opinion's sake. 
 
 39 and 40 — In. — A cleric dismissed and a war declared — " Intoler- 
 
 ance " in both cases. 
 
 40 and 41 — In. — Two declarations of war. 
 
 41 and 42 — Ex. — Ravages of war contrasted with intellectual tri- 
 
 umphs of peace — brute force and advanced thinking. 
 
 42 and 43 — Con. — Philosophy and peace — high thinking and the con- 
 
 ditions on which it can be carried on — co-existence. 
 
 43 and 44 — Con. — Peace and its celebrations, cause and effect. 
 
 44 and 45 — In. — General rejoicing and rejoicing in royal family. 
 
 45 and 46 — Ex. — Life and bloody deaths. 
 
 46 and 47 — Ex. — Forcible seizure and legal separation, capture and 
 
 discharge. 
 
 47 and 48 — Ex. — Marriage failures and honoring Newton's successes. 
 
 48 and 49 — Ex. and In. — Honoring old science — publishing new 
 
 science. 
 
 49 and 50 — Ex. — Beginning of scientific reputation — close of literary 
 
 life. 
 
 50 and 51 — In. and Ex. — Two deaths make In. — and one from nat- 
 
 ural causes and the other from violence, we have Ex. 
 
 51 and 52 — Ex. — Violence externally applied kills the boy — but ships 
 
 shielded from violence by its ironclad covering. It is Ex. 
 
 52 and S3— In. and Con. — Interest in war and befriending a belliger- 
 
 ent, coexistence of war improvement, and favouring a warlike 
 people. 
 
 53 and 54 — Ex. — Coming into existence (recognition) and death of a 
 
 high personage. 
 
 54 and 55 — Con. and Ex. — Father and son is Con. — death and mar- 
 
 riage as the condition of life. 
 
 55 and 56 — In. — Marriage festivities and celebration of Shakespeare's 
 
 birth — both rejoicings. 
 
 56 and 57 — In. and Ex. — Both tercentenaries, and one reckons from 
 
 birth and the other from death. 
 
 57 and 58 — In. and Ex, — Tercentenary ceremonies, and dedication 
 
 of a statue to Sir William Jenner — one tried to save souls, the 
 other to save life. 
 
 58 and 59 — In. — A statue and a medal — honour in both cases. 
 
 59 and 60 — In. — One tried to save life, the other alleviated its sufferings. 
 6d and 61 — In. — Gifts to the poor in a lump — buying telegraph to 
 
 cheapen cost of messages to the great mass of community. 
 61 and 62 — In. — Extension of telegraphs, ultimately to the benefit of 
 all — extension of medical education to women. 
 
l66 ASSIMILATIVE MEMORY. 
 
 62 and 63 — In. — Rights of women and of the poor — beneficence to 
 
 poor and charity to women. 
 
 63 and 64 — Con. — Common prisons abound in dust and germs — these 
 
 latter are propagators of disease. 
 
 64 and 65 — In. and Con. — Germs cause typhoid and other diseases — 
 
 Prince of Wales attacked by typhoid. 
 
 65 and 66 — Ex. — Typhoid tends to destroy ; awards build up. 
 
 60 and 67 — In. and Ex. — Fast steamer Alabama, and fast woman 
 walker, speed with injury — and innocent speed. 
 
 67 and 68 — Ex. — Walking on land and safe swimming in water. 
 
 68 and 69 — In. — Floating in water and electric lighting of museum 
 
 — protection to life — and comfort to life. 
 
 69 and 70 — Ex. — Lighted museum — and dark night at the Tay — light 
 
 and safety — and darkness and death. 
 
 70 and 71 — In. — Many deaths in Bridge disaster and one distinguished 
 
 person dies. 
 
 71 and 72 — Ex. — One person dies and medics strive to prevent death. 
 
 72 and 73 — In. and Ex. — Medical improvement and improvement in 
 
 reckoning time — doctors from abroad — and observatory sta- 
 tionary. 
 
 73 *nd 74 — II- — Improved time reckoning — and revised and improved 
 
 form of Bible. 
 
 74 and 75 — In. and Ex. — Gift to highest personage and cheap tele- 
 
 grams for masses — favours to both. 
 
 75 and 76 — In. and Ex. — Head of English nation and head of Cath- 
 
 olic church — favour to the Queen and favour to the people. 
 
 76 and 77 — In. — One concession to Queen — and people's jubilee on 
 
 account of Queen — good will in both cases. 
 
 77 and 78 — In. and Ex. — Queen's jubilee and Times' jubilee, sove- 
 
 reign and subjects. 
 
 78 and 79 — Con. — Universal reporter of good and bad things — ^worst 
 
 possible murder. 
 
 79 and 80 — Ex. — Horror and amusement. 
 
 80 and 81 — Ex. — Players for Royalty and great arbitrators for labour- 
 
 ing men. 
 
 81 and 82 — In. — Strike of poor labourers, and houses for the poor. 
 
 82 and 83 — In. and Ex. — Gifts to poor and education for them — 
 
 physical benefits and mental benefit. 
 
 83 and 84 — In. and Ex. — Intellectual education and spiritual edu- 
 
 cation — living scholars and death of a great teacher. 
 
 84 and 85 — In. and Ex. — Two deaths — and opposite beliefs — In. as 
 
 to death and Ex. as to opinions. 
 
 85 and 86— In. — Death of one man — and death of six hundred — In. 
 80 and 87 — Ex. — A dead multitude and a lixing congress. 
 
 87 and 88 — In. — Two congressss. 
 
 88 and 89 — In. — Imperialism — and party self-assertion. 
 
 89 and 90 — In. — Political agitation — educational agitation. 
 
 90 and 91 — Ex. — Extension of education — refusal to extend Govern- 
 
 ment sway over land. 
 
 91 and 92 — In. — Land not lost individuals — and bank saved. 
 
ASSIMILATIVE MEMORY. 167 
 
 92 and 93 — In, and Ex. — Saving a bank and effort to save life — bank 
 
 saved — but consumptives lost. 
 
 93 and 94 — In. and Ex. — Rejoicing over supposed antidote to con- 
 
 sumptive deaths — and music jubilee over death of Mozart. 
 
 94 and 95 — Ex. — Death and birth of congress. 
 
 95 and 96 — Ex. — A congress meets and a cabinet dissolves. 
 
 96 and 97 — In. — A cabinet failed and a bank failed. 
 
 97 and 98 — In. — Bank failure and Home Rule bill defeated. 
 
 98 and 99 — In. and Ex. — Bill killed intentionally — a man killed acci- 
 
 dentally. 
 
 99 and 100 — ^^In. and Ex. — Fatal attack of poison — unsuccessful at- 
 
 tack on Darwinianism. 
 
 As to the dates of the loo events, they will cause no 
 difficulty. The pupil should look upon my formulas as 
 models merely, and make his own whenever possible. In 
 all the events belonging to this century, we have only to 
 deal with the last two figures — (3) Model (7) ^ueen gives 
 the date of (18)37. The rule in regard to the month and 
 the day of the month is very easily applied. A separate 
 word for each figure except for the three months [October, 
 November and December] where there are two figures in 
 the one word that expresses the number of the month, as 
 ^ie.f, dues, t'is, thus, this,- those express October, the tenth 
 month ; tha.t, did, died, dot, d^ie, though/, &c., &c., indicate 
 November, the eleventh month ; and then, thin, tone, tune, 
 attain, &c., &c., mean December, the twelfth month. A 
 Model ^ueen y^ust in .feason — Just in its "J " means the 
 sixth month, or _/une, and " n " in " in " and " s " in .reason 
 means a cypher — or 20 — the translation of the phrase is 
 (18)37 — June — 20th day — (2) Amending a rade^ives true 
 caution = (18)37 — July — 17th — (3) J/aking /riends i/zside 
 the »«agnates = (18)38 — February 13 — (4) A««idship Fby- 
 ager shows rtibuble peering = (18)38 — June — 17 — (5) 
 .i^utual fairness ^ives multiplied dissemination = (18)38 — 
 July — 31 — (6).^eetings/orbidden tone down «oise = (18)38 
 — Dec. — 12 — (7) Meal a/avorite then took /recedence =: 
 (18)38 — December — 19 — (8) A »zissive /enny /avors the 
 rammonality = (18)39 — Augusi — 17 — (9) Ai?oyal Cement- 
 ing in the .ranctuary = (18)40— February — loth — (10) A 
 Jioyal ^ypinster [or relebrity] did invite ofestiny = (18)40 
 — November— 21 — (11) .ffoyal E^/ward didappeav = (18)41 
 — Nov. — 9th — (12) Earl's undoing »?anifested i«sane .fui- • 
 
l68 ASSIMILATIVE MEMORY. 
 
 cide = (18)42 — March — 20th — (13) i?egistered «ames wi/I 
 ewthuse = (18)42 — May — 2 — (14) .depressing iV^atalites 
 /eft no flange = (18)42 — May — 26 — (15) .ffebinding 
 iV^ations /avored /atriotism = (18)42 — August — 9 — (16) 
 .deducing A»?eers /00k i/etermined j^ooting = (18)43 — 
 January — 16 — (17) i?oyal Mary rightly «amed A/ice = 
 (18)43 — April — 25 — (18) Arkwright's »zillions wi/1 ewrich 
 heirs = (18)43 — May — 24 — (19) i?oyal Ernest; a /avored 
 <r>^ild = (18)44 — August — 6 — (20) J?eleasing arrears /a- 
 vored debtor's jentences = ( 1 8)44 ■ — August — 10 — (21) 
 .Religious I/liberalities wi/1 afestroy C/^arity = (18)45 — ^^Y 
 — r6 — (22) A real /ikeness ihat /inks = (18)45 — Nov. — 5 
 — (23) A royal cMld — He/ena — «ow /aughs = (18)46 — 
 May — 25 — (24) heading whi^,^ did rationalize — (18)46 — 
 Nov. — 4 — (25) A hoary cottage i^ought /oo c/iea.p = (18)47 
 — Sept. — 16 — (26) A rate causing (Aose »2erchants distress 
 = (18)47 — Oct. — 31 — (27) i?elieving(r;41oroform^ha/(/rugs 
 serves = (18)47 — Nov. — 12 — (28) i?evolutidnizing i^rench- 
 men indicated a new nation = (18)48 — Feb. — 22 — (29) A 
 royal /airy waiden develops fancy — (she is an artist) = 
 (i8)48^March — 18 — (30) Oratorical /rayers /rocure na-> 
 tional security = (18)49 — Sept.^ — 20 — (31) A /awful scheme 
 arouses /opmost patronage = (18)50 — April — 19 — (32) A 
 /uckless ^tumble billed a «obleman = (18)50 — July — 2 — (33) 
 Wi/liam's wi//4drawal e«ded «umerous f,^arms = (18)51 — 
 Feb. — 26 — (34) Fictoria we/comes tAe Ha/1 /o-day — 
 (1)851 — May — I — (35) Zouis' aui/acity (Aen awnounced = 
 (18)51 — Dec. — 2 — (36) We/lington'se«d brought (/ue recog- 
 nition = (18)52 — Sept. — 14 — (37) Zeopoid /wildly raises a 
 ^ry = (i8)s3 — April — 7 — (38) A /ord's »«essage ^oe^ /each 
 a Z'resbytery = (18)53 — Oct. — 19 — (39) Zearned ilfaurice 
 teaches u«welcome creeds = ( 18)53 — Oct. — 2 7 — (40) A /urid 
 »?anifesto//5a//(4reatened = (18)53 — Nov. — i — (41) AZaw- 
 ful .ffuler »?enaces «ew antagonisms = (18)54 — March — 22 
 — (42) No month or day of month being given, we will 
 express three figures thus : Evolution's /aws i/lustrated = 
 (1)855 — (43) A/liances /oined wean »«anifest security = 
 (18)56 — March — 30 — (44) Zisteners f/4armed around iAe 
 music = (18)56 — April— 13 — (45) A /uckyjfirl here a/tains 
 royalty = (18)57 — April — 14 — (46) A /awless conspiracy 
 beaten i« September = (18)57 — Sept. — 20 — (47) Zoosen- 
 
ASSIMILATIVE MEMORY. 1 69 
 
 ing/amilies i/estroys tht. ^Aildren = (18)58 — January — 16 
 — (48) A Zifeless /igure /ictures 7\^ewtoii's idfentity = 
 (18)58 — Sept. — 21 — (49) No month or day being given, 
 we may express the complete date : Z^arwinianism /ormu- 
 lates /egitimate biology = 1859 — (50) Zifeless .Sabington 
 th^n entered a z^ault = (18)59— Dec. — 28 — (51) K shzxat- 
 less schoolmaster's cruelty «ow /murders, or a schoolmaster's 
 sentence causes «o wzercy = (18)60 — July — 23 — (52) ^^ield- 
 ing ou/sides »2ay (/efy a/tack = (18)61 — March — 11 — (53) 
 C/4ivalry afelighted, wi/1 /ight = (18)61— May— 8— (54) 
 ^Aedding ^ears that /ear hearts = (18)61 — Nov. — 14 — or 
 Victoria s^ed /ears = (1)861 — (55) A/oyful maniage may 
 ai(/ sovereignty = (18)63 — March — 10 — (56) -S-^akespeare's 
 reign returns o«ce more = (18)64 — April — 23 — (57) Ay'us- 
 tifiable revival wi/1 endorse Calvin = (18)64 — May — 27 — 
 
 (58) yenner's/ikeness/leases i/octors = (18)65 — Sept. — i — 
 
 (59) A f^artered/ewel »zeans capture = (18)66 — March — 7 
 — (60) G^enerosity's f^ampion manifests u«usual faith =: 
 (18)66 — March — 28 — or Generosity's f>^ampion wzarkedly 
 e«thused Fictoria = (18)66 — March — 28 — (61) 6'ure/or- 
 warders^ain /multitudinous /elegraphs = (18)68 — July — 31 
 — (62) Charming practitioners i/ose uneasy acAes = (18)69 
 — Oct. — 27 — (63) Creditors scold tAe (/ebtors = (18)70 — 
 January — i — (64) Contagion spreads //trough iAe air = 
 (18)70 — January — 14 — (65) A kinglet's /yphoid //%a/e«ded 
 «?arvellously = (18)71 — Nov. — 23 — (66) Great (Britain) 
 i»2mediately /aid fAe award = (18)73 — Sept. — 14 — (67) 
 Courageous .ffichards showed unusual /edestrianism = 
 (18)74 — June — 29 — (68) A Captain's /ivery wi/1 ensure 
 /loating = (18)75 — May-7-28 — (69) A current's Mghtness 
 flToes e«rich eyesight = (18)79 — Oct. — 20 — (70) A Crippled 
 bridge tAen instantly /ell = (18)79 — Dec. — 28 — (71) A 
 /emale scribe ^ie^iwTV^ovember = (18)80 — Nov. — 22 — (72) 
 i^oreign (/octors /ormulate medicine = (18)81 — Aug. — 3 — 
 (73) i^'ixing /imits /o /ime — (18)85 — January — i — (74) 
 Victoria /earns Ho/y Tfestaments we/1 = (18)85 — ^^Y — ^5 
 — (75) Halting e/ectrics doubles /elegraphing = (18)85 — 
 Oct. — I — (76) Fictoria — ^ueen really enters a monastery 
 = (18)87 — April — 23 — (77) Fictorian congratulations s^ow 
 enlightened subjects = (18)87 — June — 20 — (78) A i^act 
 /inder (/rinks /oasts = (.18)88 — January — i — (79) i^emale 
 
I70 ASSIMILATIVE MEMORY. 
 
 OTCtimso/ Unnatural butchery = (i8)88 — August — 29 — (80) 
 Victoria a/plauds I/-ving's numerous C/^armers = (18)89 — 
 April — 26 — (81) A /amous ^oard brought a/leviation = 
 (18)89 — Sept. — s — (82) /burnishing (buildings (a^i(/ afelight 
 /aupers =: (i8)89--Nov. — 19 — (83) A /5ig speech /or etfn- 
 cation — (18)90 — Aug. — i — (84) A/riest surrenders a/ter 
 ^>%eological /oil = (18)90 — Aug. — 11 — (85) .5radlaugh i/ies 
 in »zockery or ^radlaugh's i/eath «ow wourned = (18)91 — 
 Feb. — 3 — (86) /"erishing "U/opia" weans a wafcry^rave 
 = (18)91 — March — 17 — (87) J'ostal (Zfelegates wi/1 i«augu- 
 rate»«ethods = (18)91 — May — 23 — (88) .British domination 
 generates /rue/atriotism =: (18)91 — June — 19 — (89) /'rim- 
 rose demonstration ^ave Harfield /lattery = (18)91 — July 
 — 18 — (90) /'ushing ci/ucation /or ^^^ildren = (18)91 — 
 Aug, — 6 — (91) /"ublic /ities/ublicly i'/^rown i^own = (18)91 
 — Sept. — I.I — (92) taring's </ues/aid /,4e creditors — (18)91 
 — Sept. — 17 — (93) /'ublishing Aiberculosis does in- 
 vite investigation = (18)91 — Oct. — 22 — (94) dooming 
 /unes f^en /uxuriated = (18)91 — Dec. — 5 — (95) 0/ening 
 i/ays f/iin Indian Congress = (18)91 — Dec. — 27 — (96) A 
 .British »2inistry a'etermine iAe Xhedive = (18)93 — January 
 — 17 — (97) ^ank »Hsmanagement ruins numerous sub- 
 scribers = (18)93 — April — 20 — (98) A ^ill wade /"eers 
 a/raid = (18)93— Sept.— 8— (99) A Professor's "Mrs." 
 then erred = (18)93 — Dec. — 4—, or giving the year alone 
 we say : Tyndall's Wi/e (became a »«ind-wanderer or 
 T'yndall's Wi/e/oisoned hiw = 1893 — f 100) 2?arwinianism 
 /avors /biological ridicule = 1894 — , or biological researches 
 /avors /ault-finding = (18)94 — August — 8. 
 
 A CONCLUDING REMARK. 
 
 If the pupil has painstakingly reviewed this entire work, 
 let him for the next three months, whenever he wishes to 
 fix anything in mind, not apply the methods of the system 
 to it, but concentrate his thoughts upon it with the utmost 
 intensity so that his improved power of assimilation will 
 seize upon it with an unreleasing grasp, and, then, when 
 the three months period has passed, he will find that he has 
 consolidated the Habit of Attention and Memory.