I! BF Cents MEMORY \ SCIENTIFIC PRACTICAL METHOD OF I TLTIVATING THE FACULTIES OF | ATTENTION. RECOLL and RETFNTIO By A U Thaveiio In - uilidii m thoi%Rglily re*^|; r up who art eariift?* *n wishiiiv,' to trphitL emories effect- y." Rich u^dA. Pi.ocl h. "^ s use ! as greatly strougtlieDed uj". ' : i ory. ' ' -'-V 1 1 1 ui am vVaiiT ^rf Asxob. roved my natuiu 4 GIass_ Book MEMORY A SCIENTIFIC PRACTICAL METHOD OF CULTIVATING THE FACULTIES OF ATTENTION, RECOLLECTION and RETENTION By A. LOISETTE. * 'I have no hesitation in thoroughly recommending the System to all who are earnest in wishing to train their memories effect- ively. " — EichardA. Proctor. "Its use has greatly strengthened and improved my natural memory. ' ' — Willi am Waldorf Astor. NEW YORK : PRINTED FOR THE PUBLISHERS. 1895. ^y^y 7) CONTENTS PAGE PAKT L Recollecttve Analysis. Defective Me mob y. Lack of Attention 1 First Exercise: Three Laws of Recollec- tive Analysis 3 Second Exercise : Presidential Series . 4 Third Exercise : "Dough -Dodo" Series . 14 Heptarchy Series . . , , . 16 Of Learning by Eote ,18 PAET II Supplement to Recollecttve AnalysIs . • First Exercise : Figure Alphabet . . 21 Second Exebcise : Translating Wobds into Figubes 23 Thibd Exebcise : Translating Wobds into Figures 24 Foueth Exebcise : The Knight's Toub, The Presidential and Heptabchy Sebies, Turning Figures into Words . . . 26 Fifth Exercise : Interrogative Analysis . 32 PAKT III. Eecollectiye Synthesis 14 CONTENTS. PAKT IV. PAET V. PAET V3 Rules for Making Correlations . Connecting Isolated Facts Connecting Unfamiliar Words Connecting Serial Facts . Learning the Morse Alpharet . Predicating Correlations Oxford and Cambridge Boat Races Ratio of Circumference to Diameter Memorising Prose and Poetry Interrogative Analysis Surprising Figure Memory Pharmaceutical Preparations . The Instantaneous Gordian Knot Memory Almanac . . . Day-of-week of any date . The Higher Analysis and Syntheiss Memorising Months and Days. Series of Roman Emperors Memorising Euclid's Propositions Memorising Various Facts Multiplication Tarle Never Forgetting . , How to Learn History Speaking without Notes . Feats of Recollection A Budget of Anecdotes etc. . PART I. RECOLLECTIVE ANALYSIS. DEFECTIVE MEMOKY. LACK OF ATTENTION. There are in Memory two stages : (1) The stage of the First Impression (through the senses of sight, hearing, eta, or by whatever agency an idea is presented to the mind) ; (2) The re- vival of that impression afterward. Both stages are equally essential to a good memory, but in the present work we shall have to do chiefly with the second, the purpose of this system being to show how (due vividness of Impression being assumed) the process of Revival (recalling, recollection) may be facilitated and made as it were automatic. With regard to Impression it will suffice here to note the one great cause which in most persons renders it defec- tive—Lack of attention. When you come home from a walk through a crowded street, can you remember the appearance of the last three persons that you passed? No. In ninety -nine cases out of a hundred you can- not tell whether they were men or women. Why is this? You say it is because you paid no attention ; and you are quite right. The first impression was made upon your senses: it was carried to the brain ; but it failed to get itself registered. You were thinking about other things. The first impression was so faint, that the strongest power of recall fails to revive it. Of such an impression 4 RECOLLECTIYE ANALYSIS. there can under ordinary circumstances be no memory. But if the last person you saw before entering the house happened to be a six-foot cowboy in the picturesque garb of the plains, you would probably recollect him; and if perchance it was an unfortunate soldier with half his face shot away, the memory of him would certainly be very strong and might be unpleasantly persistent Why is there memory in these cases and none in the previous case? Because in these cases your attention was attracted ; and in pro- portion as the attraction was strong the remembrance is strong also. You may have seen a shoemaker putting nails into the sole of a boot. With his left thumb and finger he pricks the point of the nail into the leather just far enough to make the nail stand upright. It is so feebly attached that at the least shake it falls on the floor. Then down comes the hammer and drives the nail up to the head. Now the sensations that are continually pouring in up- on us by all the avenues of sense — by the eye, ear, nose, tongue and skin — as well as the ideas streaming into our minds, are on their first arrival attached as feebly as the nails to the boot. But then down comes the Attention like a hammer, and drives them into conciousness, so that their record remains for ever. From all this we see the importance of a good power of Attention. Unless you have such a command of your Attention that you can bring it down heavily upon impression after impression, so as to drive them home into your conciousness, they will have no firm attach- ment and they will be shaken out by the first movement of the mind. It is manifest, therefore that the first requisite to a good Mem- ory is a good power of Attention. There are very many people who are so afflicted with Mind- wandering, which may be regarded as a paralysis of the Attention, that it is impossible for them to attend to any single subject for two consecutive moments. All the while that their eyes are fixed on a book and their lips are repeating the words that they read, a phantasmagoria of discon- nected images is dancing through their mind. Memories of past scenes and past events, sober anticipations, and castles in the air, rise to the surface and jostle one another like bubbles in a boiling pot. To such people it is no doubt interesting to know that, unless and until they control their Attention and keep it fixed on the subject they are learning, they will never be able to remember : and similarly it is interesting to a paralysed man to know that until his muscles regain their power he will not be able KECOLLECTIVE ANALYSIS. 5 to walk ; but it is no more use to tell the mind-wanderer to keep his Attention fixed than to tell the paralysed man to move his leg. In the one case, as in the other, the sufferer must be put through a course of treatment. Such a course of treatment for mind- wandering is found in the series of exercises prescribed by this system. By performing those exercises the mind is tied down to the subject-matter by a tether which brings every excursion of the attention to an end with a sharp jerk. For those who are engaged all day in hard labor, or whose minds after the day's work are weary, the best time to perform the exercises is the morning, when the mind is fresh and the body rested. FIRST EXERCISE. THEEE LAWS OF EECOLLECTIYE ANALYSIS. The first thing the pupil has to do is fully to master the fol- lowing three Laws, so that he may be able to apply them and to understand just why the examples given are classed under one head rather than another. Let him think of additional examples under each head and justify to himself his classifications. Until he can do this well let him not pass to the next exercise. I. INCLUSION indicates that you realize or feel that there is an overlapping of meaning between two words, or that there is a noticed or recognized idea or sound that belongs to both alike. Cases of InclusionTmay be classed thus : Simple Inclusion (mostly synonyms) — Biches, Wealth. Fre- quently, Often, Obstacle, Barrier. Wretchedness, Misery. Loss, Lack. Inquire, Ask. Allow, permit. Work, Labor. Whole and Part— Earth, Poles. Ship, Eudder. Forest, Trees. Air, Oxygen. House, Parlor. Clock, Pendulum. Knife, Blade. Genus and Species— Animal, Man. Plant, Thyme. Fish, Sal- mon. Tree, Oak. Game, Pheasant. Dog, Ketriever. Gas, Oxygen. 6 RECOLLECTIVE ANALYSIS. Abstract and Concrete— (The same Quality or Property appears in both)— Dough, Soft. Empty, Drum. Lion, Strong. Cour- age, Hero. Glass, Smothness. Gold, Ductility. Oxygen, Colorless. Similarity of Sound — Emperor, Empty. Salvation, Salamander. Hallelujah, Hallucination. Oxygen, Oxen. Cat, Catas- trophe. II. EXCLUSION means that you observe that there is an antithesis, or that one word excludes the other, or that both words relate to one and the same thing, but occupy opposite positions in regard to it, as Riches, Poverty. Hot, Cold. Old, Young. Damp, Dry. Life, Death. Love, Hate. Joy, Sorrow. Courage, Cowardice. Health, Sickness. Righteous, Wicked. Beauty, Ugliness. III. CONCURENCE is the felt relation between two ideas or impressions which we have sensuously experienced or thought of together or almost simultaneously, or History has told us are together, although having no relation necessarily — Daniel, Lion. Execution, Surratt. Gravitation, Newton, Apple. Dives, Lazarus. Abraham, Bosom. Pipe, Tobacco. Columbus, America. Grandmother, Knitting. Socrates, Hemlock. Demosthenes, Seashore, Pebbles. Job, Patience. Wedding, Slippers. Wellington, Bonaparte, Waterloo. Oxygen, Priestley. The following pairs also show concurrence: — Spade, Dig. Razor, Shaving. Coffin, Burial. Chair, Sitting. Scythe, Cut. Sword, Wound. Pen, Write. Ears, Hearing. Road, Travel. Food, Eating. Paper, Write. Wine, Drink. Worm, Crawl. Bird, Fly. Eagle, Swoop. Hawk, Hover. Ram, Butt. Teeth, Gnash. Wheel, Turn. SECOND EXERCISE. The next thing is to learn by means of these laws the presi- dential series, Now let the Pupil ask what relation he finds between the following words : — RECOLLECTIVE ANALYSIS. 7 Resident \ j^ v g There is nothing in common in the meaning l^entist > Q £ these Tvords. ^or is their any antith- esis between them, nor have we ever thought of them together, so that when w T e now think of one it recalls the other from the operation of Concurrence, but it is a case of In. by S. , as the sound dent belongs to both alike. Dentist^ Con. The meaning which common usage has raw > an in. assigned to Dentist, is one who draws teeth. So some may deem this a case of In., as the idea of "drawing" belongs to both words, principally to dentist and wholly to ' ■ draw. " No one can think of a dentist without thinking of drawing teeth, so this is a specimen of Con., especially strong, if we have had personal experience with dentists drawing teeth. Draw \ ji^ r£ Q fc^ f s to pull, to'use force— to overcome ^ v P resistance. To give up is to yield to force, to make no opposition, to surren- der voluntarily. Here, then, are dictinct opposites, lo give up ) j n Self-sacrifice means to give up one's own belf -sacrifice) . i(W interests or what is dear to one. "To give up ' ' is to give up anything, trifling or important. "Self-sacrifice" is to give up a great deal. It is In., G. and S. Washin^oiT} Con ' "Washington being a proper name, has no signification as such, no connotation; it is a sound to which the man answers. Therefore there can be no In. by meaning here. But we have thought of Washing- ton and self-sacrifice together, as history has informed us that he refused to be made Dictator by the army, and to be elected President for a third term. Hence it is a case of concurrence. 8 RECOLLECTIVE ANALYSIS. Washington | In. Although a proper name as such has no Morning wash) by S. meaning, yet the parts or syllables of it may be significant words, as ' ' wash ' ' in Washington. Wash belonging to "Morn- ing wash, "and "Washington," this is a case of In. by S. through the syllable "wash." Morning wash\ T If "Dew" is regarded as a "Morning Dew J n * wash" of the flowers, etc., then this would be a case of In. by Genus [Morn- ing wash] and Species [Dew] of that * ' wash. " As both imply moisture, there is something in common in the meaning of the words. It is simple In. Dew \ g on There is nothing in common in the meaning Flower beds j of the words But experience has told us that in the morning the dew is often on the flower beds. It is mere Con. Flower beds ) In. If we merely think of ' ' flower " and ' ' bou- [or quet " we should have In. by whole and look a bouquet J Con part— since a bouquet is a collection of flowers, and a flower is but one of a collection. But if we think of ' ■ flower beds " as a whole by itself, the relation between these two words and '' ' bou- quet " would be Concurrance, since we know that flowers are often selected from "flower beds " to make a bouquet. Although we cannot get bouquets from all gar- Garden ° U(1Ue \ ^ on ' dens— kitchen gardens for instance— and although we can sometimes get bouquets from places which are not gardens, yet as we generally think of bouquets as taken from gardens, this is mere Con. Garden) q " Eden " means a place of pleasure. Hence Eden > * Garden of Eden was a pleasant place— a Paradise. We have often thought of the "Garden" of " Eden "—of these words together. Hence it is Con. EECOLLECTIVE ANALYSIS. 9 ?^ en \ Con. The word Adams is merely the word Adam, * with the addition of "s. " We have often thought of Adam having been placed in Eden. It is Con. I. —Now see if you can correctly repeat these thirteen words from memory — not in doubles as in the above analysis (nor by recalling the words Inclusion, Exclusion, or Concurrence) , but as a Series. If not, re-think the relation between the words where your memory failed until you can repeat the thirteen words in the exact order. This direction is almost universally violated. Kemem- ber you are committing to memory not by repetition, but by analysis, and this requires that, where your memory failed, you should re-fortify the first impression only by re-thinking the relation between the words. II. — What is really accomplished by the disagreeable act of endless repetition ? Nothing, except vaguely impressing these rela- tions [In. , Ex. , or Con. ] on the mind by a slow instinctive absorption, whereas a conscious Thought and a reflecting Analysis accomplish the same result with a thousand-fold greater vividness by only one perusal. Besides, what is consciously learned by analysis remains — but what is vaguely absorbed by rote is very soon forgotten. Again: suppose your memory is so weak that in one or more instances you have had to re -think the relation between the words three or more times. This is very different from mere repetition. There is no thought in mere repetition, whereas in reviving tha relation between a pair of words there is a distinct act of thought. You put "brains " into the operatiou, III.— If you had learned these thirteen words by kote it would have occupied very much longer time, perhaps fifty times as long, and if you wished to say them backwards you would have to learn them backwards. And this would have occivpied you five times as long as learning them forwards, because you would be constantly mixing up the forward order with the return order. But if you can now say them from ' ' President " to " Adams, " you can readily say them back from "Adams " to "President. " Try ! IV. — Now proceed in the same manner, solely by analysing the relation between the words, to learn the next set of words from "Adams" to "Madison," so as to say this last series both for- wards and backwards from memory, and without mistake. Adams ) q Adam fell from his first estate by not keeping The fall) £} ie commandment. We have often 10 RECOLLECTIVE ANALYSIS. heard or read of " the fall " of Adam. It is Con. The fall \ T Failure is any kind of failure. The fall was Failure J ' a particular kind of failure. It is In. by Genus and Species. ■ Failure) T Here again we have In. by Genus and Deficit ) * Species, deficit being a special failure, a failure of revenue. Deficit) T Deficit refers to lack of means of payment. Debt > * Debt to the obligation and duty to pay. Confederate \ * n * Relation by Genus and Species. Confederate bonds) c This is Concurrence, as Jefferson Davis Jefferson Davis ) ^ on * was President of the Confederacy. Jefferson Davis] T , Jefferson } In. by S. Jefferson ) T , Judge Jeffreys } lli ' b ^ b ' Judge Jeffreys >p The "Bloody assize' ' was held by Judge 1 'Bloody assize")" Uon ' Jeffreys in August, 1685. itw , ". „ Whoever has thought of the "Bloody Bereavement \C on * assize," must have thought of the grief and mourning it caused. This is Concurrence. We have often thought Too heavv asobf^ on °^ neav y sobs i n connection with great bereavement. Too heavy a sob) ^ „ Parental grief 5 Con - Same as foregoing. 1 Parental grief) ^ Qn Although a mad son usually causes parental Mad son ) grief, yet there is nothing in common in the meaning of the words. The re- lation is that of Con. , as we naturally expect to find that a mad son causes grief to his parents. Mad son| r arms cannons Howitzers strong tubes bamboos hard canes Hardicanute hardy sailor mast-head look out Discern bright-eyed cheerful warm-hearted Warm warm work battle It is Joshua crossing Jordan wading bird Heron long bill law bill Chancery suit The wise judge FOURTH EXERCISE. LEAKNING BY "KOTE" IS NOT LEAKNING AT ALL. A little reflection will show that learning by heart in the usual way, by means of endless repetition, is merely remembering a series of sights [words written or printed], or a series of sounds [words spoken], without any or the very smallest amount of com- prehension, and the process is that of mere Concurrence. One of the many possible proofs may be seen in the statement of Dr. Maudsley, that he had seen an idiot at Earlswood Asylum who could read a column of the Times newspaper but once, and repeat the whole of it without a mistake; and he had heard of one who could, after a single reading, repeat the column forwards or back- wards. These idiots possessed the visual word-memory. Our system insists on pupils always first understanding the sentence or the matter to be learned; when that is done, half the victory is gained, and the rest is easily and quickly acquired. Sim- ple sentences or propositions are readily understood— as, Iron is hard, Lead is heavy, Move the right foot forward; but suppose you have the simple sentence, "An Echidna is an Ornithodelphian." in such a case, unless the pupil resorts to a dictionary (he should never be without the best dictionary he can afford), this sentence will be a riddle to him until he learns the meaning of it by a special study. KECOLLECTIVE ANALYSIS. 19 But complex propositions are extremely hard to be compre- hended at a gJance. To comprehend such a sentence, let the pupil analyse it, that is, take it to pieces; and then, having found the simplest form to which it can be reduced, let him go on, step by step, adding one idea or qualification at a time, until he has gradu- ally, and with understanding, rebuilt the complex sentence, and in this way, if he goes through with the reconstruction two or three times from memory, he will have absorbed all the ideas of a sentence, however complex. Take the definition of Memory, ' 'Memory is the revival of a past Mental Impression. ' ' Its sim- plest form is — (1) Memory is a revival. Now add on one modifica- tion at a time from memory, till you reproduce the original sentence. In this way, you will have — (2) Memory is the revival of an Impression. (3) Memory is the revival of a Mental Impres- sion. (4) Memory is the revival of a past Mental Impression [same as (1) Fikst Impression and (2) its Eevival.] Suppose you are studying Geometry, and you wish to fix permanently in your memory the comprehension of the proposition of Prop. 1., Bookl., to wit: "To describe an equilateral triangle upon a given finite straight line." You take it to pieces and try to realise the meaning of each of its parts, thus: (1) A triangle. If you have learned the definition you know that a triangle is a three-sided figure, etc. (2) An equilateral triangle. You now observe that it is a three-sided figure whose sides are equal. (3) To describe an equilateral triangle. You have merely to draw it or sketch it. (4) To describe an equilateral triangle upon a straight line. Here you see that? you must draw it, not upon any part of the paper or board, but on a straight line on that paper or board. (5) To decribe an equilateral triangle upon a given straight line. You must draw it, not upon any straight line, but upon some par- ticular straight line. (6) To describe an equilateral triangle upon a given finite straight line; not upon a line of unknown length but upon a line cf definite length, etc. If you repeat these suc- cessive reconstructions a few times from memory, you assimilate the whole of the proposition and all its parts with pleasure and certainty. PART II. SUPPLEMENT TO RECOLLECTIVE ANALYSIS. This system is learned, not by understanding the theory of it, but solely and exclusively by doing the exercises. PREPARATION FOE MEMORISING MES OR ANY NUMBER WHATSOEVER. f FIRST EXERCISE. The first thing to be acquired is to learn the equivalents in consonants of the cypher and the nine digits, as seen in the fol- lowing table. The explanations will show you how to do it. The explanations and examples will make this acquisition very easy. 22 EECOLLECTIVE ANALYSIS. FIGUEE ALPHABET. 1 •2 3 4 5 6 7 8 9 s t th n m r 1 sh —hard k f b z d J ch soft ^hard q V P C .oft „SOft n §" If you imagine the capitol letter S cut in two parts, and the bottom half attached to the top half, it would make a nought (O)- That is why S is translated into 0. C soft as in cease has the same sound as S, 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 whispering letter. Besides, Z should represent O because it begins the word Zero— C soft should also stand for O f° r the additional reason that O oft begins the word cypher. Thus in translating a word into figures, we always turn S, Z or O oft into (0) ; or, in turning figures into words, we always translate a nought (0) into S, Z or O ^. We use "t" to represent 1, because "t" has one downward stroke, and we also represent 1 by "d, " because "d" is cognate of *t " We represent 2 by ' 'n, " because "n" has two down strokes, 3 by "m," because "in" has three down strokes, 4 by "r," because it terminates the word four in several languages, and 5 by "1," because in the Eoman alpha- bet L stood for 50, and we disregard the tens, and we make it stand for 5 or the first figure of 50; 8 by "f," because you can imagine to be an eight elongated, and "v" is the cognate of "f.' "b" and "p" represent 9, because 9 is only an inverted "b" and "p" is its cognate. RECOLLECTIVE ANALYSIS. 23 The phrase "6 Shy Jewesses chose George" gives through its initial consonants the representatives of 6, viz. : sh, j, ch, and gsoft. The phrase "7 #reat Aings came quarrelling " gives the letter equivalents of 7, viz. : g hard , k, c hard , and q„also the final ng. The representatives of the figures from up to 9 are given in the ^consonants of the first phrase below, and in the initial consonants of the ten subsequent phrases following the figures :— " Sidney Merlish gave a bow." Naught (0) So Zealous Ceases: One (1) tankard this -Day. Two (2) headed Nightingale. Three (3) ifeals. v Four (4) .Roadsters. Five (5) ".Lamps." Six (6) Shy Jewesses Chose George. Seven (7) Great .Sings Came Quarrelling. Eight (8) i^old Falue. Nine (9) beautiful Poems. This explanation is a help to remember the letter values afftg- . ures. Another way to fix these values in mind for permanent use is to turn words into figures. This practice quickly enables you to convert figures into words, and to translate them back into figures. The great utility of this practice will appear when synthesis is mastered. RUIZES. Not to be glanced at or skipped, but to be carefully studied. ' 1, — Two consonants of the same kind with no vowel between, pro- vided they have the same sound, treated as one consonant, as " 11 "=5, " nn "=2, " rr "=4, dd=l, etc. But the two conson- ants have different values, in the word accident =70120. This of course because acci=aksi. 2. — All silent consonants are disregarded, as "Ph" and "h" in "PWasic"=107;*"5" in " Lam& "53, "= Com& "=73, or in "Tom6"=13. " gh" in Bought=9l; "k " in ^how=2; " gh" in Nei#7ibors=2940. 3. — The equivalents of the above consonants have the same value as the consonants themselves, as "gh" in "2 7 ou#A"=18, "gh" in 24 RECOLLECTIVE ANALYSIS. 'Enongh=2S ; ' ' gh " in Bough=4:S ; * * gh " in " Laugh "=58, " Lock"=57. "N " sometimes=ng=7; as in "Bank "==9T7; "n" in Bank has the sound of "ng"; n, g are not always taken together as one sound, and translated into 7, but are treated separately sometimes, as in engage=276.* X=gs or ks =70, as in example=70395 ; in oxygen=7062. Sometimes X =Z, as in Xerxes=04700, and then it=0. Ci and ti=sh, as gracious=7460 ; Nation=262. dge=g soft as in Judge=66. Tch=ch=6, as in ditch 16 (it rhymes with rich=46). Ch some- times=k as in 6^ristmas=74030. S and z sometimes— zh, which is the cognate equivalent of sh=6, as in Pleasure=9564, and in Crozier=7464. Acquiesce=70, excrescence= 7074020. 4. — No notice is taken of any vowel or of w (war =4) or y (yoke=7), or of li (the=l), except as part of ch or sh. "Words like Weigh, Whey, etc., having no figure values, are never counted. If one word ends with, and the next word begins with the same consonant, they are both reckoned, as That Toad=llll, [Those who are interested in remembering fractions, etc., see p. 31.] SECOND EXERCISE. Let the Pupil translate into figures all the words of the Dough, Dodo Series, and the date-words (in italics) of the Presiden- . tial series ; also the following words, which express the Dates of Accession of the Kings of England from Egbert to Victoria. Fine oak . . . foaming . . . flock . . . vicious . . . fish show . . . fact . . . post • . . panel . . . brass . . . birch . . . Belial . . . bailiff. . . pickle . . . pack up . . . . est him . . . destroy . . . duster . . . the stage . . . atheistic . . . dismal . . . howitzers . . .discern. . .it is Joshua. . .the wise judge. . .deceiving * Pupils who have a poor ear for sounds sometimes tail 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 " gin- ger;" 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 spelt "llng-er," the "n" sounds like "ng." "Kinger" is pronounced "ring-er." KECOLLECTIVE ANALYSIS. 25 tootsies. . .hot oatmeal. . tutelar. . .the day of hope. . .dead baby . . . tin dish . . . Duncan . damask . . . demoniac . . .demagogue. . .to imbibe . . . dry theme . . . drawn in . . . tragedy . . .true fame . . . tera- phim . . . tearful. . . to lisp. . .tailoring. . .tall elm . . . dual life . . . Doge's home. . .additional. . .too sharp. . .dutch loam. . .wide shelf .eat jalap. . .two judges. . .dishevel. . .the chief abbey. . .tocsin . .doctor. . .ihickening. . .dog shows. . .toughness. . .die famous. . . day of maying. The following are examples of words and phrases for the lengths of Rivers and heights of Mountains. The pupil should trauslate them into figures. How the figure-words are to be con- nected with the names will appear from the lesson on Synthesis. Mississippi, icarm oven; Nile, wordy essays; Volga, narrow seas; Ohio, toicn jail; Loire, lammas ; Seine, Argosy; Thames, annals ; Spree, annoyance ; Jordan, an icehouse ; Sorata (Andes), Indian effigy ; Popocatepetl (Mexico), take a weak wife home ; Mount Brown (Rocky Mountains), whitish sauces; Mont Blanc, idling half the day; Jungfrau, the Mohicans; Righi, all bustle! Konjakofski (Ural Mountains), lumbago ; Saddleback, now giving ; Ben Nevis, wear your sash; Snowdon. homologous. Authorities differ as to these lengths and heights. They are given here as stated in A. Keith Johnston's Gazetteer. THIRD EXERCISE. Translate into figures the following 71 sentences : Mother Day will buy any shawl. My love, pick up my new muff. A Russian jeer may move a woman. Cables enough for Utopia. Get a cheap ham pie by my cooley. The slave knows a bigger ape. I rarely hop on my sick foot. Cheer a sage in a fashion safe. A baby fish now views my wharf. Annually Mary Ann did kiss a jay. 26 KECOLLECTIVE ANALYSIS. A cabby found a rough savage. A low dumb knave ki: ew a message showy. Argus up my lire rushes. A bee will lose life in enmity. A canal may well appear swift. Never have tidy Dick early. Has no fear to see a new ghost. A beam fallen at dizzy Lulu. We will be a sure arch in a new pier. Feeble are poems home-fed. A butcher ran off feet soppy. A college shall buy my mirror. Shoot in a fury, ugly Sheriff. Naomi may give Jack ha lf my lea. Shall we now cut Annie's topaz. Peter will shear a village hedge. Upon my ridges moor a fish. To soar lower may nudge a Jury. Find my map, my Ch iswick. Now choose anew our better Eden. Coming near love kisses. Ji-Ji has jammed a whole leaf off. Take rough, fat, lamb-soup. A nice patch in a funny panel. Raise bad cattle, major. A magic fop knew a well opossum. Joses taught him my sole hymn. A sailor it" vain has a rich joy. You allow no time for authorship. Let a pert lad teach us. A bear may muzzle a gun -case. My shallow cool pulp-tub. A lamb's pi nt of shady dew. Come off top, my newish ditty. A cup may dazzle at a haughty hovel. Refuse queer, rich, new muck. Baby Jenny wooing her pale cheek. Melt half a flaky lining. Any roof bought in New Cobham. Heave it off, my sooty deep robe. A tiny hoop of mamma shook a mummy. RECOLLECTIVE ANALYSIS. 27 China "warriors usually weigh each a share. A missive chosen at my ball. Stitches pin our ruffs. Going now amiss by our machine. Full looms p ush chains, No quail will shape my big pie. A heavy ship will soon annoy a new rock. Her puppy shone as a choice care Bacchus may swear at ; ny match. A shy heavy wife shut a bible to-day. Suasive weapons win him fame. Cuckoos untamed are touchy. We buried Dcbson by five. You love Annie Laurie, you wretch of a Doge. He may pick up pipes, Rachel. Picus is safe to accuse us, No Pasha may deny my awaking him. Folk may run his ferret home. Escape it early to-day, if you may. Paphia's legacy pay off wholly. V Beware of violating the fonr rules on page 23 and 24. FOURTH EXERCISE. THE KNIGHTS TOUR. It goes without saying to the Chess player, that the move of the Knight is L shaped, one leg cf the L being always twice as long as the other, and that in this celebrated Tour he makes cor- rect Knight's moves all the time; but in popular language we may say : the object of this Problem is to conduct the Knight all over the Board from No. 1 or any other number, and to return to the same point whence it started without its having rested upon the centre of any square more than once in its course. The following is a diagram of the tour : 28 RECOLLECTIYE ANALYSIS. The crookedness of this journey must be apparent to any one. If he start from square 1, he would have to touch successively the following squares, reading the series from left to right and not in columns. 1- -11 5 15 32 47 64 54 60 50 35 41 26 9 3 13 7 24 39 56 62 45 30 20 37 22 28 .38 21 36 19 25 10 4 14 8 23 40 55 61 51 57 44 59 53 63 48 31 16 6 12 2 17 34 49 43 58 52 46 29 44 27 33 18—1 The following series translates the Figures of the Knight's Tour into words, which the student can memorize in one or two readings by Analysis (if he did not learn them in the Fust Les- sou), and thereby be enabled to hand the accompanying Diagram to anyone, and at his comroand recite the Tour, beginning at any number lie may name, and proceeding either icay to return to the point of beginning. RECOLLECTIVE ANALYSIS. 29 In the list of words given below the figures showing the num- bers of the squares are represented by all the sounded consonants of the words. It may be observed that, owing to the necessarily limited choice of words, the analytic relations between them are naturally less obvious than if the choice had been unrestricted. The less obvious, however, the connection, the better exercise there will be in tracing the relations of In. , Ex. or Con. , with which it is now the Pupil's object to become familiar. Dough . . . Dodo . . Lay . . . Outlay . . . Money . . . Kogue . . . Watcher . . . Lair . . . Chase . . . Lasso . . . Mule . . . Rod . . . Gnash . . . Happy . . . Home. . .Dome . . . Egg . .. Hennery. . . Mope. .Leash. .Chain. . . Rail. . .High Mass ... Noisy . . Meek. . .Nun*. . .Enough... Muff. . . Hand . . . Match . . Dip . . Nile . . Eddies . . Ray . . Dray . . Heavy Numb . . Rouse . . Lull . . Chide . . Lad . . Lag . . Run . . Leap . . . Lamb . . . Jam . . Rive . . Mad . . Dash . . Hash . . Dine . . Inn . . . Talk . . . May hear . . Harp . . Rhyme . . Leaf . Lawn . . Rich. . . Honey bee . . Rear . . . Nag . . . Mum . . The foe ! By daily practice you will soon be able to recite the figures of the Knight's Tour in the exact order, both forward and backward, in one minute and a half. Recall the words to memory, but do not say them aloud ; say aloud the figures that translate the consonants of the words. When you can recite the figui es of the Tour rapidly by think- ing through the words, you will soon be able to find the words for any figures whatsoever. THE PRESIDENTIAL AND HEPTARCHY SERIES. The time has now come when the Pupil can translate the Date- words, such as "Fine Oak," etc., and "To give up," etc., into fig- ures, as he recites those series forwards and backwards. Let him not fail to recite both wa3 r s, at least once each day, those series, always saying the figures that translate the Date-words, and also to join with them the Dough, Dodo Series, but in this last case only thinking the words and saying the figures. Let him keep up this practice for one month, and he will find a remarkable change for the better to have taken place in his Memory and Concen- tration. In the Presidential Series the words in capitals are the names * Nun sounds like " none" the opposite to " enough." 30 RECOLLECTIYE ANALYSIS. of the Presidents, and those in italics translate the dates of the beginning and end of their terms of office. To give up means 1789, the date of the installation of the first President of the United States, Washington. Took a bouquet (1797) is the date of the close of his Presidency, and the commencement of John Adams's. Notice that Fine Oak (827) denotes the close of the Heptarchy and also the beginning of the reign of Egbert, whose name fol- lows that Date-word; and that the date Foaming (837), which ter- minates Egbert's reign, is also the commencement of the reign of Ethelwolf, which follows that Date- word, etc. Thus, each king's name or homophone is between the Date-words which indicate when he began to reign and when his reign terminated; and thus those two Date-words are directly connected with the king whose reign they open and close. And as it happens in all these cases that the end of one reign coincides with the beginning of the i^ext reign, we see that each Date- word serves the double purpose of marking the commencement of that king's reign which it precedes and also the termination of his predecessor's reign ; or, in other words, each date- word indicates the Jlnish of the king's reign whose name precedes it and the beginning of the reign of that king which follows it; so that, if the pupil has thoroughly memorised the Heptarchy Series he can instantly give the date of the acces- sion of each king by thinking of the date that precedes it, and he can as quickly give the date of the termination of that reign by thinking of the date which follows it. He can also give the entire Series of Kings, and their dates, both forwards and backwards with great rapidity and certainty. Similar remarks would apply to the Date-words in the Presidential series. Notice that Ethelred II. (who came to the throne in 979 and later retired), was restored in 1014, in Canute's absence. In 1016 whenE thelred died, Edmund Ironsides (his son) and Canute divided the Kingdom, and on the death of Edmund, Canute be- came sole king, "Ward" is used for Edward I., "Warn" for Edward II., and ''Warm" for Edward III., to distinguish them from the Edwards after the Conquest, "Edit," etc. ®" The pupil should master this Lesson, no matter what his aim may be. It will be equally valuable to the student of languages and to those who will be occupied with Applied Mathematics. Besides, it is indispensable for the understanding of the subsequent Lessons. Let no student therefore fail to become a thorough proficient in the principles and rules of this lesson. RECOLLECTIYE ANALYSIS. 31 As a rule, words beginning with S are not used, 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, "etc); and in case of the decimals, S, as the initial letter, means only the decimal point. (1) If there is an integer followed by a decimal, two separate woids are used; the decimal-word begins with S, thus: 945.51=barley sold: 71.3412=good Samaritan. (2) If it is a decimal by itself, the S indicates the decimal point only — .01=society; .02=Susan; .04=saucer. (3) If it is a fraction, the words translating numer- ator and denominator begin with S, and the S's are not counted, the numerator- word coming first, and the denominator- word last, thus: =sail Satan. (4) As to Date- words, just before the commencement of the Christian Era you may use anititial S, e.g. Stir would mean 14 B.C. ; and of course Tower would mean 14 A. ' D. ; Soar=4B.C, and Bue=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. TURNING FIGURES INTO WORDS. When the pupil is able to run through the Dough, Dodo series in figures in a minute and a half, let him try how quickly he can recall the word for any of the numbers from one to sixty-four, which comprise the squares on the chess-board. So that if he is attempting to do the Knight's Tour blind -fold, and is told that square number 34 has been selected as the starting point, he can instantly recall ' ' May hear, ' ' and be prepared to go either to 49 (Harp), or to 17 (Talk). If he wants practice in other numbers, let him try his hand on such numbers or figures as he sees on the streets and store fronts, turning them into words. If he sees a house numbered 441, let him think how many words besides "reared," "rarity," * 'reward," •'arrowroot," he can find. The pupil may at first write down the equivalents of the fig- ures in order to find words ; but as soon as possible the habit should be acquired of thinking through the figures. Besides the variety of consonants which may be employed as "g," "k, " "c," "q, "and "ng," all of which equal 7; let the pupil not forget that he has at 32 KECOLLECTTVE ANALYSIS. his disposal "h," "w," and "y," which have no figure value, and that vowels may be put in any position. The various sounds of the vowels must be borne in mind also: "a" having four sounds; as in "fat;" 'father;" "fall;" and "fate;" "E" has two sounds, as in "bet;" "beet;" "I" has two sounds, as in "hit, "and "bite;" "O" has three sounds, as in "rot," "rote," "foot" and "food;" "U" has two sounds, as in "rut" and "rude; and then the diphthongs, oy, ow and ew, come into play constantly. With all this material it is easy to find words for any figures whatever. If you want a number of words to choose from, all equalling 7, put it down in this form; or better still, think it out. NO VALUE. wh w h y a e i o u 7 NO VALUE. g (hard) c (hard) qu a e w i h o y u Look over this little table >nd see how many words you can find besides whack, wag, wig, wake, week, wick, woke, wing, hag, hog, hug, hack, hang, hung, yoke, ago, ache, echo, Iago, oak, go, key, caw, cow, cue and quay. If a word was wanted for "91," by proceeding in the same manner, you will find : NO VALUE. 9 NO VALUE. 1 NO VALUE. wh a a a w e b e t e w h l P l th l h y o u o u a u y The simple forms: bat, bet, bit, beat, and but, at once occur; but see how many more you can find, such as "whipped* ' and "habitue." The pupil must be particularly careful about equivalents of con- sonant sound. For instance; there are six or seven sounds of "ough" in English, as in the words, though, tough, cough, hic- cough, plough, through, lough; in some of these it is equal to "8," RECOLLECTIYE ANALYSIS. 33 as in tough; in others to "9, " as in hiccough. Be very careful of the "sh" sound, and its cognate zh, both equal to six. It occurs in such words as: usual, (65;) tissue, (16;) noxious, (2760;) ingratiate, (27461;) luscious, (560;) pugnacious, (97260;) and Prussia, (946;. If the pupil will practice this method in the every day affairs of life, he will find it will greatly simplify the problem of remem- bering numbers of any description. The human mind feels the want of some concrete mode of expressing the abstract figures, and evidences of this desire may be often noticed : as when a man tells you he lives at 125 Broadway — "You can remember the number," he says, "if you think of a dollar and a quarter, (125). " Another tells you to meet him at 5 o'clock — which he tells you you can remember by the fact that you have five fingers on your hand. These are mere accidental coincidences, and besides, none of them connect the number to be remembered to the thing, or per- son, or event, to which it belongs; how much better to have a method of instantly finding a word for any number and cementing it to the name permanently. In the next lesson, on Synthesis, how the connection is made, is fully explained. FIFTH EXERCISE. INTEKKOGATIYE ANALYSIS. The Analytic Method of dealing with sentences by taking them to pieces and reconstructing them, as given in last Lesson, is useful. But it is in every way inferior, even in the matter of securing the comprehension of propositions, to the method now to be presented. This latter method secures not only the understanding but also the retentive memorisation of sentences of any description. This method of exhaustive Interrogative Analysis is easy to all, and it never fails in any case. The process is very simple. Propose a question on every separate thought expressed in the sentence, and then as a reply to each question, repeat the entire sentence from memory, or the main clause where it occurs, and especially emphasise that word in it which constitutes the 34 RECOLLECTIVE ANALYSIS. reply to the question, as exemplified below. In this way you study the thoughts indicated in the sentence in a twofold manner, first in framing the question and then in emphasising the answer; and you so thoroughly master these thoughts, that they necessi- tate carrying the dress or clothing of them. With a careful study of the examples given, the youngest pupil can soon rapidly use this method, and at length only a few questions will have to be propsoed in order to learn prose and poetry verbatim. But at first when learning say the first hundred sentences, it is necessary to put and answer all possible questions on each sentence. Observe how the mind is by this method agreeably occupied, the Attention cannot wander, and the pupil's -oains are rewarded by a retentive recollection of the passage. I desire that every pupil should learn in this way, on fcho model below, the entire seventy-one sentences, pages 24, 25, 23 of this lesson. My object is threefold. 1. As these seventy-one sentences are wholly unconnected and often of very irregular construction, if the pupil learns them by heart in this way so that he can rapidly recite them without mistake, he will have so thoroughly mastered the method that hereafter he can learn any passage of prose or poetry in one careful interrogative perusal. 2. The learning of these seventy-one sentences will not only strengthen his power of Attention, but his Memory also, and make him quick to realise the meaning of all he reads hereafter. 3. By learning these sentences, he will be able to do by means of this knowledge an unequalled feat of memory, as he will see in a later lesson. Not a memory feat for show merely, but every time it is done before others the memory, continuity, and confidence are greatly increased. And if both his memory and concentration are now weak, he may have to repeat the interrogations and ' answers several times before he perfectly knows these seventy-one sentences by heart. And let him note the time it takes him to recite these seventy -one sentences without a single mistake. Let him recite them once or twice t>er day with increasing rapidity for two or three weeks. "Who will buy any shawl?—" Mother Day will buy any shawl. " Which mother will buy any shawl? — Mother Bay will buy any shawl. " In what character is Mrs. Day here spoken of ? — " Mother Day will buy any shawl " What i.3 ifc Mother Day will do? — " Mother Day will buy any shawl." Has Mother Day already bought any shawl? — Mother Day will buy any shawl," Will RECOLLECTIVE ANALYSIS. 35 Mother Day buy a particular shawl? — "Mother Day will buy any shawl. '' What wi.l Mother Day buy?— "Mother Day will buy auy shawl. 9 What are "shawls" used for ? — Warmth. Passing from physicial warmth, what name do w r e give to warmth of affection ? — "Love." Whose love is addressed in the sen- tence ? — " My love pick up my new muff. ' ' Who is asked to pick up my new muff ?— ; ' My love pick up my new muff. ' ' What do I ask my love to do?— "My love pick up my new muff." Whose muff is my love asked to pick up? — "My love pick up my new muff" What kind of muff is it?— "My love pick up my new muff. ' ' What do I ask my love to pick up ? — ' ' My love pick up my new muff." What are "muffs'' generally made of? — Fur. What is one special kind of fur? — "Russian. " What kind of jeer may move a woman ? — " A Russian jeer may move a woman. " What may move a woman ? — " A Russian jeer may move a wom- an. " Is it certain that a Russian jeer will move a woman ? — "A Russian jeer may move a woman.'' How may a Russian jeer affect a woman ? — "A Russian jeer may move a woman. " What is a Russian jeer likely to move? — "A Russian jeer may move a woman. " What is a young "woman" often called ?— Lass. With what word does "lass" form an Inclusion by Sound ?— " Lasso " What is a "lasso ? " — "A rope with a noose used for catching wild horses. ' ' What are very strong ropes called ? — "Cables." Of what are there enough for Utopia? — " Cables enough for Utopia." Is there any lack of cables ? — "Cables enough for Utopia." What relation do the cables sustain to Utopia ?— "Cables enough for Utopia. " For what are the cables ? — " Cables enough for Utopia. " What sort of an island was that of Utopia? — ' 'Imaginary. " Where do w r e have some vivid imagina- tions? — "In bed." What do we think of if in bed late in the morning ?—" Getting up." What is the first syllable of "get- ting ? " — " Get. " What is my request in regard to a pie ? — " Get a cheap ham pie by my cooley. " What do I ask to be got? — 1 ' Get a cheap ham pie by my cooley. ' ' Do I wash to pay much for the pie? -"Get a cheap ham pie by my cooley." Of what particular meat do I want this pie?— "Get a cheap ham pie by my cooley. " Do I want this pie got through any person ? — " Get a cheap ham pie by my cooley." By whose cooley do I want the pie bought? — ' ' Get a cheap ham pie by my cooley,'* By whom do I want the pie got? — " Get a cheap ham pie by my cooley." What is a cooley ? — "A dark skinned laborer in India." What is 36 BECOLLECTIVE ANALYSIS. a dark skinned laborer in America ? — * ' A Negro. " What was the American Negro in 1860? — "A slave." Which " slave" knows a bigger ape? — " The slave knows a bigger ape." Who knows a bigger ape? — *' The slave knows a bigger ape." Is the slave acquainted with a bigger ape ? — " The slave knoics a bigger ape. " W 7 hat kind of ape is it the slave knows ? — "The slave knows a big- ger ape." What does the slave know? — "The slave knows a bigger ape. 91 For what are apes remarkable ?— Tricks. W T hat is another name with tricks ?— Freaks. What is an inclusion by sound with freaks ?— Frequently. What is an exclusion of frequently ? — u Karely. ' ' What is it I rarely do ? — "I rarely 7top on my sick foot." Who rarely hops on a sick f oot ?— ' ' I rarely hop on my sick foot. " Do 1 often hop on my sick foot ? — ' * I rarely hop on my sick foot. " Upon what do I rarely hop ? — ' 'I rarely hop on my sick foot. " What foot do I rarely hop on ? — "I rarely hop on my sick foot. " Whose sick foot is rarely hopped on ? — ' ' I rarely hop on my sick foot. ' ' When are sick feet a great inconvenience ? — At a ball. W r hat is the characteristic of the mood in which dancers generally appear ?— Cheerful. How are we to treat a "sage" ? — " Cheer a sage in a fashion safe." Whom are we to cheer? — " Cheer a sage in a fashion safe." In what manner are we to cheer a sage ? — " Cheer a sage in a fashion safe." In what kind of fashion are we to cheer him ? — " Cheer a sage in a fashion safe." In a similar manner let the pupil interrogatively analyse and memorise the rest of the seventy-one sentences. As these seventy-one sentences are wholly unconnec'ed, an ana- lysis must be developed between .he suggestive word at the end of one sentence and the suggestive word at the beginning of the follow- ing sentence. The theory is that the answers constitute the inter- mediate links between the first and second suggestive words. This method is virtually followed, but sometimes one or more of the analytic words appear in the questions. I will give no more interrogations on the sentences themselves. The pupil can easily work them out and memorise them. I only furnish a model for the remaining unconnected parts. The ambitious student, if he has time, should write out complete and exhaustive interrogations in his own language, not only for all the sentences themselves, but also for the connections between them. What is a concurrence with "safe"? — Sound [safe and sound]. What is a disagreeable night sound? — Crying. Who cries? — "A KECOLLECTIVE ANALYSIS. 37 baby." For what is a "wharf "used?— Unloading goods. How often is stock taken of goods?— "Annually. " "What is a jay?— "A bird. " What do the wings of a bird enable it to do?— "To fly." What can sometimes be used instead of a double-seated carriage called a "fly"? — "A cab." What is a vulgar name for a cabman? — ' 'Cabby. " Amid what do "savages" live? — Wild beasts. Are wild animals high or low in the scale of creation? — * 'Low. ' ' When is a speaker not considered "showy"? — When ho argues. What word contains in the same order the first four letters of argues? — 1 'Argus. ' ' What kind of sound generally accompanies ' 'rushing?" — A whizzing or buzzing. To what insect is buzzing almost peculiar?— "A bee." What is an In. by S. with "enmity?" — Enemy. What used to be an excavation made to keep off an enemy?— A trench. What does a trench filled with water resem- ble?— ' 'A canal. " What is an Exclusion of ' 'swift?"— Slow. What are slow people generally known to be? — Late. When is it better to be late than? — "Never. " When a boy is ' 'early" to school, has he any fear of censure? — "No. " Where are "ghosts" found?— In old halls. What supports a hall's ceiling? — ' 'Beams. " If ' 'Lulu" was dizzy, what else was she likely to be? — Unsteady. What is a concurrence with steady? — "Sure" [sure and steady]. What is a new ' 'Pier" likely to be?— Strong. What is the opjDosite of strong? —"Feeble. " What is a "well-fed" man likely to eat?— Meat. Who provides the raw meat? — A ' 'butcher. " What do ' 'soppy" feet lead to? — Colds. Who prescribe for their cure? — Doctors. At what place are they educated? — ' 'College. " What is seen in the mental "mirror?"— An idea. What is the young idea taught to do? — "Shoot. " If a "sheriff" is not naturalized, what must he be?— A native. In what other word do we find an In. by S. with the first syllable of native? — "iV^omi. " What do you say of the depth of a tea-spoon?— It is shallow. What is an In. by S. with shallow? — "Shall." What is "topaz"? — A precious stone. Which of the Apostles' names means a stone or rock? — "Peter. " What rises up a few feet from the soil?— A ' 'Hedge. " What rises high up above the adjacent valleys?— "Ridges" Since a "fish" swims in water, what is the opposite of what it can do? — "Soar. " What is the ver- dict of a "jury" sometimes called?— A finding. What is the root of finding? — "Find." What is an In. by S. with Chim ick? — Wicked. When are they unsafe?— "Now." Do we think of "Eden" as past or future?— Past. What word applied to future events expresses the opposite of past?— "Coming." What is an 38 KECOLLEOTIVE ANALYSIS. old word for "kiss?" — Buss. By what animals are public "busses" drawn? — Horses: What word directs a horse to the off side? — "Jee." "With what is that an In. by S .? -" Jiji' ' (pronounced as if spelled Jeejee). What does ' 'leaf off" sound like?— Leave off. What does that mean? — "Let alone. " What is the opposite of let alone? — "Take. " How may savoury "lamb soup" be described? — As delicious. What is a diminishing In. by meaning with deli- cious? — "Nice. " What is "panel?" — Compartment with margins. If these margins are above adjacent parts, how do you speak of them? — They are raised. What is the root of raised? — "Raise. " What is an In, by S. with?— Magi. What were they supposed to be skilled in?—' 'Magic. " What is an In. by S. with ' 'Opossum?" — Posture. Who has an awkward posture? — A clown. What is he? — A joker. With what does jokes form an In. by S. ? — ' 'Joses. " What is usually taken as the opposite of a "hymn?" — Song. Who usually sings a marine song? — " A sailor. " How do we of ten ex- press our "joys?" By singing. What besides tune has a singer to heed? — Time. Who are vainest of authorship? — Youths, when they first see themselves in print. What is a conceited youth often found to be? — "A pert lad." Can we usually "teach" ani- mals? — Yes. Which one is hard to be taught? — A "bear." Is a "gun case" deep or shallow? — "Shallow. " What is "pulp?" — The soft and fleshy part of bodies. In what animal is the flesh soft and tender? — A "lamb." What is "dew?" — Condensed moisture. What word implies having been "condensed?" — "Compact." What is an In. by S. with compact?— "Come." "When do people troll oat their "ditties?" — When they have had too much intoxi- cating drink. What is a common drinking vessel? — A "cup." If a rich person is asked to live in a "hovel" what would he do? — "jlafuse. " What is "muck?" — Moistened dirt. Who of ten has a dirty face? — "A baby." How may we speak of a pale "cheek?" — It is white as snow. What eventually becomes of snow?— It "melts," What is "lining?" — Inside covering. What is an out- side covering?— "Roof." What is the first syllable of "Cobham?" — Cob. If a lady see her lover thrown from a cob, what will her heart do?— "Heave." What is the size of a baby's robe?— "Tiny." Where do we see a "mummy?" — At a museum. What is the character of the things seen at museums? — Curiosities. What old curiosities have some people a mania for? — "China." What is a share? — A part. When lovers part in anger, what is apt soon to be sent?— "A missive." By what is a cricket "ball" covered?— Pieces RECOLLECTIVE ANALYSIS. 89 of leather. By what are they sewn together?— "Stitches. " With what word does "ruffs" make an In. by S?— Ruffles. Where are old ruffles sometimes sold?— At auction. What is a characteristic word of auctioneers?— "Going?" Can you name a weaving machine? — "Loom." What does a sensitive man do when put in "chains?"— "Quail." Is "pie-crust" light or heavy?— Light. What is the opposite of "light?" — "Heavy." Whom do you "rock" in the cradle? — Babies. Can you give the name of a "baby" dog? — ' 'Puppy. " What class of people require "care" to be taken of them?-- Wine-inebriates. Can you name the god of wine?— "Bacchus. " What do we often associate the word "match" with? Marriage. Is the bride bold or shy? — "Shy." When does the moralist advise us to act uprightly?— "To-day." What kind of arguments do some people require to make them do this? — "Suasive. " What does "fame" mean?— Enviable notoriety. What French servants enjoy the greatest notoriety? — Cooks. With what word does cook form an In. by S. ?— "Cuckoos. " When is a per- son "touchy?"— When he is overwhelmed with a great loss. What is the greatest loss? — Death of a parent. What do we say of a parent laid in the grave? — "Buried." How many fingers are there on each hand? — "Five. " What name is given to the fourth finger?— The ring finger. Of what is the ring a pledge?— Of "Love." What was a Doge?— A Venetian chief magistrate. Whom does a magistrate often try?— Pick-pockets. What is an In. by S. with pick-pockets?— "Pick." Which of Jacob's wives was Rachel?— His chosen one. If we wish to be chosen for some special object, what should we say? — ' 'Pick us. " What is a perfect In. by S. with pick us? — "Picus. " Does he ' 'accuse us?" — "No. " What is another spelling for the sound of "him?" — Hymn. Who usually sing in church in the absence of a choir? The people. What is an old name for people? — "Folk." What does a person wish to do who regards his "home" as a prison? — "Escape." What does ' May" remind you of? — May-queen. Who was queen of beauty?— Yenns. What city was sacred to Venus? — "Paphos. " If the pupil were to attempt to learn these seventy-one uncon- nected sentences by ordinary endless repetition, and if every repe- tition were written out and printed, a book of seven hundred pages would be filled; whereas, by the method of Assimilation, the seventy- one sentences are permanently learned in one hundreth part of the time required to learn them by rote. 40 RECOLLECTIVE ANALYSIS. It is seen that this method of Memory-teaching includes two distinct Systems. The first makes no use of the Intellect or of the Imagination, but it appeals to the Memory to aid the Memory. Yet, indirectly and incidentally, the Intellect is invigorated, owing to the prodi- gious increase of concentration and the new activity of thought on the lines of Natural Association. This method uses Analysis and Synthesis to develop and build up the fundamental Associative Power, by awakening to its highest intensity the direct and imme- diate appreciation of In. , Ex. and Con, , and in this most effective way it operates as a true Memory-TRAiNER, permanently strength- ening both stages of the Natural Memory and both functions of the Continuity, so that when the pupil has finished all the exer- cises in the manner prescribed, he will remember hereafter with- out any conscious thought or application of the system, except in the veiy rare cases of dealing with exceptionally complicated or technical matters. And although I use. Analysis and Synthesis in thousands of practical applications, yet this Device for memorising particular things operates as a Memory-TBAiNER also. Memory- training first, last and all the time is the object and main object in this method. The second System, Interrogative Analysis, reaches the same goal by a different route. It works from above downwards. It trains the mind to quick and instantaneous grasp of new ideas and groups of ideas. It counteracts the distracting effects of our hasty harum-scarum habits of reading, thinking and acting. It develops the primordial Associative Power, and thereby tends to secure on all accasions vivid first impressions. Let the pupil notice that by the first Method he learns the exact language and indirectly the ideas, and that by the second Method he learns the precise ideas and thoughts and indirectly the^language which clothes them. Let the pupil master both Systems. FART III. RECOLLECTIVE SYNTHESIS. Analysis is applied to words or ideas between which such a rela- tion exists, as a master of Becollective Analysis can discover. Synthesis applies where no relation exists. The following are Pairs of unconnected Words or ' 'Extremes :' ' ' 'Anchor, Bolster, ' '. . . 1 'Arrow, Treadmill, ". . . "Bee, Attorney, ". . . ' 'Lash, Vicarious, ' \ . . "Slain, Moon,"... "Tea, Lover," and "Pen, Nose." How may these Extremes be coupled? We had experience in learning the Presidential Series that the application of the laws of In., Ex and Con. enabled us to commit to memory that series in one-fiftieth of the time it would have taken had we*-not known those Laws. Most people could never have committed to memory such a long series by mere rote or repe- tition, and not one in a thousand could have learned to say that series backwards by rote alone. Yet any pupil easily learns that series both ways, because Analysis affords the highest possible aid to the Natural Memory. In fact, the deepest and most abiding im- pression that can be made upon the Natural Memory is by impres- sing it with the 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 42 RECOLLECTIVE SYNTHESIS. the Memory will retain the impression. And this is exactly what our method does ; for we translate every case of Synthesis into an Analytic series by supplying Memory -intermediates that grow out of the "Extremes," each one of which is an instance of In., Ex. or Con. Thus, every example of Synthesis becomes a developed or ex- tended Analysis. To make this translation from Synthesis into Analysis requires no intellectual ingenuity — no constructive power of imagination — but only to recall to consciousness what we already know about the "Extremes" through In., Ex. and Con. I call these intermediates the Correlation, because they sustain the direct immediate and specific relation of In., Ex. and Con. to the 1 'Extremes. " *MT In. will be represented by 1, Ex. by 2, and Con. by 3. I herewith present our method of dealing with the above pairs of extremes : — 1 ANCHOR [1] Sheet Anchor [1] Sheet [1] Bed [1] BOLSTER Or, [3] Capstan [1] Night-cap [3] Pillow [3] Or, [3] Roadstead [l] Bedstead [1] Or, [3] Sea Bed [1] 2. ARROW [3] Tell [3] Apple [g] Cider Mill [1] TREADMILL* Or, [3] flight [3] Arrest [3] Convict [3] Or, [l]Air [1] Wind [1] Windmill [1] 3. BEE [1] Beeswax [1] Sealing-wax [3] Title deeds [3] ATTORNEY [l] Queen bee [l] Queen's Counsel [3] [1] Eye-lash [1] Glass Eye [1] Substitute [1] VICARIOUS 0?\ — 4. LASH Or, 5. TEN Or, Or, Or, 6. SLAIN Or, Or, 7. TEA Or, Or, Or, [3] Driver [3 J Car [1] Vicar [1] 3 Ink [l]Ink-bottie [1] Smelling-bottle [3] NOSE 3]Quiil [1] Feather [1] Eagle [1] Aquiline [3] [l] Pensive [2] Gay [l] Nosegay [1] [3] Wiper [3] [8] Battle H] Joshua [3] MOON [1] Struck-down [l] Moon-struck [1] [3] Fallen [2] Risen [3] ■ [l] Teaspoon [l] Spooney [1] LOVER [3] Sugar [1] Sweet [l] Sweethearts [1] [1] Tease [l] Sir Peter Teazle [ljOldjibver [1] [1] Oolong [1] Woo long J m 1. Neither Children nor Adults, who have thoroughly learned Eecollective Analysis and practiced its exercises ever rind the slightest difficulty in making Correlations, unless they are so afflicted with Mind- Wandering that they have never digested the impressions or knowledge they have received, or unless their intel- lectual operations have been twisted or wrenched out of the KECOLLECTIVE SYNTHESIS. 43 natural order by the perversities of early education ; but even in all these cases the diligent student will be able— usually before the Lessons are finished— at once to correlate any word whatever to any or all the words in any dictionary. A learned professor de- clared that no person unacquainted with astronomy could corre- late "Moon" to "Omnibus." He did it thus: MOON- (3) Gib- bous [one of the phases of the Moon]— (1) "Bos"— (1) OMNIBUS. I asked a pupil then present — a girl nine years old- -to connect them. She instantly replied, "MOON— (1) Honeymoon— 3) Kissing— (l)Buss— (1) OMNIBUS." A moment after she gave another: 'MOON-(l) Full Moon— (I) 'Full inside'- (3) OMNI BUS. " Once more : < 'MOON— (1) Moonlight— ( 1) Lightning— (3) 'Conductor'— (3) OMNIBUS.". . Another pupil imagined it would be impossible to Correlate the following letters of the alphabet to words beginning with the same letters, as "A" to "Anchor,*' "B'* to "Buli," "C" to "Cab" and "D" to "Doge"— as well a* "Cooley" to "The." There are, however, no words whether abstract or concrete, no real or imaginary things that can be named, which the pupil cannot soon learn to correlate together with the greatest readiness, as : — "A" [1] First Letter [1] First Mate [3] Ship [3] "ANCHOR" [1] Aviary [3] Bird [1] Flyer [3] Flew Fluke [1] " [1] April [1] Rill [1] Water [l] Water-wheel [3] Revolution [3] Capstan [3] "B" [1] Bee [3] Sting [1] Sharp Pain [l] Sharp Horns [1] "BULL" [1] Below [1] Bellow [3] "C" [1] Sea [3] Ocean Steamer [l] Cabin [l] "CAB" "D" [1]"D,D,"[1] Clerical Title [1] Venetian Title [1] "DODGE" "COOLEY" [1] Cooley articulated [1] Definite Article [1] "THE" All possible cases to be memorised can be reduced to (1) iso- lated facts, where each 'fact is correlated to some fact in its sur- roundings through which you must think as the Best Knoici), in order to recall it — many instances of dealings with Isolated Facts will be given in this lesson; oi" (2) serial facts, where each fact must be remembered in the e.mct order in which it was presented to our minds — as is illustrated by many examples in this and sub- sequent Lessons. Let the pupil never forget that this System serves two dis- tinct purposes: (1) That it is a Device for memorising any Isolated Fact or Serial Facts by means of memorised Correlations. (2) And that by memorising and repeating for a considerable period 44 BECOLLECTIVE SYNTHESIS. Analytic Series, and especially by making and memorising one's own Correlations, it is an unequalled system of Memory-trajning. Let the ambitious pupil learn every example given in the lessons in order to soon so strengthen his natural memory that he trill no longer have to use the device for memorising, his natural memory permanently retaning all he desires to remember. But this grand result comes only to those wdio carry out all the directions with genuine alacrity — not shirking one of them — but rather doing all I require, and as many more new examples as he can think of to which he can apply this Method. By memorising the Correlations the pupil will find that here- after the two extremes are united in memory without his ever having to recall the Correlations; and to memorise a Correlation, he must at first, if his natural memory be weak, repeat from memory the intermediates forwards and backwards, thus: — ANCHOR... sheet anchor . . . sheet . . . bed. . . BOLSTER— BOLSTER . . . bed. . . sheet. . . sheet anchor. . . ANCHOR, at least three times each way. These six repetitions from memory, three forward and three back, are only required at first. In a short time the pupil will infallibly remem- ber every Correlation he makes, merely from having made it, and, at last, his Memory will become so strong that he will no longer have to make any Correlations at all. And when he has repeated the Correlation, let him repeat the two extremes, thus — " Bolster" ... "Anchor"- "Bolster" ... Anchor"— "Anchor" ... "Bolster"— •'Anchor". .. " Bolster. " Nothing else is so easy to memorise as a Correlation, for a Correlation is simply an elemental primordial Physiological Sequence of Ideas in which one includes another, excludes another, or in which one idea has been so united with another in past experience that the two are henceforth inseparably connected in memory — and a little yjractice in making and memo- rising these Correlations soon makes it impossible to forget them. RULES FOR MAKING CORRELATIONS. (1) Let the number of Intermediates be u^vfelly not less than two, nor more than four. It is a waste of labor to try to connect unconnected extremes bv only one intermediate. It is only acci- dent that enables me to connect pen and nose by the single inter- mediate "wiper." Accident may even enable me to find a date- word that is vividly connected with the man or event, as, Death of Charles I., Too Sharp, [1649 J; again, Harvard College founded, Teach much [163 6J. Necessarily, the "extremes" are in different KECOLLECTIVE SYNTHESIS. 45 spheres or planes of thought, and occassionly three or four intermediates are necessary to cement them together, but two usually suffice. (2) A Correlation is a successive advance, and an intermediate must never refer back to any except its immediate antecedent, never to its second or third antecedent. A pupil sends this :— Wavy hair ...Harry... stepson... real son... more a son. . . MORRISON. Here, " more a son ' refers to the comparison between "real 8011'' and "stepson," but the latter is the second antecedent, and the corre- lation is therefore a defective one. (3) A word may be used twice, but never three times ; as, Pen . . . pensive. . . gay. . . nosegay. . . N OSE. 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. (I) A com po and phrase including a verb must never be used, since the intermediates must be the simplest elements, either sen- sations or perceptions [relations among sensations], or abstractions [relations among relations], or one of these with either of the others, ancl always exemplify either In. , Ex. or Con. (5) Our correlations are good for us, but may not be so vivid to others, especially the concurrences. To fix the date of Magna Charta (1215), the pupil could memorise this Correlation— Magna Charta... King John... Jew s teeth. .. DeNTaL. But if the pupil did not already know that King John 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 Con- currence in regard to the first two intermediates, and he w T ould have to learn the Correlation by mere repetition without aid from Analysis. In such a case, he would make and memorise his own Correlation, perhaps thus: Magna Charta. .. magnify. .. diminish . . . DwiNDLe. . . (1215). Again : Sib Christopher Wren. . . St. Paul's ...Cathedral bells... To CHiMe oN (bom 1632)... sweet bells... toll- ing... burial... TaKeN hoMe (died 1723). If the fact that Sir Christopher Wren was the archtitect of St. Paul's were unknown to the pupil, there would be no concurrence in his mind between Sir Christopher Wren and St. Paul's, and he would then probably proceed thus : Sir Christopher Wren... bird... mocking bird. .. mock. .. ridicule. .. To SHaMe oNe (1632)... shame-faced... assumed an * 'alias"... T00K A NaMe(1723). "Carcasses... The mad jaw" is a vivid concurrence to me, as I have seen a pack of starving wolves act like fiends in devouring and tearing to pieces the carcasses of dead animals. To a person unac- quainted with such scenes, or who had never read about them, or to whom the impressiveness of such scenes might not occur, there would be no concurrence — in other words, "Car- casses... The mad jaw" would be a case for Synthesis, and the pu- pil must make a Correlation between them and memorise it, or else he must learn it by ordinary repetition. But if he makes his own Correlations, every concurrence he uses would be a real con- currence to him ; and so with his Ins. and Exs. This is a decisive, unanswerable reason why the pupil should merely look upon our 46 EECOLLECTIYE SYNTHESIS. Correlations as models, but make and memorise his own Correla- tions in all cases, as being more vivid to him, and therefore more certainly remembered, as well as more effectively training and strengthening the Memory in both its stages. (6) Let him observe that vivid Ins. by meaning are usually better than Ins. by S., unless the latter are perfect. "Troop — loop, ' ' is a fairly good In. by S. , but not perfect. Instead of say- ing, 4 'Hidden enemy. . . hostile troop. . . LOOP, " it would be better to say, c ' Hidden enemy. . . ambush. . . snare. . . noose. . . LOOP. ' ' E AR . . EEL makes a weak In. by Ex. , although the sound of long e begins each word, but it would make a much more vivid first impression to deal with them in this way : EAR. . . ear-ring. . . wring. . . twist. . . wrig- gle... EEL. But "Bivouac... aqueduct " is a perfect In. by S. as to the last syllable of the former and the first syllable of the latter, since those syllables, although spelled differently, are pronounced exactly alike. Hence, to connect Bivouac to Rain, we might well say, ■ 'Bivouac. . . aqueduct. . . flowing water. . . falling water. . . Rain. ' ' (7) Let him never — under any circumstances — make a second Correlation until he has memorised the first. (8) Above all, let the pupil bear in mind that although making and memorising Correlations serves the useful purpose of fixing specific facts permanently in the memory, yet that the main object in making and memorising Correlations is to develop the latent power of the Natural Memory to such a degree that all facts are hereafter remembered without usuing Correlations. (1)— ISOLATED FACTS. Correlate the Isolated Fact 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. 1. To remember proper names, 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 Per- son. If you memorise the Correlation, you will instantly recall the Name whenever you think of this Peculiarity. To remember a proper name, Mnemonics simply resorts to In. by S. But this gives no starting point, no "Best Known," which you must certainly 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 o y itself is almost certain to mislead you into reviving itself instead of the name. A celebrated Member of Parliament who, in the days of his youthful simplicity and before he had tested Mnemonics, gave a high opinion of its value, was to deliver an address at the Birkbeck Institution, about eight years ago, RECOLLECTIVE SYNTHESIS. 47 Resolving to pay a tribute of appreciation to its founder, Mr. Birk- beck, and always having found great difficulty in remembering proper names, he thought he would fix the name of Birkbeck in his memory by the mnemonical device of finding a word that resem- bled it in sound; and so 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 first of all to pay a deserved tribute of praise to the founder of this great Insti- tution, the celebrated Mr. PINCHBECK!" If he had mastered our System, his new memory -power would have enabled him to remember the true name without any device; or, if he had not received the benefits of this System as a Memory-Trainer, he could have infallibly remembered the name Birkbeck — which he was afraid he would forget, and which he did forget — by correlating it to the word "Founder,'' which he would certainly remember, and which he did remember, thus:— FOUNDER... found... lost... calling . . . beckon . . . BIRKBECK ; or FOUNDER. . . foundation . . . under- ground... grave... body-snatchers... Hare and Burke... BIRKBECK. If he had memorised either of these Correlations by repeating them 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; for, when the Correlations are memorised, the two ex- tremes are cemented together, without recalling the intermediates at all. But if he had thoroughly learned all the foregoing exer- cises, he would have received the benefit of this system as a Mem-. ory-Trainer, and then the mere making of a Correlation is the in* fallible remembering the two extremes together, without ever think-, ing of the intermediates. Here are some examples of Correlations for coupling mens' names with their peculiarities, calling, etc. : — Peculiarity. Correlation. Proper Names. Cross-eyed ...cross-bow... Mr. Bowman Unequal eyes ...unlike size... Mr. Zizer Straight brows. . . browsing sheep. . . Mr. Shepherd Snub nose ...short... shrub... shrubbery... Mr. Berry man Regular features. . . straight. . . upright . . walls. . . Mr. Waller Wavy hair . . . dancing wave. . . Morris dance. . . Mr. Morrison Black eyes • . . white snow. . . pure as snow. . . Mr. Virtue Red cheek . . . cheeky. . . chastise. . . bruise. .. Mr. Brewis 48 EECOLLECTIVE SYNTHESIS. Peculiarity. Correlation. Proper Names, Bare f a 3e . . . dancing bear. . . tumbling. . . crooked fall. . . Mr. Crookall Small-pox. . . plague. . . cattle plague. . . sheep. . . lamb. . . Mr. Lamber t Ketreating chin. . . retiring. . . homebird. . . Mr. Holmes High instep . . . boots. . . mud. . . peat. . . Mr. Pete White hands . . . gloves. . . covered. . . shut up. . . warder. . . Mr. Ward Crooked legs. . . broken legs. . . crushed. . Mr. Crushton One arm . . . coat of arms. . . doorway. . . hall. . . Mr. Hall Apprehension... suspension... gallows... Mr. Galloway Mathematics ...mat... door-mat... Mr. Dorman Energetic ...work... laborer... spade... dug... Mr. Douglas . . lofty. . . upper room. . . chamber. . . Mr. Chambers ..sad... mourning... hat-band... Mr. Hatton . . violet. . . flower. . . shrub. . . laurel. . . Laura ..stave... bar... Mr. Barcroft .violin... flute... whistle... Mr. Birtwistle Organist . . . pedal . . . foot. . . horse-shoe. . . blacksmith. . . Mr. Sm ith Cricketer ... field. .. park. .. stag. .. hart. . . Mr. Hartley . . . paint. . . colored cards. . . whist. . . Mr. Hoyle ...beer... barrel... Mr. Barrett . . . cloth. . . cloth coat. . . overcoat Mr. Overstall . . . plum. . . currant. . . cake. . . victuals. . . Mr. Whittles ...Wood... ash... Mr. Ash worth . . . flour. . . white flour. . . Mr. Whiteley ... en gine driver. . . smutty. . . black coat. . . Mr. Coates ...guard... secure... hold... Mr. Holden . . . type. . . pickin g up. . .pick. . . dig. . . Mr. Delve Conceited Sombre Modes Music Violinist Painter Publican Clothier Plumber Joiner Baker Engineer Gardener Printer (2) To remember unfamiliar English words or foreign wordt . correlate the Definition as the best known to the Unfamiliar c_ Foreign Word, and memorise the Correlation. In the case c± Foreign Words the last intermediate is necessarily a case of Inclu- sion by sound. The French word Anachorete would have for its equivalent by sound either "Ann goes late" or "Ann a core ate" or "Anna's cold hate," and perhaps to some of our readers it would sound like something else. Cravaclie might sound like "Have hash" or "Crack of lash. " Pupils often disagree as to what is good Inclusion by sound, but the rule for each is to use what suits him- self, and not to trouble about other people s ears. In. by sound or by sense or by spelling, is sufficient if it refers to one syllable only. KECOLLECTIVE SNYTHESIS. Correlation. Merchant . . market . . emporium . . Pear] necklace . . sweetheart . . Sweet Margery Move . move on . . next stage . . next of kin . . True . . naked truth . . pith of the matter . . pithy Course . . coarse hair . . camel-hair . . dromedary . . Servant . . light fare . . dole out . . Tanner . . leather . . leather purse . disburse . . Cup . . tea-cup . . tea-pot . . Fetters. . criminal, .desperate. . Fragile . . thin . . rapier . . ' 'thrust us' ' . . Fruit . . fruit-knife . . fish knife . . carp . . Round. . round cable . . strong. . Bear . . suffer . . servitude . . Israelites . . Pharaoh Bride . . fan- . . fairy . . forest nymph . . Bread . . baker . . baker's art . . Many . . lottery of life . . risky game . . Join . . engaged . . apt to disagree . . u engaged . . suited . . apt . . Culprit . . cull . select a few . . few gone . . Milk . . milky way . . G alaxy . . Drink . . water . . small leak . . pinhole . . Suffer hunger . . dying of hunger . . pining away . . Time . . watch . chronometer . . 1 ■ Father Time . . old age . . old crony . . Cover . . covert . . cave . . grotto . . Calypso . . Deliver . . capture . . lasso . . Spread . . feast . . Christmas . . deck a church . . dye a spire . . Uncover . . bare . . bare foot . . a Kaliph's toe . . Assign . . sign . . mark . . man of mark . . hero . . intrepid . . Shut . . shut out . . severe weather . . bad climate. I judge . . condemn . . refute . . refuse . . cry ■ 'no" Found . . establish . . fix . . fasten thus . . tie so . . Entrust . . trustee . . trustee meeting . . dine . . stew . Soldier . . art of war . . strategy . . Heart . . heart-sick . . fainting . . cordial . . Wickedness . . dishonesty . . black mail . . Greek. emporos margaritea kineo pithanos droraos doulos burseus poterion desmos thraustos karpos strongulos phero numphe artos gameo apto pheugon gala pino peinao chronos ii kalupto apalasso diaspeiro ekkalupto epitrepo kleio krino ktizo . pisteuo stratiotes LATIN. cor malum 50 REOOLLECTIYE SYNTHESIS. Correlation. Latin. Book . . printed thoughts . . freedom of thought liberty., liber Breast . • front . . front view . . aspect pectus Spear . thrust .. quick motion .. hasty . . hasta Suitor . .princely suitor, married by proxy. . procus Ask . . borrow . . swindle . . rogue . . rogare Marrow . . old English arrow . . victory . . medal . . medulla Captain . . head of hundred . . century . . centurio Surveyor . . measure . . dimension . . agrimensor Furniture . . bent-wood chairs . . bent legs . . supple legs., suppellex Vine . . wine . . luxury . . pampered . . pampinus Liar .. false pretence ., mendicant . . mendax Coachman . . carriage . . ' 'fine rig out* ' . . auriga Cow . • cow pox . . vaccination . . vaccine . . vacca Sing . .boatman's song, .canoe. . cano Kill . . kill by hanging . . broken neck . . necare Redden . . blush . . kissing . . ruby lips . . rubesco Dry 1 . dry mouth . . feverish . . sick . . siccus Man . .married man. .home. . homo War . . victory . . re j oicings . . bells rung . . bellum Rob . . robber. . hue-and-cry. . policeman 's rap rapto Tanner . . russet leather . . russet apple . . apple core, .coriarius Dove . . married love . . state of union . . United States. .Columbia, .columba Bench . . table . . shop . . counter . . selling . . subsellium Oar . . galley-slave . . Roman galley. . Rome Romulus and Remus, .remus Garret . . store house . . grain store . . granaria Horse . . race . . dead-heat . . equal . . equus Cock . .spurring, .goading, .galling. . gallus Lazy . .tramp, .knave. . ignavus Make heavy . . rich food . . gravy . . gravo Sign . . musical signs . . notes . . nota Poverty . . draf ty garret . . sleeping draught . . opium, .inopia Messenger ...mews... news... nonsense... nuntius Top ... high perch. . . hen ' s perch. . . cackle. . . cacumen. RECOLLECTIVE SYNTHESIS. 51 Correlation. Face . . . bare face. . . bare-headed bird. . . vulture... Useless . . . needless impatience. . . irri ta tion . . . Dark . . . dark staircase. . . insecure. . . Writer "... bad writer. . . scribbler. . . Harvest . . . Harvest home. . . Mrs. at home ?. . . Dog . . . dog's tail. . . tin can. . . 11 ... cane-carrier. . . cane. . . Egg . . . boiled eggs. . . boiled hard. . . over- boiled.. Fox . . . jackal. . . carcass. . . vultures. . . Bread . . . sweat of brow. . . labor. . . pain. . . " ...bread-pan... Table • . . figures. . calculation. . mensuration. . Master . . schoolboard . . fines . . magistrate . Tree . . mast . . ship . . harbor . . Mother . . wife . . helpmeet . . help-mate . . Joy . . play day . . free day . . Friday . . Sad . . ' k sad sea waves* \ . boat . . outrigger. , Clear . . clear tones . . clarionet . . Indolent . . "lazy bones", .lazy lass. . Dangerous . . storm . . steamboat fare . . Part . .part of house, .roof. .tile. . Empty . .hollow . . fox's hole . . lair Take . . take husband . . new name. Diffidence . . shyness . . shy . . Little . . grow less . . on the wane . . Much . . wanting . . fill up . . Recompense . . prize . . game . . lawn tennis . . lawn . Q uestion . answer . . fragmentary answer . . Pressure . . heavy load . . truck . . Voice . . voice lozenges . . stimulation . Child . .young kindred. . Threaten . . stinging words . . stinging bee . . drone . Mirror . .reflection, spy-glass. . Beetroot . . red . . ruby . . Potato . dig up . . remove . . cart off. . Latin. vultus irritus obscurus scriba messis canis canis ovum vulpes panis a mensa magister arbor mater Germam. Freude traurig klar lsessig gefsehrlich Theil leer nehmen scheu wenig viel , Lohn Frage Druck Stimme Kind drohen Spiegel Rube Kartoffel 52 KECOLLECTIVE SYNTHESIS. Correlations. German. Love . .lover's meeting, .meat. .Lieb^g's Extract. . Liebe Campaign .. battlefield .. Field Marshal . . Feldzng Medicine . . science . .arts. . ipr. artsnei) -Arznei Evening . .hour of prayer, bend the knee . . Abend Apple . . €< windfall " . . cold wind . . wrap well. . Apfel Heaven . angels . . sing hymns . . Himmel Seng . .choir, .choir leader, .lead. . Lied Table . . soiled with use . . dirty dish . . Tisch Eottle . . Ley den jar . . electric spark . . flash . . FJasche Castle . . siege . . battle . . lost . . loss . . Schloss Honor . esteem . . steam . . vapor . . air . . Ehre French. Fat . .fat ox. .clover .rich grass . gras Mouth . .flesh-eater, .butcher. . bouche Af phalt . . asaf cetida . . fish bait . . beton To lash . . horsewhip . . one-horse chaise . . single horse . cingler Armchair . .reclining, .gouty, .foot oil. . fauteuil Eailway station . . railway guard . . guard . . gare Smoke . . tobacco .. smell .. perfumer . . fumer Carpet . . fine design . . tapestry . . tapis Head . .foot. .root, .potato. . tete Oar . • ship . . ironclad . . ram . . rame Tears . . hysterics . . fainting fit . . alarm . . larmes Canvas . .roap. .oakum, hard labor, .toil. . toile Wave . . washing, .unwashed, .vagabond. . vague Eed . .bed of sea. sea-shore, .lee-shore. . lit Pane . . pain . . sore eyes . . vitriol . . vitre Gun . .gunsmith, .spark, fuse. fusil Shovel . . shoved about . . crowd . . Pall Mall . . pelle Side-walk .. walking fast . trotting along. . trottoir Dirty . . dirty business . bankruptcy . . enforced sale . . sale Faithful . . dog . . blind fiddler . . fiddle . . fidele Pity . . pitying . . misery . . misericorda KECOLLECTIVE SYNTHESIS, 58 Correlations. French. Misfortune . .missing train, .mail hour. . malheur Happiness . . love . . courting . . bonnie hour . . bonheur Hang fire . .fire engine. . " haste ". .tear along to. faire long feu Star . starling . . bird . . ostrich . . head- dress, .toilet. etoile Cake . . cheesecake . . cheese . . mouse . . cat . gateau oword . .soldier, .soldier's pay. . epee Book . .pages, .leaves. . livre Castle . .ruined, .shattered. . chateau To speak . .converse, .dispute, .parley. . parler Itatjan. Basket . .horse-basket, .pannier. . paniera * * . . bag . . collection bag . . church . . corbel . . corbello " . . bread basket . . iEsop . . * 'frog and bull'\. bellow.. H u . . ' 'basket of flowers' ' . . f ruit . . prunes . . prunello. . *■ 11 . .casket, .ring. .bull, .bellow. . " Hour . . late hour . . evening meeting . . applause . hurrah . . ora Gold . . nugget . . ore . . oro His . .his own. .zone.. bind. sew. . suo Thy . .thy face head. .foot. .toe. . tuo Uncle . J* Dutch uncle' ' . . Holland . . Zuyder Zee. . Zio f Pius . .church, .pew. . Pio Month . . May . . mace . . mese Made . . servant maid . . cook . . f at . . f atto Synonyms, as well as words having but a slight difference in sound, like Insidious and Invidious, are easily discriminated by memorised Correlations : INSLDIUS. . inside.. hole.. fox.. TKE AC H- ERY. ^INVIDIOUS, .invade, .warlike revenge. .ILL-WILL. (3) To remember the Date of the Birth and Death of great men, con-elate the surname as the BEST KNOWN to the word expressing the date of birth, and then correlate the birth word to the death word : — 54 RECOLLECTIVE SYNTHESIS. Napoleon Bonaparte Banishment. . . embakation. . Took ship. .ship, .masthead. .Godhead. Took ship born 17 6 9 Divinity died 1.821 Robert Burns. Scotch Poet, .map of Scotland, .map of the world. . The globe. born 1 75 9 % The globe.. geography.. schoolbook .page Oliver Goldsmith. t Pover ty.. plenty. . Took enough, .bread enough, .prodigal son, . Henry Cavendish. Tobacco, .bird's eye view. .telescopic view.. Harbinger of war. .decisive battles. Wolsey. Butcher, .steel, .straight Wrecked . . gored . . horns . . Richelieu. Abel, .death of Abel.. Burial. .urn burial.. Chatterton Forgery, .crime, .black gallows. . Balloon . . hollow . . kettledrum . . Thomas Carlyle., "Sartor Resartus". .sarcastic, .ill-tempered, .ill Dinner pill, weak digestion.. mastication. . Charles Darwin. "Natural Selection", .the chosen one. . Greatest happiness. . George Eliot. AdamBede .add.. Money. .£10.. Waiting page died 1 7 9 6 Took enough, born 1 7 2 8 The younger, died 1 7 7 4 The comet, born 1 7 3 1 "The fights." died l 8 10 Direct. born 1 4 71 Dilemmas, died 15 3 Doleful. born 15 8 5 Dutch urn. died 16 4 2 White gallon, born 17 5 2 Tea cakes, died 17 7 Took a pill, born 17 9 5 Tough food, died 18 8 1 Happy, born 1809* To have heaven, died 18 8 2 Advance, born 18 20 Two fives, died 1 8 8 To memorise other specific Events or Facts, Correlate the name of the Place or Fact to the Date-word or other Fact, thus : — Great Earthquake at Lisbon, 1755 — 1 7 5 5 LISBON . . Listen . . Hush ! . . TALK LOWLY. * 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. EECOLLECTTVE SYNTHESIS. 56 SOKATA, the highest peak of the Andes,' 21,286 feet high. 2 12 8 SORATA . . sore . . cured . . salt fish . UNEATEN FISH. The specific gravity of Iridium is 22.40 2 2 4 IRIDIUM.. I ridicule. .Ridiculous.. All laugh.. NONE SERIOUS.* HEIGHT OF ARARAT (17,260 feet)— Noah's Ark. .Ark of the covenant. . 17 2 6 Philistines attack. ATTACK NO JEWS. FOUNDATION OF ROME— 7 5 3 Seven hills— uphill . . C LIMB. FIRST PRINTING IN ENGLAND- 1 4 7 1 Book .pamphlet., TRACT. COUNCIL OF TRENT- 15 4 5 Trent . . rent . . rent roll . . DAILY ROLL. America discovered in 1492 — 1 49 2 AMERICA . . Merry . . Sad . . Sad irons . . Handcuffs . . TURPIN. North American Review was established 1815— NORTH AMERICAN REVIEW . . Criticism . . 18 15 Cleverly done . . DEFTLY. Mariner's Compass was invented, 1269 — 12 6 9 MARINER'S COMPASS . . pocket compass . . TINY SHAPE. Mesmerism discovered 1789— 17 8 8 MESMERISM.. mesmerising.. imparting a fluid.. TO GIVE OFF. MEMORISING AN EXTACT FROM QUAIN's ANATOMY. "The branches of the External Carotid Artery are eight in number, viz. — three directed forwards, the superior thyroid, the lingual, and the facial; two directed backwards, the occipital and the posterior auricular; and three extending upwards, the ascend- ing pharyngeal branch, together with the temporal and internal maxillary, the two terminal branches into which the artery divides." Neither the mnemonics of Ingenuity nor the mnemonics of the Imagination can afford any assistance in memorising the facts in the foregoing passage, but they are easily learned by means of Correlations (to be memorised) as follows: — Carotid. . rotten. . ruinous. . Ivy (eight branches) . . growth . . advance . . go forwards . . • See Supplement to First Lesson concerning the expression of decimals, 56 EECOLLECTIVE SYNTHESIS. Forwards . . lead forwards . . conduct . . ductless . . Thyroid spheroid . . whole earth . . many lan- guages.. LlNGUAIi tongue . . mouth . . Face Backwards front . . back . . back of head . . occiput . . OccrPTAL occult . . secret . . confession . . Auricular aureous. .golden, .high-priced, .high up Upwards . . ascending Ascending Pharyngeal pharos . . lighthouse . . intermittent light . .temporary. . Temporal 1 'be temperate' ' . . maxim . . Maxillary To memorise the attachments of muscles, the student must first of all familiarise himself by diligent dissection with the aspects of the muscles and the actual facts of their attachments. It is possible our to memorise their origins and insertions by Sys- tem, merely from their written descriptions; but this is not learn- ing. It is a vicious system of cramming, which can do no possible good. Once the student has thoroughly familiarised himself with the actual facts, he can proceed to fix these facts in his memory with definiteness and precision by our Sytem. In dealing with facts of such complexity as the origin and insertion of muscles, it is necessary to have free recourse to the assistance of homophones, etc. In the whole of anatomy there is no task so difficult as that of learning the precise attachments of the muscles of the back. Only a small proportion of students ever master these attachments thoroughly, and those who do learn them are unable to retain them for more than a very few days together. By the use of our Sys- tem it becomes easy for any student to learn the whole of the attachments, as well as all the other facts of Anatomy, or of any other study; and, once thoroughly learnt, they will never be for- gotten. Let it be thoroughly understood that our System is no substitute for dissection and experiment. You can get a compre- hension of anatomical facts only by actual experience, and to attempt to acquire an understanding of them from books is to sub- stitute a knowledge of words for a knowledge of things. The following examples will indicate one way in which the student may proceed in order to memorise the attachments of the muscles of the back : — (1.) First make a homophone of the name of the muscle. (2.) Indicate each attachment of the muscles by two words. REOOLLECTIVE SYNTHESIS. 57 The initial letter of the first word should indicate the part of bone to which the muscle is attached e.g., Sp=spinous pro- cess, T= trans verse process, R=ribj etc. The second word should indicate by its consonants the numbers of the bones to which the attachment is made. (3.) Correlate the homophone of the muscle to the first pair of words, and the first pair to the second pair. EXAMPIiE. "The Splenitis CoLiii is attached inferiorly to the spinus pro- cesses of the third, fourth, fifth aud sixth dorsal vertebrae, and superiorly to the transverse processes of the first two or three cervi- cal vertebrae.' ' spleniuS COLLi (homophone) SCOLD. SCOLD .cold, marble, .image. .SPLENDID IMAGE. . statue, .statuette, .chimney ornament, .clock. .'TIS TIME. In the first pair of words the initial of Splendid shows that the attachment is to the Spinous processes, and the word Image indicates that the vertebrae implicated are the third to the sixth. The second pair shows that the transverse processes from the first to the third are those into which the muscle is inserted. "The Splenitis Capitis arises from the spines of the seventh cervical and two upper dorsal vertebrae and from the ligamentum nuchae. It is inserted into the lower and back part of the mastoid process, and into the outer part of the superior curved line of the occipital bone. ' ' spleniuS CAPitis (homophone) ESCAPE. ESCAPE . . flight . . projectile . . trajectory . c onic section . . SPLIT CONE, split . . spliced . . tied . . ligatured . . LIGAMENTUM NUCH^. new keel . . ship . . mast. . MASTOID, masticate . eat . . drink . . sip . . OCCIPITAL. Kemabk— The impatient, impulsive and wholly unreflecting pupil sometimes says, "Easy as learning by your System is, it does take time to learn by it!" Yes, he is quite right. It takes some time ; but, the true mode of judging this System is, to compare the time required by the unassisted Natural Memory to learn the exer- cises of this and the other lesson papers with the time taken to learn them by the aid of this System ! Without its aid, the un- assisted Natural Memory would require a very, very long time to 58 RECOLLECTIVE SYNTHESIS. learn them [the great majority of unassisted Natural Memories could never learn them], and a dreadfully tedious wearying work it would be. With this System's aid, they can all be easily and pleasantly learned in one hundredth part of that time. This is the honest way to look at it. (2) — SERIAL FACTS. These are facts that must be united in the memory in the exact order in which they occur. In learning the Dates of the Acces- sion of the Kings of EngJand, it would not answer to place William the Conqueror after Queen Elizabeth, nor Queen Elizabeth before the Conqueror. The Dates of the winnings in the Oxford and Cambridge University Boat Race, as given in the next Lesson, is an instance of Serial Facts. All prose and poetry is also an illus- tration where you wish to retain, not merely the ideas, but the ex- act expression. Each word must be remembered in the precise order in which it is set down. I only add that the first of a set of Serial Facts is always treated as an isolated fact, and connected with something through which the pupil must necessarily think in order to reach that fact— as ''President" is united to "Wash- ington." A Homophone (In. by S. , with the entire name or with only a part of it) of single names can be used for a correlating word instead of the name itself. Thus, Wolf may be used for Ethelwolf , Stand for Athelstan, Swain for Sweyn, Berth for Ethelbert, etc., etc. But, where there is more than one King of the same name, we may use a Double Inclusion — that is, the first one or more let- ters of the King's name or place, or the first one or more letters of any syallable of his name is used, and then the final consonant is a tor a d, or n, etc. , to show that it is the first of that name (as Herald for Harold I.) or the Second of that name (as Heron for Harold II.), etc., etc. ; or as, War D for Edward I., War N for Edward II., and War M for Edward III. Here we deal with the last syllable of Edward instead of the first letter E. This discriminates the three Edwards before the Conqueror from the six Edwards who come after: for all of the latter are represented by E as the first letter of Edward and the last consonant tells which Edward it is; as, EdiT for Edward I. , EdeN for Edward II. , EmporiuM for Edward ELI. , EaR for Edward IV., EeL for Edward V., and EtCHior Edward VT. The authority for the following dates is ■ 'Haydn's Dictionary of Dates." If the pupil finds that this history gives difierent RECOLLECTIVE SYNTHESIS. 59 dates, he can readily adopt other Date-words and Correlations on the model of those below. If tmy pupil wishes to learn science, geography, or speaking without notes, or anything else, let him memorise the following series of Kings with their dates, as here after given. No pupil must learn a correlation he does not under stand. He must alter it, or make another. And if he has a pooi memory he must not expect to strengthen it, unless in every case he makes his own correlation and properly learns it. The Wise Judge [1066] wisdom Wit i William I] witless sharper Deceiving [1087] 4< A mocker" Wine [William II. J unsteady walk tiny feet "Tootsies "[1100] lowest extremity highest extremity Head [Henrv I.] head of table meal Hot oatmeal [1135] porridge-bowl round pointed Steele [Stephen] church ecclesiastic scholastic Tutelar [1154] mother brood Hen [Henry II.] henceforward looking forward The day of hope [1179] despair despond pond Reed [Richard I.] "Bruised reed" weakling dying child Dead baby [1199] coffin flowers Jonquil [John] goose-quill roast goose dish-cover Tin dish [1216] tinsmith locksmith hemlock Hem [Henry IH.J hemorrhage bloody deed Duncan's murder Duncan [1272] Play of Macbeth new edition Edit [Edward I.] writing desk desk covering Damask [1307] rose garden Eden [Edward II.] serpent devilish Demoniac [1327] furious martingale mart Emporium [Edward III. ] Emperor autocrat democrat Demagogue [1377] levelling Ruin [Richard II. J ruined health drunkenness To imbibe [1399] liquid 60 RECOLLECTIVE SYNTHESIS. hair-dye Hair [Henry IV.] curling-tongs bent dried Dry theme [1413] threadbare topics May Meetings Exeter Hall Ham, [Henry V.] hauled out draicn in [1422] drawing portrait silent mouth Hush [Henry VI.] hush it up crime Tragedy [1461] theatre listeners Ear [Edward IV.] ear-trumpet trumpet of fame True fame [1483] false slippery Eel [Edward V.J mud soft ground terra rirma Teraphnn [1483] household gods house Eoom [Richard III. J rheumy watery eyes Tearful [1485] crying tears hue and cry hark and hew Hack [Henry VII. J hack.ng cough impediment To lisp [1509] to hum Hive [Henry VIII.] beeswax waxed thread" Tailoring [1547] sewing needle etching needle ETCHfEdwaidVI] sketch landscape trees Tall elm [1553] Windsor Forest Merry Wives of Windsor Merry [Mary] single blessedness dual life [1558] exciting life betting man Betsy [Elizabeth] Betso Venetian coin Venetian court Doge's home [1603] street of water Blackpool Jet [James I.] black-board slate additional sum Additional [1625] add on cut off Cut [Charles I.] shave razor Too sharp [1649] sharp practice t o common Commonwealth rich soil Dutch loam [1653] Holland dykes protection Protector [Oliver Cromwell] Thick shell Wide shelf [1658] wide-spread bridal beakfast Bich crumbs [Richard Crom- well] indigestion Eat jalap [1659] Lapland reindeer reign EECOLLECTIVE SYNTHESIS. 61 Interregnum interview two persons Ttco judges [1660] cattle show dairy Can [Charles II] milk skimming dish Dishevel [1685] tipsy woman pin juniper June [James II.] Juno Goddess House of God The chief Abbey [1689] Poet's Corner Poet's fancy Whim [William III. and Mary] freak spree intoxicated Tocsin [1702] alarm frantic Antic [Anne] antiseptic medicine Doctor [1714] disease Gout [George I. gouty toe swollen Thickening [1727] projecting projectile Gun [George II.] fowling-piece pointers Dog shows [1760] poultry shows wild birds Game [George III.] gaming house trickster seared conscience Toughness [1820] tarred ropes rigging Gear [George IV.] royal rinery imperial purple famous dye Die famous [1830J glory battle War [William IV.] camp picnic Day of maying [1837] merry-making rejoicing Victory [Queen Victoria] The foregoing (as well as similar exercises in other Lessons) is given as a Memory -training task, and a specimen of dealing with Names and Dates when they alone have to be learnt, and not as a model of the best way of dealing with Dates generally. They ought to be learnt in their places as you meet them in the study of History. HOW TO LEAKN MORSE'S TELEGRAPHIC ALPHABET AND THE ARMY FLAG SIGNALLING CODE IN ONE LESSON. (1) In this Alphabet, Dots and Dashes are used to repre- sent the letters of the Alphabet. When the equivalents of each letter in Dots and Dashes are learned, the pupil only requires 62 RECOLLECTIYE SYNTHESIS. practice with the machine to become an expert Telegraphic Operator. In learning Morse's Alphabet, I use temporarily and provision- ally the word Short for Dot — and the word Long for Dash— and to represent Short I use the letter S, and for Long I use the letter L. So, hereafter, L always means a Dash and S always means a Dot. The letter A is represented by a Dot and a dash, thus ( • ) ; and in my way it is represented by S, L. B is represented by a Dash and three Dots, thus ( . . . ) or in my way by L S S S. (2) Now, as in my Figure Alphabet neither h standing alone, nor w nor y was ever reckoned, so in this case A, w and y are never con- sidered. But, whilst not reckoning vowels at all, nor 7i, icov y, however combined, I do count any two other consonants coming together as two separate consonants, contrary to the rules of the Figure Alphabet. The only consonants I consider or make use of, are L and S. (3) The pupil is now prepared to make a word that shall indi- cate Dots and Dashes. What is the equivalent, in Dots and Dashes, of the word Soil ? It means [see above] S Short [Dot], and L Long [Dash], or the letter A. Now to remember that A in the Morse Alphabet is represented by a Dot and Dash, or by(. ) I must correlate the letter A to the word Soil. Memorise the Cor- relation, thus : A . . ale . . hop gardens . . SoiL. (4) To remember that B is represented by a Dash and three Dots or by ( . • .) I must correlate the letter B to the word LaSSeS, thus: B. .bee. .spelling bee. .LaSSeS. Let the pupil not proceed to the next letter till he has thoroughly mem- memorised the Correlation of the one he has reached— one at a time and perfectly, and he will soon be able to instantly answer as to the equivalents in Dots and Dashes of each of the letters of the alphabet. And then, and not till then, let him com- mence his practice with the Telegraphic machine. Aud if the Pupil has a poor memory let him make his own Correlations, and learn them instead of learning mine. The most rapid and reliable Telegraphic Operator I ever knew, told me that it took him three months to learn Morse's Telegraphic Alphabet or Code given below% and yet he said that if he had then known my System, he could have learned it perfectly in one hour. A ale . . hop gardens . . . . SoiL . B bee. .spelling bee. .lads. . . .LaSSeS • • • KECOLLECTIVE SYNTHESIS. 63 O sea . . damaged ship . . fallen mast . . LieS LooSe . . D clear, .sweetheart, .jilted. . ..LoSS . . E . ■ • . • . . . . . eaSe • F effort, .rope-dancer .. ..hiSSoLeS • • . G gee . . plough . . furrow . . old age ..life's winter. .hoLLieS • H aspirate . . asphalte . . road .... toll road.. aSSeSS .... ' | eye .. cold eye .. serpent . .hiSS J jay. .blue, .paint, .oilman ..SeLLoiL • K cayenne . . hen . . Gehenna . . pit-hole. .whoLeSaLe • L ell . . old yard . . farmyard . . jackass. .SLy aSS • • • M eminent, .high position. . . .hiLL N energetic . . indolent . . lawless . . LawS • O oath of allegiance . . . . LoyaLLy P pea-seed . . sow thoroughly . . SLowly Sow • • Q acute . . cunning . . deep . . well . . awe. .aLL iS Low • R arbitrary . . autocrat . . ruling alone . . SoLuS . — — • S Esquimau, .snow, .alps . .SwiSS • • • T teacup . . cracked . . leaky . . . . hoLe {J yew bow . . bowman . . attack . . aSSaiL . . V venous blood . . loss of blood . . faint sighs . . SighS So aLway . . . W d ouble . . duplicity. . simplicity . . SiLLy . X executed, .homicidal perjury ..LieSSLay . . Y wise, foolish. . idiotic puller ..hauLaSheLL . Z. zeal . . warmth . . cold . . hail (or), said he .. called her . .haiL a LaSSie . . A j oin together . , overcrowded hovels. .aLL iLL In army Signalling by means of flags, the above Code is used. as described above, with a few points in addition. If the pupil wishes to add any further particulars, or should any changes be adopted at anytime, he will know how to deal with them — in fact, as in other cases, so in this, it is better for him to make and memo- rise his own Correlations. 64 RECOLLECTIVE SYNTHESIS. Full Stop (.) . .point, .point out. .see. .eyes . .three eyes. .Ill, or Erasure . . blot out . . dot out . . dof ted line . . line of dots • • • • • • Stop . .leave off. . don't tease . . T's ..line of T's.. , General Answer, .correct answer, .right. . "righttoaT"..T Repeat . . mock . . imitate . . I M I, or . • . . Signaller's Indicator. . indication, .clear . .hazy. .A's. .two A's. . . • Cipher Sign . .Ci. .Ci. C C. . . . . • Break Signal . . break . bend . . lean . . foreshorten . . four short . • . • Message Ends. .end. .extremity, .lower extremity, .toe. .VEto. .VE . . • • Orltterator . .literary, .letter, .double letter. .WW . . From the foregoing exercises it will be seen that there are no facts, however complicated, of Science, History, etc. , or in Daily Life, which my System cannot cope with and render their mastery easy — proving thus the greatest possible Labor-Saver and Time- Saver, and therefore Money-Saver. Let the pupil endeavor to apply the principles involved in dealing with the foregoing examples to other and different cases. Let the pupil regard my Correlations as Samples merely to show him how Correlations are made, and let him make and memo- rise his own in all cases. Let the pupil not fail to memorise the Proper Names, Dates of Birth and Deaths of Great Men, and the Order and Dates of the Kings of Ed gland. But it would be better still if he learned all the exercises, and if he takes little interest in some of them, the better they are as a true memory-trainer and continuity-trainer. FJLR/T IV. PREDICATING CORRELATION. What do I mean by Predicating Correlation? I mean the prac- tice of finding numerous predicates of a word, predicates that arc related to it through In., Ex. or Con. Suppose you desire to cor- relate the word "Weaver" to the word "Kin," and suppose you cannot find intermediates as quickly as you wish to, you can turn this difficulty into a means of learning how to make Correlations, in all cases whatsoever, by proceeding scientifically and exhaustively in such cases to find as many predicates as you can that arc related to each of these "extremes" through In , Ex. and Con., and only indirectly to each other; placing over the word that mi- tains the relation of In. to the "extreme" the figure 1, the figure 2 for Ex. , and 3 for Concurrence, thus: — 3 3 3 3 3 "The Sisters three,'" Linen, Cloth, Thread, Wool, Child's Loom, 3 3 3 3 3 3 1 Shuttlecock, Cloth, Spitalfields, Yarns, Spindle, Woof, Spider, 3 3 3 3 3 3 Fate, Web, Captain Webb, Coventry, Wool, Steam-power Loom. Proceed in the same way with the i.ext extreme. '-Kin/'thus:— 1 11 111 "The Sisters three," Napkin, Doeskin, Connection, Kink, Lamb- 66 PREDICATING CORRELATION. 1 11111 kin, Kindergarten, Kintal, Kinship, Pumpkin, Relation, Manikin, 1 1111 Family Affection, Household Relation, Consanguinity, Cousin, 11 11 Affinity, * 'One touch, etc.," Blood Relations, Kindler. After an exhaustive enumeration of all you know of each ex- treme it would be easy to make Correlations thus : — Weaver. Kin 1. — "The Sisters three." 2. — Linen .. Nap&i'/i. " 3. — Cloth. .Does&m. " 4. — Thread . . Connection. ' * 5. — Thread.. Snarl.. Kink. 6. — Wool . . Lamb . . LambA^Ti. u 7. — Child's Loom, .ifmdergar ten. %t 8. — Shuttlecock.. Throw. .Kint&l 9. — Cloth . . Sails . . Ship . jffmship. • ■ 10. — Spitalfields .. Cornfields .. PnmpAm " 11. — Yarns. .Sailors' Yarns. .Narrative. .Relation. 12. — Spindle . . Dwindle . . Dwarf . . Manikin, ' ' 13. — Woof . Warmth . . Affection . . Family Affection. 14. — Spider. .Cobweb. .Old House. .Household Relations. 15. — Fate .. Hopeless .. Sanguine .. Consanguinity. 16. — Web. .Deceit. .Cheat. .Cozen. Cousin. " 17. — Captain Webb. Swimmer. .Fish. .Pin. .Affinity. " 18. — Coventry. .Lady Godiva. .State of Nature. . "One touch," etc. " 19. — Wool. .Hair. . Hare & Burke. Accomplices in Blood. . Blood Relations. " 20. — Steam-power Loom . . Engine . . Furnace . . Coal . . JKYwdler. ' ' By this practice of finding as many Predicates as possible of each "extreme" through In., Ex. and Con., the pupil learns to look on "all sides" of a word or subject— a habit of the very greatest value — a habit which can be acquired by the careful deal- ing in this way with all the words in the Presidential Series, and by placing over each word 1, 2, or 3 to show the relation that it bears to the Correlating Word itself. Readiness in making Correlations comes not from the con- structive power of the imagination— the imagination is not at all PREDICATING CORRELATION. 07 concerned in the act; people can make Correlations instantly who have no imagination— but it arises from the memory power of taking quickly an "account of stock" of the ideas we already possess — the power of consciously summoning up all we know of a word or subject through In., Ex. and Con. It is the exercise of ^-etentiveness and nothing else, except that revivals are limited to In., Ex. and Con. Remarks.— Pupils can strengthen their retentiveness or reviv- ing powe)* by recalling and describing to friends the scenes and events of the day, as soon after their occurrence and as frequently as possible. Let them also never hear a lecture or sermon with- out giving as full an account of it at' they possibly can to their acquaintances. They will soon find in what particulars their mind wanders, and they can hereafter pay closer attention to such mat- ters. If is a high attainment to be able to give a graphic description of a scene, a show or exhibition of any kind; but I recommend this practice because it invigorates the reviving power of the Memory, and helps to bring the Memory under the control of the Will. Let the pupil repeat many times every good story or anecdote he hears, etc. , etc. I have known many pupils who had naturally no command of language, and whom the phren- ologists would have discouraged from attempting to acquire instant control over words, become fluent talkers and speakers, by acting on the suggestions here given, and by doing all the exer- cises demanded by our System. And it does not take one-tenth of the time that one might suppose. It comes about so quickly that the pupil can scarcely perceive when the change took place. ALWAYS ABRIDGE THE PROBLEM OF MEMORY. Example. — There are three kind of Levers: — First Order.— When the Fulcrum is between the Power and the lesisting Weight. [Here the Fulcrum in the middle.] Second Order. — When the FuJcrum is at one end and the Weight nearer to it than the Power. [Here the weight in the middle. ] Third Order.— When the Fulcrum is again at one end, but the Power nearer to it than the Weight. [ Here the Power in the middle. ] 68 PEEDICATING CORRELATION. Or, briefly — 1st Order. — Fulcrum in the middle. 2nd Order. — Weight in the middle. 3rd Order.— Power in the middle. &T When, as in First order, the Fulcrum is in the Middle, it is obvious that the power is at one end and the Weight at the other end. So by remembering in each case which is in the Middle, the pupil necessarily knows that the other two elements are at the ends. Since both Order and Middle are repeated in each case, both Order and Middle may be disregarded, and all the pupil has to do is to correlate [and memorise his Correlation], First to Fulcrum, Second to Weight, Third to Power, and he knows the three kinds of Levers — First . . first piece . . last piece . . crumb . . Fulcrum. Second .minute, .hour, .clock, .clock- weight. . Weight. Third . .third finger, .ring, .political ring. . political power. . Power. OXFORD AND CAMBRIDGE UNIVERSITY BOAT RACE, 1829—1885. The thoughtful pupil will notice the following particulars in this Method :— (1) To indicate a Date, translate the two last figures of it into a word, as, for 1836, use Match, as that translates 36— find these Date-words, Correlate together; and to indicate when Oxford won, add d or t to the Date- word, thus making in all the Oxford cases a word containing three sounded consonants (thus "A Round" =42 and "one," in 1842 Oxford won); then by Exclusion, all those words containing only two sounded consonants must be Cambridge winnings. Similarly, in learning the Dates of the Battles of any country, we could indicate, by an added consonant, the battles won, and a : l Date-words lacking that designation must denote battles lost, etc. The applicati n of this principle is varied. — (2) To indicate the two years, 1831 and 1835, when no race was run, but in which a notable event occurred, translate the en- tire years, as, 1831 into "DEAF MAID,'' and 1833 into "A TOO HEAVY MAID." And to indcate the year 1877, when neither Oxford nor Cambridge won, but when there was a * 'dead heat, " use the phrase, "To have a Gig, "— (3)Since the Putney course has been used, all but nine of the races have taken place on a Satur- day. Fix two exceptions, after having first Correlated the Time of the Baces; thus, "Time"— end of time— end of the week-- PREDICATING CORRELATION. 69 4 'Saturday."— (4) As Oxford won continuously from 1861 to 1869, both inclusive, it is sufficient to Correlate Date-words for those two years together, thereby inferentially indicating the interme- diate years.— (5) As there was a race every year from 1856 to 1885, it would be sufficient to Correlate together the Date-words for the Cambridge successes for those years, and by Exclusion we should know the years also in which Oxford won or vice versa.— (6) All the facts mentioned in the foot notes are indicated in the course of the Correlations and without the possibility of producing any confu- sion. — (7) As the colors of both Universities are blue it is only necessary to memorise the shades of blue, as is done below. ^° Read each Correlation once, analysing the relation between the words of which it is composed, then repeat it back- wards and forwards, not reading it, but reviving the impression in your head : when you have done this quickly six times, repeat the extremes together, without the intermediates. In this way care- fully memorise the entire list of Date-words, so thoroughly as to make concurrence between them, and be able to think of the Date- words and facts (cholera, etc.), without repeating the interme- diates, and rapidly to name, forwards or backwards, the years in which Oxford or Cambridge won 'by thinking the Date- words and their indication of Oxford or Cambridge), so as to recite the series thus: 1829, Oxford; 1831, Cholera; 1835, Challenge; 1836, Cam- bridge; 1839, Cambridge; 1840, Cambridge; 1841, Cambridge; 1842, Oxford, or vice versa, etc., etc. ; then recite the entire series b..tk ways at least twenty times from memory. And afterwards recite the series before your friends, both forwards and backwards, and let them also examine you on the lesson in any way to test your memory. COLORS— Boat race ..boat, .blue sea. .blue OXFORD.. ox.. heavy.. heavy clouds. .Dark., dark coins,. penc e. ."d",. add "ook entitled ; 'Contributions to Mathematics. ? ' Mr. John Morgan having found some errors, Mr. Shanks corrected them and earned 78 MEMOKESING-PKOSE AND POETR1 on the ratio to 707 decimals, in which form it was presented to the Royal Society in 1873, and is given (in figure-letters) on page 88. MEMORISING PROSE AND POETRY. Fikst Stage For Weak Memories— The Analytical-Synthetic Method. [An enumeration of all the propositions to which a sentence is reducible, supplemented by memorised Correlations.] Second Stage for Developed Memories. — The Interrogative Analysis. [A two-fold enumeration of all the distinct ideas or thoughts of a sentence. J In commiting to memory rules of grammar, definitions in the sciences, etc., learners often make a very grave mistake in trying to merely learn them by heart by endless repetitions. On the con- trary, the pupil should first grasp and realise the meaning and significance of what he wishes to have at command by converting Second hand Knowledge into First-hand Knowledge., The former is what other people tell us. It is hearsay. It is not the result of our own observation or thinking. If we study Botany, or any facts that are addressed to the senses, we must always convert the second-hand or hearsay knowledge into knowledge at first-hand by having our own experience in regard to it. We must see and handle the flowers, etc. , and then we can have knowledge of them at first-hand. So with Chemistry, Anatomy, and other depart- ments of learning where we can have, in regard to the subject- matter, the same kind of experience which the authors of the books have had. Unless we do this, we merely learn by heart without any necessary absorption or assimilation of the ideas or views in- culcated. If we read over a sentence, every subsequent re-perusal of it is done without finding any novelty in it, and the inevitable MEMORISING PEOSE AND POETRY. 79 result is that, in learning it by heart by means of endless repeti- tion, the attention begins to wander after the first perusal. Hence, those who learn by heart in the ordinary way become great mind- wanderers. This ruinous result would be avoided if they learn by intellectual absorption, or by converting the second-hand knowl- edge into first-hand knowledge. This can be done by analysing the sentence, or by reducing its meaning to its lowest terms or simplest form consistent with sense, and then adding on to this primitive form the successive modifiers of the Subject, Verb, and Predicate, so as to restore by Synthesis its original shape, as was exemplified in the First Lesson and its Supplement. This should always be done in the case of unfamilar abstract ideas, and in this way you make them your own. To illustrate : suppose the Stu- dent wishes to commit to memory Blackstone's definition of Muni- cipal Law: "Municipal law is a rule of civil conduct prescribed by the supreme power in a State commanding what is right and prohibiting what is wrong. " Suppose the Student has carefully read over his exjDOsition of the different parts of this definition, and that he understands them. After this, let him try this Method as stated above. He first says — (1) Municipal law is a rule. (2) Municipal law is a rule about right and wrong. (3) Municipal law is a rule commanding what is right and prohibiting what is wrong. (4) MunicijDal law is a rule of civil conduct commanding what is right and prohibiting what is wrong. (5) Municipal law is a rule of civil conduct prescribed, commanding what is right and prohibit- ing what is wrong. (6) Municicpal law is a rule of civil conduct prescribed by the supreme power of a State commanding what is right and prohibiting what is wrong. In this way his attention is enchained and interested ; and, proceeding from the simple to the complex by successive additions, the mind has time to assimilate • the ideas and an intellectual growth is the result, and the attention is strengthened and the memory most vividly impressed, and he will retain the comprehension of the definition as long as he lives. If his memory and attention are both weak, he may have to repeat the recital several times from memory [not by reading it over and over again], and he should then consolidate the definition by memorised Correlations, and similarly in other cases, he finally succeeds in making Blackstone's idea permanently his own. Again, a pupil sends me the following definition of the First Law of Motion, taken from a recent work : ' 'A body in a condition of relative rest continues in that state until some force acts upon it. " 80 MEMORISING PROSE AND POETRY. Before seeking to understand the meaning of this sentence he must accquire a clear idea of the difference between absolute and relative rest. Then he proceeds— (1) Rest continues until some force acts upon it. (2) Relative rest continues until some force acts upon it. (3) A body at relative rest continues until some force acts upon it. (4) A body at relative rest continues in that state until some force acts upon it. (5) A body in a condition of relative rest continues in that state until some force acts upon it. Again, take the sentence "Mother Day will buy any shawl." You proceed thus— (1) Mother buys a shawl. (2) Mother buys any shawl. (3. Mother will buy any shawl. (4) Mother Day will buy any shawl Again, take the sentence — "The active principle of the stomach is a hydrolytic ferment named pepsin. " Presuming that the pupil has carefully ascertained the exact meaning of the words so that he knows precisely what the sentence means, he then goes on to fully assimilate that meaning thus: (1) The principle is a ferment. (2) The principle is a ferment named pepsin. (3) The active prin- ciple is a ferment named pepsin. (4) The active principle of the stomach is a ferment named pepsin. (5) The active principle of the stomach is a hydrolytic ferment named pepsin. In a similar man- ner the pupil will proceed with any other sentence containing ideas that are unfamiliar to him or a sentence containing familiar ideas, but in an unfamiliar form ; and let him note that, if only one or more points are new to him, he should manage to bring that in early in reconstructing the sentence, so as to have the benefit of the renewals of that idea as many times as possible in connection with what was before familiar. Suppose in the last sentence the idea neio to him was that the ferment was hydrolytic, then he might proceed thus : (1) The principle is a ferment. (2) The principle is a hydrolytic ferment. (3) The principle is a hydrolytic ferment named pepsin. (4) The principle of the stomach is a hydrolytic fer- ment named pepsin. (5) The active principle of the stomach is a hydrolytic ferment named pepsin. Take the sentence "Any work that deserves thorough study, deserves the labor of making an Abstract; without which, indeed, the study is not thorough. " (1) The study is thorough. (2) The study is not thorough. (3) Without which, indeed, the study is not thorough. (4) Any work deserves the labor of making an Abstract; without which, indeed, the study is not thorough. (5) Any work that deserves thorough study, deserves the labor of making an Ab- stract ; without which, indeed, the study is not thorough. Again, INTERROGATIVE ANALYSIS. 81 'Wise men ne'er sit and wail their loss, but cheerly seek how to redress their harms." (1) Wise men sit and wail their loss. (2) Wise men ne'er sit and wail their loss. (3) Wise men ne'er sit and Avail their loss, but seek to reelress their harms. (4) Wise men ne'er sit and wail their loss, but seek how to redress their harms. (5) Wise men ue'ersit and Avail their loss, but cheerly seek how to re- dress their harms. Again, ' 'Sweet are the uses of Adversity, which, like the toad, ugly and venomous, wears yet a precious jewel in her head. " (1) Sweet are the uses of Adversity. (2) Sweet are the uses of Adversity, zchieh wears a jewel. (3) Sweet are the uses of Adversity, which wears a jewel in her head. (4) Sweet are the uses of Adversity, which, like a toad, wears a jewel in her head. (5) Sweet are the uses of Adversity, which, like a toad, vgly and veno- mous, wear3 a jewel in her head. (6) Sweet are the uses of Adver- sity, which, like a toad, ugly and venomous, wears yet a jewel in her head, (7) Sweet are the uses of Adversity, which, like a toad, ugly and venomous, wears yet a precious jewel in her head. INTERROGATIVE ANALYSIS, An incomparable mode of securing the comprehension and re- tention of a sentence, is to analyse its successive parts by an ex- haustive series of questions and answers. In this way, the pupil transforms the Second-Hand Knowledge into First-Hand Knowl- edge. When his memory and attention have been thoroughly developed and strengthened by having memorised a good many sentences, say from 100 to 200, by Interrogative Analysis, he will thereafter find it to be the most rapid and fascinating mode of learning by heart. In all respects, it is unlike learning by rote. In learning by rote, if the pupil by accident really does absorb the meaning of a sentence, he attempts to do it by dealing with it at "one fell swoop;" but in using the method of Interrogative Analy- sis the pupil must constantly think. To ask questions, he must study the meaning and purport of the sentence, and to frame his answers he must continue his scrutiny of the sentence with sleepless vigil- ance. Every separate thought in it is doubly grappled with — first in the question and next in the answer— and thus each idea is separately considered twice in relation to all the other parts of the sentence; and by recalling the entire sentence each time he answers a question, and by emphasising the special part that constitutes the reply [in print or writing by italicising it], helixes permanently in mind not only all the ideas of the sentence but also its exact verbal 82 INTERROGATIVE ANALYSIS. form. Let the pupil most carefully study the application of this Method to the sentence lately dealt with by the Analytico-Synthe- tic Method, to wit — ' 'The active principle of the stomach is a hy- drolytic ferment named pepsin. " (1) What is the active principle of the stomach? — "The active principle of the stomach is a hydrolytic ferment named pepsin. " (3) What is the character of the ferment which constitutes the active principle of the stomach? — "The active principle of the stomach is a hydrolyt ic ferment named pepsin. " (3) What is tho nature of that watery substance of the stomach which constitutes ks active principle? — "The active principle of the stomach is a hydrolytic ferment named pepsin. " (4) Of what organ in the human body is the hydrolytic ferment the active principle? — "The active principle of the stomach is a hydrolytic ferment named pepsin. " (5) What is the name of the hydrolytic ferment in the stomach which constitutes its active principle? — "The active principle of the stomach is a hydrolytic ferment named pepsin. " (6) What is the character of that principle of the stomach which is known as the hydrolytic ferment named pepsin? — "The active principle of the stomach is a hydrolytic ferment named pepsin. '> (7) What factor in the operations of the stomach does the hydroly- tic ferment named pepsin constitute? — "The active principle of the stomach is a hydrolytic ferment named pepsin. " As an example for the application of Interrogative Analysis to a long passage, I have selected Mr. G. R. Sims' skit on the Lon- don weather of the summer of 1886. — THE BAROMETER.— By a Lunatio Laureate. I bought a barometer last July To foretell the wet and foretell the dry, And now I reside in my lonely hall And watch the mercury rise and fall. It will fall to ' Stormy'' and rise to "Wet" ' And down to "Gales" I have known it to get, But never one day since last July Has it stood at "'Fair" or at "Fine" or "Dry." I have watched my barometer day and night, But it won't go up to the wished-for height. I tap at the glass, and I shake the stand, And I twiddle aw ay at the index hand; I give it a bang in an angry pet, But still the mercury sticks at "Wet;" INTERROGATIVE ANALYSIS. 83 Then I tear my hair and I rave and cry, "You beast! but I'll make you point to 'Dry.' " I have lighted a fire around its base, I've turpentine-plastered its gloomy face; And leeches I've put on its blistered back, And I've given it many a sounding whack. It has gone to "Stormy," ''Unsettled," "Snow," But to anything fair it declines to go; In vain are the thousand tricks I try — That blessed barometer won't say "Dry. " I have smashed the thing into fragments small, And the mercury's running about the hall; And the feet of the people parsing by Are pierced with the pieces of glass that lie; And the elegant case of the instrument Over the wall of the garden went. I'll no barometer own, not I, That all the summer won't point to ' 'Dry. " Who bought a barometer last July? — I bought a barometer last July. ' ' What was my action in regard to a barometer last July?— "I bought a barometer last July," What did I buy last July? — "I bought a barometer last July. " When did I buy a barometer :> — "I bought a barometer last July. For what purpose did I buy the barometer last July? — "To foretell the icet and foretell the dry. " To foretell what did I buy that barometer? — "To foretell the icet and foretell the dry. " Is there any contrast between the objects or events to be foretold? — "To foretell the wet and foretell the dry. " Now recapitulate from memory — I bought a barometer last July To foretell the wet and foretell the diy. But what am I doing now? — "And now I reside in my lonely hall. " Who now resides in my lonely hall? — "And now / reside in my lonely hall." What am I now doing in ruy lonely hall?— •And now 1 reside in my lonely hall. " Where do I now reside? — ' 'And now I reside in my lonely hall. " What kind of a hall is that in which I now reside? — "And now I reside in my lonely hall. " What lonely place is that in which I now reside? — "And now I reside in my lonely hall. " What else am I now doing in my lonely hall?— "And watch the mercury rise and fall." And how is my attention engaged? — "And watch the mercury rise and fall." What ami watching? — "And watch the mercury rise and fall." What does the mercury do? — "And watch the mercury rise and fall ' ' Is there 84 INTERROGATIVE ANALYSIS. any dissimilarity in the movements of the mercury? — "And watch the mercury rise and fall. " Now recapitulate from memory — I bought a barometer last July To foretell the wet and foretell the dry, And now I reside in my lonely hall And watch the mercury rise and fall. To what places will the mercury go?— ' 'It will fall to 'Stormy and rise to ' Wet. ' " What will fall to ' 'Stormy" and rise to "Wet?" — "It will fall to 'Stormy' and rise to 'Wet. '" Is the action of the mercury different in the two cases? — "It will fall to 'Stormy' and rise to 'Wet.'" If it rises to "Wet," will it then descend to some other place? — "And down to 'Gales' I have known it to get. " To what place will the mercury descend? — ' 'And down to ' Gales' I have known it to get. " And what have I known about the movement of the mercury? — "And down to 'Gales' I have known it to gel. " Now recapitulate — I bought a barometer last July To foretell the w r et and foretell the dry, And now I reside in my lonely hall And watch the mercury rise and fall. It will fall to "Stormy'*' and rise to "Wet." And down to "Gales" I have known it to get. How many times during one day since last July has the mer- cury stood at "Fair" or at "Fine" or "Dry?" — But never one day since last July has it stood at 'Fair' or at 'Fine' or 'Dry.'" For how long did the mercury not stand at "Fair" or at "Fine" or "Dry" since last July? — "But never one day since last July has it stood at 'Fair' or at 'Fine' or 'Dry.' " Since when has the mer- cury never stood for one day at "Fair" or at "Fine" or "Dry?" — "Eut never one day since last July has it stood at 'Fair' or at 'Fine' or 'Dry. ' " How has the mercury never been for one day since last July relative to "Fair" or "Fine" or "Dry? " — , ,But never one day since last July has it stood at 'Fair' or at 'Fine' or 'Dry. ' " In which one of three positions has the mercury never stood for one day since last July? — "But never one day since last July has it stood at 'Fair' or at 'Fine 9 or 'Dry. ' " The transition from one verse to the next, is easily made. For instance : How do I know that the barometer has never for one day since last July stood at "Fair" or at "Fine" or "Dry?" Answer: [Because] "J have icatched my barometer day and night." Who has watched my barometer "day INTEKKOGATIVE ANALYSIS. 85 and night?" lt I have watched my barometer day and night. " How have I busied myself day and night?— * 'I have watched my barom- eter day and night" What have I watched day and night?— "I have watched my barometer day and night! !" During what times have I watched my barometer? — "I have watched my barometer day and night. " Do I realise my hopes in regard to the barometer rising? — "But it won't go up to the wished-f or height." What is it that won't go up to the wished-for height? — "But it (the mercury) won't go up the wished-for height. " Where will it not go? — ' 'But it won't go up to the wished-for height. " Is the height to which it will not go a matter of desire or aversion? — ' 'But it won't go up to the wished-for height." To what position will it not go? — * 'But it won't go up to the wished-for height." In my disappointment what do I do? — li Itap at the glass and I shake the stand. " Who taps at the glass and shakes the stand? — "i~ tap at the glass and I shake the stand." What is it I tap at and what do I shake? — "I tap at the glass and I shake the stand. " What do I do to the glass and what to the stand? — "I tap at the glass and I shake the stand. "Do I play with the index hand in a light and tremulous manner? — "And I twiddle away at the index hand." At what do I twiddle away? — "And I twiddle away at the index hand. " Not confining myself to the hand of the barometer, but thinking of all its intracta- bilities, do I get excited? — • ' I give it a bang in an angry pet. '' To what do I give a bang? — "I give it a bang in an angry pet. " What do I give it? — "I give it a bang in an angry pet." In what mood do I give it a bang? — "I give it a bang in an angry pet." In what kind of a fit of peevishness do I give it a bang? — "I give it a bang in an angry pet. " Does this bang make the mercury move up? — "But still the mercury sticks at 'Wet.'" Does the mercury now stick at ' 'Wet?" — "But still the mercury sticks at 'Wet. ' •' At what place does the mercury stick? — "But still the mercury sticks at 'Wet'" How is the mercury held at "Wet?"— "But still the mercury sticks at 'Wet,' " After all these humiliating defeats, do I become frantic?— "Then / tear my hair and I rave and cry, 'You beast! but I'll make you point to 'Dry!'" How do I exhibit my rage?— "Then I tear my hair, and I rave and cry 'You beast! but I'll make you point to 'Dry!' " What vocal exclamation ensues? — ' 'Then I tear my hair, and I rave and cry ' You beast! but I'll make you point to 'Dry!'" Do I personify the barometer, and if so, what term do I apply to it? — "Then I tear my hair and I rave and cry 'You beast! but I'll make you point to 'Dry!'" Am I still m INTERROGATIVE ANALYSIS. resolved to succeed? — "Then I tear my hair and I rave and cry 'You beast! but Nl make you point to 'Dry!" : To what point am I determined to make it go? — "Then I tear my hair and I rave and cry 'You beast! but I'll make you point to 'Dry!' " What have I done to carry out my unflinching resolve? — " I have lighted a fire around its base, " etc., etc. Similarly deal with the two remaining verses. Remarks. — Beading over this Analysis merely gives the pupil an idea of the application of the Interrogative Method ; but if he makes hisoicn Analysis of these verses, or of others, or of a passage of prose, and then at least once or twice per day for two weeks re- cites from, memory, first his Analysis and immediately after the passage without the Analysis, but exactly as it was printed or written, he will make the method so familiar, that hereafter he can apply it with so much rapidity and certainty, that he can u sually memorise a passage of prose or poetry by a single pains- taking Interrogative perusal. And when a child has learned this System, he should never be allowed to learn anything by mere rote. If he is required at first to write out his Analyses of all he learns, he will soon become so enamoured of the Method that he will always use it from choice, and always with the best results, and thus avoid the ruinous habit of Mind- wandering, and at the same time become a prodigy of quick and never-failing acquisition. Menial operations, in a general way, can be reduced to three suc- cessive stages : Sensations, Perceptions and Reason, (a) Sensa- tions, where impressions reach the brain through the Touch, Taste, Smell,Sight, or Hearing — the last two being the most vivid. As learning by rote is little more than learning a succession of sights [written or printed words], or so unds [spoken words], there is mainly involved only Sensations, with scarcely any intellectual assimila- tion of ideas ; and the reason that we learn a passage in our own familiar language more easily than we learn a passge of equal length in an unf aniliar language is obvious — in the former case the sounds of the words are familiar, and only the succession of them has to be committed to memory; but in the latter case we must memorise not only the unfamiliar sounds, but also the succession of them.' Many, when children, have learned passages of Latin and Greek which they translated; in later life they can of ten repeat the pas- sages, but they cannot translate them ! This proves conclusively that when we learn by heart by means of mere repetitions, the mere sensations of sight and sound have alone been permanently impressed on the mind. In learning by rote, the literal words and exact expression are everything and the sense nothing, or next to nothing; bat in learning by this Method, the sense is everything, but it is so absorbed and assimilated that the exact expression is necessarily carried with it. (b) Perception, or the Relation among Sensations, is developed by the action of the mind upon the raw material furnished by Sensation, (c) Reason, or the Relation among Relations, is a mental action still further removed from SURPRISING FIGURE MEMORY. 87 Sensation. Thus we see that where ideas or thoughts are expressed in a sentence (and no sentence is without them) learning by rote does not absorb them. This method of endless repitition may tem- porarily memorise the exact form of expression, but it scarcely ever assimilates any of the ideas. But Interrogative Analysis compels the pupil to absorb all the ideas, and thus he receives a vivid First Impression of all the operations of Perception and Reason, in regard to both of which learning by rote gives no first impression at all. Its superiority to rote-learning is obvious from another point of view. Learning by rote requires constant re- views, or the acquisition is lost forever; but after the Memory and Attention have been thoroughly developed, by having made and memorised many Correlations, what is then learned by Interroga- tive Analysis is permanently retained without review or any more perusals. Again : learning bv rote requires a long time, and the method promotes mind wandering, but learning by Interrogative Analysis is rapidly done after the first trials and a little prelimin- ary practice, and it fortifies and strengthens both functions of the Attention to a most surprising degree, and after a time the pupil can, with practical instantaneousness, comprehend the most com- plex and unfamiliar statements, and quickly memorise them. 1 have received numerous Testimonials from Actors and Clergvmen, stating that this Method had been a revelation to them, for it insured their rapid memorising of their parts or sermons and a clear insight into the meaning of all they learned ; from Lawyers, averring that this Method had taught them how to examine wit- nesses, and draw from them all the pertinent facts they knew, and to arrive at every possible construction of any section of a Statute; from Grammarians, stating that the practice of this Method had taught them to realise the functions of the Parts of speech more clearly than they had ever known them before ; from Frivolous People who had never learned anything before, declaring that this Method had taught them to think— and from all alike the statement comes : that this Method secures Comprehension and Retention agreeably, no matter what the prose or poetry may be, and in very much less time than those results could be secured by any method that they had ever known before learning this System. SURPRISING FIGURE MEMORY. Any man may much astonish his friends if he can say "write down three figures," and then "three more," and so on until ten sets are written down; and then at once repeat the figures, both in threes and singly, backwards and forwards. That you may do when you can quickly turn figures into words together. Always manage that some time shall elapse between writing down the dif- ferent sets of figures, so that you can translate each set into words and con-elate the words together as fast as you make them, and then you can recite the figures without delay ! This you can do by asking 88 PHARMACEUTICAL PREPARATIONS. different persons to write down a set, etc. Subjoined is a series of twenty figure-words connected by Synthesis and Analysis. Memorise the correlations, and then exercise yourself in thinking the figure-words and saying the figures backwards and forwards. DaMaGe . . hurt . frightened . white . . Lilies . . flowers . . Covent Garden. .MauT. .shop, .photographer's shop. .caMeBa. .camel hair .naiiD. .SHaVeN. . . .red beard. .Rurus. .shot in a wood, .hide in a wood . . aMBusH . . cocoa tree . . chocolate . . VaNiiJa . . confections . . cooked, .dressed. .DKess. .bobcd. .coronation robes, .king. . viking . .TalKiNG. .talk. .DianoGue. .after dinner. .FBuiT. .sweets. . BaBy. . Boy. .clothe. .CBove. . cloven.. MiTBe. .mighty. .Devil, .imp .iMPisH . . demon . . aNGel. 136, 550, 341, 734, 951, 682, 480, 396, 825, 140, 491, 877, 177, 157, 841, 999, 758, 314, 185, 396, 265. 136550341734951682480396825140491877177157841999758314185396265. Now write down thirty other figures, three figures at a time, translate each set into a word or phrase, and then connect by Cor- relations of your own; memorise, and repeat the figures both ways. This preliminary practice will prepare you to ask your friends to write down ten or even twenty or more sets of three fig- ures each for you to repeat forwards and backwards from memory. PHARMACEUTICAL PREPARATIONS. The following examples are intended to show the Pharmaceu- tical Student how to memorise the preparations of the British rharrnacopceia. The proportion of the active ingredient in the preparation is indicated by a number- word; the nature of the preparation (as powder, tincture, infusion, etc.) to which this word refers, is indicated by the initial letter of the number-word, ccording to the scheme given below. If the studeut wishes to memorise merely the proportions of the active ingredients, he will proceed as in the case of the waters, mixtures, decoctions, etc. If he wishes to memorise not only the proportion, but the time taken in making the preparation, he will proceed as in the case of the Infusions. The same model will show him how to memorise ad- ditional facts, exceptional cases, etc. If, however, he desires to remember every preparation of a given kind in the Pharmacopoeia, he will take as his model the scheme of the Confections. When it PHARMACEUTICAL PREPARATIONS. is found how easily these 1 figures can be memorised by this System, and when it is remembered that the only other way in which such facts can be memorised, is by sheer b:*ute force of endless repeti- tion, the Student will be in a position to appreciate the value of this System. The nature of the preparation is indicated by the initial letter f the number-word, as follows : Waters Confections Decoctions . . PIASTERS W. K sound. ... D. PL Tinctures (with rectified Spirit) T. ' ' (with proof Spirit) St. Gylcerlnes Gl. Infusions F. Enemas X. Liquors Ointments Mixtures Pills (bolus) Powders Spirits Syrups Wines Liniments (rubbed) L. Sh, J or G. M. B. P. Sp. s. Y. R. WATERS— W. 1 in Dill . . dilatory .. lazy .. bed .. garden . . Weeds 10 Camphor . . camphor pilules . . cold . . wipe nose . . wipe shoes 960 Caraway .. carry away .. rubbish . . Weeds 10 Fennel . .fence.. hedge.. box-edging, .garden. .Weeds 10 Cinnamom . . cinder . . fire . . water . . Wave 8 Cherry laurel . . cherry trae . . timber . . sawyer . . Wood-sawyer l£ Peppermint)^ mint . . green peas . . duck . . web feet Spearmint ) . . web , . Weave loom 858 life Wedded son 11J White 1 White 1 Winces 200 Pimento . . allspice . . spliced . . married . . Rose . . white rose . . Elderflower Chloroform . . operation . . painful . . DECOCTIONS-D. Decoctions . . Aloes . . alleys . . narrow street . . blocked . . Ic eland Moss ice . . snow . . ball . . Cinchona . .sink, .stone, .hardware, .dough. . Pomegranate . . hard stone . . date stone . . etc. Detains Dance Dotage Dates etc. 1 in 120 20 16 10 90 PHARMACEUTICAL PREPARATIONS. PLASTERS-PL. Ammoniacum and mekcury . . amateur . . match . . 1 hi plowing match . . Plow a hill 5 Belladonna . .belle, .beauty. . Plain 2 Calefaciens . . warmth . . fleece . . pure wool Plain wool 25 C antharides . . Spanish fly . . Spain . . Malaga . . raisins . . Plum 3 Brown Soap . .Pears' soap. .Erasmus Wilson. . Play.. Will's son 5 i etc. etc, ENEMAS-N. Mass. .maize, .corn, .grain. . f Grains in leach Enema. Aloes ..wean. .baby. . . Nurse 40 Assafcetida . . devil's dung . . Satan . . Enemy of mankind . . Enemies 30 Sulphate op Magnesia. .Epsom salts. .Epsom. . grand stand . . aristocracy . . No roughs 480 ruffian. . murder. . Rufus (480). . red hair. . brunette . . olive brown . . Olive O il* Ophim . . poison . . kill . . Enemies 30 thirty . . dirty . . wash . . water . . Drop [thirty drops of Tinct. Opii. ] etc. etc. INFUSIONS. All Infusions are made with boiling water, except Chiretta and Cusparia, which are made with w r ater at 120° ; and Calumba and Quassia, which are made with cold water. The time required to make the infusion is given in minutes. Infusion, .boiling water, .egg boiler, .three minutes Minutes. cold water . . cold in the back . . lumbago . . Calumba '. lumber-room . . no room . . crush . . squash . . Quassia J less dense ) ice ( thick ice ) dense (120°) . . dentist . . bicuspid . . Cuspakia pariah . . India . . Indian Bitters . . Chiretta INFUSIONS-F. Strength. Time. Chamomile . . camp . . drill . . Fence 1 in 20 . . duel 15' •Each Enema contains 1 oz. of olive oU. PHARMACEUTICAL PREPARATIONS. 91 Orange Peel . . peal . . bell wire . . wire fence.. " 1 in 20. .duel 15' Compound Orange . . Blenheim orange . . apple . . pine apple . . pine . . Firs 1 * ' 40 . . tall 1 5 ' Buohu . . ewe . . sheep . . goats . . Gruyere cheese. .Fancy 1 " 20. .cheese 60' etc. etc etc. MIXTURES-M. Grs. in 1 oz. Ammoniacum . . ammonia . . smelling-bottle . . lady . . Madam 13 Almonds . . almond cake . . wedding cake . . match. Matches 60 Creasote . . sickness . . sea sickness . . ship . . Mate 1 Chalk ■ .. prepared chalk. . face-powder .. lady .. Madam 13 Compound Iron, .iron and wood, .iron clad, .man of war. . Man a sail 2. 5 Guaiacum . .ache, .headache, .dirty head . . matted hair . . Matted 1 1 Scammony Money 2 Compound Senna, .billiousness. . Mopish 96 Brandy . . Brand's beef . . no f at . . Greece . . CONFECTIONS— K or O*. Matapan 192 Opktm . .laudanum, .toothache. . Carious : carious, .tooth, .molar, .grind, .powder 1 in 40 poppy (powdered opium 1 in 40, 1 Pepper ..cayenne,. Cadiz " 10 piper pips Hd?s ..hairy seeds.. hair Comb " 3 Roses . .rosy cheeked, .apple. . Core 4i 4 wild rose bramble 92 POISONS AND ANTIDOTES. scramble Scammony . .money-bank.. Bangkok., cocks 'comb .Comb 1 in 3 Cadet u 11 common purgative Senna . . senna tea . . tea-caddy . . brimstone and Sulphur . .furious, insult. . "you Coon, sir' , "2-j hell fire punishment guilt turpitude Turpentine . . Dick Turpin . . pistol . . rifle . . Corps POISONS AND ANTIDOTES. 74 Oil, milk, or any other fatty mucilaginous substances are used to protect the coats of the stomach against the operation of oil of vitriol and other acid and corrosive poisons: — Acid. .curd, .curdled milk, .milk . .butter, .melted butter, .oil. Soap and Sulphide of Potassium are antidotes against arsenic and other metallic poisons: — Metallic, .lick, .cat-lick. . wash. . wop . . potash-soap, .potassium, .sulphide of potassium. Narcotic poisons are neutralised by vinegar : — Narcotics. . clock ticks . . time . . age . . vintage . . vinegar. Prussic acid is neutralized by alkalies and freshly precipitated oxide of iron: — Prussic acid. .sick, .lie down .. alkali .. lie on the side . . oxide o* iron. Wine, brandy, coffee and camphor, are used to rouse tkop-e who have taken laudanum or any other preparation of opium: — Opium . . opium-eater . . intemperate . . brandy. . icine . . beverage . . coffee . . cough . .cold, .camphorated spirit, .camphor. Mucilage, camphor and oil. neutralize cantharides :— Canthar- POISONS AND ANTIDOTES 93 ides, .hair-grower, .bald. .age. .mucilage. . mew. .cat. .fur. .camphor . .comfort, .ease, .smooth, .miming, .oil. Ten drops of ammonia in a glass of sugared water will sober a tipsy man : — Drunk . . alcohol . volatile spirits . . volatile alkali . . am- monia., to moan, .to sigh (10 drops), .pathos, .sweet tears, .sugared water. NOTICE.— It is an achievement, grand in ts results, to master this System in its character as a Device for Memorising any facts whatsoever — but it is a grander achievement to master it as a Sys- tem of Memory -training, so that the Natural Memory becomes so strong that it no longer requires the aid of this System as a Device for Memorising. In this case, facts are united in the Memory by an Instantaneous Gordian Knot. To help secure this object, I recommend the pupil, before commencing this lesson to go over all the previous exercises again, if he has not already memorised them thoroughly and in the exact manner required by my instruc- tions. FART V. THE INSTANTANEOUS GORDIAN KNOT. By Gordian Knot I mean to express the RESULT of this Sys- tem or Memory -training. This result, if my directions are thoroughly attended to, as such a strengthening of the natural memory that facts are held by it as firmly as ii tied with theknot of Gordius — held without the use of this System as a device for memorising. In this lesson I aid the pupil by further exercses to continue his memory-training, and I suggest further methods to help him do this rapidly and usefully. In answers to ever-recurring questions it is stated that this System has been christened by pupils, ' 'Instantaneous Memory' ' from the Kapidity with which whatever has been learned by it is Recalled. 1 can communicate in a personal interview, in the space of one hour only, my entire Unique Theory of Physiological Analysis and Synthesis— together with the two grand features of my Original System of Memory-Training, whereby the First Im- pression is in all cases made most vivid, and its subsequent Revi- val made sure and immediate, by Memorising examples of Analy- sis, and by making and Memorising Correlations. After the pupil 96 THE INSTANTANEOUS GOEDIAN KNOT. has thus learned the complete Theory of this System, he still needs to have a good deal of practice to acquire the dexterity in its use which practice alone gives. Now, suppose a pupil has correlated one "extreme" to "another extreme" and has followed my invariable requirement in memoris- ing the Correlation, and he wishes to recall the second "extreme,'' what takes place? Why, the moment he thinks of the first "ex- treme" the second "extreme" instantly occurs to mind. Therein no delay— no pause— no summoning up of a story, and separating it into parts, and making a vain effort perhaps to find out which was the "other extreme;'' no attempt r.t recalling a mental picture, two- thirds of which has vanished from the memory while the remaining third only serves to put you on a false scent. The application of tins Method instantaneously recalls the fact which the Correlation had cemented to the first extreme. If any hesitation ever occurs, it is sure proof that the Correlation was not memorised in the thorough manner always insisted upon by this System. There is another result winch, after the Lessons are finished, all my faithful pupils will be sure to find out in their future use of the System. I have just adverted to the instantaneous recai/l of any fact properly fixed in the mind by this System. I now allude to the making of the Correlation in the first instance. I. —The more Correlations the pupil makes, the more easy the making of them insensibly becomes. Ninety -nine persons out of a hundred are satisfied with making them with constantly increas- ing rapidity as time goes on and experience accumulates. Bat many prefer to make them slowly and thoughtfully, and they refuse to take any steps to become able to make them rapidly. Such per- sons acquire the full power of tins system, except in the matter of time. Bat, if they have occasion to make hundreds of thousands of Correlations in a brief period in order to remember great masses o. tacts, they can, if they follow my directions, save much time. II. — The careful making of 5000 Correlations does not so much contribute to the practically instantaneous forging of the memory - chain as does the making and thorough memorising of 50-— Nor is this all— III. —Hitherto, as the pupil has had quite enough to do to ac- quire the method of making Correlations, I have simply enjoined MEMORY ALMANAC. 97 the memorising of every one he makes. But the time has come to speak of the proper manner of memorising them. The quick re- cital of the intermediates of every Correlate n both ways, whilst learning them by heart, helps to impart the power to make new in- termediates instantly. Hereafter this should always be done by all who would acquire the full power of this System. Rapid repeating of memory -intermediates contributes to rapid making of them. The time spent in attaining the ability of instantly manu- facturing memory-intermediates differs in the case of different in- dividuals, according to temperament, and the painstaking be- stowed upon always rapidly memorising tlie Correlations. IV. Those who may have found difficulty in making Correla- tions, can soon overcome this difficulty by makiug a Correlator of twenty-five words connected by In., Ex. and Con., every day for two v^eeks—analysin g each and memorising it— always connecting the first word in the s< cond-day series to the last word in the first series by analysing, so that in twelve days he has made a Correla- tor of 300 words constituting an unbroken chain, each w r ord being- united to the next either by In. , Ex. or Con. , and, the whole mem- orised, he will thenceforth be able to make Correlations easily and rapidly. MEMOEY ALMANAC. Let the pupil memorise the sentences that spell the Saturdays of the months of 1886, and he can adapt them to other years, When the first Saturday falls on the first day of the month, the sentence "Do have dull Nanny !Nebo" will apply, except to February when it has only twenty -eight days;* in this latter case, the last word Nebo must be left out. t Does the sentence contain an entreaty? — "Ztohave dull Nanny Nebo.*' What is the point of the request? — "Do li ave dull Nanny * February has twenty-eight days, except in leap year, whieh recurs every fourth year, when the number of the year is exactly divisible by four. In the latter case it has twenty nine lays. I When the sentence provides fur one Saturday more than there is in the month in question, all the pupil has to do is to disregard the last word, or substitute another sentence, as shown below. 98 MEMOEY ALMANAC. Nebo. ' ' What is the intellectual character of Miss Nanny Nebo?— "Do have dull Nanny Nebo." What is Miss Nebo's Christian name?— * 'Do have dull Nanny Nebo." What is the surname to which Nanny belongs? "Do have dull Nanny Nebo. " When the first Saturday falls on the second of the month, the sentence "Now boy, touch a numb mouse," always applies. [When the second day of February is its first Saturday, the sentence may be "Now, boy, touch Nemo. " J When is the request made to touch a numb mouse? — "Now boy, touch a numb mouse." Who is re- quested to touch the mouse?— ' 'Now boy, touch a numb mouse. J What is the boy requested to do?— "Now boy, touch a numb mouse." Are all the functions of the mouse in full activity ?— "Now boy, touch a numb mouse. '■' What numb animal is the boy requested to touch?— "Now boy, touch a numb mouse." When the first Saturday is the third of the month, this sentence applies — "My days take newer might." [Here the last Saturday is 31st. In September, April, June and November, there are only thirty days. The last word therefore must be disregarded or another sentence taken as : — ' 'My ties dock Norah. "J Whose days take newer might? — ' 'My days take newer might. " Is it my days, months or years that take newer might?— "My days take newer might." What is the action of my days in regard to newer might?— My days take newer might." Is it more recent or older might that my days take? — "My days take newer might. " What newer thing do my days take? — "My days take newer might" Wh3ii the first Saturday falls on the fourth day of the month, the following sentence always applies :— ' 'Hero taught Davy Noel. " Who taught Davy Noel?— "Hero taught Davy Noel." What was Hero's action in regard to Davy Noel?— Hero taught Davy Noel." What was Noel's Christian name?— Hero taught Davy Noel." What was the surname of the man Hero taught? — "Hero taught Davy Noel. ' ' When the first Saturday falls on the fifth day of the month, the following sentence always expresses all the Saturdays of that month; — "Will Dan daub a niche?" Is airy inquiry made here? — "Witt Dan daub a niche?" In regard to whom is the question asked?— "Will Dan daub a niche?' What untidy act m regard to the niche is inquired about?— "Will Dan davb a niche?*' What is it which is asked if Dan will daub?— "Will Dan daub a nich9?" When the first Saturday is the sixth day of the month, this sen- tence always applies :— ' ' A shy dame knows a knock. " What is the MEMORY ALMANAC. 99 character of the dame who knows a knock? — **A shy dame knows a knock." Is the shy dame slightly acquainted "with or positively sure of the knock? ' 'A shy dame knows a knock." What is it the shy dame knows?— "A shy dame knows a knock. " When the first Saturday falls on the seventh day of the month, all the Saturdays of that month are expressed by the figures which the following sentence represents :— ' 'A hack tore a naughty knave." What tore a naughty knave?— "A hack tore a naughty knave." What act did the hack perform upon the naughty knave?— ''A hack tore a haughty knave. " W T hat was the character of the knave?— •' A hack tore a naughty knave." What naughty person did the hack tear?— "A hack tore a naughty knave.''' The dates of the first Saturdays in each month in 1886 are ex- pressed, in order, in this sentence : — JVo judge n ay delay my gar- nisher. Let the pupil allow r his friends to take an ordinary almanac and question him as to the day of the week that any day in any i. 2 6 ) mutilate, .devilish. . iMP i 39 ) paper, .white. . LawN 5 2 ) woven. . SHawij 6 5 ) bread and jam .breakfast.. CoFFee i 7 8 \ cricket. . BaT i 9 1 \ rage . . passion . . DesiRe i 10 4 ) "own eye", .tooth TeeThiNG 1 1 7 | appalling, .death. . DeMise ) 13 ) stage king. . DRaMa 14 3 ) economy . . thrifty . . peasant . . TiiiLaGe ) 15 6 ) stone box. .toy box. . TOySHOP 1 ' ' 1*69 ) blind . . deaf . . DeaFeN 18 2 ) dining table. . TaBne ) 1 95 ) safety match, safe.. UNsaFe ) 20 8 114 MULTIPLICATION TABLE. Mica. . or Macaw. . or, MeeK. . or, oMeGa. . (1)3 times (1)7 is "muff". . (1)3 times (1)8 is MOB. . (1)3 times (1)9 is MiNce. . (1)3 times (2)0 is MONDay. . (1)3 times 21 is MiNioN. . (1)3 times 22 is amMONiuM. . (1)3 times 23 is MaNOR. . (1)3 times 2-1 is 1 glittering, bright. . | vivid scarlet . . bright . . [ cowed . . stray dog. . I end . .end of life. . J (soft youth, .love.. \ crowded. .Noah's Ark. . ) ) cut small, .small cuts. . £ market day. .profits. . i | mean favorite, .tricky. . ) ammonia, .pungent, .pickles. ) "I farm, .sheep. . NOONDay NOONDay UNOWNeD NiNeTy 2 2 1' eNaMon 2 3 4 NewaRK 2 47 NotcHes 2 6 iNCOMe 27 3 kNavisH 2 8 6 "NaBOB" 2 9 9 MUTtoN 3 12 The pupil will find it a good exercise in the use of the Figure Alphabet, and of Synthesis, to continue this table to "24 times 24. " EXPLANATIONS OF THE MACKEADY ANECDOTE. The student must exercise his judgment as to what is the best known to which he will Correlate an isolated fact In the anecdote mentioned in a foot note * to Comic Lecture on Mnemonics, the lector should have correlated the word "Numitorius,'' which he could not remember, to the word "Uncle" as the BEST KNOWN that preceded it, which he could remember, or to his* 'cue" the word "Question," thus: * Tlie following anecdote is taken from the Era Almanac, 1882, p. 36.— Thr; actor, whose name was Taylor, could not remember the name assigned him in his part in the play. We shall see how Mnemonics helped tim ! Association of Ideas,— Macready was once victimised in Virglnius. The Nuniitorius could not remember his own name. ' You will remember it, Sir," said the tragedian, carefully pronouncing it for him. "by the association cf ideas. Think of Numbers— the Book of Numbers. " The Numitorius did think cf it all day, and at night produced, through "the association of ideas" the following effect— Nnmitorius— ''Where is Virginia? Wherefore do you hold that maiden'j hand?" Claudius— "Who asks the question?"' Numitorius— "I. her Uncle— Deuteronomy : ' BEST KNOWN. m uncle [2 J Nephew [1] You [1J knew— Nu-mitorius. Or, uncle [2 J Niece f 1] Neat [1] Neat and New [1]A neio mitre o'er us [1] HU-mitoriu& Or, question [1] Wants to know [l]Know [1] knew [1] knew my story [1] Nu-mitorius. Or, question [1] Quest [1] Guessed [1] Knew [1J Knew a migJity Tory! [1] Nu-mitorius. Had the actor memorized either of these Correlations, he would not have forgotten Numitorius in his performance. In all similar cases mere In. by sound, like the word "Numbers' ' which Macready proposed, and which is really not a genuine In. by sound, is no service to a poor memory. — A Correlation alone suffices. To any conceivable ' 'Isolated Fact" you can find a Best Known to which you can correlate it, and thereby always have it at com- mand. This is true, even in cases of anticipatory memory. In- stead of tying a string round your finger to remind you to buy something when you get to the bazaar, and when you get there forgetting to notice the string or forgetting what the string was intended to remind you of, correlate the name of what you wish to purchase to the name of something you are sure to think of at the place you are going to, and memorise the Correlation. When you see the Best Known, the thing you correlated to it will at once occur to mind. I will add only one more illustration : A commer- cial traveller was in the habit of putting his watch under his pil- low, and also in the habit of forgetting that he put it there ! After losing two watches in this way, he came to me to improve his memory, and asked me if this System could aid him to think of his watch and where he had put it. ' 'Infallibly, " I replied, ' 'if there is anything you can mention w T hich you are certain to think of when you get up, such as boots, trousers, hat, etc. " * 'There is one thing," he rejoined, "lam 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 Knoicn. Affiliate the word watch to it— thus 'GET UP'-Spring up- Watch Spring- WATCH. " After a tour of four month he reported he had always thought of his watch the moment he awoke. 116 ' 'THE SE VE IT AGES. ' ' LATITUDES AND LONGITUDES. The method of dealing with Latitudes and Longitudes would be simple enough if there were not two kinds of each ; yet this dif- ficulty vanishes if we treat North Latitudes and East Longitudes as ordinary figures, and resort to the special device of using fig- ure-words beginning with an S to denote South Latitudes and West Longitudes [and no special device would be needed if we realized exactly what part of the Globe each place occupies]. 1. Constantinople is North Latitude 41° [ready] and East Longitude 28° [knave], Constantinople . . con stant . . always ready . . ready . . red . . blood red . . assassin . . knave. 2. New York City is North Latitude 40°52' [horse line] and West Longitude 73°59' [scheme all happy]. New York City. . Man- hattan, .hat. .band. .line, .ahorseline. .steam horse, .railway, .sub- marine railway, .scheme all happy. 3. Sydney, South Latitude 33°51' [Simoom light] and East Longitude 151°11' [dull eyed idiot], Sydney, .antipodes, .an ti . against, .disaster, .sighs. .Simoom light, .light, .eye. .dull eyed idiot. 4. Eio de Janeiro. South Latitude 22"54' [se-i onion healer] and West Longitude 43°9 4 [swarm by]. Rio de Janeiro, .row. .garden bed . . onion bed . . sea, onion healer . . cough healer . . honey . . bees swarm by. ®~Let the pupil note that we always give the Latitude first and Longitude last. Sometimes a compound date-word will ex- press the Latitude and Longitude together. "A ready knave'* would have answered in the first example, etc. THE INTEKEOGATIYE METHOD— continued. Let the Student first analyse by the Interrogative Method the ichole of "The Seven Ages" before looking at my Analysis of it, and then carefully compare his own Analysis with mine, so far as mine goes. the seven ages. All the world's a stage, And all the men and women merely players : They have their exits and their entrances; And one man in his time plays many parts, 4 'THE SEVEN AGES." 117 His acts being seven ages. At first, the infant, Mewling and puking in his nurse's arms. And then, the whining school- boy, with his satchel, And shining morning face, creeping like snail Unwillingly to school. And then, the lover, Sighing like furnace, with a woful ballad Made to his mistress' eyebrow. Then, the soldier, Full of strange oaths, and bearded like the pard, Jealous in honor, sudden and quick in quarrel, Seeking the bubble reputation Even in the cannon's mouth. And then, the Justice, In fair round body, with good capon lin'd; With eyes severe, and beard of formal cut, Full of wise saws and modern instances; And so he plays his part . The sixth age shifts Into the lean and slipper'd pantaloon, With spectacles on nose, and pouch on side: His youthful hose well sav'd, a world too wide For his shrunk shank; and his big manly voice, Turning again toward childish treble, pipes And whistles in his sound. Last scene of all, That ends this strange evenful history, Is second childishness, and mere oblivion : Sans teeth, sans eyes, sans taste, sans everything. (1) How much of the world is a stage? — "All the world's a stage." (2) The whole of what is a stage?— "All the world's & stage. " (3) What is the whole of the world? — "All the world's a stage. " (4) If all the world is a stage, who are the players? — "And all the men and women merely players. " (5) What portion of men and women are players? — . .And all the men and women merely players. " (6) What are all the men and women?— "And all the men and women merely players. " (7) Are the men and women anything but players? — "And all the men and women merely players. " 18) What have these male and female players? — "They have their exits and their entrances, " (9 • Who have their exits and their entrances? — "They have their exits and their entrances." (10) What are the going off and coming on of actors called? — * 'They have their exits and their entrances." (11) Wliat assertion is made of the players?— "They have their exits and their en- trances." (12) What does one man in his time play? — "And ona 118 -THE SEVEN AGES." man in his time plays many parts, his acts being seven ages. " (13) When does one man play many parts? — ' 'And one man in his time plays many parts, his acts being seven ages. " (14) What does one man do? — And one man in his time plays many parts, his acts being seven ages. " (15) How many parts does one man play? — "And one man in his time plays many parts, his acts being seven ages." (16; If he plays many parts or characters, what are his acts? — "And one man in his time plays many parts, his acts being seven ages." (17) What are seven ages in a man's time? — "And one man in his time plays many parts, his acts being seven ages." (18) What is affirmed of a man's acts? — "And one man in his time plays many parts, his acts being seven ages. " (19) What is the first of the seven ages? — "At first, the infant, mewling and pnking in his nurse's arms. " (20 ) At what time does the infantile age begin? — il At first, the infant, mewling and puking in his nurse's arms. " (21 1 What is the infant doing?— "At first, the infant, mewling and puJcingm his nurse's arms. " (22) Where does the infant mewl and puke? — ; 'At first, the infant, mewling and puking in his nurse's arms. " (23 » In whose arms does he mewl and puke! — "At first the infant mewling and puking in his nurse's arms. " (24) What are the Shakesperian names for the infantile murmuring and vomit- ing? — "At first the infant mewling and puking in his nurses arms. " (25) What age follows that of the infant? — "And then the whining school-boy, with his satchel and shining morning face, creeping like snail unwillingly to school. " (26) How do you know that the school boy's age succeeds that of a previous one? " And then the whining school-boy, with his satchel and shining morning face, creeping like snail unwillingly to school. " (27) What is an audible characteristic of the school-boy? — ''And then the ichining school- boy, with his satchel and shining morning face, creeping like snail unwillingly to school. " (28) What sort of a boy is the one instanced here? ' 'And then the whining school boy, with his satchel and shining morning face, creeping like snail unwillingly to school'" (29) What does he carry wtth him?— ' 'And then the whining school- boy, with his satchel an d shining morning fac?, creeping like snail unwillingly to school. " (30) What kind of a face does he wear? — "And then the whining school-boy, with his satchel and shin- ing morning face, creeping like snail unwillingly to school. " (31) How is his morning face? — "And then the whining school-boy, with his satchel and shining morning face, creeping like snail un- willingly to school. ' ' (32) What part of the school-boy's person is "THE SEVEN AGES.'* 119 said to have a morning shine about it? — "And then the whining school-boy, with his satchel and shining morning face, creeping like snail unwillingly to school. " (33) How does he move? — "And then the whining school-boy, with his satchel and shining morn- ing face, creeping like snail unwillingly to school. " (34) What does lie creep like? — "And then the whining school-boy with his satchel and shining morning face, creeping like snail unwillingly to school. '' (35) What resemblance do the boy's movement bear to those of the snail?— "And then the whining school-boy with his satchel and shining morning face, creeping like snail unwillingly to school." (30) In what mental condition does he go to school? — "And then the whining school-boy, with his satchel and shining morning face, creeping like snail unwillingly to school, " (37) Whither goes he unwillingly? — "And then the whining school-boy, with his satchel and shining morning face, creeping like snail unwillingly to school. " (38; What age succeeds the school-boy's? — "And then the lover, sighing like furnace, with a woful ballad, made to his mistress' eyebrow.' ' (39) In what respect does he resemble a fur- nace?— "And then the lover, sighing like furnace, with a woful bal- lad, made to his mistress' eyebrow." (40) What does the lover's sighing resemble?— "And then the lover, sighing like furnace, with a woful ballad made to his mistress' eyebrow." (41) Does the lover's sighing bear any resemblance to a furnace? — "And then the lover, sighing like furnace, with a woful ballad, made to his mistress' eyebrow?— «42)Has the lover anything with him? — "And then the lover, sighing like furnace, with a woful ballad, made to his mistress' eyebrow." f43) What kind of a ballad is it? — "And then the lover, sighing like furnace, with a ivoful ballad, made to his mistress' eyebrow." *44)To whose mistress' eyebrow is the j lovers ballad made?— "And then the lover, sighing like furnace, with a woful ballad made to his mistress' eyebrow. " (45) To whose eyebrow is the lover's ballad made?— "And then the lover, sighing like furnace, with a woful ballad, made to his mistress' eyebrow." (46) To what part of his mistress' face is the lover's ballad made? — ' 'And then the lover, sighing like f urn ace, with a woful ballad made to his mistress' egebrow." (47) How do we know that the soldier's age follows upon the lover's? — "Then the soldier, full of strange oaths, and bearded like the pard ; jealous in honor, sudden and quick in quarrel, seeking the bubble reputation even in the can- non's mouth." (48) Who is full of strange oaths?— "Then the soldier, full of strange oaths." (49) Is he lavish or sparing of his 120 ' 'THE SEVEN AGES. M oaths? — ''Then the soldier, full of strange oaths. " (50) What is he full of?— "Then the soldier full of strange oaths. " (51) What kind of oaths is the soldier full of? — "Then the soldier full of strange oaths." (52) How ^ as he bearded?— ''Then the soldier, full of strange oaths and bearded like {hepard. " (53) What relation has the soldiers beard to the pard's? — "Then the soldier, full of strange oaths and bearded like the pard. " (54) How is the soldier's face? — "Then the soldier, full of strange oaths and bearded like the pard," '55) What is the soldier's attitude in regard to honor? — ' 'Then the soldier, full of strange oaths, and bearded like the pard, jealous in honor, sudden and quick in quarrel, seeking the bubble reputation even in the cannon's mouth;" (56) In regard to what is he jealous? — "Then the soldier, full of strange oaths, and bearded like the pard, jea lcus mlwnor, sudden and quick in quarrel, seek- ing the bubble reputation even in the canon 'ns mouth. " (57) How is he affected in regard to quarreling? — "Then the soldier, full of strange oaths, and bearded like the pard, jealous in honor, sudden and quick in quarrel, seeking the bubble reputation even in the cannon's mouth. " (58) In what is he sudden and quick? — "Then the soldier, full of strange oaths, and bearded like the pard, jealous in honor, sudden and quick in quarrel, seeking the bubble reputa- tion even in the cannon's mouth. " (59* What does he seek even in the canon's mouth? — "Then the soldier, full of strange oaths, and bearded like the pard, jealous in honor, sudden and quick in quar- rel, seeking the bubble reputation even in the cannon's mouth." (60) Is he anxious for the bubble reputation? — "Then the soldier, full cf strange oaths, and bearded like the bard, jealous in honor, sudden and quick in quarrel, seeking the bubble reputation even in the cannon's mouth." (61) Where does he seek the bubble reputation?— "Then the soldier, full of strange oaths, and bearded Like the pard, jealous in honor, sudden and quick in quarrel, seek- ing the bubble reputation even in the cannon's mouth. " (62) In the mouth of what does he seek the bubble reputation? — "Then the soldier, full of strange oaths, and bearded like the pard, jealous in honor, sudden and quick in quarrel, seeking the bubble reputation even in the cannon's mouth." (63) In what part of the cannon does he seek tne bubble reputation? — "Then the soldier, full of strange oaths, and bearded like the pard, jealous in honor, sudden and quick in quarrel, seeking the bubble reputation even in the cannon's mouth.'" (64) How is emphasis given to the faet of his Seeking the bubble reputation in the cannon's mouth? — ' 'Then the HABITUALLY CORRELATING. 121 soldier, full of strange oaths, and bearded like the pard, jealous in honor, sudden and quick in quarrel, seeking the bubble reputation even in the cannon's mouth. HABITUALLY CORRELATING. Few realise the fact that a new mental habit can be acquired and perfected in vastly less time than a new physical habit. But this habit of making Correlations— being only the doing consciously that which the mind has always done unconsciously and instinc- tively, but very slowly and only after numerous repetitions — is ac- quired more quickly than any other new mental habit. The indi- rect advantages of acquiring this power are quite as great as the direct advantages. Wherein do the achievements of a Genius differ from those of other men? Not so much in his original en- dowment with a higher grade of thinking power, as in this, that from his greater sukeness of Memory all the pertinent facts of a ease are more vividly before Ms intellect and kept there by his strong concentration when he has occasion to form opinions or draw in- ferences, Thus, the rjractice of making Correlations, by accus- toming the mind to appropriate and make use of acquired facts and ideas, sim larly qualifies the ordinary intellect to use to the veiy best advantage the vast stores of knowledge which this Sys- tem may have helped to accumulate. But the grand advantage of making and memorising one's own Correlations is that soon it will not be necessary to mako any more of them. The latent power of the Memory having been fully developed, the new Memory will carryall burdens imposed on it, and retain everything that one cares to remember, except, of course, veiy complicated matters, where the use of the Method may be needful, HOW TO SECURE THE CERTAINTY OF NEVER FORGETTING. I. — It Is not to be supposed that the Art of Never Forgetting applies to a time previous to the period in which the pupil learned the Art. All this portion of his life rests of course upon his unaided Natural Memory, except that the Art of Never Forgetting enables him to recall such previous impressions more quickly than form- erly. II. — The Art of Never Forgetting does not refer in the early stages of the student's career, to any case in which it has not been specially applied, except in an indirect manner, and only so far and as fast as his Natural Memory has been strengthened by the Sys- tem. His Natural Memory, however, has been improved exaetly in proportion to the pains that he has taken to carry out all my di- rections, and also in the degree that time has had its play in giving full development to organic growth. The Natural Memory becomes more powerful as the consciousness of In., Ex., and Con. becomes habitually more sharp and well-defined— a result of practice only. The habit of ahcays indicating the character of the intermediates of a Correlation, and particularly the habit of ahcays memorising one s Correlations, * rapidly develops the Natural Memory — in a way * In every case where Correlations are mentioned, the student could of course use the interrogative Analysis, 124 NEVEK FOKGETTING. not unlike that in which the observing powers of the portrait painter are strengthened in regard to the lineaments of faces ; be- fore he learnt his art, all faces were demarcated by certain general differences, but he now notices individualities and characteristics that formerly entirely escaped his scrutiny. Similarly, the Memo- rist discerning in every mental act one or more of the three memory relations more markedly and obtrusively than before, the first im- pressions become more strongly cemented together even where the System is not designedly applied, and their recall is thereby greatly facilitated. Nor is this all; the practice of concentrating the atten- tion upon the "extremes" when studying to link them together promotes the power of "concurrence" to an almost unlimited ex- tent. Besides, the agreeable shock of surprise experienced by the student in making Correlations causes him to return to this prac_ tice with renewed zest, and always with the added skill acquired in previous exercises. And then the habit of memorising all his Cor- relations greatly faciltates making new ones as well as remembering them with constantly diminishing effort, until at length— not of course whilst learning this System, nor necessarily immediately afterwards, but in due time— in some cases weeks, in other cases months, in very rare exceptional cases perhaps a year — the making of Correlations thereby becomes the remembering of them; in other words, all Correlations are henceforth self -memorised ! — a power for rapid and never-forgetting acquisition not easily estimated and certainly unlikely to be over-estimated. There is a final stage to which all the diligent cultivators of the Art of Never Forgetting are sure to arrive if they posses aver- age ability, and have never permanently injured their memory and other faculties by dissipation or other perverse habits, and are not thwarted and palsied in all their mental operations by a weak continuity. In this stage, except perhaps for a grand Mem- ory Display, the Natural Memory having become so strong and retentive, Correlations are no longer required. The student hav- ing now become a Memory Athlete, his Natural Memory is so vig- orous as to enable him to carry any burdens of recollection with perfect ease. This result may be certainly attained by all stu- dents of the Art of Never Forgetting, whether old or young, if they faithfully carry out all my instructions, not otherwise, But this highest possible strengthening of the Natural Mem- ory through the training power of this System, is not at all neces- sary in ordinary cases and for ordinary purposes— yet it is always NEVER FOKGETTING. 125 necessary where the pupil desires to derive the utmost possible benefit from the System, Even if a pupil never rises above the necessity of makiny and memorising Correlations in all cases where he wishes to remember anything, he can still learn a task by memorised Correlations or Interrogative Analysis in one- twentieth part of the time that he cculd possibly accomplish the same result with equal thoroughness by his unassisted Natural M emory, m. — What then is the meaning of the Certainty of Never For- getting? It means that if you wish to retain and never lose your hold on any fact whatever, you have an infallible resource for do- ing so by means of a memorised Correlation. This is the veritable philosopher's stone that turns an otherwise evanescent impres- sion into the pure gold of a permanent retention. IY.— It must here be ohserved that the Art of Never Forget- ting, as such and in its own capacity, has nothing whatever to do with the comprehension of a study. That is taken for granted throughout. Whatever be the subject-matter under consideration, whether the pupil be listening to a lecture or reading a book, the understanding of the lecture or book is assumed — the business of the Memorist commences only when its Betention is required. Let no one imagine that this System is a Substitute for grasping demeaning and mastering the facts and principles of any subject. Let the pupil avail himself of all possible aids for the understand- ing of his Lessons— the assistance of teachers, actual inspection or personal manipulation where possible, and an exhaustive study and pondering of the matter in hand; and when his intellect has in this manner absorbed all the necessary and pertinent ideas of the topic under his consideration, he will then make use of this System to indelibly impress all these facts, x>rinciples, and ideas in his Memory. To illustrate my views in detail let me remark that there are three grades of Memory: (1) Mere verbal memory, or learning by Bote. (2) The memory of Comprehension. (3) The memory of Betention. * (1) Learning by rote is learning by heart by means of endless repetition. Acquisition in this way is done by brute force of mem- ory, without any aid from intellectual contact with the subject- matter itself. It is simply committing to memory words without any pretence of absorbing or assimilating the ideas they represent, their meanings, or the relation they sustain to each other. This 126 NEVER FORGETTING. is cramming. The crammer is indifferent how ignorant he may really be or continue, if he only succeed in passing the ordeal of examination. Suppose the learner by rote attempts to study Geometry. He commits the demonstrations to memory, and he has no more con- ception of what the figures, lines and angles, and their relations mean than he has of copies of hieroglyphics. Instead of first thoroughly studying and thinking out the import of each Defini- tion, Postulate, and Axiom, and then learning the demonstrations by Analysis, since the successive steps are always Inclusions or Exclusions, he does not strive to understand them at all, but merely memorises everything vevbatim, w T ith the certainty of soon forgetting all he has learned. Suppose he takes up Structural Botany, and he has got to the Flower, he reads that the Flower has four Whorls or parts— (1) The Calyx, (2) Corolla, (3) Stamens, and (4) Pistil; and that the Calyx is composed of leaves called Sepals — the Corolla of Petals — the Stamen of the Filament, An- ther and Pollen ; and the Pistil of the Ovary, Style and Stigma. He wants to remember all these new and wholly unfamiliar facts and these technical words ; and he does so by repeating them over and over again, parrot-like, until he can say them by rote. They must be repeated until the mind succeeds in forming unconscious Correlations — the weakest of all — mere sound Inclusions and sound Concurrences — no Inclusions or Exclusions of meaning, nor any Concurrences of Sense or Ideas; nor are they consciously repeated forward and backward with a recapitulation of both extremes. The things themselves have not been carefully studied and closely inspected, nor have the descriptive words become connected by con- currence with the facts for which they stand, The case is almost on all fours with trying to leam mere gibberish — "full of sound and fury, signifying nothing. " No wonder, then, that learning by rote produces only short-lived impressions. Such a course pro- motes mind-wandering; it leaves no permanent trace, and it usu- ally breaks down the health. It is not study ; for long ago Mon- taigne taught that learning by heart is not learning. (2) The Memory of Comprehension is that which follows or survives the understanding of a subject. This method of acquiring knowledge is taught in Kindergarten Schools and elsewhere by Ob- ject Lessons It is superior in every way to learning by rote. The student of this Method, if attempting to learn the aforesaid Bot- any Lesson, would insist on having real Flowers before him. He NEVER FORGETTING. 127 would dissect many of them — identifying each part as he proceeded —until by dint of observations repeated, and the recalling of the technical names in connection with the observations, he fixed the special terms and their applications clearly in mind, This is the true course to pursue in any new scientific study. Yet it cannot be relied upon except by those having unusually trustworthy Natural Memories. The retention is more permanent than in the case of learning by rote. Still, perpetual reviews are necessary to conserve the recollection of the facts learned by the method of Compreh< n- [ sion. A poor memory may receive a message, be able to repeat its import and details on the spot, and yet forget half cf them before a street is crossed or ten minutes have elapsed. Even supposing a pupil perfectly understands a definition, description, experiment, or demonstration, the relation which one part of a subject bears to another, the part to the whole and the whole to the part, yeb this is no assurance that he will permanently or for any considerable period retain all this knowledge. A reader maybe able to tell you the contents of a chapter or even a whole book immediately after reading it, who invariably forgets all about it the next day, week, month, or year. There is always a memory, however evanescent, that follows the contact by rote with any subject; a more pro- longed memory that ensues from the comprehension of a subject; but a permanent retention is only secured, alike by the best or worst natural memories, by the Art of Never Forgetting. (3) The memory of Retention. Supposing that the pupil, having arrived at this place in this Lesson, has really qualified himself to proceed, I will add here what I have said before very many times, that this System presup- poses the comprehension of a subject. That is not all. 1 take it for granted in this Lesson that the pupil has carried out all my in- structions in the preceding Lessons, and that he has thus already attained increased retentiveness from this System as a Memory- traineb. These facts being assumed, Correlations step in and photograph the understanding of it permanently on his memory. Suppose the pupil has understood the Lesson on the Flower, he can at once identify and name each part of it. He has locked up the derivation of the technical terms, and he has thought out the inclusions involved in the derived and original meanings, and he has assimilated the reasons why these terms are used. At length he proceeds to fix these terms in his memory by means of Correla- tions. What has been accomplished by the comprehension of-a sub- 128 NEVEK FORGETTING. ject? There has been made a vivid First Impression. The rela. tion of each part to the whole, and of the whole to the parts, has been understood ; there has been a dove tailing, an intertwining of all the new ideas, and of the fresh knowledge, into and amongst the old ideas and old knowledge already stored up in the mind. The things themselves, the facts andtheirrelations, are what are thought of and considered; and although words— in this case not mere words, but truly the representatives of things— are used in Correlations, yet, when memorised, there has resulted a consoli- dation of the facts and ideas regarding the matter under consider- a'ion. To use a crude illustration, it may be said the complete and perfect understanding of a subject has created a heat in the brain, and the knowledge lies amongst its elements, like melted lead in the crucible lover the fire ; and instead of its being left there to oxidise into scum or dross, Correlations pour the molten ore int3 moulds, that fashion it as it solidifies into any permanent shape required. To the student commencing the study of Botany there is one word that is "well known" — the word Flower. To this he attaches in a chain the four whorls, or successive principal parts of the Flower, by means of Correlations, memorising each one as soon as he makes it. Although I have over and over again insisted on the proper method of memorising a Correlation, yet all my pupils do not practise my method. But no Correlation is memorised un- less the pupil, after reading it over, then turns away and repeats ivommemory [not reading it over and over again] the Extremes and Intermediates, forwards and backwards, from three to six times each way, and then recapitulates the two Extremes, always re- peating the Correlation more rapidlg each time than before. More pains than this is rarely, if ever, necessary, even in the case of the weakest memory, even during the period of Memory- Train- ing; and in no case is it necessary after the pupil has strengthened and invigorated his memory by a sufficient amount of practice. To Flower he correlates Calyx, Calyx to Corolla, Corolla to Sta- mens, and Stamens to Pistil, thus: [or, better still, makes and memorises his own Correlations in this as in all other cases]— Flower, .bread, .bread-provider . .caterer. .Calyx, .licks, .tongue . . voice . . many voices . . chorus . . Couolla . . Rolla . . Peruvian Hero . . Peruvian bark . . tonic . . staying power . . Stamens • stays . . ropes . .pul- ley . .pull, .trigger . .pistol. .Pistil, The pupil might repeat the words by rote— Flower, Calyx, Corolla, Stamens, Pistil, a thousand NEVER FORGETTING. 129 times but this would not make so definite and vivid an impres- sion on his memory as the memorising of the eonneeting Correla- tions would, a feat of a few minutes only. After he has memorised the Correlations that unite the four parts together, he then Corre- lates to eaeh part the sub-parts that belong to eaeh, thus : Calyx . .lictor. .scourge, .criminals, .pals. .Sepals. And to Corolla ha correlates its component parts, thus: Corolla .rollicking . .frolic- some, .lambs, .j^-lambs. .Petals. And to Stamens he correlates its component parts, thus: Stamens, .mendicant, ragged, .dress. . habiliment. .Filament. .Jill, .organ pipe, .anthem. .Anthers. .Poly- an thus . . Pollen. And to Pistil he correlates its component parts, thus: Pistil, .shot. .Shotover. .Ovary, .vary, .fashion. .Style. . sty- lus . . lustre ' honor . . disgrace . . Stigma. Suppose the Student is studying Anatomy, he has the pictures in the text-book and the skeleton before him to enable him to get the correct impressiom of the different parts of it. And when lie has mastered the theory and details, he wishes to impress them permanently on his memory. There are only two methods pos- sible : — (1) The^rs^ is the traditional method of learning by rote or end- less repetition. A celebrated coach iu Anatomy says that no one can learn Anatomy until he has learned and forgotten it from three tj seven times! In learning any book in this way, each sentence would be repeated over and over again, and then reviewed andr do. You have to select your Propositions to be rememb red and a^so the Suggestive Words in them, and then correlate together these S iggestive Words, and all the time you are doing these onerous feats you are anxious lest you may omit some important remark or ideas. Some people are so troubled with this nervous anxiety that all their efforts to think, select, and correlate are completely paralysed. But let not the most courageous and steady of nerve attempt too much the first time he tries, nor even the second or tenth time. -'Make sure of a few things, even although you lose many things," should be his motto, until he can coolly plan and rapidly execute, But let no one attempt to report an address un- til he can make Correlations very rapidly, and until he has had genuine practice in making abstracts of essays, chapters, etc. That secures a mastery of the method to be used, and its applica- tion to Mental Reporting becomes thenceforth easy and delightful if he canrestrain all nervous anxieties. ®"The best Method for the beginner is to take careful notes while listening, and then on his way home, or immediately on reach ng home, let him thoroughly memorise his notes by this System, and not lay his notes aside, as is usually done, with the resolve, rarely carried out, of memorising them subsequently. But let him memorise them Avhile the matter is all fresh in his mind. In this way he soon strengthens his Natural Memory and his power of abstracting to such a degree that he can listen and take away with him every- thing he desires to remember. And, on all occas : ons, let him give a 1 account to some one of the lecture, and with as much detail as possible. After his memory has been thus developed and r treugthened to its utmost, he will not have to use Correlations or Inte rogative Analysis and Abstracts. Successful Mental Report- ing is one of the final and crowning triumphs of the Art of Never Forgetting. MEMORY AND SUCCESS.— If a manufacturer is about to engage 1000 men, what is the secret principle that guides his choice, always assuming that the applicants are trained to their business? It is: "Can they remember to do exactly as they are told to do?" And if, from pressure of hard times, he is obliged to NEVER FORGETTING. 153 discharge half of them, who have to go? Those whose treacher- ous memories prevent their remembering their instructions, unci who are always or occassional!? offering excuses for omissions, blunders, or mistakes. And the game course is taken in every other department of life. In short, the highest success is possible wi( h a good memory : impossible without it And failure always i aunts the steps of those possessing unreliable memories. THE OXFORD AND CAMBRIDGE UNIVERSITY BOAT RACE. DATE [1831 •] [1885 t] 1836 1839 1840 184 1 1842 1845 ■ 1846 § 1849 ) , 1849 / " 1852 1854 1856 law i 1858 1859** 1860 1861 1862 1863 I8c4 WINNER DATE OXFORD 1865 1866 1867 CAMBRIDGE 1868 CAMBRIDGE 1869 CAMBRIDGE 1870 CAMBBIDGE 1871 OXFORD 1872 CAMBRIDGE 1873 tt CAMBRIDGE 1874 CAMBRIDGE OXFORD OXFORD OXFORD 1875 1876 1877 U CAMBRIDGE 1878 OXFORD 1879 CAMBRIDGE 1880 §§ OXFORD 1881 CAMBRIDGE 1882 OXFORD 1883 OXFORD 1884 llll OXFORD 1885 OXFCRD 1886 WINNER ...OXFORD ...OXFORD ...OXFORD ...OXFORD ...OXFORD ...CAMBRIDGE ...CAMBRIDGE ...CAMBRIDGE ...CAMBRIDGE ...CAMBRIDGE ...OXFORD , . .CAMBRIDGE (OXFORD \CAMBHIDGE ...OXFORD . . .CAMBRIDGE . . . OXFORD ...OXFORD ...OXFORD ...(XFORD ...CAMBRIDGE . OXFORD ...CAMBRIDGE * Not rowed owing to prevalence of Cholera I The challenge of 1834 still unaccepted. i First race over the Putney and Mortlake Course. § First race rowed in outriggers. II In this race there was a "FouF— that is a collision between the Boats, and it was rowed over the same year, each University winning a race. 1 First Race in the present style of Boats without keels. ** The Cambridge Boat sank. tt Sliding seats used for the first time. U The Race was a Dead Heat. The Oxford how-man caught a crab, and sprung his oar when leading. §3 Rowed on Monday because of fog on Saturday, The first race that was postponed, llll Rowed on Monday, owing to Prince Leopold's Funeral taking place on the Saturday. 154 NEVER FORGETTING: KINGS OF ENGLAND BEFORE THE CONQUEST. Egbert 827 Ethelwolf 837 Etheloald 857 Etheloert 860 Ethelredl 866 Alfred the Great 871 Edward I., The Elder 901 Athelstan 925 Edmundl 940 Edred 946 Edwy 955 Edgar, The Peaeaole 958 to 837 to 857 to 860 to 866 to 871 to 901 to 925 to 940 to 946 to 955 to 958 to 975 Edward II. , The Matyr . . . .975 Ethelredll 979 Sweyn 1013 Canute the Great 1014 Ethelred II. [restored]. . . .1014 Edmund II. Ironside ) iqiq and Janute > Canute [alone] 1017 Harold I,, Harefoot 1035 Hardicanute 1040 Edward HI. The Conf essori042 Harold II 1066 to 979 to 1013 to 1014 to 1016 to 1017 to 1035 to 1040 to 1042 to 1066 KINGS OF ENGLAND SINCE THE CONQEST. William 1 1066 to 1087 William II 1078 to 1100 Henry 1 1100 to 1135 Stephen 1135 to 1154 Henry H 1154 to 1189 RichardI 1189 to 1199 John 1199 to 1216 Henry HI 1216 to 1277 Edward 1 1272 to 1307 Edward II 1307 to 1327 Edward IH 1327 to 1377 Richard II 1377 to 1*99 Henry IV 1399 to 1413 Henry V 1413 to 1422 Henry VI 1422 to 1461 EdwardlV 1461 to 1483 Edward V 1483 Richard IH 1483 to 1485 Henry VU 1485 to 1509 Henry VHI 1509 to 1547 Edward VI 1547 to 1553 Mary, 1553 to 1558 Elizabeth, 1558 to 1603 JamesI 1603 to 1625 Charles 1 1625 to 164q Commonwealth 1646 to 1653 Cromwell 1653 to 1658 Richard Cromwell 1658 to 1659 Interregnum 1959 to 1660 Charles II 1660 to 1685 James II. 1685 to 1689 William in 1689 to 1702 Anne 1702 to 1714 George 1 1714 to 1727 George II 1727 to 1760 George III 1760 to 1820 George IV 1820 to 1830 William IV 1830 to 1837 Victoria 1837 THE KATIO OF THE CIRCUMFERENCE TO THE DIAM- ETER EXPRESSED BY THE INTFGER 3, AND 707 DECIMALS READING FROM LEFT TO RIGHT 3 9 2 6 3 5 8 9 7 9 3 2 3 8 4 6 2 6 4 3 3 8 3 2 7 9 5 2 8 8 4 1 9 7 1 6 9 3 9 9 3 7 5 1 5 8 2 9 7 4 9 NEVER FORGETTING. 155 6 4 6 2 8 6 2 8 9 9 8 6 2 8 3 4 8 2 5 3 4 2 1 1 7 6 7 9 8 2 1 4 8 8 6 5 1 3 2 8 2 3 6 6 4 7 9 3 8 4 4 6 9 5 5 5 8 2 2 3 1 7 2 5 3 5 9 4 8 1 2 8 4 8 1 1 1 7 4 5 2 8 4 1 2 7 1 9 3 8 5 2 1 1 5 5 5 9 6 4 4 6 2 2 9 4 8 9 5 4 9 3 3 8 1 9 6 4 4 2 '8 8 . 1 9 7 5 6 6 5 9 3 3 4 4 6 1 2 8 4 7 5 6 4 8 2 3 3 7 8 6 7 8 3 1 6 5 2 7 1 2 1 9 9 1 4 5 6 4 8 5 6 6 9 2 3 4 6 3 4 8 6 1 4 5 4 3 2 6 6 4 8 2 1 3 3 9 3 6 7 2 6 2 4 9 1 4 1 2 7 3 7 2 4 5 8 7 6 6 6 3 1 5 5 8 8 1 7 4 8 8 1 5 3 9 2 9 6 2 8 2 9 2 5 4 9 1 7 1 5 3 6 4 3 6 7 8 9 2 5 9 3 6 1 1 3 3 5 3 5 4 8 8 2 4 6 6 5 2 1 3 8 4 1 4 6 9 5 1 9 4 1 5 1 1 6 9 4 3 3 5 7 2 7 3 6 5 7 5 9 5 9 1 9 5 3 9 2 1 8 6 1 1 7 3 8 1 9 3 2 6 1 1 7 9 3 1 5 1 1 8 5 4 8 7 4 4 6 2 3 7 9 9 6 2 7 4 9 5 6 7 156 NEVER FORGETTING. 3 5 1 8 8 5 7 5 2 ' 7 2 4 8 9 1 2 2 7 9 3 8 1 8 3 1 1 9 4 9 1 I 9 8 3 3 6 7 3 3 6 2 4 4 6 5 6 6 4 3 8 6 2 1 3 9 5 1 6 9 2 4 4 8 7 7 2 3 9 4 3 6 2 8 5 5 3 9 6 6 2 2 7 5 5 6 9 3 9 7 9 8 6 9 5 2 2 2 4 7 4 9 9 6 2 6 7 4 9 7 3 4 1 2 3 6 6 8 8 6 1 9 9 5 1 1 8 * 9 2 2 3 8 3 7 7 2 1 3 1 4 1 6 9 4 1 1 9 2 9 8 8 5 8 2 5 4 4 6 8 1 6 3 9 7 9 9 9 4 6 5 9 7 8 1 7 2 9 6 3 1 2 3 7 7 3 8 7 3 4 2 8 4 1 3 7 9 1 4 5 1 1 8 3 9 8 5 7 9 8 5 The foregoing is u computation of the Ratio of the Circumfer- ence of a Circle to its Diameter [the Diameter being 1], made by Mr. William Shanks, of Hough ton-le-Spring, Durham, founded upon a formula of Machin's. ^To recite even 150 of the Figures of this Ratio in the exact order is a feat practically impossible to the unassisted Natural Memory. COMPLETE LIST OF DERBY WINNERS, Dlomed 1780 Young Eclipse 1781 Assassin 1782 Saltram 1783 Sargeant 17 ?4 From 1780 to 188C. Aimwell 1785 Noble 1786 Sir Peter Teazle... .1787 «lr Thomas. 73 feky scraper 1789 Rhadainanthus -1790 Eager 1791 John Bull 1792 Waxy 1793 Daedalus 1794 NEVER FORGETTING. 157 Spreadeagle 1795 Didelot 1796 Pharamond's Sister's Colt 1797 Sir Harry 1798 Archduke 1799 Champion 1800 Eleanor, 1801 Tyrant 1802 Ditto 1803 Hannibal 1804 Cardinal Beaufort. . .1805 Paris 1806 Election 1807 Pan 1808 Pope, 1809 Whalebone 1810 Phantom 1811 Octavius 1812 Smolensko 1813 Blucher 1814 Whisker 1815 Prince Leopold 1816 Azor 1817 Sam 1818 Tiresias, 1819 Sailor 1820 Gustavus 1821 Moses 1822 Emilius 1823 Cedric 1824 Middleton 1852 Lapdog 1S26 Mameluke 1827 Cadland 1728 Frederick 1829 Priam 1830 Spaniel. 1831 St. Giles 1832 Dangerous 1833 Plenipotentiary 1834 Mundig 1885 Bay Middleton 1836 Bosphorus 1837 Amato 18G8 Bloomsbury 1839 Little Wonder 1840 Coronation 1841 Attila 1842 Cotherstone 1843 Orlando. 1844 Merry Monarch... .1845 Pyrrhus the 1st 1846 Cossack 1847 Surplice 1848 Flying Dutchman. . .1849 Voltigeur 1850 Teddington 1751 Daniel O'Rourke 1852 West Australian 1853 Andover 1854 WildDayrell 1855 Ellington 1856 Blink Bonny 1857 Beadsman 1358 Musjid 1859 Thormanby i860 Kettledrum 1861 Caractacus 1862 Macaroni 1863 Blair Athol 1864 Gladiateur 1865 Lord Lyon 1866 Hermit 1867 Blue Gown 1868 Pretender 1869 Kingcraft 1870 Favonius 1871 Cremorne 1872 Doncaster 1873 George Frederick,, . .1874 Galopin 1875 Kisber 1876 Silvio 1877 Sefton 1878 SirBevys 1879 Bend Or 1880 Iroquois 1881 Shotover 1882 St. Blaise 1883 St. Gatien) i^ Harvester) Melton 1885 Ormonde 1886 THE END. LIBRARY OF CONGRESS #1 021 092 690 2 >&■ %* M- *** *& f tofti