"'Fabian' was applied to the military tactics of Washington, on some occasions, when he imitated the policy of Quintus Fabius Maximus Verrucosus, a Roman General who not daring to hazard a battle against Hannibal, harassed his army by marches, counter-marches, and ambuscades." "Bickerings" were incessant during John Adams's administration between his own supporters and the faction of Hamilton. "Steed"—Jefferson rode on horseback to the Capitol to take his oath of office as President. Arrived there he dismounted and fastened his steed to an elm-tree, since known as Jefferson's tree. He did this to signalise his disapprobation of royalty, and his preference for democratic equality. "Speculative" were the celebrated "Madison Papers." "Doctrine"—the Monroe doctrine declared that no foreign power should acquire additional dominion in America. "Unlucky" was correctly applied to John Quincy Adams's administration. See Barnes's U. S. His., p. 175. "Unwhipped"—Jackson always came off victorious in all his duels and military campaigns. "Mocked"—Van Buren was appointed by Jackson as U. S. Minister to England. The United States Senate rejected his nomination. This political insult secured much sympathy for him, and helped to make him President. "Hard-cider" was a party watchword during Harrison's campaign for the Presidency. "Rudderless"—Tyler often changed his political views, and finally turned against the United States Government, of which he had been Chief Executive. "Realm-extender"—during Polk's administration the United States acquired the territory embracing California, Arizona, New Mexico, and Texas. "Warproof"—Taylor was a successful warrior. "Licenser"—Fillmore's administration passed the Fugitive Slave Law, which enabled the Southern masters to recapture runaway slaves. "Looming"—during Pierce's term the cloud of civil war was looming up in the distance. "Lecompton" constitution of Kansas was a pro-slavery document which Buchanan favoured. "Agitation" preceded and attended Lincoln's inauguration, and finally culminated in the civil war. "Shall"—Johnson made use of the imperative "shall" in regard to the removal of Edwin M. Stanton, for which attempt he was afterward sought to be impeached. "Chapultepec" was the battle in which Grant entered upon that career of military achievement which secured him two Presidential terms. "Cocoa" was characteristic of the drinks allowed at Hayes's table at the White House. No wine was tolerated. "Fatal" was Guiteau's shot to Garfield. "After"—although Tyler, Fillmore, Johnson, and Arthur became Presidents on the death of their chiefs, yet only Arthur succeeded to the Presidency in 1881, which is indicated by the first two consonants of "After." "Flood"—Cleveland vetoed an unprecedented number of bills during his term. There was a "flood" of them. "Fibrous" applies metaphorically to mental qualities; it means strong, sinewy—high talents, just below genius. "Boom" refers, of course, to the large amount of support which Cleveland obtained on his second election to the Presidency.

1. Should the pupil find his own analytic date-words in this exercise? 2. How were Washington's military tactics sometimes characterised? 3. What is the relation between "Bickerings" and John Adams? 4. Why is "Steed" analytic of Jefferson's inauguration? 5. What has the word "Doctrine" to do with Monroe's administration? 6. To what book is the pupil especially referred in regard to J. Q. Adams's administration? 7. Is "Mocked" a case of Con. or Ex. in the case of Van Buren?

DATES OF THE ACCESSION OF THE ENGLISH SOVEREIGNS.

From 1000 A.D. to 1700 A.D., the last three figures only need be given, and from 1700 A.D. to date only the last two figures require to be given. It is better for the pupil to find his own phrases. A slight acquaintance with English History will make all the formulas here given easily understood. Green's short "History of the English People," Dickens' "Child's History of England," Collier's "History of England," and "History of England," by the author of the "Knights of St. John," may be recommended.

(1) William I. (1066)—(0) Ha{s}tings (6) {ch}ampion (6) {j}ustified. (2) William II. (1087)—He (1) {d}ecorated (0) hi{s} (8) {f}ather's (7) {g}rave; or (0) {s}ilvering a (8) {f}ather's (7) {g}rave. (3) Henry I. (1100)—(1) {Th}e (0) {s}cholarly (0) {s}overeign. (4) Stephen (1135)—(1) {Th}e (3) {m}onarch's (5) {l}iar. (5) Henry II. (1154)—(1) {Th}e (5) {l}and (4) {r}estorer. (6) Richard I. (1189)—(1) {Th}e (8) {f}awners (9) {p}unished. (7) John (1199)—(1) {D}epriving a (9) {p}retty (9) {b}oy. (8) Henry III. (1216)—(1) "{Th}ird" (2) He{n}ry's (1) {t}ender (6) {ch}ildhood. (9) Edward I. (1272)—(2) O{n} a (7) {c}rusade (2) u{n}supported. (10) Edward II. (1307)—(3) A {m}onarch (0) e{s}pouses a (7) {c}omrade. (11) Edward III. (1327)—He (3) {m}ade (2) Wi{n}dsor (7) {C}astle. (12) Richard II. (1377)—A (3) {m}onarch's (7) {c}ollector (7) {k}illed. (13) Henry IV. (1399)—A (3) {m}onarch (9) {p}unished (9) {b}orderers. (14) Henry V. (1413)—A (4) {r}ioter (1) {t}urned (3) {m}onarch. (15) Henry VI. (1422)—(4) {R}oyalty (2) i{n} (2) i{n}fancy; or (4) A{r}c (2) u{n}justly (2) i{n}flamed. (16) Edward IV. (1461)—(4) Yo{r}k (6) {ch}ampioned (1) {T}owton. (17) Edward V. (1483)—(4) {R}uler (8) "{F}ifth" (3) {m}urdered. (18) Richard III. (1483)—(4) {R}ichard (8) {f}eigns (3) {m}odesty. (19) Henry VII. (1486)—(4) {R}oses (8) {f}inally (6) {j}oined. (20) Henry VIII. (1509)—A (5) {l}ady (0) {s}laying (9) {p}olicy. (21) Edward VI. (1547)—A (5) {l}ad (4) {r}oyally (7) {g}ood; or, a (5) wi{l}l (4) {r}equiring a (7) {c}ouncil. (22) Mary (1553)—(5) {L}uckless (5) {l}oving (3) {M}ary. (23) Elizabeth (1558)—(5) E{l}izabeth (5) {l}iked (8) {v}etoes. (24) James I. (1603)—(6) {J}ames a (0) {S}cottish (3) {m}onarch. (25) Charles I. (1625)—(6) {Ch}arles' (2) i{n}supportable (5) i{l}legalities. (26) Council and Parliament (1649)—(6) {Ch}arles (4) {r}ightly (9) {b}eheaded. (27) Oliver Cromwell (1653)—(6) {G}eneral (5) O{l}iver's (3) {m}astery. (28) Richard Cromwell (1658)—(6) {G}eneral (5) O{l}iver's (8) o{f}fspring. (29) Council and Parliament (1659)—A (6) {J}unta (5) {l}eading (9) {P}arliament. (30) Charles II. (1660)—(6) {Ch}eerful (6) {Ch}arles (0) {S}econd. (31) James II. (1685)—(6) {J}ames' (8) {f}ollowers (5) e{l}ated. (32) William III. and Mary (1689)—(6) {J}oining (8) o{f} (9) {P}owers. (33) Anne (1702)—(0) {S}ubmissive (2) A{n}ne. (34) George I. (1714)—(1) U{t}terly (4) {r}esigned. (35) George II. (1727)—(2) A{n}spach's (7) {C}aroline. (36) George III. (1760)—(6) {G}eorge's (0) {S}overeignty. (37) George IV. (1820)—(2) U{n}divorcible (0) {S}overeign. (38) William IV. (1830)—(3) {M}idshipman (0) {S}overeign. (39) Victoria (1837)—A (3) {m}odel (7) Queen.

EXPLANATIONS.

(1) Edward the Confessor, always fond of the Normans, had promised that on his death his kingdom should go to Duke William of Normandy. (2) William II. early directed a goldsmith to decorate his father's grave with gold and silver ornaments. (3) Henry I. was called Beauclerc, or fine Scholar. (4) Stephen had produced a false witness to swear that the late king on his deathbed had named him (Stephen) as his heir. (5) Henry II. revoked most of the grants of land that had been hastily made during the late troubles. (6) Richard punished the people who had befriended him against his father. (7) Arthur had the best right to the throne, but John imprisoned and murdered him. (8) Henry III. was crowned at the age of ten. "Third" tells which Henry is meant. (9) Edward I. declared—"I will go on, if I go on with no other follower than my groom." (10) Gaveston was the king's comrade and favourite, and was finally beheaded by the indignant barons. (11) Edward III. erected Windsor Castle. (12) The king's poll-tax collector was killed by Wat Tyler. (13) A successful Scottish war was this monarch's first achievement. (14) Riotous Prince Hal became a spirited, valiant king. (15) Henry VI. was only nine months old when his predecessor died. (16) Edward IV., with aid of the Earl of Warwick, won the great battle at Towton; 40,000 men were slain. (17) Edward V. was only thirteen years old. The Lord Protector, Duke of Gloucester, threw him, with his brother, into the Tower and caused them to be murdered. (18) Richard's affected modesty is conspicuously brought out in Shakespeare's tragedy of Richard III. (19) Henry VII., to quell forever the hostility of the rival Roses, married Elizabeth of York, the daughter of Edward IV. (20) The formula in this case is clearly justified by history. (21) Edward VI. was but ten years old. Henry VIII. had provided in his will that a council of sixteen should govern during Edward's minority. (22) Mary was fond of her husband, who cared little for her, and unlucky in her advisers. (23) Elizabeth showed the natural arbitrariness of her disposition in her vetoes. In one year—1597—she refused the royal assent to 48 bills passed by the Commons. (24) James I. was the first Scottish king that reigned over England. (25) Charles I. lost his life in the attempt to act independent of the Commons. (26) If anyone thinks that Charles was not rightfully beheaded, he could make the phrase—(6) {Ch}arles (4) w{r}ongfully (9) {b}eheaded. (27) The phrase is obviously true. (28) The phrase gives the exact date of Richard Cromwell's accession and the word "offspring" means Richard Cromwell. (29) A Junta here means the "council." (30) Charles Second was called the "merry" monarch. (31) Parliament at once voted James II. nearly two million pounds sterling per annum for life. (32) William and Mary were cooerdinate sovereigns. (33) Anne was truly "submissive" or easily influenced. (34 and 35) Green intimates that George I. and George II. hardly affected the course of events—the former followed the advice of his ministers and the latter of his wife Caroline. (36) George III. was emphatically a sovereign. (37) George IV. had tried ineffectually to get rid of his wife; her death at last released him. (38) William IV. had been a midshipman in the navy. (39) Victoria has certainly proved herself to be a "Model Queen."

(3) THE PUPIL MUST POSSESS SUCH A FAMILIARITY WITH THE LAWS OF IN., EX., AND CON., NOT MERELY IN THEIR THEORETIC AND ABSTRACT ASPECTS, BUT IN THAT PRACTICAL CHARACTER AND WORKING POWER OF THEM WHICH I TEACH, THAT HE CAN INSTANTLY APPLY THEM TO THE EVERY-DAY AFFAIRS AND ORDINARY OCCURRENCES AND EVENTS OF LIFE.

If you know that the number of square[E] miles in the area of the State of New York runs into thousands, and you wish to remember that the exact number of thousands is 47, you could accomplish this object if you found a word which spells 47, and is at the same time connected by In., Ex., or Con. to New York. You try the varieties of Inclusion; and in synonymous Inclusion you find 47 in the word "Yo{r}{k}" itself, the "y" having no figure value, and "r" standing for 4, and "k" for 7; thus you cannot see the name of New York or think of it without having conclusive evidence of the number of thousands of square miles the State contains.

[E] See Lippincott's Gazetteer, p. 1573.

The title of a subject, the name or description of an event or date, can always be safely abridged or bracketed in part in the formula, as 47 [New] Yo{r}{k}. But no one could imagine that "York" in this connection [47 thousand square miles] means any of the towns or country seats of the United States which are called "York." If the context makes an otherwise indefinite thing definite, it is sufficient.

Analytic date and number words do not have to be memorised.—Seeing is believing, and, in this case, remembering too. If you thoroughly master my system you can find, in most cases, analytic date and number words without any difficulty, and by means of them you can remember thousands of dates and sets of figures, when without the system you could have remembered only five or ten of them.

Suppose in your haste you failed to notice that "York" spells 47, and you then proceed to try Inclusion by Genus and Species; regarding York as the general word, you would find New York as a species or kind of York; the same with Yorkshire, Yorktown, York Minster, etc. In this way you would, if your mastery of the Figure Alphabet were perfect, scarcely fail to notice that York spells 47; but if you fail, you then try Inclusion by Whole and Part, and run over the political divisions of the State until you come to {R}o{ck}land County, and there you find in its first two consonants the letters "r" and "ck" (the equivalent of "k" in sound). These consonants spell 47. You would find the same consonants in the County of He{r}{k}imer.

Suppose, however, that from unfamiliarity with the Figure Alphabet, or from want of considerable practice, you do not succeed in noticing that {R}o{ck}land or He{r}{k}imer contains the number 47, you try Inclusion by Abstract and Concrete, and regarding the State of New York as the Concrete, and the Abstract or characterizing epithet "{r}o{ck}y" as applicable to New York, you would then find in that word "{r}o{ck}y" the number 47.

If you did fail, you would try Exclusion, and you would find nothing which is the antithesis of the area of New York. You might find, however, a weak form of Exclusion if you consider that the area is the surface, and what is below the surface as the opposite of it. In the latter case you would find in the words "E{r}ie {C}anal," which is a great artificial channel running through a part of the State, the letters "r" and "c" hard, which spell 47. A more exact Exclusion might be found in the word "{r}i{ng}," which spells 47. For if we consider the shape of the boundary of New York we would see that in no vague sense a ring, as a circle, is the opposite of it.

But suppose that from a chronic absent-mindedness or an overworked brain, or downright bad physical health or insufficient knowledge of the system, you failed to see 47 in any of the foregoing cases, you would try Concurrence. Considering that the State of New York is largely agricultural, you would find that the implement of farming known as a "{R}a{k}e" would spell 47; this would be a case of Concurrence. In a political sense, the word "{r}i{ng}s" gives 47, as New York has been celebrated for them.

All that the student requires is one analytic word. I have gone through the varieties of Inclusion, through Exclusion, and Concurrence, merely to show how to find analytic words and not because more than one word was necessary.

According to the census report of 1890, the number of square miles of land in the State of New York is 47,620, or (4) Yo{r}k's (7) A{c}res (6) {S}urely (2) {N}ot (0) {S}ubmerged; the number of square miles of land and water in it is 49,170, or (4) Yo{r}k's (9) {P}lains (1) Wi{th} (7) A{c}companying (0) {S}ealets.

NUMBER OF SHAKESPEARE'S PLAYS.

We will try another case: You want to remember the number of plays that Shakespeare wrote. You know it is less than 50; but you wish to remember the exact number—it was 37. You experiment; you try the varieties of Inclusion, and among the rest you try Whole and Part; you find in the first two consonants of the name {M}a{c}beth the figures 37; but if you did not notice that {M}a{c}beth afforded you the means of always remembering that the Shakespeare Plays numbered 37, you would try Exclusion perhaps. If you look upon the attempt to ascribe the authorship of the Shakespeare Plays to Bacon as a {m}o{ck}ery you would find in the first two consonants of that word the figures 37 through the operation of Exclusion; and if you recollect that the character of Shylock was played with great success at Old Drury, February 17, 1741, by Charles {M}a{c}lin, you would find in the first two consonants of his name the figures 37 through Concurrence.

DUKE OF WELLINGTON AND NAPOLEON.

Napoleon Bonaparte was born in 1769. As a boy he was finely formed. "{Sh}a{p}ely" (69) gives his birth-date by In. by A. and C. He evinced the opposite of the temper usually ascribed to the "{Sh}e{p}herd-boy" (69)—a birth-date by Ex. "{Ch}a{p}let"—a wreath or garland signed for by him in his ambitious hopes—expresses his birth-date by Con. His death occurred in 1821. "E{n}{d}" (21) or "U{n}{d}one" (21) expresses his death-date by synonymous Inclusion. "{N}a{t}ivity" (21) indicates it by Ex. Since he died from cancer in the stomach, he could retain very little food. "I{n}{d}igestion" (21) makes his death-date by Con.

Wellington's birth, in 1769, may be expressed by "{Sh}ee{p}-faced" (69), a term his own mother applied to him when a boy. In his childhood, he was blue-eyed, hawk-nosed, slender, and ungainly, "{Ch}u{b}by" (69), by Ex., expresses his birth-date. A more vivid concurrence can scarcely be imagined, since he and Bonaparte were both born in the same year, 1769.

Wellington died in 1852 at Wilmer Castle. "Wi{l}{m}er" expresses the date of his death by only one year too many. But a means of remembrance that requires readjustment or modification can seldom be relied upon, except by those who are practised in Higher Analysis. He was 83 years old when he died. "{L}a{n}tern-jawed" (52) expresses his death-date by In., by A. and C. No man was ever more honored after his death than Wellington. "A{l}ie{n}ated" (52) expresses his death-date by Ex. A sudden illness carried him off. Hence "I{l}l{n}ess" (52) is a fact connected with his death by Con.

These elaborate illustrations must indicate to any student how to apply the laws of In., Ex., and Con., so as to find analytic date and number words. Cases of Ex. give good practice, but are rarely ever necessary.

MISCELLANEOUS EXAMPLES.

Inclusion, as applied to the events of life possesses the same variety as in regard to words. In dates of the last and present century, the expression of the last two figures is sufficient. William Cullen Bryant was born in 1794. '94 is found in the name {B}{r}yant, a case of Synonymous Inclusion. Aaron Burr killed Alexander Hamilton in a duel in 1804. As we know it was about the beginning of this century, this translation of the 4 indicates the exact date and is found in Aa{r}on and relieves the memory of all doubt.

1. Who applied the term "sheep-faced" to Wellington when he was a boy? 2. What is the most vivid case of Con. here given? 3. Why do we not give a value to both l's in the word "illness"? 4. What do these illustrations indicate? 5. What does inclusion as applied to the events of life possess? 6. Why is it not necessary to have a date-word to express the date of Hamilton's death in which the 0 is indicated as well as the 4?

Sherman made his famous march through the South in 1864. 64 is found in the word {Sh}e{r}man [or by two words: (6) {Sh}erman (4) {R}avaging]. In dates previous to the last century, the last three figures must be expressed. Movable types were invented in 1438. We know it was not A.D. 438, but was 1438; a mistake of 1,000 years is not possible. If we translate 438 it will mean to us the same as 1438. 438 is found in the analytic word (438) "{R}e{m}o{v}able" [or, to express all the numbers, thus: (1) {T}ypes (4) a{r}e (3) {m}ovable (8) {f}igures].

The Phonograph was invented in 1877. The expression of 77 is found in {C}o{g}nate, and that indicates the resemblance of the human mechanism to receive sounds to the Phonograph; for both processes utilize vibrations, and are therefore from similarity of functions "Cognate" methods. How any one could forget analytic date-words is more than I can understand, especially when formed by himself.

1. What must be done when we wish to find date-words the events of which took place previous to the last century? 2. Can a person easily forget analytic date-words formed by himself?

Exclusion.—The first steamship crossed the Atlantic in 1819. 19 is found in "{T}u{b}" by Exclusion, as the most opposite to a steam-driven ship. Andrew Johnson was advanced to the Presidency on the death of Abraham Lincoln in 1865. 65 is expressed by Exclusion in the word "{Sh}e{l}ved," which means the opposite of promotion [or by two words, thus: (6) {J}ohnson (5) E{l}evated]. "{M}e{n}dacious" expresses by Exclusion the birth of George Washington in 1732, as indicating a youthful quality the opposite of that which he manifested, and by two words: (3) A{m}erica's (2) I{n}fant. Other examples are given in subsequent pages.

Concurrence finds incidents or concomitants of a fact or event, something that by accident became connected with it. It may be a forerunner or successor, the cause or consequence, or a contemporaneous fact, etc.

William Cullen Bryant, from a fall, died in 1878. The last two figures 78 are found by Concurrence in the initial consonants of the phrase "(7) {C}ullen's (8) {F}all." Cullen will be easily identified, as the middle name of Bryant. When Jefferson became Vice-President, in 1797, he wore the customary big-wig; and the first two consonants of "{B}i{g}-wig" express by Concurrence that date.

Artillery was invented in 1340. 340 indicates that date, and by Concurrence we find those figures in the first three consonants of "{M}e{r}{c}iless." Or (3) {M}urderous (4) A{r}tillery's (0) {S}courge. Plymouth (Mass.) was settled in 1620. 620 will indicate it. We find these figures in "{Ch}a{n}{c}e," which by Concurrence describes the risk they ran. The Telephone was invented in 1877. Whoever has listened to the telephone to identify a speaker, and heard others talking in the shrill tones that strike upon the ear, is apt to think of the cackling of hens, and "{C}a{ck}le" expresses the date 77.

Jefferson Davis disguised himself in the hood, shawl, and dress of his wife in 1865. "{Sh}aw{l}" by Concurrence expresses that date. The Constitution of the United States was adopted in 1787, which spells "{Th}e {G}i{v}i{ng}." To adopt the Constitution, it required the States to give their assent. They gave the Federal Government all the power it possessed. "{Th}e {G}i{v}i{ng}" is therefore a case of Concurrence. A circumstance connected with settlements is selecting the site. Jamestown, Va., was settled in 1607, which spells "{Th}e {Ch}oo{s}i{ng}." This phrase relates to the settlement by Concurrence. Harvard College was founded in 1636, which spells "{T}ea{ch} {M}u{ch}." Whether we take this phrase as describing the object or result of founding that college, it is a case of Concurrence. A college is sometimes called a seat of learning. Yale College was founded in 1701, which spells "{T}oo{k} a {s}ea{t}." This phrase describes the locating of the college, and is therefore a relation by Concurrence.

(4) THE PUPIL MUST SEEK ANALYTIC WORDS WHICH ARE APPROXIMATELY SPECIFIC, AS BIRTH-DATE WORDS MUST, WHERE POSSIBLE, RELATE TO BIRTH OR JUVENILE EVENTS; MARRIAGE-DATE WORDS, TO EVENTS CONNECTED NEARLY OR REMOTELY WITH THE MARRIAGE; DATE WORDS FOR ANY OTHER EVENT IN LIFE OR FACT IN HISTORY SHOULD, DIRECTLY OR INDIRECTLY, RELATE TO SUCH EVENT OR FACT; AND, FINALLY, DEATH-DATE WORDS SHOULD REFER TO INCIDENTS WHICH PRECEDED, ACCOMPANIED, OR FOLLOWED THE FACT OF THE DEATH.

This rule, theoretically correct, must be very liberally interpreted in practice. This lesson furnishes numerous illustrative examples.

As shown heretofore, the pupil must know the facts, and the System will then help him to fix their date.

A pupil had loaned money to a horse-dealer who lived at No. 715 of a certain street. He knew the house well, yet he could not recollect the number 715. At length he thought of "{C}a{t}t{l}e" as a figure word to enable him to remember the number. Yet the word is general and apparently unconnected with the house, as it was not a stable but a boarding-house. Yet, as cattle and horse are species of the genus domestic animal, and cattle would recall horses and horse-dealer, he did right to use that term, and it served him well. At first he instantly recalled the word "cattle" whenever he thought of the horse-dealer's residence, and at once 715 was given him. After a time, he directly recalled 715 without first thinking of "cattle." This is always the case where the method is applied. It is soon no longer required in that case. When this pupil told me what he had done, I asked him why he had not used the phrase "(7) {C}ollect (1) {Th}e (5) {L}oan," which was the object he had in view in thinking of, or of sending to, that address. His reply was that "cattle" served his purpose. With one person a single word, with another a phrase, and with another a sentence, is most serviceable. He had other borrowers who lived at other places. Why could this phrase "Collect the loan," which would apply in its meaning to the case of others, remind him of this particular debtor's home? Because, if he had consciously devised that phrase to identify this debtor's address, it could apply in his mind to the address of no other debtor. Thus the facts help us devise the number phrase, and the phrase helps revive the facts.

I do not, for instance, undertake in this lesson to teach the pupil that Washington never left America but once, when he accompanied his invalid brother to Barbadoes in 1751, in search of health. But if he knows these facts, my method helps him retain the date, by using those facts for this purpose; as, (1) {T}o (7) {G}ain (5) Is{l}and (1) {T}onic; or (17)51 Hea{l}{th}. We know that "health" is an object with everybody in all countries and in all ages, and is therefore a word of the most general character and of the most extended application. How, then, can it have any special significance in this case? Because by knowing the facts, in the first place, as "health" was the object of the visit of Washington and his brother; and seeking for a date word which spells (17)51, the pupil has discovered that this general word "health" spells that date; and, as the pupil has applied the word "health" to this date and to no other, he has thus made the general word specific for his purpose. Because "tonic" is a health promoter, and "island" is a help to recall the specific Islands of Barbadoes, the phrase (1) "{T}o (7) {G}ain (5) Is{l}and (1) {T}onic," is more specific than "health." But either the single word or phrase becomes specific, if the facts of the case are assimilated, and then by the pupil are applied to furnish a date word.

BIOGRAPHY, HISTORY, AND SCIENCE.

Much of the substance and pith of historic eras can be expressed in the analytic words, phrases, or sentences with which their dates are enunciated. If the foregoing and subsequent examples are carefully, not hurriedly, studied, the student can readily hereafter retain a great deal of the significance of facts, events, or epochs by his infallible recollection of the analytic expression of their dates. As with history, so with the arts and science, etc.

Population of the United States of America is now (1895) 67,000,000 = {G}eneral {C}ultivation or {Sh}arp Yan{k}ees. When dealing with the number of millions or thousands only, it is not necessary to express the ciphers. Pop. of Great Britain = 38,000,000, or (3) {M}ightiest (8) {F}olks; or {M}anufacturing {F}abrics; or {M}oney-making {F}reetraders. Pop. of Africa, 127,000,000 = {Th}e {N}egro Continent. Pop. of Bombay = 804,470 or {F}oreigners a{s} a {r}ule a{r}e E{ng}lish {C}itizens.

A gentleman in Bombay, who had to deal with complaints about water supplies there, told me the true population is 817,564, which he fixed by my method as follows: {F}rightful {T}o {K}eep A{l}l {J}ust {R}ight.

Pop. of Calcutta = 840,000; or {V}iceroy's {R}esidential {S}eat. Pop. of India = 292,000,000; or I{n}dia's {P}opulation E{n}umerated.

Pop. of Australasia, &c., 4,250,000 = Ou{r} I{n}dependent {L}iving Au{s}tralians.

Pop. of Melbourne with its suburbs (1891) = 490,912 = (4) Ou{r} (9) {B}iggest (0) {C}ity's (9) {B}uildings (1) {d}ecidedly (2) u{n}equalled. The "City" contains 73,361 = (7) {G}reat (3) {M}elbourne (3) {M}akes a (6) {Ch}ief (1) {T}own.

Pop. of Sydney (1891) = 386,400 = A (3) {M}ost (8) {V}aried (6) {Sh}eltering (4) Ha{r}bour (0) Ha{s} (0) {S}ydney.

Pop. of Hobart (Tasmania), 1891 = 31,196; (3) {M}any (1) {T}asmanians (1) Ea{t} (9) Ho{b}art's (6) {J}am.

Pop. of Auckland (New Zealand), with suburbs, in (1891) = 51,287; (5) A{l}l (1) {Th}e (2) I{n}habitants (8) O{f} (7) Au{ck}land.

SPECIFIC GRAVITIES.

The Specific Gravity is the relative weight of a body compared to an equal bulk of some other body taken as a standard. This standard is usually water, for all liquids and solids, and air for gases.

1. Gold 19.2—{D}ollars {B}uy {S}u{n}dries.—Gold is made into money. The specific gravity of gold is 19.2; that is, nineteen and two-tenths. The initial consonants of the phrase "{D}ollars {B}uy {S}undries" express through "D" and "B" the figures 19. The "S" of "Sundries" expresses the decimal point, and the first subsequent consonant "n" expresses the decimal two-tenths.

2. Silver 10.4—{Th}e {S}ilver A{s}saye{r}.

3. Platinum 21.5—U{n}usually {D}uctile {S}o{l}id.—Platinum is the most ductile metal known.

4. Lead 11.3—{Th}e {T}in {S}{m}ith.—Lead is used to solder tin.

5. Mercury 13.5—{Th}e {M}ercury {S}o{l}d.

6. Copper 8.9—{V}iew a {Sp}ire.—Copper points the lightning rods.

7. Iron 7.7—Hoo{k} {S}{k}illet.—It means hang up an iron pot.

8. Zinc 6.9—A {Sh}eet {S}u{p}ply.—Zinc is rolled into sheets.

9. Antimony 6.7—{G}erman {S}ee{k}er.—Antimony was discovered by a German monk.

10. Calcium 1.0—Whi{t}e {C}eiling.—Calcium is used in white-washing.

RIVERS.

Mississippi (4,382 miles long).—{R}ushing {M}ississippi's wa{v}es E{n}croach. —The Mississippi River frequently overflows its banks.

Nile (3,370 mi.) —(3) {M}ighty (3) {M}editerranean's (7) {G}reatest (0) {S}tream.

Volga (2,400 mi.) —I{n} {R}ussia's {S}oil {S}uperior. —The Volga is the largest river in Russia, and, in fact, the largest in Europe.

Ohio (1,265 mi.) —{Th}e Ohio {N}ow {Sh}ips {L}ighters.

Loire (530 mi.) —{L}oire's {M}ajestic {S}weep.

Seine (470 mi.) —{R}olling {G}ay {S}eine.

Spree (220 mi.) —{N}otice {N}oble {S}pree.

Jordan (200 mi.) —A K{n}own {S}alty {S}olution. —The River Jordan is impregnated with considerable salt.

1. Why could we not substitute the phrase "{Th}e {M}ercury {S}hie{l}d" for "{Th}e {M}ercury {s}o{l}d," since "S" stands for "0," and "h" has no value? 2. Why not use the phrase "Whi{t}e {s}ea{l}ing" to express the Specific Gravity of Calcium? 3. Could the Atomic Weight of Silver (108) be expressed by the phrase "{Th}e {V}a{s}e?" 4. If not, why not? 5. Would the phrase "{Th}e {S}ilver {V}ase" be better? 6. In dealing with the length of the Mississippi, why do you not give the figure value of "W" and "E" in that part of the phrase which includes the words {W}aves {E}ncroach? 7. Would you indicate this value by a cipher, then? 8. If not, why?

MOUNTAINS.

Mt. Everest [29,002] {N}amed U{p}on a {S}urvey {S}trictly U{n}ique; or I{n}dia's {P}eak I{s} {C}ertainly U{n}equalled.—This is the highest mountain on the globe; or I{n}dia's {B}oundary {S}ummit I{s} U{n}approachable. Kinchinjunga is 28,156 ft. high. We shall know what Mountain is meant if we omit the first syllable "kin." Hence we can use the formula, "{N}ext E{v}erest {D}awns {L}ofty {Ch}injunga."

Popocatepetl (17,783 ft.)—{Th}e {G}reatest {C}rater o{f} {M}exico.

Mt. Brown (16,000 ft.)—{Th}is {Ch}arming We{s}tern {S}cenery {C}elebrated.

Mt. Blanc (15,781 ft.)—{Th}is A{l}pine {C}one {F}ascinates {T}ravellers.

Jungfrau (13,720 ft.)—{Th}is {M}ountain A{g}assiz {N}imbly A{s}cended. —Prof. Agassiz was one of the first who reached the summit of this mountain.

Ben Nevis (4,406 ft.) —He{r}e {R}eview a {S}nowy {G}iant.

Snowdon (3,570 ft.) —{M}ajestic Hi{l}ls {G}reet {S}nowdon.

Saddleback (2,787 ft.) —{N}ear {K}eswick {V}iew a {C}raig. —This mountain is situated near the town of Keswick.

1. Are there any letters in the word "Ohio" which have a figure value? 2. Do you see any way by which you can make the word "Known" stand for 2 by my figure alphabet? 3. How can you infallibly retain these figure-sentences?

LATITUDE AND LONGITUDE.

No one can have very definite or exact ideas of Geography who does not know the Latitude and Longitude of the chief Cities of the World.

Lat. = 55 deg.—00' } (5) {L}ondon's (5) {L}atitude (0) Ea{s}ily (1) LONDON } (0) {S}een. Long. = 0 } (0) {S}tarting-point.

Lat. = 40 deg.—52' } (4) Yo{r}k (0) {C}ity's (5) {L}atitude (2) NEW YORK CITY } (2) {N}amed. Long. = 73 deg.—59' } (7) {C}ommercial (3) {M}etropolis' } (5) {L}ongitude (9) {P}ortrayed.

Lat. = 40 deg.—00' } (4) {R}epublic's (0) {Z}ealous (3) PHILADELPHIA } (0) {S}tatesman (0) {S}igned. Long. = 75 deg.—10' } (7) {Q}uaker (5) {L}ongitude (1) {T}oo } (0) {S}ober.

Lat. 41 deg.—45' } (4) {R}ebuilt (1) {T}own's (4) {R}eal (4) CHICAGO } (5) {L}atitude. Long. = 87 deg.—50' } (8) {F}ires (7) {C}annot (5) {L}ongitude } (0) {S}acrifice.

Lat. = 42 deg.—20' } (4) Ha{r}vard (2) U{n}iversity's (2) {N}earest (5) BOSTON } (0) {C}ity. Long. = 71 deg.—05' } (7) {G}ives (1) {T}ea (0) {S}pillers' } (5) {L}ongitude.

Lat. = 30 deg.—00' } (3) {M}ississippi's (0) {S}outhernmost (6) NEW ORLEANS } (0) {S}eaport (0) {S}erene. Long. = 90 deg.—00' } (9) "{B}utler (0) {S}tole (0) {S}ilver } (0) {S}poons."[F]

Lat. = 39 deg.—41' } (3) {M}ountain (9) {P}eaks (4) O'e{r}look (7) DENVER } (1) {D}enver. Long. = 105 deg.—00' } (1) {D}enver's (0) {C}ertain (5) {L}ongitude } (0) {S}afely (0) A{s}certained.

Lat. = 37 deg.—30' } (3) {M}etallic (7) {C}alifornia's (8) SAN FRANCISCO } (3) {M}etropolitan (0) {C}ity. Long. = 122 deg.—00' } (1) {Th}e (2) {N}avigator (2) {N}ow (0) {S}ees } (0) {S}an Francisco.

Lat. = 34 deg.—19' } (3) {M}en (4) {R}elish (1) Ho{t} (9) {B}aths. (9) HOT SPRINGS } Long. = 93 deg.—00' } (9) {B}athing (3) {M}ust (0) {S}ave } (0) {S}ickness.

Lat. = 40 deg.—29 } (4) I{r}on (0) {S}melting (2) Hau{n}ts (10) PITTSBURG } (9) {P}ittsburg. Long. = 79 deg.—50' } (7) {G}reat (9) {P}ittsburg's (5) {L}ongitude } (0) {S}ecured.

Lat. = 43 deg.—02' } (4) {R}oaring (3) {M}agnificent (0) {C}easeless (11) NIAGARA FALLS } (2) {N}iagara. Long. = 79 deg.—12' } (7) A {C}ataract (9) {P}ours (1) A{t} } (2) {N}iagara.

Lat. = 18 deg.—53' } (1) {Th}e (8) {F}irst (5) Is{l}and (3) {M}et. (12) BOMBAY } Long. = 72 deg.—53' } (7) {K}ipling's (2) {N}ativity (5) We{l}l } (3) {M}entioned.

Lat. = 22 deg.—34' } (2) {N}umerous (2) {N}atives (3) {M}igrate (13) CALCUTTA[G] } (4) He{r}e. Long. = 88 deg.—24' } (8) A {V}iceroy (8) {F}avours (2) {N}atural } (4) {R}emembering.

Lat. = 37 deg.—49' (S) } (3) {M}elbourne's (7) {G}rounds (4) Ya{r}ra (14) MELBOURNE } (9) {B}isects. Long. = 44 deg.—58' (E) } (4) Ha{r}bour's (4) {R}iver (5) We{l}l } (8) {F}urrowed.

Lat. = 33 deg.—55' (S) } (3) {M}athematical (3) {M}apping (5) Wi{l}l (15) CAPETOWN } (5) {L}ast. Long. = 18 deg.—28' (E) } (1) {T}able Bay (8) {F}avours (2) {N}umerous } (8) {V}essels.

[F] No one supposes that Butler really stole spoons.

[G] Lord Elgin, the present Viceroy, gave Prof. Loisette H. E.'s patronage when the Professor lectured in Calcutta. As his system is the foe of all artificial methods, it is par excellence the "Natural" System.

EARLY TRAINING IN FIGURES.

If the mind-wandering mode of rote learning is no longer practised, but an assimilating method is substituted for it; if we abolish the "mind-wrecking" procedure of forcing immature minds into and through studies which they cannot comprehend, and which, therefore, create chronic habits of Inattention; and if the idea of numbers and their elementary processes are objectively taught, until habits of sure enumeration and calculation are formed, then, when the child reaches maturity, he will rarely if ever require any conscious aid in remembering a series of 2, 3, 4, or more figures.

Meantime, a thorough training in this system tends to do away with the injurious effects of false mental habits; to set the Memory and Attention at work in a natural way, and greatly strengthen both; and while learning a large number of dates in a short time, or many figures in one series may still require the use of the System, unless the Numeric Thinking prior to this chapter has been mastered, yet, in the ordinary way of meeting figures in reading, study, or business, there will seldom occur any necessity for resorting to the method taught in this lesson.

WHAT MUST BE DONE FOR AN ACQUIRED ATTENTION.

In the case of those who have not inherited, but who have acquired, a great power of Attention, a decided benefit will ensue, however, if throughout life they occasionally use the System in regard to numbers and in learning prose and poetry by the Analytic-Synthetic and Interrogative Analysis Methods.

1. Will a pupil always require an aid to remember figures? 2. What is required of him in order to enable him to do away with any conscious aid? 3. What does a thorough training in my system accomplish in the meantime? 4. Will there ever be any necessity of using the figure alphabet? 5. Will not a decided benefit ensue to those who have acquired a great power of attention?

Where a great power of Attention has been renewed or originally acquired, it requires considerable effort to continue that power. The unnumbered objects of thought which civilization constantly brings before the mind, without giving any opportunity for a mastery of many of them; the fierce rivalries of interest, and the enervating habits of body which are constantly being formed or perpetuated—all alike and together tend to break down an acquired power of Attention. It is said that Alexander Hamilton used to go through the demonstrations of Euclid's Geometry before the commencement of each Session of the early Congress. For what purpose? In order to be able to make use of geometrical knowledge in debate? Certainly not. He reviewed this study to stiffen the back-bone of his power of Attention. And he possessed this power in an extraordinary degree by nature. I am not suggesting any such severe course of self-discipline. But if the pupil whose attention was formerly weak will never allow a date to come before him without fixing it in mind by my method, and if he will also occasionally learn by heart a passage of prose or poetry by my assimilating methods, he will train his Attention in a pleasanter and more effective way than Hamilton did his by his studies in Euclid—besides making himself conspicuously accurate where most men are notoriously inaccurate.

[It is a most misleading mistake to suppose that the principles of the following or either of the previous chapters are to be consciously and constantly used by the pupil, whether he be a student or a man of business. It is only used at all during the training period—rarely afterwards. But during the training period, I desire the pupil to make as much use of the devices and principles of the system as he possibly can—and the more he uses them the sooner he no longer has occasion to use them.]

1. Does it require any effort to continue that power? 2. What tends to break down an acquired power of attention? 3. What suggestion is here given the pupil in regard to this? 4. Is this method easier and less severe than Hamilton's? 5. Is it not more effectual?



THOUGHTIVE UNIFICATIONS.

CONNECTING THE UNCONNECTED.

A Congressman could not remember the name of Zachary Taylor, the twelfth President of the United States, but he could always readily recall his nick-name, "Rough and Ready." In this case there was no revivable connection established in his mind between the name Zachary Taylor and the idea or image of the man known as Zachary Taylor—but there was a revivable connection in his mind between the name "Rough and Ready" and the idea or image of that man. Now the thing to be done to enable this Congressman to readily recall the name Zachary Taylor was to establish or make a revivable connection between the name Zachary Taylor and the image of him, or some characteristic of him, as it was known to that Congressman; or to connect the well-remembered name "Rough and Ready" to the usually forgotten name Zachary Taylor. This would be a device for helping him to revive this hitherto unrecallable name. But another and better way to aid him would be to STRENGTHEN his REVIVING POWER GENERALLY, so that he could readily recall the name Zachary Taylor as well as his other previous experiences; for there is no doubt that he had a record in his mind of the name Zachary Taylor; for whenever he failed to recall it, he recognised it the moment he saw it, or it was mentioned in his presence. This proved that he knew the name but could not revive it.

1. What difficulty did the Congressman have in connection with Z. Taylor? 2. What caused it? 3. What would have been his best aid to remember the name?

HOW TO HELP THE MEMORY.

There are therefore two ways of helping the memory. (1) By a device resorted to in each separate case to help make a more vivid First Impression. Nearly all Memory Systems hitherto taught have only been such Devices; of little benefit except in the cases where they have been actually applied—mere temporary appliances, and many of them of doubtful value, devoid of any strengthening power. (2) By a Method of Memory TRAINING. This is the unique character of my System. It is used as a device during the process of developing the latent powers of the Memory and the Attention, but the result of its use is to so strengthen the Memory that, as a Device it is no longer required. As a trainer my System operates in three ways. (1) It increases the general Impressionability, so that all First Impressions must be more vivid than they have ever been before. (2) It increases the general Revivability, so that First Impressions are more under the control of the will, and can be afterward recalled when desired. (3) It compels the Intellect to stay with the senses and thereby it abolishes mind-wandering.

1. Did he have a record of the name in his mind? 2. How many ways are there of helping the memory? 3. What is the first way? 4. The second? 5. What is meant by Memory Training? 6. What is the unique character of my system? 7. What is the result of its use? 8. In how many ways does my system operate as a Trainer? 9. What are they?

A one-sided view of the Memory proclaims that if vivid First Impressions are made in all cases, that is enough. This opinion implies a limited acquaintance with the different kind of memories. In some cases where a person is troubled with chronic forgetfulness, a vivid First Impression may be received, and no recollection of it will long survive. That a vivid impression was received is proved by the fact that, shortly after the occurrence, his memory of the details of it is possibly nearly perfect, and yet, after the lapse of a few days, or weeks, or months, the recollection of every trace of the occurrence has vanished. After the total oblivion of the matter in his waking moments, he will sometimes recall all the details of the affair in a dream. This is demonstration irresistible that the trouble in this case lies, not in receiving vivid First Impressions, but in the weakness of his reviving power. In fact, some memories are much oftener weak from deficiency in reviving power than from feebleness of first impressions. If, however, Impressionability be increased to the highest degree in all cases, and Revivability be strengthened to the same extent, all memories will be good, however bad some of them may theretofore have been in any or in all respects.

MODES OF ESTABLISHING CONNECTIONS.

RECOLLECTIVE ANALYSIS is used to memorise a series of words or facts between every pair of which the relation of In., Ex., or Con. exists. It equally applies to a single pair of such words or facts.

RECOLLECTIVE SYNTHESIS OR THOUGHTIVE UNIFICATION is used where no relation exists.

A revivable connection is established in such cases by means of a Correlation which always consists of one or more unifying intermediates. And the words, hitherto un-united, which are thus cemented together, are called Extremes.

We had experience in learning the Series in the first chapter that the application of the Laws of In., Ex., and Con. enable us to memorise those Series in much less time than it would have taken had we not known how to make use of those Laws. Many people could never have committed to memory such Series by mere rote or repetition, and not one in a hundred could have learnt to say them backwards by rote alone. Yet my Pupils easily learn them both ways, because Analysis affords the highest possible AID to the Natural Memory. In fact, the deepest and most abiding impression that can be made upon the Natural Memory is by impressing it with relations of In., Ex., or Con.; because these are the Memory-Senses (if the phrase be allowed), these are the Eyes, Ears, Touch, Taste, and Smell of the Memory: and we have only to impress the Memory according to the laws of its own nature and the Memory will RETAIN the impression. This is exactly what my Art does: for I translate every case of Synthesis into an Analytic series by supplying one or more Memory-intermediates that grow out of the "Extremes," each one of which is an instance of In., Ex., or Con.—Thus, every example of Synthesis is a developed or extended Analysis. To make this translation from Synthesis into Analysis requires no intellectual ingenuity—no constructive power of imagination—but only a recall to consciousness, through In., Ex., or Con., of what we already know about the "Extremes." I call a specimen of developed Analysis a Correlation, because the Intermediates sustain the direct, immediate, and specific relation of In., Ex., or Con. to the "Extremes" (having nothing in common, in principle or nature, with the old-fashioned Mnemonical "Links," or "Phrases").

1. When is Rec. Analysis used? 2. Rec. Synthesis? 3. How is a revivable connection established? 4. Have you carefully read every question at the bottom of the previous page, and thought out or written out answers to them? 5. Since questions are valuable helps to the learner, will you faithfully read all the questions hereafter in this lesson, and write out or think out the answers thereto? 6. What have the laws of In., Ex., or Con. enabled us to do? 7. Could all people have learned them by rote? 8. What affords the highest possible aid to the natural memory? 9. How are the deepest and most abiding impressions made on the Natural Memory? 10. What are the Memory-Senses?

EXAMPLES OF CORRELATIONS.

Make your own Correlation (different from mine, given below) between each of the following seven pairs of Extremes:

[In. may be represented by 1, Ex. by 2, and Con. by 3]:

1. ANCHOR (1) Sheet Anchor (1) Sheet (1) Bed (1) BOLSTER —— (3) Capstan (1) Night-cap (3) Pillow (3) —— —— (3) Roadstead (1) Bedstead —— —— (3) Sea Bed (1) —— 2. PEN (3) Ink (1) Ink-bottle (1) Smelling-bottle (3) NOSE —— (1) Pensive (2) Gay (1) Nosegay —— —— (3) Wiper (3) —— 3. SLAIN (3) Battle (3) Joshua (3) MOON —— (1) Struck-down (1) Moon-struck (1) —— —— (3) Fallen (2) Risen (3) —— 4. TEA (1) Teaspoon (1) Spooney (1) LOVER —— (3) Sugar (1) Sweet (1) Sweetheart (1) —— 5. ARROW (3) Tell (3) Apple (3) Cider Mill (1) TREADMILL —— (3) Flight (3) Arrest (3) Convict (3) —— 6. BEE (1) Beeswax (1) Sealing-wax (3) Title deeds (3) ATTORNEY —— (1) Queen Bee (1) Queen's Counsel (3) —— 7. LASH (1) Eye-lash (1) Glass Eye (1) Substitute (1) VICARIOUS

Children and Adults, who have thoroughly learned Recollective Analysis and practised its exercises, find no difficulty in making Correlations, unless they are so afflicted with Mind-Wandering that they have never digested the impressions they have received, or unless their intellectual operations have been twisted out of the natural order by perversities of early education; but even in these cases the diligent student will be able—usually before these pages are finished—at once to correlate any word whatever to any or all the words in any dictionary. A learned Professor declared that no person unacquainted with astronomy could correlate "Moon" to "Omnibus." He did it thus: MOON—(3) Gibbous [one of the phases of the Moon]—(1) "Bus"—(1) OMNIBUS. I asked a pupil then present—a girl nine years old—to connect them. She promptly replied, "MOON—(1) Honey-moon—(3) Kissing—(1) Buss—(1) OMNIBUS." A moment after, she gave another: "MOON—(1) Full Moon—(1) 'Full inside'—(3) OMNIBUS." 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 "Bull," "C" to "Cab," "D" to "Doge,"—as well as "Cooley" to "The." There are, however, no words which my Pupils cannot soon learn to correlate together with the greatest readiness, as:

"A" (1) First Letter (1) First Mate (3) Ship (3) "ANCHOR" " (1) Aviary (3) Bird (3) Flew (1) Fluke (1) —— "B" (1) Bee (3) Sting (1) Sharp Pain (1) Sharp Horns (1) "BULL" " (1) Below (1) Bellow (3) —— "C" (1) Sea (3) Ocean Steamer (1) Cabin (1) "CAB" "D" (1) "D.D." (1) Clerical Title (1) Venetian Title (1) "DOGE" "COOLEY" (1) Coolly Articulated (1) Definite Article (1) "THE"

1. What must we do in order to make the memory retain the impression? 2. Does my Art do this? 3. Into what do I translate every case of Synthesis? 4. What does it then become? 5. What is a correlation? 6. Are correlations difficult to make?

All possible cases to be memorised can be reduced to (1) ISOLATED FACTS, where each fact is correlated to some fact in its surroundings through which you must think as the Best Known, in order to recall it—many instances will be given in this lesson:—or, (2) SERIAL FACTS, which must be remembered in the exact order in which they were presented to the mind—illustrated by many examples in this Lesson.

NEVER FORGET that this System serves two distinct purposes: (1) That it is a Device for memorising any Isolated Fact or Serial Facts by means of mere Analysis, otherwise called Instantaneous Assimilation or memorised Correlations, as well as by other means. (2) And that by memorising and repeating for a considerable period Analytic Series, and especially by making and memorising one's own Correlations, it is an unequalled system of Memory-TRAINING. Let the ambitious Pupil learn as many examples as I give in the lessons in order to so strengthen his natural memory that he will no longer have to use the device for memorising, his natural memory permanently retaining all he desires to remember. This result comes only to those who carry out ALL the directions with genuine alacrity—not shirking one of them.

1. Do all persons find them easy? 2. What persons do not? 3. Can such persons become expert in making them? 4. How? 5. Make an original correlation of your own between these extremes. 6. To what may all possible cases to be remembered be reduced? 7. What are Isolated facts? 8. What two distinct purposes does my system serve?

ANALYSIS AND SYNTHESIS COMPARED.

It is sometimes asked, cannot "Analysis" cement together unconnected "Extremes"? This question implies a contradiction of terms. I reply, "Yes, by accident, and by accident only."

Analysis is declaratory—Synthesis is constructive. Analysis discovers and describes the relations actually existing—Synthesis applies connecting intermediates where no relations previously existed, and then Analysis characterizes the relations introduced by the cementing intermediates.

Even in the First Exercises the Series are Synthetic. Every pair of words of which such Series consists exemplifies the relations either of Inclusion, Exclusion, or Concurrence. I used to call that Lesson Recollective Analysis, because in it the pupil is engaged in familiarising himself with those Laws of Assimilation, and in discovering and declaring the character of the relations between the words of such Synthetic Series. He commits to memory such a series by thinking of the relations between the words. A minor object is to memorise the Series—but a greater and higher object never lost sight of in these Lessons is to train the Memory and Attention. And let the pupil clearly notice how this training comes about. Merely running over a Series—two words at a time—without discriminating the kind and quality of the relations between the words—hoping that the mind unpractised in the Laws of Assimilation will intuitively feel those relations, constitutes no training of the Memory. Such reading neither strengthens the old power nor develops any new power. It is a blind act of unconscious absorption, however little be absorbed. But if the mind acts in such cases and tries to find and characterise the relations, then the appreciation of the relations of In., Ex., and Con., is quickened and invigorated and becomes in time so intensified that those relations are thereafter almost automatically felt, and the impression they make on the Memory, henceforth, is the most vivid possible.

1. To whom only does this result come? 2. What question is frequently asked? 3. What is the reply? 4. Is analysis declaratory? 5. If so, why? 6. Is Synthesis constructive? 7. If so, explain why? 8. Why is the first lesson called Rec. Analysis?

Every Correlation is a Synthetic Series. It can be and should always be analyzed, but Analysis never makes a Correlation. That is the function of Synthesis. Since "extremes" are words with no relation between them, Analysis cannot find what does not exist. But accident sometimes makes a spelling or letter relation between the "Extremes," and then Analysis can memorise these "extremes" by means of such accidental relations. To illustrate:—

A physician was troubled to remember on which side of the heart are the "mitral valves." As they are on the left side of the heart, he might have noticed that "mitral" ends with the letter "l," and that the word "left" begins with the letter "l"—as "l" belongs to both of these words, here would be a case of analysis. Such a device, however, could never be erected into a rule, for it is founded on accident only, and cannot be used in all cases. How much more vivid to many persons in this example is a Correlation, thus: "Mitral valves ... mitred Abbots ... none left ... left."

To remember which of the University crews wears dark blue and which light, we can note that the vowel "I" belongs alike to Cambridge and "Light" and is absent from Oxford and "Dark."

Take a case in Trigonometry—a Complement is what remains after subtracting an angle from one right-angle. Take 60 degrees from 90 degrees, and we have the complement 30 degrees—a Supplement is what remains after subtracting an angle from two right-angles. Take 120 degrees from 180 degrees and we have the supplement 60 degrees. How to remember that "Complement" relates to one right-angle, and "Supplement" relates to two right-angles, is a difficulty for a poor memory. Looking at the accidents of the subject, we see that Supplement and two right-angles have a relation in this, that Supplement begins with S and two begins with T. S ... T. Hence we must remember that Supplement relates to Two right-angles, and, of course, the word Complement to one right-angle.

Or to use the Synthetic Method: "Complement (compliment) ... praise bestowed ... prize-winner ... won ... one right-angle" (Complement completes right-angle ... one ... right-angle) or "Supplement ... supple ... bend double ... 'two double' ... two right-angles" (Supplement ... added to ... more than one right-angle ... two right-angles).

I could give many other illustrations of the narrow scope of this Method of Accidents, though genuine within that scope, and how, in all cases, by the Synthetic Method we can find in the facts to be remembered the means of their recollection. One case more: In regard to memorising the statement that "the Posterior Nerve of the Spinal Column is Sensory, and the Anterior Nerve is Motor," using this Method of Accidents, "You observe that Posterior and Sensory go together, and that Anterior and Motor go together. The initial letters of Posterior and Sensory are P and S, and the initial letters of Anterior and Motor are A and M. By considering that A and M are in the upper part of the Alphabet and P and S are in the lower part of it, you will be sure to remember that Anterior is associated with Motor and Posterior with Sensory." I admit that the first time one hears this elaborate method applied the novelty of the principle of it might make an impression; but, after that, the method would probably fail from its lengthy exposition; because it is difficult to retain the steps of an argument in a weak Memory and therefore such a method cannot certainly act as a Means for Aiding the Memory. How do I manage this case? By correlating Posterior to Sensory, thus: Posterior ... Post-Mortem ... Insensible ... Sensory; or Anterior to Motor, thus: Anterior ... Ant ... disturbed anthill ... commotion ... Motor; or Anterior ... antediluvian ... rush of water ... water-power ... Motor. In uniting the two unconnected "Extremes" together by means of a developed Analysis memorised, the Natural Memory is aided in a very high degree.

1. What is every correlation? 2. Does Analysis ever make a correlation? 3. Why would not "A" make a good In. by sound with "Anchor" on preceding page? 4. Is the method of remembering by accidental coincidences always reliable? 5. If not, why? 6. Are there cases where it cannot be used? 7. Make an original correlation between "Mitral valves" and "left." 8. How does the accidental coincidence in connection with the University crews compare with Synthesis? 9. Does this method make an impression on the novice at first? 10. Does the novice adhere to it? 11. Why?

BY MEMORISING a Correlation, you so unite the two EXTREMES in memory, that you need not afterwards recall the intermediates. The intermediates drop out of the memory by what Prof. E. W. Scripture, Psychologist, of Yale University, calls the Law of Obliteration.

1. Why does the method fail? 2. Is it difficult to retain the steps of an argument in the natural memory? 3. Can you give any instances in your own experience where Analysis has helped you to cement Extremes together? 4. Can such a method act as a means for aiding the memory? 5. How would I manage the case spoken of?

HOW TO MEMORISE A CORRELATION.

To memorise a Correlation you must at first, if your Natural Memory be weak, repeat from memory the intermediates forwards and backwards, as:—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 you will infallibly remember every Correlation you make; at last, the memory will become so strong, that you will no longer have to make Correlations at all. After you have repeated the Correlation, then repeat the two extremes, thus—"Anchor" ... "Bolster." "Bolster" ... "Anchor." "Bolster" ... "Anchor." "Anchor" ... "Bolster."

Nothing else is so easy to memorise as a Correlation, for a Correlation is not a "mental picture" or "story"—it is neither a proposition, sentence or phrase. It has no rhetorical, grammatical, argumentative or imaginative character. It is simply an elemental primordial Psychological Sequence of Ideas in which one includes another, excludes another, or in which one idea has been so often or so vividly united with another in past experience that the two are inseparably connected in memory—and a little practice in making and memorising these Correlations soon makes it impossible to forget them.

1. What is the result of uniting two unconnected "Extremes" by means of a developed Analysis? 2. What are the first steps in memorising a correlation? 3. How long are these repetitions required? 4. What will be the result in a short time? 5. What will be the final result? 6. Are correlations easy to remember? 7. What is the result of making and memorising them? 8. When does the most vivid concurrence take place?

ASSIMILATIVE ASSOCIATION AND MEMORY.

Probably no psychological mistake was ever fraught with greater injury to the cause of public or self-education than the too prevalent opinion amongst teachers generally that "physiological retentiveness" is the memory's sole reliance in all stages of life. It is nearly the sole reliance in infancy, and a partial reliance in youth. But when an accumulation of experiences and a fair command of language have been gained, new acquisitions are henceforward principally made by the affiliation of one idea upon or with another or the making of associations between ideas already established.

And, if this be so, then memory must be very greatly improvable, since no mental power is susceptible of so much improvement as assimilative association.

A good memory, whether natural or acquired, belongs to quick and vivid associability and revivability rather than to mere inherent and perpetual physiological record making.

After a certain number of experiences the child learns the appearance of a square. All his future experiences, however varied, of squares become affiliated upon, or connected with the record of this original square. If each new square had to be separately impressed on the brain as a distinct and independent physiological record, it would take as much time and trouble to learn every new square as it did to learn the first square. But the instant recognition of every square after learning the first one shows that the old brain record is used in the case of each new experience of squares or that the new square is interpreted by the old or original record through the Laws of Association. Again: Taking the prefixes com., de., im., op., re., sup., &c., which are used in thousands of cases, and the suffixes ment, sion, ible, ibility, &c., also used in thousands of words, and using these in connexion with the root word "Press" we have compress, depress, impress, oppress, repress, suppress, and also compressible, depression, re-impress, suppression, impressment, &c.

Must a new physiological record be made for each form of the sixty or more words of which Press constitutes the base, and must a new record be also made for each of the prefixes and suffixes in the thousands of combinations in which they occur? No one believes any such absurdity.

If space permitted it would be easy to offer additional considerations tending to show that after infancy and early youth new acquisitions are mainly made by combinations and recombinations of ideas already possessed, and not by new and independent records physiologically reimpressed on each occasion.

RULES FOR MAKING CORRELATIONS.

1. Never make a correlation except in conformity to In., Ex., and Con. Carelessness here is fatal to success.

2. When the pupil reads a correlation of mine, he should indicate the relations between the words by writing in the figures 1, 2, or 3, and he should pursue the same course with his own correlations.

3. Ofttimes "extremes" are in different planes of thought, so occasionally three intermediates are necessary to cement them; two are often required; but after considerable practice in making correlations one usually suffices.

1. What is fatal to success in making correlations? 2. What do the figures 1, 2, and 3 indicate in Rule 2? 3. How many intermediates should there be?

4. A correlation is a successive advance, and an intermediate must not refer back to any except its immediate antecedent, never to its second or third antecedent. A pupil wrote:—Short steps ... stepson ... real son ... more a son ... Morrison. Here, "more a son" refers to the comparison between "real son" and "stepson," but the latter is the second antecedent so the correlation is a defective one. He might have said: Short steps ... stepson ... Morrison.

5. A word may be used twice but never three times. Pen ... pensive ... gay ... nosegay ... Nose. Here "gay" is properly used twice, and after that, it is dropped and you can go on with the rest of the word, to wit, nose.

6. A compound phrase including a verb is rarely allowable, since the intermediates must be the simplest elements, either sensations or perceptions [relations among sensations] or abstractions [relations among relations], or one of these with either of the others, always exemplifying either In., Ex., or Con.

7. My correlations are good for me, but they may not be so vivid to others, especially where the concurrences are used. To fix the date of Magna Charta (1215), the pupil could memorise this Correlation—MAGNA CHARTA ... King John ... Jew's teeth ... DENTAL. But if the pupil did not know before that King John had granted that charter, and if he did not also know the story about the extraction of the Jew's teeth to make him pay the royal exaction, there would be no concurrence as to the first word and second, or second and third, and if he learned the Correlation it would be by mere repetition without aid from Analysis. In such a case he would make and memorise his own Correlation, perhaps thus: MAGNA CHARTA ... magnify ... diminish ... DWINDLE. When a pupil makes his own Correlations, every concurrence he uses is a real concurrence to him, and so with his Ins. and Exs. This is a decisive reason why the Pupil should merely look upon my Correlations as models, but make and memorise his own Correlations in all cases, as being more vivid to him and, therefore, more certainly remembered, as well as more effectively strengthening the Memory in both its Stages.

8. Vivid Ins. by meaning are better than Ins. by S. (the latter when used, should be as perfect as possible). EAR ... EEL makes a weak In. by S. to some persons, but it would make a much more vivid first impression to most persons to deal with them in this way: EAR ... (w)ring ... twist ... wriggle ... EEL. But "Bivouac ... 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 are pronounced exactly alike. We may connect Bivouac to Rain thus: "Bivouac ... aqueduct ... flowing water ... falling water ... RAIN."

9. Never—in the early stages of the study of the System—make a second Correlation until you have memorised the first.

10. Although making and memorising Correlations serves the useful purpose of fixing specific facts in the memory, yet the MAIN OBJECT in making and memorising Correlations is to develop the latent power of the Natural Memory to such a degree that all facts are hereafter remembered without the aid of conscious Correlations.

11. Never try to find analytic date or number words until you know the material facts connected with the date or number before you. The student wishes to fix the date of Voltaire's birth, in 1694. "The Shaper" and "The Giber" occur to him. If he is ignorant of the facts of Voltaire's life, he will correlate thus: "Voltaire ... (1) ... volatile ... (2) ... 'fixed' ... (1) ... 'The Shaper' {Th}e {Sh}a{p}e{r} (1694);" or "Voltaire ... (1) ... tear to pieces ... (1) ... mocking dissector ... (1) ... {Th}e {G}i{b}e{r} (1694)." If he had known that Voltaire was a born writer, he would have found the analytic relation in "Voltaire ... {Th}e {Sh}a{p}e{r} (1694)" or if he had known that he was a terrible mocker, he would have said: "Voltaire ... {Th}e {G}i{b}e{r} (1694)." If he wished to fix the date of the discovery of America, he might think of "{T}e{r}ra{p}i{n}" (a large tide-water turtle, abounding in Maryland), and correlate thus: "Discovery of America ... (1) ... Maryland ... (3) ... {T}e{r}ra{p}i{n} (1492)." But if he remembers that Con. covers all cases of Cause and Effect, Instrument or Means to End, Person by whom, &c., and if he reflects that this discovery has been a blessing to the Old as well as the New World, he would say: "Discovery of America ... (3) {T}{r}ue {B}oo{n} (1492)." Or, if he considers that the moment America was made known to Europe the whole of the Western Continent was open to every new-comer, he would find analytic date-words thus: "Discovery of America ... (3) ... {D}oo{r} o{p}e{n} (1492)." If he merely wants to fix the fraction 92, he could use the first two consonants of the name of one of his ships, and say: "Discovery of America ... {P}i{n}ta (1492)."

ISOLATED FACTS.

Correlate an Isolated Fact to something (to some fact in its environment or entourage that is BEST KNOWN and) which you are sure to THINK OF when you wish to recall the Isolated Fact.

HOW TO REMEMBER PROPER NAMES WHEN INTRODUCED.

An infallible method of remembering proper names is (1) Get the name when introduced. If not quite sure, ask for it. (2) Pronounce the name aloud whilst looking at the person. Do this several times, if possible. The object is to produce a concurrence or connection between the sight-image of the Person and a sound-image of his Name. (3) To help the ear for sound, always pronounce everyone's name aloud whenever you meet him. This helps nature. These directions carried out never fail to make a pupil perfect in remembering proper names.

To remember PROPER NAMES in the absence of the person, correlate the Person's Name to the name of some Peculiarity of the Person (as the BEST KNOWN and) which you are sure to THINK of whenever you think of the Person. If you memorise the Correlation, you will recall the Name whenever you think of this Peculiarity (whatever struck you about him).

To remember a proper name, Mnemonists resort to In., by S. But this alone gives no starting point, no "Best Known" which you are certain to think of, and which will enable you to recall the name, provided you cement by a memorised Correlation the "Best Known" to the name itself; in fact, a similarity of sound alone and by itself is likely to mislead you into reviving itself instead of the name. A celebrated Member of Parliament (who in the days of his youth, before he had greatly tested Mnemonics, gave a high opinion of its value) was to deliver an address at the Birkbeck Institution, some years ago. Having difficulty in remembering proper names, he thought he would fix the name of its founder in his memory by the Mnemonical device of finding a word that sounded like it; he said to himself, "It reminds me of 'Pinchbeck.'" He commenced as follows: "Before coming to the subject on which I am to speak this evening, I desire to pay a deserved tribute of praise to the founder of this great Institution, the celebrated Mr. PINCHBECK." A shout of laughter revealed to him that Mnemonics may get us into trouble, and fail to help us out: he could not remember the real name, Birkbeck, until it was told him. If he had mastered this System, his NEW memory-power would have enabled him to remember the true name without any device; or, if he was but a beginner at my System he could have remembered the name Birkbeck—which he was afraid he would forget—by correlating it to the word—"Founder," which he did remember, thus:—FOUNDER ... lost way ... hark-back ... Birkbeck; or, FOUNDER ... foundered horse ... chestnut horse ... chestnut ... bur ... BIRKBECK. If he had memorised either of these Correlations, or one of his own, by repeating the intermediates forwards and backwards two or three times, and then recalled the two extremes, "Founder," "Birkbeck," several times, the moment he thought of Founder, he would instantly have recalled Birkbeck, one extreme recalling the other without the intermediates being recalled. When one has received only a third of the benefit of this System as a Memory-TRAINER, the mere making of a Correlation ensures remembering two extremes together without thinking of intermediates.

1. To what must we correlate a person's name? 2. What will be the result if we memorise the correlation? 3. To what do Mnemonists resort to remember proper names? 4. Does this alone give a starting point? 5. What is a similarity of sound alone likely to do?

[Dr. Johnson, when introduced to a stranger repeated his name several times aloud and sometimes spelled it. This produced a vivid first impression of the man's name; but it did not connect the name to the man who bore it. People who have adopted the Johnsonian Method sometimes remember the name but apply it to the wrong person, because they did not establish any relation between the name and the man to whom it belonged.]

EXERCISES IN CORRELATING.

Make 20 of your own Correlations between faces and names (or between words and meanings), using some of the extremes given by me, and, as other extremes (words, &c., of your own selection, or) names and faces of your own acquaintances.

Peculiarity. Correlation. Proper Names.

Cross-eyed Cross-bow ... bowman Mr. Archer Wavy hair dancing wave ... Morris dance Mr. Morrison Black eyes white ... snow ... pure as snow Mr. Virtue Retreating chin retiring ... home-bird Mr. Holmes High instep high boots ... mud ... peat Mr. Peat Crooked legs broken legs ... crushed Mr. Crushton Apprehension suspension ... gallows Mr. Galloway Sombre sad ... mourning ... hat-band Mr. Hatton Music stave ... bar Mr. Barcroft Violinist violin ... high note ... whistle Mr. Birtwistle Painter paint ... colored cards ... whist Mr. Hoyle Plumber plum-pudding ... victuals Mr. Whittles Joiner wood ... ash Mr. Ashworth

1. Is it ever possible to remember two extremes without thinking of the intermediates? 2. In what cases? 3. What did Dr. Johnson sometimes do when introduced to a stranger? 4. What sometimes occurs with people who have adopted the Johnsonian Method? 5. Why is this? 6. As Max Mueller names mental acts in this order: Sensation, Perception, Conception, Naming, and Memory, would he hold that failure to remember names implies weakness of naming power? No! Remembering a name is an act wholly unlike imposing a name in the first instance. Such failure arises from weakness of the auditory function, or of the perception of individual peculiarities or failure of the sight-image to become cemented to the sound image.

A CONTRAST.—When unconnected ideas have to be united in the memory so that hereafter one will recall the other, the teachers of other Memory Systems say: "What can I invent to tie them together—what story can I contrive—what foreign extraneous matter can I introduce—what mental picture can I imagine, no matter how unnatural or false the juxtaposition may be, or what argument or comparison can I originate—no matter how far-fetched and fanciful it may be, to help hold these 'Extremes' together?" They do not reflect that all these mnemonical outside and imported schemes must also be remembered, and that being in the form of sentences expressing loose relation of mere physical juxtapositions or the complex relations invented by constructive imagination or subtle intellect, they are, to most, more difficult to recollect than the extremes would be without these ponderous aids. Hence, in their professed attempt to aid the memory, they really impose a new and additional burden upon it.

1. Are you required to make any original correlations? 2. How many? 3. Between what extremes? 4. Do you find it difficult? 5. Have you any evidence given here that others have experienced any difficulty in making them? 6. Did they finally succeed? 7. What question is frequently asked by other memory teachers?

On the other hand, I simply ask the memory what it already knows about the "Extremes." The first intermediate of a correlation is directly connected through In., Ex., or Con., with the first "Extreme," and the last intermediate with the last "Extreme," and the intervening intermediate (if there be one) with the other two, and thus, the intermediates being already in the memory, and not the result of invention or ingenuity, my Method of Correlation is purely and solely a MEMORY process. In this way, I use the MEMORY TO HELP THE MEMORY, I use the reviving power of the memory to make a vivid FIRST IMPRESSION between two hitherto unconnected "Extremes." I add nothing to the "Extremes," import nothing from abroad in regard to them, invent nothing. I simply arouse, re-waken to consciousness, what is already stored away in the memory in regard to those "Extremes," and, by reciting the Correlation a few times forwards and backwards, cement the "Extremes" themselves so vividly together, that henceforth one "Extreme" revives the other "Extreme" without the recall of the intermediates.

And in the chapter on Recollective Analysis, and also in the previous part of this chapter, I have given the attentive student such a familiarity with the Memory Laws of In., Ex., and Con., that he can make Correlations as easily as he breathes.

When learning prose or poetry by means of endless repetitions to acquire, and endless views to retain, the mind soon wanders, and thus discontinuity is promoted; but, in reciting a Correlation forwards and backwards from memory, the mind cannot wander, and thus the continuity is greatly strengthened. Again, memory is improved by exercise, and improved in the highest degree by making and memorising correlations, because in making them the reviving power of the memory is exercised in conformity to Memory's own laws; and in memorising the Correlations both stages of memory are most vividly impressed. Thus, making and memorising the Correlations TRAINS both Memory and Continuity. And if to this training process there be added the habit of Assimilation which the use of the Analytic-Synthetic and Interrogative Analysis Methods of learning Prose and Poetry by heart imparts, as well as my other training methods, then the NEW memory thus acquired will not demand the further use of the System any more than the adult swimmer will need the plank by which as a boy he learned to swim.

1. What new burden do they impose on the memory? 2. What do I require from my pupils? 3. To what is the first intermediate connected? 4. Through what? 5. How do I deal with the other intermediates? 6. What is a memory process? 7. Is the memory used to help the memory in any way? 8. Do I add anything to the extremes? 9. Is memory improved by exercise? 10. When is the System laid aside?

LEARNING FOREIGN WORDS.

"The Guide to Memory, or a New and Complete Treatise of Analogy between the French and English Languages," compiled by Charles Turrell, Professor of Languages, and published in 1828, contains the words which are the same in each language (alphabet, banquet, couplet, &c.), and those almost the same—"Letters necessary in English, and superfluous in French, are included in a parenthesis, thus Bag(g)age. Letters necessary in French, and superfluous in English are printed in Italics, thus Hommage." At first sight it seems as if this plan were a good one (and some still recommend it[H]). But of the words which are the same in both languages, some of them have meanings one rarely if ever needs to express, while others are seldom seen except in Dictionaries, so the student who uses this method does not make much useful progress. The Rev. W. Healy, of Johnstown (Kilkenny), long before he had finished my course of lessons, stated: "I wrote out the French words that correspond to the English of everything around us and that are in common use, and found that by the aid of Rec. Syn. I could commit them much faster than the time taken to write them out."

[H] The "New Memory-Aiding French Vocabulary" by Albert Tondu, published by Hachett et Cie, London, in 1881, is a somewhat similar work to Charles Turrell's.

The words he had made himself familiar with were those most frequently met with in reading, and useful in speaking and writing.

Mr. D. Nasmith employed a clerk in finding the number of occurrences of the same word in three books. Some words occurred thousands of times, and others only five, or fewer. The words which frequently occurred he arranged in order, the commonest first, and compiled exercises to suit them. His "Linguists" (German and French) are published by Mr. D. Nutt, of 270, Strand, London, and by the aid of them, and of my System, a useful knowledge of German (or French) can be rapidly acquired.

A pupil who had a very slight acquaintance with French learned an Analytic Series of French words, asking a French friend the meaning and pronunciation of the words unfamiliar to him. By doing this he in about an hour learned the spelling, pronunciation, and meaning of nearly 100 French words. Since then he has been extending the exercise, and in that way he has learned 1,000 French words. In doing so he is strengthening his memory by exercising it in accordance with its own laws, increasing the control his will has over his attention, and extending his French vocabulary.

1. Do we ever see words spelt differently but with the same pronunciation? 2. Is the use of the Dictionary required? 3. What examples have we here of the benefits derived from Rec.-Synthesis? 4. With what words did he make himself familiar? 5. Does the same word frequently occur in a book? 6. What proof can you mention? 7. What task was accomplished in about one hour by one of my pupils? 8. What language was he studying?

To remember Unfamiliar English Words or FOREIGN WORDS, correlate the Definition as the BEST KNOWN to the Unfamiliar or Foreign Word, and memorise the Correlation. In the case of Foreign Words, the last Intermediate is necessarily a case of Inclusion by sound. Sometimes there is In. by sight or by sound between a part or the whole of the English word, and a part or the whole of its Foreign equivalent, as Apple—apfel [German]. Of course, the pupil will not need the aid of a correlation in such cases if he notice the analytic relation. The French word Anachorete might have for its equivalent by sound either "Anna," or "Core," or "Ate," or "Anna goes late," or "Ann a core ate," or "Anna's cold hate," and perhaps to some of my readers it would seem like something else. Cravache might sound like "Crack of lash." Pupils often disagree as to what is good Inclusion by sound; let each use what suits himself, and not trouble about other people's ears. In. by sound, or by sense, or by spelling, is sufficient even if it refers to only one syllable.

ENGLISH. INTERMEDIATES. GREEK. Merchant ... market ... emporium ... emporos Move ... move on ... next stage ... next-of-kin ... kineo True ... naked truth ... pith of the matter ... pithy ... pithanos Course ... coarse hair ... camel hair ... dromedary ... dromos Servant ... light fare ... dole out [maid ... bride ... dowry] ... doulos Tanner ... leather ... leather purse ... disburse ... burseus Cup ... tea-cup ... tea-pot ... poterion Fetters ... criminal ... desperate ... desmos Fragile ... thin ... rapier ... "thrust us" ... thraustos —— glass houses ... "throw stones" —— Fruit ... fruit-knife ... fish-knife ... carp ... karpos Round ... fat ... stout ... strong ... strongylos Bride ... fair ... fairy ... forest nymph ... nymphe Pearl ... Necklace ... sweetheart ... Sweet Margery ... margarites Bread ... baker ... baker's art ... artos Marry ... lottery of life ... risky game ... gameo Join ... engaged—[suited ... apt] ... apt to disagree ...apto Culprit ... cull ... select a few ... few gone ... pheugon Milk ... milky way ... galaxy ... gala Drink ... water ... small leak ... pinhole ... pino Suffer hunger ... ng of hunger ... pining away ... peinao Time ... watch ... chronometer ... chronos —— Father Time ... old age ... old crony —— Deliver ... capture ... lasso ... apalasso Spread ... Christmas feast ... deck a church ... dye a spire ... diaspeiro Uncover ... bare ... bare foot ... a Kaliph's toe ... ekkalypto Shut ... shut out ... severe weather ... bad climate ... kleio I judge ... condemn ... refute ... refuse ... cry "no" ... krino Found ... establish ... fix ... fasten thus ... tie so ... ktizo Soldier ... art of war ... strategy ... stratiotes