1. In the case of Foreign words, what must the last intermediate necessarily be a case of? 2. Do pupils always agree on a good In. by S.? 3. What is sufficient, if it refers to one syllable only? 4. What are you never to do in getting at an English word? 5. What may you do in getting at a Foreign word? 6. Could you not omit "camel hair"? 7. Could you not omit "leather," which follows "tanner"? 8. Could you not omit after "cup" the word "tea-cup"? 9. Is not "tea-pot" connected by Con. with "cup"? 10. After "bread" could you not omit "baker"? 11. Are not "bread" and "baker's art" connected? 12. Could you not omit "watch," after "Time"?

ENGLISH. INTERMEDIATES. LATIN. Heart ... heart-sick ... fainting ... cordial ... cor Wickedness ... dishonesty ... blackmail ... malum Book ... printed thoughts ... freedom of thought ... liberty ... liber —— ... books ... library ... —— 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 ... supellex Vine ... wine ... luxury ... pampered ... pampinus Liar ... false pretence ... mendicant ... mendax Cow ... cow-pox ... vaccination ... vacca Sing ... boatman's song ... canoe ... cano Kill ... kill by hanging ... broken neck ... necare Redden ... blush ... kissing ... ruby lips ... rubesco —— red ... ruby ... —— Dry ... dry mouth ... feverish ... sick ... siccus Man ... married man ... home ... homo War ... victory ... rejoicings ... bells rung ... bellum Rob ... robber ... hue-and-cry ... policeman's rap ... rapto Tanner ... russet leather ... russet apple ... apple core ... coriarius Dove ... married love ... United States ... Columbia ... columba Bench ... table ... shop counter ... selling ... subsellium Oar ... Roman galley ... Rome ... Romulus and Remus ... Remus Garret ... unhealthy ... medicine ... salts and senna ... cenaculum Garret ... store-room ... grain store ... granaria Horse ... race ... dead heat ... equal ... equus Cock ... spurring ... goading ... galling ... gallus Lazy ... tramp ... knave ... ignavus Make heavy ... rich food ... gravy ... gravo Sign ... musical signs ... notes ... nota Poverty ... drafty garret ... sleeping draught ... opium ... inopia Messenger ... news ... false news ... nonsense ... nuntius Top ... high perch ... hen's perch ... cackle ... cacumen Face ... bare face ... bare headed bird ... vulture ... vultus Useless ... needless impatience ... irritation ... irritus Dark ... dark staircase ... insecure ... obscurus Writer ... bad writer ... scribbler ... scriba Harvest ... harvest home ... "Mrs. at home?" ... messis Dog ... dog's tail ... tin can ... [cane carrier ... cane[I]] ... canis Egg ... boiled egg ... boiled hard ... over boiled ... ovum Fox ... jackall ... carcass ... vulture ... vulpes Bread ... sweat of brow ... labour ... pain ... [bread-pan ... pan[I]] ... panis Table ... figures ... calculation ... mensuration ... mensa Master ... schoolboard ... fines ... magistrate ... magister Tree ... mast ... ship ... harbour ... arbor Mother ... wife ... helpmeet ... help-mate ... mater

[I] In some English schools the first syllable in "panis" sounds "pan," in others "pain." If an English word derived from a foreign word (or from the same root) occurs to you, use it; but do not spend time hunting for derivations. Unfamiliar words are no help; do not think the word "panification" will help you to "panis," because it is an English word meaning "bread-making," and you are an Englishman. You would be much wiser to try to remember the English "panification" by the aid of the Latin "panis," than vice-versa, that is, if any mortal ever does want to remember that pedantic dictionary word.

1. If "mendicants" are known to be liars, why could not "false pretences" be omitted? 2. If "vaccination" means inoculating with "cowpox," why could not "cowpox" be omitted? 3. If "broken" neck means a violent death, why not omit "kill by hanging"? 4. Ought not "billing and cooing" to be inserted after "Dove"? 5. What relation is there between "married love" and "United States"? 6. If "musical" be added to "notes," why could not "musical signs" be omitted? 7. If "scribbler" is a writer, why could not "bad writer" be omitted?

ENGLISH. INTERMEDIATES. GERMAN. Joy ... play-day ... free day ... Friday ... Freude Sad ... tomb ... mason ... trowel ... traurig Clear ... clear tones ... clarionet ... klar Indolent ... "lazy bones" ... lazy lass ... laessig Dangerous ... storm ... steamboat fare ... gefaehrlich Part ... part of house ... roof ... tile ... Theil Empty ... hollow ... fox's hole ... lair ... leer Take ... take husband ... new name ... nehmen Diffidence ... shy girl ... schoolgirl ... Miss ... Misstrauen Little ... grow less ... on the wane ... wenig Much ... more ... mourn ... feel grief ... viel Recompense ... repayment ... loan ... Lohn Question ... answer ... fragmentary answer ... Frage Foot-stool ... low ... shame ... Schemel Pressure ... too heavy ... droop ... Druck Voice ... voice lozenges ... stimulation ... Stimme Child ... young kindred ... Kind Threaten ... stinging words ... stinging bee ... drone ... drohen Mirror ... reflect ... think ... speak ... Spiegel Beetroot ... red heart ... rib ... Ruebe Potato ... dig up ... remove ... cart off ... Kartoffel Love ... lovers' meeting ... meat ... Liebig's extract ... Liebe Campaign ... pain ... feel ... felt ... Feldzug Medicine ... science ... arts ... (pr. artsnei) Arznei Evening ... hour of prayer ... bend the knee ... Abend Heaven ... angels ... harps ... hymns ... Himmel Song ... choir ... choir leader ... lead ... Lied Table ... soiled table cloth ... dirtyish ... Tisch —— ... dinner ... dish ... —— Chair ... chairman ... session ... Sessel Bottle ... Leyden jar ... electric spark ... flash ... Flasche Beloved ... attached ... hooked ... trout ... traut

1. Could not "boiled hard" be omitted? 2. If we use "mensuration tables," could not "figures ... calculation" be spared? 3. What is the relation between "Tree" and "mast"? 4. Could not "lazy bones" be omitted after "indolent"? 5. Why could not "schoolgirl" be omitted? 6. Why could not "answer" be omitted after "question"?

ENGLISH. INTERMEDIATES. FRENCH. Fat ... Fat ox ... clover ... rich grass ... gras Mouth ... Flesh eater ... butcher ... bouche Asphalt ... assafoetida ... fish bait ... beton To lash ... circus ... Hengler ... cingler Current ... nerve current ... vague function ... vagus Armchair ... reclining ... gouty ... foot oil ... fauteuil —— ... arm ... leg ... foot ... —— Railway station ... railway guard ... guard ... gare Smoke ... tobacco ... smell ... perfumer ... fumer Carpet ... fine design ... tapestry ... tapis Head ... foot ... root ... potato ... tete Oar ... boat ... war-ship ... ram ... [See Latin] ... rame Tears ... hysterics ... fainting fit ... alarm ... larmes Canvas ... rope ... oakum ... hard labor ... toil ... toile Wave ... washing ... unwashed ... vagabond ... vague —— ... current ... nerve current ... vagus ... —— Bed ... bed of sea ... sea-shore ... lee-shore ... lit Pane ... pain ... sore eyes ... vitriol ... vitre —— ... glass ... vitreous ... —— Gun ... gunsmith ... spark ... fusee ... fusil —— ... foot soldier ... fusilier ... —— Shovel ... shoved about ... crowd ... Pall Mall ... pelle —— ... sand ... spade ... pail ... —— Side-walk ... walking fast ... trotting along ... trottoir —— ... mid road ... horses ... trotting ... —— Dirty ... second-hand furniture ... furniture ... sale ... sale Faithful ... dog-blind fiddler ... fiddle ... fidele —— ... faithfulness ... fidelity ... —— Pity ... pitying ... misery ... misericorde Misfortune ... missing train ... mail hour ... malheur Hang fire ... fire engine ... "haste" ... tear along too ... faire longfeu Star ... diamond ... ball dress ... toilet ... etoile —— ... Star ... Inn ... hotel ... —— Cake ... cheesecake ... mouse ... cat ... gateau Sword ... soldier ... soldier's pay ... epee —— ... war ... misery ... happy ... —— Book ... pages ... leaves ... [See Latin] ... livre Castle ... ruined ... shattered ... chateau To speak ... converse ... dispute ... parley ... parler

1. Why could not "feel" be left out? 2. Why not omit "science," and say "medical arts"? 3. Why not omit "angels" and "harps," and simply add "celestial" to "hymns"? 4. If the pupil does not know who "Hengler" is, should we not omit the name and insert instead "singing clown"? 5. Why should not "fare" be a better In. by sound with "gare" than "guard"? 6. If tapestry means other things besides carpets, would not "tapestry carpet" be a sufficient intermediate? 7. If "pelle" is pronounced as if applied "pel," ought not "Pall Mall" to be pronounced as if spelled "Pell Mell"?

ENGLISH. INTERMEDIATES. ITALIAN. Basket ... horse-basket ... pannier ... paniera " ... casket ... ring ... bull ... bellow ... corbello Gold ... nugget ... ore ... oro His ... his own ... zone ... bind ... sew ... suo Thy ... thy face ... head ... foot ... toe ... tuo Uncle ... "Dutch uncle" ... Holland ... Zuyder Zee ... Zio Pius ... church ... pew ... Pio Month ... Month of May ... mace ... mese Made ... servant-maid ... cook ... fat ... fatto

Synonyms, as well as words having but a slight difference in sound like Insidious and Invidious are easily discriminated by memorised Correlations: INSIDIOUS ... inside ... hole ... fox ... TREACHERY.—INVIDIOUS ... invade ... hostility ... ILL-WILL.

1. Is the letter "i" in Zio pronounced as if spelled Zeeo? 2. If so, is "pew" a good In. by sound with Pio? 3. Why would not these be good correlations, viz., INSIDIOUS, hideous ... moral turpitude ... TREACHERY.—INVIDIOUS ... perfidious ... betrayal. ILL-WILL. 4. How many correlations have you made so far? 5. Have you made your own in every case, or memorised mine in every case? 6. Have you indicated the relations in all cases by writing in 1, 2, or 3? 7. If not, why not?

HOW TO MEMORISE DATES, &c., WHERE YOU ARE UNFAMILIAR WITH THE FACTS, &c.

Let every Pupil write examples of his own selection of names Correlated to Dates of birth and death worked out as below, or some other pairs of extremes, such as name of ship to its captain on one side, and its tonnage (or destined port) on the other.

To remember Dates of Birth and Death (&c.) of men, correlate the SURNAME AS BEST KNOWN to the word expressing the date of BIRTH, and correlate the BIRTH-WORD to the DEATH [&c.] word:—

Do not look for Analytic Date-words in the following cases until you have first memorised my Correlations or your own. You can then review the examples and easily find Analytic Date-words if you are sufficiently acquainted with the facts of the cases, as: Lord Beaconsfield (18)05, {S}a{l}ient.[J] Here is a supposed Analytic formula by English Liberals, of Gladstone's birth:—Gladstone—"{S}u{p}reme" (18)09; by Foreigners—"{S}u{p}ereminent;" by Tories, "{S}{p}oliator;" by Home Rulers—"{S}u{p}porter;" by Parnellites—"A{s}{p}erser;" by Churchmen—"{S}{p}iritual;" by Agnostics—"{S}u{p}erstitious;" by Unionists—"{S}e{p}aratist;" by admirers of eloquence—"{S}{p}ellbinder;" by decriers of speaking—"{S}{p}outer."

[J] One of the meanings of "Salient" is "to force itself on the attention." Recall his threat when coughed down on the occasion of his maiden speech in the House of Commons. "You will hear me" (18)05.

1. Memorise the correlation you make. 2. Do you find it difficult to get analytic date-words? 3. What is necessary in order to get them readily?

Lord Beaconsfield ... beacon ... the rock ... {t}he {v}e{s}se{l} [born 1805] ... Vessel ... anchor ... hope ... {t}o ha{v}e {f}ai{t}h [died 1881]

Mr. Gladstone ... gladness ... sorrow ... {t}he hea{v}y {s}o{b} [born 1809] ... heavywaters ... Noah's flood ... few saved ... {t}oo {f}ew {m}e{n} [M. P. in 1832]

Napoleon Bonaparte ... banishment ... embarkation ... {T}oo{k} {sh}i{p} [born 1769] ... Took ship ... masthead ... Godhead ... {D}i{v}i{n}i{t}y ... [died 1821]

Robert Burns ... Scottish poet ... map of Scotland ... map of the World ... {T}he {g}{l}o{b}e [born 1759] ... "The Globe" ... newspaper ... page ... Wai{t}i{ng} {p}a{g}e ... [died 1796]

Oliver Goldsmith ... poverty ... plenty ... {T}oo{k} e{n}ou{gh} [born 1728] ... "bread enough" ... prodigal son ... {Th}e you{ng}e{r} [died 1774]

Nelson ... Britain's bulwark ... Whi{t}e {cl}if{f} [born 1758] ... Whi{t}e {f}os{s}i{l} [died 1805]

Cardinal Wolsey ... butcher ... steel ... straight ... {D}i{r}e{ct} [born 1471] ... point ... horns ... {D}i{l}e{m}ma{s} [died 1530]

Cardinal Newman ... "kindly light" ... {V}e{s}{t}a [born 1801] ... fire goddess ... sun god ... {Ph}oe{b}u{s} [died 1890]

The Marquis of Salisbury ... St. Paul's burial ... {Th}e {f}a{m}ou{s} [born 1830] {Th}e famous ... Livingstone ... travelling ... {v}oya{g}i{ng} [succeeded to title 1867]

J. J. Rousseau ... "Emile" ... early education ... E{d}u{c}a{t}e {n}ow [born 1712] ... draw out thought ... I {th}i{n}{k} o{f} you [died 1778]

Charles Darwin ... "Natural Selection" ... The chosen one ... Ha{p}py [born (180)9][K] ... greatest happiness ... {T}o ha{v}e hea{v}e{n} [died 1882]

George Eliot ... Adam Bede ... add ... A{d}{v}a{n}{c}e [born 1820] ... Money ... L10 ... {T}wo {f}i{v}e{s} [died 1880]

Richard Wagner ... "Music of Future" ... future time ... {T}o ha{v}e {t}i{m}e [born 1813] {T}o ha{v}e {f}a{m}e [died 1883]

The Duke of Albany ... delicate ... pale ... white ... Whi{t}e {f}{l}a{m}e [born 1853] {F}i{r}e [died (18)84]

Charles Dickens ... "Pickwick Papers" ... picnic biscuits ... biscuit-tin ... {T}i{n} [born (18)12] {C}a{s}e [died (18)70]

Titus Oates ... barley ... mash-tub ... man's tub ... {D}io{g}e{n}e{s} [born 1620] ... harsh critic ... He a{t}ta{ck}{s} a{l}l [died 1705]

The specific gravity of the Iridium is 22.40 IRIDIUM ... I ridicule ... Ridiculous ... All laugh ... {n}o{n}e {s}e{r}iou{s}. 22.40 See Analytic Substitutions, concerning the expression of decimals.

One pound avoirdupois equals .45355 of a kilogram— POUND AVOIRDUPOIS ... old measure ... new measure ... new reign ... (.45355) Hi{s} {r}u{l}e {m}ay ha{l}low a{l}l.

Great Earthquake at Lisbon in 1755— 1 7 5 5 LISBON ... Listen ... Hush!... TALK LOWLY.

Sorata (Andes) 21,286 feet high. 2 1 2 8 6 SORATA ... sore ... cured ... salt fish ... UNEATEN FISH.

FOUNDATION OF ROME ... Seven hills ... up hill ... (753) {c}{l}i{m}b.

FIRST PRINTING IN ENGLAND ... Book ... Pamphlet ... (1471) {tr}a{ct}.

COUNCIL OF TRENT ... rent ... rent roll ... (1545) {d}ai{l}y {r}o{l}l.

SPANISH ARMADA DESTROYED 1 5 8 8 Many ships sunk ... few escaped ... THEY LEAVE A FEW.

America discovered in 1492— 1 49 2 AMERICA ... Merry ... Sad ... sad irons ... Handcuffs ... TURPIN.

Mariners' Compass invented, 1269— 1 2 6 9 MARINERS' COMPASS ... pocket compass— TINY SHAPE.

[K] 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.

Learning dates and other figures by Synthesis is never recommended except where the pupil is ignorant of the subject matter and cannot in consequence use Analytic Substitution. Synthesis power has a good training effect in all cases.

1. Is it always necessary for us to know the dates of the birth and death of men? 2. Then why do we do this exercise? 3. What do I want you to get thorough control over? 4. What will you then be able to do? 5. The specific gravity of Iridium is 22.40, represented by the phrase {n}o{n}e {s}e{r}iou{s}; of what use is the first "s" in the word "serious"? 6. Why would you not give it the value of (0)? 7. Give a phrase indicating the height of the Washington Monument (555 ft.). 8. Now correlate "Washington Monument" to the phrase you have given. 9. Make original correlations for all the events on this page. 10. Are unfamiliar words of any help in a correlation? 11. Should they ever be used as intermediates? 12. Do you try to use as few intermediates as possible? 13. Are short ones more easily learned?

SERIAL FACTS.

There are two kinds of Serial Facts.

(1) One is where names or facts are stated in a certain order, as in alphabetical order, for instance, and yet a different order could be given. Lists of exceptions in Grammar are usually stated in the alphabetical order, yet if the component parts or words of the list are remembered, the alphabetical order is of no consequence. One teacher has re-arranged Series in Foreign Grammars in such a manner that he finds a natural suggestiveness between the words. No doubt such a re-arrangement can be made, but I question whether his doing it for another would help the latter much. For the pupil to benefit, he should re-adjust the Series for himself. My Pupils, when trained in Analysis and Synthesis, have no difficulty in correlating the Series just as they may find it. No time is spent in trying to discover relations that may not exist. At best, when found, they will be weak; but, by correlating the series together, my Pupils make a strong and vivid relation between all of the words of a Series to be memorised, and at the same time exercise attention in both its functions, and increase appreciation of In., Ex., and Con.

1. How many kinds of Serial facts are there? 2. What are the characteristics of the first kind? 3. Is it advisable for the pupil to re-adjust Series in Foreign Grammars?

Suppose we wish to memorise the 11 prepositions which form part of certain Latin verbs which are followed by the dative, to wit:—Ad., Ante., Con., In., Inter., Ob., Post., Pre., Pro., Sub., and Super. This Series is usually learned by endless repetition, as a succession of sounds to the ear, or sight to the eye, by mere rote. What a waste of time to attempt to re-arrange it in order to learn it more easily. Yet such a Series can be learned by correlating the words together in a very short time, thus:—

Ad ... addition ... front addition ... ante-room.... Ante ... antecedent ... consequent.... Con ... converse ... inverse.... In ... Inter ... interject ... object.... Ob ... obligation ... postponed obligation.... Post ... post-office ... prepayments.... Pre ... predilection ... propensity.... Pro ... produce ... soil products ... subsoil.... Sub ... subordinate actor ... Super.

And, similarly, we can deal with any Series in Grammar, or elsewhere.

1. Do my pupils ever find any difficulty in correlating the series as they may find it? 2. What training must they have in order to do so? 3. Is any time misspent in trying to discover a non-existing relation? 4. What are the eleven Latin prepositions here given? 5. How are they usually learned? 6. Is time gained thereby?

(2) The other kind of Series is where the words, facts, or things must be memorised as given. The seven primary colours are given as they occur in nature, thus:—Violet, Indigo, Blue, Green, Yellow, Orange, Red. The unconscionable word VIBGYOR has been given as a means, through the initial letters of the colour words, to enable us to remember those words, and ROYGBIV to enable us to remember the Series backwards. To such a pass are educators driven when they lack my Universal Method of cementing Extremes. We know the Series both ways if we Correlate the words, thus:

Violet ... let go ... Indigo ... indigestion ... "blues" ... Blue ... blue sea ... sea green ... Green ... green corn ... ripe corn ... Yellow ... yellow fruit ... Orange ... orangemen ... fights ... blood split ... blood-red ... Red.

ORDER OF THE ENGLISH SOVEREIGNS.

The true Method of learning the Order and Dates of the English Sovereigns, as of the American Presidents, or of any other list of Rulers, is to deal with them only in the course of reading. When met with in History, all the facts are before the reader, and, if he fails to hold the order of succession clearly in mind in any case, he can easily correlate the Names together. And if he fails to retain some of the dates, he can readily make forgetfulness impossible by correlating names to date-words—or, as the details of the reigns are known to him, he can at once find analytic date-words. The reader wishes to infallibly remember that the date of the beheading of Charles I. was 1649. The formula is "Charles I.—{T}oo {sh}a{r}{p} (1649)." If the reader's memory-training is imperfect, and he is ignorant of the facts, he had better correlate. If his memory-education is complete, and the facts are within his knowledge, he will need no aid, or he will use analytic date-words as in above case (1) {Th}en (6) {Ch}arles (4) {r}ightly (9) {b}eheaded. If he feels that he needs some advice to help him remember the order of succession of the Kings, he can refresh his recollection by turning back and reading the method already given.

EXERCISE.—CASES IN EVERY-DAY LIFE.

The student must exercise his judgment as to what is the best known to which he will Correlate an isolated fact.

The following anecdote is taken from the ERA ALMANACK, 1882, p. 36. The actor, whose name was Taylor, could not remember the name assigned to him in his part of the play. We shall see how Mnemonics helped him.

ASSOCIATION OF IDEAS.—Macready was once victimised in Virginius. The Numitorius could not remember the name given him in the play. "You will remember it, sir," said the tragedian, carefully pronouncing it for him, "by the association of ideas. Think of Numbers—the Book of Numbers." The Numitorius did think of it all day, and at night produced through "the association of ideas" the following effect:

Numitorius—"Where is Virginia? Wherefore do you hold that maiden's hand?"

Claudius—"Who asks the question?"

Numitorius—"I, her uncle—DEUTERONOMY!"

The actor should have correlated the word "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:

UNCLE [2] Nephew [1] You [1] You knew—NU-mitorius. Or,

UNCLE [2] Niece [1] Neat [1] Neat and New [1] A new mitre o'er us [1] NU-mitorius. Or,

QUESTION [1] Wants to know [1] Know [1] Knew [1] knew my story [1] NU-mitorius. Or,

QUESTION [1] Quest [1] Guessed [1] Knew [1] Knew a mighty Tory [1] NU-mitorius.

Had the actor memorised either of these Correlations, he would not have forgotten Numitorius in his performance. In all similar cases mere In. by sound, like the word "Numbers" which Macready proposed, and which is really not a genuine In. by sound, is of little service to a poor memory. A Correlation would have been much better.

To any conceivable "Isolated Fact" you can find a Best Known to which you can correlate it, and thereby always have it at command. This is true, even in cases of anticipatory memory. Instead 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 commercial traveller was in the habit of putting his watch under his pillow, 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 my 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 which you are certain to think of when you get up, such as boots, trousers, hat, &c." "There is one thing," he rejoined, "I am more certain to think of than any article of clothing. I always think what a shame it is I have to get up." "Well, you are sure to think of the words 'get up;' that then is your Best Known. Correlate the word 'watch' to it ... thus: 'GET UP'—Spring up—Watch Spring—WATCH." After a tour of four months he reported he had always thought of his watch the moment he awoke.

SPEAKING WITHOUT WRITTEN OR PRINTED NOTES.

After the clergyman has decided on his text, or the speaker on any subject he has selected for his special topic, the next step is to think it out—to make his plan—his mode of development of his ideas—their order and sequence, illustrations, &c. All this will constitute an outline—the SKELETON OF THE DISCOURSE. This should usually be committed to paper. If he possesses the requisite command of language to enable him to express his views, all he now requires to do is to thoroughly memorise this Skeleton.

When this is done, the orator will have no occasion to have any notes before him to refer to, and thereby to remind his audience that he is merely rehearsing fervour a week or more old; but, having the exact order of ideas in his memory, he can proceed to speak on each successive topic until he has exhausted all the points and illustrations that he had intended to use.

A young clergyman is very apt to imagine that he will correlate together 20 to 100 propositions in every discourse—a theoretical conjecture never verified in fact. In practice, he will find that he will very rarely correlate more than ten propositions together, and he will correlate sub-propositions, citations, or illustrations to the respective propositions to which they belong. Instead of correlations, he may unite his propositions together by analysis. Each person will manage this matter as he finds most convenient to himself; or, if he desires to literally memorise his discourses, he can do so in the manner pointed out in learning sentences, or by two or three careful perusals. But, by one who speaks without notes is generally understood one who has only memorised his leading ideas, and it is always a judicious practice for a beginner to rehearse his leading topics and their amplifications in private, that he may test his memory, and then become familiar with a procedure in private in order to be sure to be perfect in it before the public. This private discipline is all the more necessary in the early stages of extempore speaking—if the speaker is at all troubled by nervous anxieties or mind-wandering.

Suppose a teacher of the Art of Expression has studied Moses True Brown's [see his Synthetic Philosophy of Expression] reduction of Delsarte's Nine Laws of Gesture to Brown's One Law of Correspondence—and suppose this teacher wishes to explain to his class, or to an audience, how Mr. Brown proceeded. If he desires to do this without notes, he must memorise the order of those Nine Laws; they are abstractly stated and difficult to correlate, but it can be done. The Laws are as follows:—

Motion, Velocity, Direction or Extension, Re-action, Form, Personality, Opposition of Agents, Priority, or Sequence, Rhythm.

The teacher must correlate these heads or topics of his discourse together, and so memorise his correlations that he can recall the series in the exact order. Perhaps he may proceed thus:

MOTION. [Rate of motion.] VELOCITY. [Relation of motion to time and space—.] DIRECTION or Extension. [Direction reversed.] RE-ACTION. [Mould of Action.] FORM. [Form of the Human.] PERSONALITY. [Its extremes.] OPPOSITION OF AGENTS. [First opponent.] PRIORITY or Sequence. [Periodicity of Sequence.] RHYTHM.

Knowing these Nine Laws in the above order, he can discuss them one after the other. When he has finished his explanation of the reduction of the three Forms of Motion [Concentric, Poise, and Eccentric] to the Law of Correspondence, he can proceed to the consideration of the sub-topics under Velocity, and so on. When he has fixed the other of his topics in mind, he has a mental chart or map to guide him in his exposition, and similarly in other cases.

EXERCISE.

Learn some of the "Antidotes," and at least two of the following series. Do not learn the extracts from Quain's Anatomy unless you understand what is meant, or are a medical student.

DISTANCES OF PLANETS FROM THE SUN.

MERCURY—36,000,000 [{M}ercury {Sh}ines].

VENUS—67,000,000 [{Sh}e's a {G}oddess].

EARTH—93,000,000 [{P}lanetary {M}other].

MARS—141,000,000 [{Th}is Wo{r}ld's Ou{t}sider].

JUPITER—482,000,000 [{R}ather {F}lattened E{n}ds, or, A {R}oundish {F}orm U{n}equalled].

SATURN—885,000,000 [{F}loods o{f} {L}ight].

URANUS—1,780,000,000 [{D}isturbances {C}aused {F}ruitful {S}earchings].

NEPTUNE—2,789,000,000 [{N}eptune {C}onstitutes a {F}rontier {B}oundary].

1. How many planets are here mentioned? Make your own correlations between each.

EXTRACTS FROM QUAIN'S ANATOMY.

TO BE STUDIED BY NONE BUT MEDICAL STUDENTS.

"The Branches of the External Carotid Artery are eight in number, viz., three directed forwards, the superior thyroid, the lingual, and the facial; two directed backwards, the occipital and the posterior auricular; and three extending upwards, the ascending pharyngeal branch, together with the temporal and internal maxillary, the two terminal branches into which the artery divides."

Dissect, or study a model or diagram of these branch arteries, and then the facts are easily learned by means of Correlations:—

CAROTID ... rotten ... ruinous ... IVY (eight branches) ... growth ... advance ... go forwards ...

FORWARDS ... lead forwards ... conduct ... ductless ... THYROID ... spheroid ... earth ... many languages ... LINGUAL ... tongue ... mouth ... face ... FACIAL ... front ... back ...

BACKWARDS ... back of head ... occiput .... OCCIPITAL ... occult ... secret ... confession ... AURICULAR ... ocular ... eye ... high up ...

UPWARDS ... ascending ... ASCENDING PHARYNGEAL ... congeal ... frozen Thames ... temporary ... TEMPORAL ... pour out shot ... Maxim gun ... or "be temperate" ... maxim ... MAXILLARY

To memorise the attachments of muscles, first of all familiarise yourself by diligent dissection with the aspects of the muscles and the actual facts of their attachments. It is possible to memorise their origins and insertions by my System, merely from their written descriptions; but this is not learning. It is a vicious system of cramming, which can do no good. When you have thoroughly familiarised yourself with the actual facts proceed to fix these facts in your memory by my System. In dealing with facts of such complexity as the origin and insertion of muscles, it may be needful to have free recourse to the assistance of homophones, &c. In the whole of anatomy there is no task so difficult as that of learning the precise attachments of the muscles of the back. Few students master these attachments thoroughly, and those who do, fail to retain them long.

1. Are all students required to learn extracts from Quain's Anatomy? 2. How many branches are there of the External Carotid Artery? 3. Describe them. 4. Is it an advantage in studying Anatomy to dissect or study a model? 5. How are the facts, then, easily learned? 6. Make original correlations for this Extract. 7. Do you use any unfamiliar words in your correlations? 8. How do you memorise the attachments of muscles? 9. Is it possible to memorise their origins and insertions by my System? 10. Is this learning? 11. What is it then?

By the System it is easy to learn facts of Anatomy. But the System is no substitute for dissection and experiment. You can get a COMPREHENSION of anatomical facts only by actual experience, and to attempt to require an understanding of them from books is to substitute a knowledge of words for a knowledge of things.

The following will indicate one way in which you may proceed in memorising the attachments of the muscles of the back:

(1) First make a homophone of the name of the muscle.

(2) Indicate each attachment of the muscle by two words.

The initial letter of the first word should indicate the part of bone to which the muscle is attached, e.g., Sp = spinous process, T = transverse process, R = rib, &c. The second word should indicate by its 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. For example:

"The SPLENIUS COLLI is attached, inferiorly, to the spinous processes of the third, fourth, fifth, and sixth dorsal vertebrae, and superiorly to the transverse processes of the first two or three cervical vertebrae."

spleniuS COLLi (homophone) SCOLD. SCOLD ... cold ... marble ... SPLENDID IMAGE ... gold 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 show that the transverse processes, from the first to the third, are those into which the muscle is inserted.

"The SPLENIUS CAPITIS arises from the spines of the seventh cervical and two upper dorsal vertebrae and from the ligamentum 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 ... conic section ... SPLIT CONE. split ... spliced ... ligatured ............ LIGAMENTUM NUCHAE. new keel ... ship ... mast ................. MASTOID. masticate ... eat ... drink ... sip ........ OCCIPITAL.

1. Do you need to use Homophones in this study? 2. What is the most difficult task in Anatomy? 3. Do students generally master this thoroughly? 4. What makes the learning of Anatomy easy? 5. Is my System a substitute for dissection? 6. How can you get a comprehension of anatomical facts?

POISONS AND ANTIDOTES.

Narcotic poisons are neutralized by vinegar:—NARCOTICS ... torpor ... strong wine ... sour wine ... vinegar.

Wine, brandy, coffee, and camphor may be used to rouse those who have taken laudanum or any other preparation of opium ... OPIUM ... opium eater ... intemperate ... brandy ... wine ... beverage ... coffee ... cough ... cold ... camphorated spirit ... camphor.

Mucilage, camphor, and oil may be taken to neutralize cantharides:—CANTHARIDES ... hair-grower ... oil ... smooth-running ... ease ... comfort ... camphor ... fur cat ... mew ... mucilage.

Ten drops of ammonia in a glass of sugared water sobers a tipsy man:—DRUNK ... alcohol ... volatile spirits ... volatile ... alkali ... ammonia ... to moan ... {t}o {s}igh (10) ... pathos ... sweet tears ... sugared water.

ACONITE ... night boat ... sea sick ... emetics ... exhaustion ... stimulants ... hard drinking ... spontaneous combustion ... animal charcoal.

1. Are antidotes for Poisons easy to remember? 2. Should not all persons have a knowledge of the antidotes for the ordinary poisons? 3. What method have I given to obtain such knowledge? 4. What is the relation between "Narcotics" and "torpor"?

CHLORIDE OF LIME ... bad smell ... bad egg ... white of egg ... fowl ... grain ... flour ... flour and water ... milk fluid ... milk.

Oil, milk (any fatty mucilaginous substance), may protect the coats of the stomach against oil of vitriol and other acrid poisons:—ACRID ... curd ... curdled milk ... milk ... butter ... melted butter ... oil.

STRONG ACIDS [Sulphuric Acid (oil of vitriol), Nitric Acid, Hydrochloric Acid] ... alkali ... lemon kali ... effervescing draught ... citrate of magnesia ... Magnesia ... antacid ... Bicarbonate of Soda ... potash ... potash soap ... soap suds ... emollient ... Emollient Drinks.

CARBOLIC ACID ... liquid ... oil ... sweet oil ... castor oil ... aperient ... Epsom Salts ... white ... white of egg.

Prussic acid (Hydrocyanic Acid) is neutralized by alkalies and freshly precipitated oxide of iron:—PRUSSIC ACID ... tartaric acid ... carbonate of soda ... alkali ... lie on the side ... oxide of iron ... steel file ... rasp ... artificial respiration. [HYDROCYANIC ACID ... cyanotic ... asphyxiated ... no respiration ... Artificial respiration ... perspiration ... hot ... cold effusion ... exposed to wet ... rust ... fresh precipitated oxide of iron.]

Soap and Sulphide of Potassium are antidotes against arsenic and other metallic poisons: METALLIC ... lick ... cat-lick ... wash ... soap ... potash soap ... potassium ... sulphide of potassium.

TARTRATED ANTIMONY ... tartar emetic ... vomiting ... irritating ... emollient drinks ... ladies drink ... strong tea ... bitter infusion ... tannic acid.

NITRATE OF SILVER ... silver sand ... seashore ... sea water ... common salt ... white ... white of egg ... fowls ... barley ... barley water ... warm water ... vomiting ... emetics.

PERCHLORIDE OF MERCURY ... quicksilver ... white ... white of egg ... piecrust ... wheat flour ... flowers of sulphur ... milk of sulphur ... milk.

1. Can you discover more than one relation existing between "grain" and "flour"? 2. Why could we not use the single word "white," to connect "white of egg" to "flour"? 3. What is the relation between "liquid" and "oil"? 4. What two relations exist between "vomiting" and "irritating"? 5. What one, between "fowls" and "barley"? 6. Why? 7. What is the relation between "wheat flour" and "flowers of sulphur"?

STRYCHNINE ... nerve stimulant ... nerve sedative ... Bromide of Potassium and Chloral Hydrate ... organic compound ... heated organic compound ... charcoal ... animal charcoal ... charcoal fumes ... asphyxia ... artificial respiration ... perspiration ... tea ... tannic acid ... acidity ... dyspepsia ... vomiting ... emetics.

BELLADONNA ... deadly nightshade ... deadly sick ... emetic ... mustard and water ... brandy and water ... stimulants ... hot ... perspiration ... pilocarpine [p. injected hypodermically causes profuse perspiration].

THE TWELVE PAIRS OF CRANIAL NERVES.

The following list is worked out for practice much more fully than a medical student would do if he were learning the list in his studies. The medical student would doubtless first objectively identify these nerves in dissection, and then use correlations to help him remember those which his natural memory could not carry. If not a medical student, my pupil may omit this and the previous examples from Quain's Anatomy.

THE TWELVE PAIRS OF CRANIAL NERVES.

CRANIAL NERVES ... within the skull ... wi{th}i{n} (12 pairs) ... withdrawal ... draw oil ... oil factory ... OLFACTORY (1st pair) ... manufactory ... smoke ... smell ... scent-bottle ... glass ... optical glass ... OPTIC (2nd pair) ... optician ... eyeglass ... sight ... eye-witness ... ocular demonstration ... OCCULO MOTOR (3rd pair) ocular motions ... move the eye many ways ... tear in the eye ... TROCHLEAR or PATHETIC (4th pair) ... moving ... move the eye obliquely ... obtuse angle ... triangle ... TRIGEMINAL (5th pair) ... gem ... sparkling ... eye ... eyetooth ... jaw ... talk ... tongue ... taste ... good taste ... good feeling ... feeling ... feelers ... motion ... ocean ... sailors ... absent from home ... ABDUCENT (6th pair) ... sent out ... see out ... moves the eye outwards ... face outwards ... FACIAL (7th pair—motor to muscles of expression) ... face ... audience ... AUDITORY (8th pair, sensory for hearing and equilibration) ... ear-ring ... shiny ... glossy ... GLOSSO-PHARYNGEAL (9th pair, taste, swallow) ... congeal ... unfixed ... vague ... VAGUS (10th pair, pneumogastric) ... gusty ... blown back ... backbone ... SPINAL ACCESSORY (11th pair, moves head) and motor ... spines ... sharp criticism ... hypercritical ... HYPOGLOSSAL (12th pair) ... glossary ... foreign tongue ... Tongue Muscles.

1. Between "perspiration" and "tea"? 2. Why so? 3. Explain the relation between "Belladonna" and "deadly nightshade." 4. What advice is here given the medical student? 5. Are you required to learn the twelve pairs of cranial nerves if you are not a medical student? 6. What do the words printed in italics indicate in this exercise? 7. Is it essential for the medical student to know these uses? 8. What word indicates the number of pairs of cranial nerves? 9. Through what consonant?

PROTOPLASM.

Albumen, gluten, fibrin, syntonin, are closely allied substances known as proteids, and each is composed of carbon, hydrogen, oxygen and nitrogen.

PROTEIDS ... Protector ... commonwealth ... for all ... albumen ... all men ... liars ... fibs ... fibrin ... brindled ... spotted ... sin ... syntonin ... toe nails ... hoofs ... glue ... gluten.

The foregoing exercises show that there are no facts of Science, &c., or in Daily Life, with which the System cannot cope—thus proving the greatest saver of Labour and Time if the pupil makes an application of it to his studies or business when once he has mastered the system.



BOOKS LEARNED IN ONE READING.

For the past ten years I have printed in my large prospectus a general view of my meaning. I will reproduce most of those views here, premising that I have never suggested that books are to be learned by heart, but only the important, useful portions of them—such as are new to the reader and which he may desire to retain.

I do not mean such books as Bradshaw's Guide, the London Post-Office Directory, or any other mere collection of names, addresses, statistics, &c., which one may have occasion to consult, but which it would be the mere bravado of Memory to learn by heart—though even this is possible enough to the master of my System. What is one's object in reading a book? Simply to retain the IDEAS in it that are NEW and USEFUL to him, as well as the NEW USES that are therein set forth of old and familiar ideas. If the reader is already partly acquainted with a book, there will be fewer new ideas in it than in one with which he is unacquainted. Now, what do I mean by Learning either of these books in one reading? I mean exactly what I say. All that you desire to remember shall be retained—all the leading or subordinate ideas, propositions, illustrations, facts, &c., &c.

There are only two ways of learning a book in this thorough manner:

(1) The first is the traditional method of learning by rote or endless repetition. A celebrated Coach in Anatomy says that no one can learn Anatomy until he has learned and forgotten it from three to seven times! In learning any book in this way, each sentence would be repeated over and over again, and then reviewed and relearnt and forgotten and learned again! And then at last the Pupil if he possesses a first-rate cramming memory might answer questions on it. In learning a book by rote, the number of times that each sentence and section is repeated, if actually written out and printed, would doubtless cover 5,000 to 50,000 or more pages!—and even then the Pupil passes his examination, if he really does "pass," partly by luck and partly by merit; all his life he is constantly referring to it, and repeating it, and studying it, over and over again—showing really that he possesses little more than a Reference Memory in regard to it! But let us be candid and confess the truth; tens of thousands every year and during successive years try the various professions—law, medicine, divinity, or sciences, history, &c., &c., and utterly fail to "pass," even respectably, because they lack the extraordinary sensuous MEMORY necessary to acquire knowledge by rote.

It is only the exceptionally powerful natural memories that win at exacting examinations by rote—even then their learning is soon forgotten, unless it is perpetually renewed.

(2) The other mode of learning any book in the thorough manner I have indicated, whether it be a book in which the reader finds but few novel ideas or where they are all new, as in a scientific or technical work, is by my Method. In fact, I believe no one can learn any book so thoroughly by rote, even if he possesses a marvellous Natural Memory and if he peruse it ever so many times, as my Pupils can by my method in a single perusal. Let the reader note that my System has two important aspects—(1) It is a Device or Method of memorising or learning any facts whatever—prose, poetry, dates, data, formulae and facts and principles of the sciences, &c., &c., &c., or anything whatsoever to be remembered. (2) There is another equally, if not more important aspect of it, namely, as a Trainer or Strengthener of the Natural Memory to any extent the pupil wishes to carry it. And the Natural Memory is so strengthened by the use of the System, that as a Device, the System is no longer required. You then remember from your new Memory-power without taking any pains to remember, and I am happy to add that the diligent student can derive the full benefit of the System as a Memory Trainer by learning the lessons in the way I point out.

Now, those who have thus derived the full benefit of the System, both as a Device for memorising and also as a Memory Trainer, are the persons who can learn a book in one reading. "Reading" is used by Coaches in a technical sense; that is, synonymous with "thorough study." By a "single" or "one reading," I mean a single careful perusal in conformity to the requirements of my System. I do not mean that they can do this and doze during the process.

I now reproduce most of the plan always adopted in dealing with books whose contents, or the unfamiliar portions of them are to be mastered.

(1) You will not read the book with the rapidity with which some young ladies are said to devour the latest novel. They are often suspected of skipping pages at a time in order to discover the different stages of a plot, until a thoroughly aroused curiosity compels them to hasten at once to the last chapter to fall upon the denouement. This is not the style of perusal I contemplate.

(2) Nor is it to be supposed because you understand the method that it will therefore work itself. It has to be applied carefully and methodically at least once. This necessarily demands time, especially at first. Those who possess good health and good continuity, and a mastery of the System, accomplish the retention of a work in vastly less time than would be possible for them without the System, and the study is a pleasure instead of a task. On the other hand, those who are in the possession of poor health or of weak concentration, or who are overburdened with business anxieties, domestic cares or competitive worries, would very seldom, if ever, master any book in the ordinary way by mere repetition. These persons are extremely unfavourably situated to do justice to the System, and it costs them more time and trouble to master a book than the former class. A student admitted that he had carefully read a manual of English History completely through sixteen times, and then failed in the examination. To have obtained a lasting knowledge of this History by my method would probably have occupied him as long as he was formerly engaged in two or three of the sixteen fruitless perusals of it. There is, however, only one difference between this unfortunate student and the great majority of those who succeed in the examinations through cramming. He forgot all his historical knowledge before the examination—they usually forget theirs shortly after. In fact, a student or a man in advanced years who has really mastered any book so that he never has to refer to it again is a wonder. Take the memories of members of the learned professions—they are usually only REFERENCE memories. They know where to find the coveted knowledge, but they do not possess it or retain it in their minds. On the other hand, the student who masters a book by my method really knows the contents of it, and he is thus enabled to devote to other purposes an enormous amount of time in the future that other people have to spend in perpetually refreshing their superficial acquirements. Moreover, the average student who has carried out all my instructions can even now learn as much by my Method in any stated time as he could learn without my Method, and with equal thoroughness in many, many times as long a period! And if any one who has been pressed for time, or who has been in a panic about an impending examination, or who has been too much troubled with Discontinuity, too ill in general health, or too idle, to do more than superficially glance at my lessons—if any such person doubts his competency to accomplish as much as the diligent student of average ability has done, then let him turn back and really and truly MASTER my System [for he does not even KNOW what my System is until he has faithfully carried out to the very letter all my instructions, unless he has been a pupil of my oral lectures], and then and not before he will probably find that the achievements of the average diligent student of my System are quite within the easy range and scope of his own powers.

(3) In regard to the subject matter of the book, you do not care to occupy yourself with what you are already familiar with, and in most books there are a great many things that you already know. In many works, too, there is a great deal of padding-matter inserted to increase the bulk of the book, and possessing no permanent interest. The expositions and explanations which enable you to understand the new matter usually take up a large part of the book, and sometimes much the largest part of it, and are not to be memorised, but only understood with a sole view to appreciate the valuable and important parts of the book—these expositions can be learned if desired—but they usually serve only a preliminary purpose. There is also very much repetition—the same matter in new dress, is reintroduced for sake of additional comments or applications. You do not trouble yourself with these iterations. The contents of a book which demand your attention are the IDEAS which are NEW to you, or the NEW USES made of familiar ideas.

Students who have not learned to exercise any independent thought often confess that in reading any book they are always in a maze. One thing seems just as important as another. To them the wheat looks exactly like the chaff. As an illustration that the power of Analysis is entirely wanting in many cases, I may mention that I once received a letter in which the writer had literally copied one of my column advertisements, and then added, "Please send me what relates to the above!" A modicum of mental training would have led him to say, "Kindly send me your Prospectus."

LEARN FIRST TO MAKE ABSTRACTS OF WHAT IS NEW TO YOU.

A great authority on education says: "Any work that deserves thorough study, deserves the labor of making an Abstract, without which, indeed, the study is not thorough."

A work which deserves thorough study is obviously one full of IDEAS, new to the reader, such as the student must master.

If you are thinking of making an Abstract of a particular book, awaken the utmost interest in regard to it before you begin. Are you sure that it is worthy of thorough study? Is it the last or best work on the subject? And if you advance, note in a separate memorandum book your criticisms on the author's method and the soundness of his views. These criticisms will help keep up your interest in the Abstract, and at the close enable you to suggest modifications, additions, excisions, or a refutation.

Three things are required: (1) To learn how to abstract; (2) To make one, at least, such abstract; and (3) To learn it when made.

HOW TO MAKE ABSTRACTS.

Let the ambitious student make an Abstract of any chapter of John Stuart Mill's Logic, and then compare his work with the Analysis of this same chapter by the Rev. A. H. Killick (published by Longmans), and he will at once see the enormous difference between the essentials and the non-essentials—the difference between the subject of discussion and the explanation or exposition of it. The student's abstract, if printed, would extend over twenty to thirty pages. Mr. Killick's only occupies two to five pages. But do not reverse the process and read Mr. Killick's Analysis first and then make your Abstract. The latter, however, is the easier, the usual, and the useless method. Let the student continue this comparison till he attains very nearly the brevity and discrimination displayed by Mr. Killick. Or, if he prefers History, let him write a summary of any chapter of Green's "Short History of the English People," and then compare his digest with Mr. C. W. A. Tait's Analysis of the same chapter (now bound up with Green's History, as lately published in England). It would be a capital training for the student to abstract the whole of Green's work and compare his abridgment of each chapter with that of Mr. Tait. After considerable practice in this way in making Abstracts and comparing his work with that of such Masterly Abstractors as Dr. Killick and Mr. Tait, the student who needs this training is prepared to make abstracts of his own text-books.

Any other work of which an Abstract is published will serve the student as well as the above. There were formerly published Abstracts of several law books. And there may be other works whose abstracts are available to the ambitious student.

Abstracts would be very amusing if they did not indicate an almost total failure of educational training in the matter of thinking for one's self. Recently a Pupil brought me a work on Physiology, written for general readers, and pointing to a paragraph in it that occupied nearly a whole page, exclaimed, "The only way I can make an abstract of that paragraph is to learn it by heart!" A glance at it showed me that I could express the gist and pith of it in the following sentence:—"The pulse beats 81 times per minute when you are standing, 71 times when sitting, and 66 times when lying down." After a re-perusal of the paragraph he remarked, "You are right. That is all one cares to remember in that long passage." To his request for me to memorise the Abstract, I replied by asking what is the "Best Known" in it. Why, "pulse," of course. It is merely occupied with the number of times the pulse beats per minute in different positions of the body. Now correlate (memorising your correlations as you proceed) "pulse" to "standing," and "standing" to a word expressing 81 ({f}ee{t}); "sitting" to a word that translates 71 ({c}augh{t}); and "lying down" to a word that spells in figures 66 ({j}ud{g}e). The bodily positions being exhaustively enumerated need not be correlated together. Pulse ... beating ... fighting ... stand-up fight ... STANDING ... stand ... small table ... table legs ... FEET. SITTING ... rest ... arrest ... CAUGHT. LYING DOWN ... lies ... perjury ... trial ... JUDGE.

These efforts in abstracting will qualify the young student to distinguish the main ideas from the subordinate ones, and he will then know when reading a book what to attend to and what to reject. Try a short essay first, then a longer one; and at last, when you are familiar with the method, attack any book, and you will cope with it successfully. Not much practice in this way will be required to enable you to know, from a glance at the table of contents, just what to assail and what to disregard. And in all your first attempts in reading a technical work, make out an Abstract of each chapter in writing, and then deal only with this Abstract. Whenever the Subject is not treated in a desultory manner, but with logical precision, you will soon be able to find Suggestive or Prompting Words in the Sequence of Ideas and in the successive Links in the Chain of Thought that runs through the exposition. If there is no such Sequence of Ideas or Chain of Thought running through it, it may serve as an amusement, but is little likely to command serious study. In a short time you will be able, in the language of Dr. Johnson, "to tear out the heart of any book." Hazlitt said that Coleridge rarely read a book through, "but would plunge into the marrow of a new volume and feed on all the nutritious matter with surprising rapidity, grasping the thought of the author and following out his reasonings to consequences of which he never dreamt." Such a result is rarely attained even by the ablest of men—but it is the ultimate goal at which every student should aim—an aim in which he will be largely assisted by the ART OF ASSIMILATIVE MEMORY.

There are four methods of learning abstracts: one is by Synthesis; the other is by the Analytic-Synthetic Method, the third is mostly by Assimilative Analysis, and the fourth method is by the memory developed and trained by the System, but which is not consciously used.

(1) It is the novelties of Fact, Opinion, Illustration, &c., set forth in your Abstract that you correlate together, thus: You correlate the Title of the First Chapter to the Title of the Book; next, the Titles of the Chapters to each other; and then you correlate, in each chapter, the first leading idea or proposition to the title of the chapter, the second leading idea to the first, &c., &c. In this way you will proceed until you have absorbed all the new ideas, facts, statistics or illustrations, or whatever you wish to retain. You can then test yourself on the work by calling to mind whatever you have thus cemented together. If this is well done you will never have to do it again.

(2) We have already seen how to apply the Analytic-Synthetic Method in learning by heart selections in Prose or Poetry, and same method can be used in memorising an Abstract of such parts of a book as are new to the reader. This method, too, once used in addition to what has been done by the pupil, will make a further resort to it unnecessary.

(3) And the same remark applies to the third method.

(4) The fourth method is the pupil's final method.

The foregoing exhaustive methods of dealing with a book are recommended to those only whose natural memories are not yet made powerfully retentive by the System as a Memory-TRAINER. If, however, a Pupil possesses a good natural memory and a mastery of the System as a Device for memorising, and he has also greatly added to the power of his Concentration as well as his memory by doing all the exercises, he will not use my System, even in the reading of the first book, except now and then—certainly not constantly, but only occasionally. Although not necessary in case of memories made strong by the System, yet I do most earnestly recommend the most gifted and highly endowed to deal with one book in the above thorough-going manner. As for instance, Herbert Spencer's little work on Education [four short essays]. Dr. Charles Mercier, who next to Herbert Spencer is the most original and clear sighted Psychologist in England, presents, in a work entitled "Sanity and Insanity," a scarcely equalled example of lucid exposition and logical development. Whichever one is selected it should be fairly and honestly handled by my method. The gain to Intellectual Comprehension from having carefully abstracted one book, and the gain to the memory from having made and memorised the Abstract, will produce results that will last through life, and make all subsequent acquisitions more easy and delightful, and make all further abstracts probably unnecessary.

HOW TO LEARN A LONG SERIES OF UNCONNECTED FACTS IN THE SCIENCES OR EVENTS IN HISTORY, CHAPTERS IN BOOKS, OR THE CONTENTS OF BOOKS.

1. It is useless for the pupil to attempt to learn the exercise here given unless he has carefully studied the Building, Ice, Presidential, and English Sovereign Series. The meaning of In., Ex., and Con. can be understood in application to the facts of life, the events of History and the principles and details of the Arts and Sciences, only by a complete mastery of all that precedes this exercise.

2. Let the pupil learn only ten facts, propositions or statements at each of the first few sittings, and then, as he adds ten more, let him recite from memory all that he has previously learned of this exercise. The cementing relations of In., Ex., and Con., which bind the events together, must in each case be first found by the student himself, and afterwards, and not before, let him glance at my analysis which follows this series.

3. The lawyer, in selecting 100 or 1,000 events of the Victorian Era, would doubtless make a list interesting to lawyers, the physician would make one of interest mostly or mainly to doctors, and similarly with educators, statesmen, editors, &c., &c. But I have selected events with a view to find the most difficult cases to deal with and with no other view, and if the pupil masters these, all other work hereafter will be easy to him.

4. This method can be promptly used, provided the pupil does not attempt to engorge or cloy his mind by undertaking too much at a time at first. Practice will soon make longer exercises easy. Each of the following six Exercises is enough for any one session or sitting.

5. Between a pair of words it may be difficult sometimes to find either the relation of In., Ex., or Con.; but in the case of sentences, propositions or descriptions, it is always easy to find one or other of the cementing relations. Relations which to me are strong, may seem weak to some pupils. No two persons would find the same relation in some cases, but, however different the solutions may be, they must always verify In., Ex., or Con.

6. The Int. Analysis, the Analytic-Synthetic, or the mere Analytic method, will enable the pupil to memorise the statement or sentence which describes the fact whenever any aid is necessary.

7. This Method can be readily applied to events in ancient or modern times, or to an accumulation of facts in the sciences, &c.

8. If we were to express only the year the formula would in most cases be different. To indicate the month and the day of the month, a consistent phrase must be used.



ONE HUNDRED EVENTS OF THE VICTORIAN ERA, LEARNED BY ONE CAREFUL READING OR STUDY.

FIRST EXERCISE.

1—The Victoria era begins June 20, 1837

2—Abolition of death penalty for forgery and some other crimes July 17, 1837

3—Question of Trades Unionism brought before the House of Commons by Mr. Wakley and Mr. Daniel O'Connell Feb. 13, 1838

4—First steam voyage across the Atlantic Ocean completed in 15 days by the Great Western June 17, 1838

5—International Copyright Act passed July 31, 1838

6—Chartist Meetings proclaimed illegal Dec. 12, 1838

7—Anti-corn Law League formed Dec. 19, 1838

8—Penny Postage Act passed Aug. 17, 1839

9—Marriage of Queen Victoria and Prince Albert at the Chapel Royal, St. James's, by the Archbishop of Canterbury Feb. 10, 1840

10—Birth of Princess Royal Nov. 21, 1840

SECOND EXERCISE.

11—Birth of Prince of Wales Nov. 9, 1841

12—Earl of Munster's suicide Mar. 20, 1842

13—Monster Chartist Petition, borne by 16 men and containing 3,317,702 names, denied a hearing before the bar of the House of Commons May 2, 1842

14—Defeat of Boers at Natal by the British troops May 26, 1842

15—Treaty with the United States of America on North-West Boundary, Slave Trade and Extradition Aug. 9, 1842

16—Defeat of Ameers at Meanee by Sir Charles Napier. Loss 10,000 Jan. 16, 1843

17—Birth of Princess Maud Mary Alice Apr. 25, 1843

18—Arkwright's son leaves his heirs L8,000,000 May 24, 1843

19—Birth of Prince Alfred Ernest Albert, Duke of Edinburgh and of Saxe-Coburg-Gotha Aug. 6, 1844

20—Imprisonment for debt under L20 abolished Aug. 10, 1844

THIRD EXERCISE.

21—Maynooth College Endowment Bill passed by House of Lords by 131 majority May 16, 1845

22—Faraday announces discovery tending to show that light, heat, and electricity are but different manifestations of one great universal principle Nov. 5, 1845

23—Birth of Princess Helena May 25, 1846

24—Opening of new Philosophical Institute at Edinburgh Nov. 4, 1846

25—Shakespeare's House, at Stratford-on-Avon, purchased by the Shakespeare Committee for L3,000 Sept.16, 1847

26—Commercial crisis: Bank of England rate raised to 9 per cent. Oct. 31, 1847

27—Chloroform administered by Professor Simpson at Edinburgh Nov. 12, 1847

28—The French Revolution of Feb. 22, 1848

29—Birth of Princess Louise Mar. 18, 1848

30—Kossuth claims protection from England Sept.20, 1849

FOURTH EXERCISE.

31—Treaty with United States in regard to the Nicaragua Canal Apr. 19, 1850

32—Sir Robert Peel's fall from a horse, on Constitution Hill, June 29, resulted in his death July 2, 1850

33—A Farewell Benefit to William Macready, the tragedian, at Drury Lane Theatre Feb. 26, 1851

34—Opening of International Exhibition by Her Majesty, in Hyde Park May 1, 1851

35—Louis Napoleon's Coup d'etat Dec. 2, 1851

36—Duke of Wellington's Death Sept.14, 1852

37—Birth of Prince Leopold Apr. 7, 1853

38—Lord Palmerston advises Presbytery of Edinburgh to first consult the laws of sanitation before ordering a fast on account of the Cholera Oct. 19, 1853

39—Rev. F. D. Maurice dismissed from King's College for opinion's sake Oct. 27, 1853

40—War declared by Russia against Turkey Nov. 1, 1853

FIFTH EXERCISE.

41—War declared by England, against Russia Mar. 22, 1854

42—Epochal Work—Spencer's Psychology 1855

43—Treaty of Peace between England, France, and Russia, at Paris Mar. 30, 1856

44—Bands play on Sunday afternoons in Kensington Gardens Apr. 13, 1856

45—Birth of Princess Beatrice Apr. 14, 1857

46—Capture of Delhi Sept.20, 1857

47—First Sitting of the Court for Divorces: Sir Cresswell Cresswell, Judge Ordinary Jan. 16, 1858

48—Statue of Sir Isaac Newton unveiled by Lord Brougham at Grantham Sept.21, 1858

49—Darwin's "Origin of Species" published 1859

50—Death of Lord (Thomas Babington) Macaulay Dec. 28, 1859

SIXTH EXERCISE.

51—Thomas Hopley, schoolmaster, sentenced to 4 years' penal servitude for causing the death of R. C. Cancellor by excessive corporal punishment July 23, 1860

52—Lord Clarence advises Ironclads for the Navy Mar. 11, 1861

53—Recognition by English Government of the Southern Confederacy May 8, 1861

54—Death of Prince Consort of gastric fever Nov. 14, 1861

55—Marriage of Prince of Wales and Princess Alexandra of Denmark Mar. 10, 1863

56—Tercentenary of Shakespeare's birth Apr. 23, 1864

57—Tercentenary of the death of Calvin May 27, 1864

58—Inauguration of a statue to Sir Wm. Jenner, at Boulogne Sept. 1, 1865

59—Albert Medal for those who in saving life endanger their own Mar. 7, 1866

60—Mr. Peabody thanked by H. M. the Queen for his munificent gifts to the poor of London Mar. 28, 1866

61—Government requires Electric Telegraph July 31, 1868

62—University of Edinburgh admits women to the study of medicine Oct. 27, 1869

63—Act for the abolition of imprisonment for debt comes into effect Jan. 1, 1870

64—Prof. Tyndall traces propagation of disease by dust and germs floating in the air Jan. 14, 1870

65—Prince of Wales attacked with typhoid fever Nov. 23, 1871

66—Geneva Convention awards the United States of America, on account of Alabama Claims, L3,000,000 against Great Britain Sept.14, 1873

67—Miss Richards, of Stapleton, walked 1000 miles in 1000 consecutive hours June 29, 1874

68—Captain Boynton crosses English Channel (second attempt) in his swimming dress May 28, 1875

69—British Museum lighted by electricity Oct. 20, 1879

70—Tay Bridge disaster Dec. 28, 1879

71—Death of Mrs. Mary Ann Cross (George Eliot) Nov. 22, 1880

72—International Medical Congress in London; 2000 doctors from all parts of the world Aug. 3, 1881

73—Greenwich Observatory changed mode of reckoning time; commencing at midnight as in the case of civil time Jan. 1, 1885

74—First complete copy of Revised Bible presented to H. M. The Queen May 15, 1885

75—Sixpenny Telegrams introduced Oct. 1, 1885

76—By Pope's special authority the Queen visits the Monastery of the Grande Chartreuse Apr. 23, 1887

77—Queen's Jubilee; 50th Anniversary June 20, 1887

78—The "Times" Newspaper celebrates its 100th Anniversary Jan. 1, 1888

79—First of 10 victims of "Jack the Ripper," Whitechapel, London Aug. 29, 1888

80—Henry Irving, Miss Terry and Lyceum Co., play at Sandringham, before the Queen, Royal Family and Guests Apr. 26, 1889

81—Lord Mayor of London, Cardinal Manning and Bishop of London, constitute a Board of Conciliation in the great Dock Strike Sept. 5, 1889

82—Sir E. Guinness gives L250,000 for the erection of dwellings for the poor of London and Dublin Nov. 19, 1889

83—Great Speech of Sir William Harcourt on Free Education in Scotland Aug. 1, 1890

84—Death of Cardinal Newman Aug. 11, 1890

85—Funeral of Charles Bradlaugh Feb. 3, 1891

86—Loss of s.s. "Utopia," off Gibraltar, 600 lives lost Mar. 17, 1891

87—International Postal Congress May 23, 1891

88—Meeting of Imperial Federation League June 19, 1891

89—Primrose League Demonstration at Hatfield July 18, 1891

90—Meeting in connection with University Extension of Education, held in Oxford Aug. 6, 1891

91—International Agricultural Congress reject nationalization of land Sept.11, 1891

92—Mr. Lidderdale and the Baring Liquidation Sept.17, 1891

93—Publication of Koch's new remedy for Tuberculosis Oct. 22, 1891

94—Centenary of Mozart's death observed in England Dec. 5, 1891

95—Indian national congress opened Dec. 27, 1891

96—The Khedive of Egypt appointed a new Cabinet without consulting the British Government. The next day he dismissed it under British pressure Jan. 17, 1893

97—The Australian Joint Stock Bank failed for L13,000,000 sterling Apr. 20, 1893

98—The House of Lords rejected the Home Rule Bill Sept. 8, 1893

99—Professor Tyndall died from an overdose of chloral administered in mistake by his wife Dec. 4, 1893

100—Lord Salisbury attacks Darwinianism in his address before the British Association Aug. 8, 1894

ANALYSIS OF ONE HUNDRED EVENTS OF THE VICTORIAN ERA.

1 and 2—Con. and In.—The Victorian Era began June 20, 1837, and an Act for the abolition of the death penalty for forgery, &c., was passed nearly a month later. Here is the relation of Sequence or Con. The main motive for enacting the law was doubtless sympathy. Death appeared to be too cruel for the crime; hence the sympathy on the part of the Sovereign, the founder of the Era, and of the legislators brought the Act into existence. Here we have the relation of Simple Inclusion.

2 and 3—Ex.—Criminals try to live by their wits, without work. The trade unionists live by labour. The modes of livelihood of these two classes are opposed. Hence it is Ex.

3 and 4—In. and Ex.—Trades union people and navigators are laborers.—Here is In. But the former work mostly at home or in their own country, and the sailors are engaged beyond the boundaries of their native country.—Here is Ex. from difference of locality.

4 and 5—In.—The sailors on the Great Western worked beyond the limits of their native country, and an International Copyright Law extends its influence even into the area of foreign lands. In the view of the sphere of operation these two cases contain an element in common.—Hence it is In.

5 and 6—Ex.—The International Copyright Law was enacted after long and earnest agitation—but all legal.—The Chartist agitators had to be suppressed. Here are conditions opposed to each other.—It is Ex.

6 and 7—Ex.—The Chartist agitation was extreme, and was proclaimed illegal. The Anti-Corn Law League acted prudently and within the law. Here again are opposed conditions. It is Ex.

7 and 8—In.—The Anti-Corn Law League was organised to help give cheap food to the masses. The Penny Postage Act was enacted to help the poor man, to save expense. A similar aim prompted the supporters of both measures.—It is In.

8 and 9—Ex.—Favouring the masses by cheap postage calls attention to the majority or the great body of the people. The marriage of the highest dignitaries of the State directs attention to the most favoured or exalted personages in the country. The extremes of the community are brought into relation. It is Ex.

9 and 10—Con. and In.—Parents and child is a Sequence. Hence Con. and a child possessing the blood of his parents sustains the relation also of In. to them. Let the pupil pause here, and before his next session of study of these events, let him recite these ten backwards and forwards several times from memory.

10 and 11—In.—Brother and sister possessing in common the blood of their parents is a case of In.

11 and 12—Ex.—Here is a birth contrasted with a death.—It is Ex.

12 and 13—Ex.—Death on the one hand and on the other a widespread effort to bring into existence Acts of Parliament. Self-destruction contrasted with efforts at production.

13 and 14—In.—Here are two winners and two losers. The parties opposed to Chartists defeat the hearing of this proposed motion; and the British soldiers gain a victory over the Boers. Success in common makes a case of In. on the part of the victorious parties. And then the Chartists lost their proposed hearing and the Boers were beaten. This is the second In.

14 and 15—Ex.—A resort to arms contrasted with a resort to diplomacy.

15 and 16—Ex.—A treaty between the two greatest nations of the earth, and loss of 10,000 men. A triumph of Peace and a triumph in War.

16 and 17—Ex.—The death of a multitude of soldiers and a birth in the highest family of the realm.

17 and 18—Ex. and In.—A birth and a death gives Ex. A royal birth with all the advantages it brings, and the advantage of the inheritance of great fortunes, makes a clear case of In.

18 and 19—Ex. and In.—Similar relations to those spoken of in the last paragraph.

19 and 20—Ex.—To the taxpayer the endowment of the Duke of Edinburgh might seem to be a burden imposed—and the abolition of imprisonment for debt below L20, would be looked upon as a burden removed. Here we have Ex.

As before suggested, let the pupil recite the foregoing ten events forwards and the reverse way several times from memory. And then let him similarly recite the entire twenty events.

20 and 21—In.—Favoring poor people—debtors and poor students—characterises both events.

21 and 22—In.—This college among other things prosecuted the study of Philosophy—"the complete unification of knowledge"—Faraday unified three elements.

22 and 23—In.—Light, heat and electricity arise from latency to manifestation—a physical birth—here, too, is the birth of an organism.

23 and 24—In.—Beginning of two careers—one of an individual and the other of a body of persons.

24 and 25—Ex.—Object and aims different—one was a promotion of science—new science—highest science—the other was reverence for old literature—greatest of all literatures.

25 and 26—Ex.—Liberal outlay of money in art circles—great scarcity in business.

26 and 27—Ex.—Anguish and suffering unallayed—pain neutralized.

27 and 28—Ex.—Suppression of individual feeling—society's outburst.

28 and 29—In.—Explosion of seething elements—a new nation—royal birth.

29 and 30—In. and Ex.—Nation protects Royal child—a foreigner seeks same protection.

30 and 31—In. and Ex.—Treaty between State and individual—treaty between States.

31 and 32—Ex.—Canal transportation comparatively safe—horseback riding liable to accidents.

32 and 33—In.—Farewell to life—farewell to stage.

33 and 34—Ex.—Close of one kind of exhibition and opening of another.

34 and 35—Ex.—Peaceful industries triumph—usurpation by intrigue and blood.

35 and 36—Ex. and In.—Beginning of one career and close of another—a trampler on laws; a respecter of them.

36 and 37—Ex.—Great General's death; royal birth.

37 and 38—Ex.—Life and choleraic deaths feared.

38 and 39—In.—Rebuke of religious zeal—dismissal for opinion's sake.

39 and 40—In.—A cleric dismissed and a war declared—"Intolerance" in both cases.

40 and 41—In.—Two declarations of war.

41 and 42—Ex.—Ravages of war contrasted with intellectual triumphs of peace—brute force and advanced thinking.

42 and 43—Con.—Philosophy and peace—high thinking and the conditions on which it can be carried on—co-existence.

43 and 44—Con.—Peace and its celebrations, cause and effect.

44 and 45—In.—General rejoicing and rejoicing in royal family.

45 and 46—Ex.—Life and bloody deaths.

46 and 47—Ex.—Forcible seizure and legal separation, capture and discharge.

47 and 48—Ex.—Marriage failures and honoring Newton's successes.

48 and 49—Ex. and In.—Honoring old science—publishing new science.

49 and 50—Ex.—Beginning of scientific reputation—close of literary life.

50 and 51—In. and Ex.—Two deaths make In.—and one from natural causes and the other from violence, we have Ex.

51 and 52—Ex.—Violence externally applied kills the boy—but ships shielded from violence by its ironclad covering. It is Ex.

52 and 53—In. and Con.—Interest in war and befriending a belligerent, coexistence of war improvement, and favouring a warlike people.

53 and 54—Ex.—Coming into existence (recognition) and death of a high personage.

54 and 55—Con. and Ex.—Father and son is Con.—death and marriage as the condition of life.

55 and 56—In.—Marriage festivities and celebration of Shakespeare's birth—both rejoicings.

56 and 57—In. and Ex.—Both tercentenaries, and one reckons from birth and the other from death.

57 and 58—In. and Ex.—Tercentenary ceremonies, and dedication of a statue to Sir William Jenner—one tried to save souls, the other to save life.

58 and 59—In.—A statue and a medal—honour in both cases.

59 and 60—In.—One tried to save life, the other alleviated its sufferings.

60 and 61—In.—Gifts to the poor in a lump—buying telegraph to cheapen cost of messages to the great mass of community.

61 and 62—In.—Extension of telegraphs, ultimately to the benefit of all—extension of medical education to women.

62 and 63—In.—Rights of women and of the poor—beneficence to poor and charity to women.

63 and 64—Con.—Common prisons abound in dust and germs—these latter are propagators of disease.

64 and 65—In. and Con.—Germs cause typhoid and other diseases—Prince of Wales attacked by typhoid.

65 and 66—Ex.—Typhoid tends to destroy; awards build up.

66 and 67—In. and Ex.—Fast steamer Alabama, and fast woman walker, speed with injury—and innocent speed.

67 and 68—Ex.—Walking on land and safe swimming in water.

68 and 69—In.—Floating in water and electric lighting of museum—protection to life—and comfort to life.

69 and 70—Ex.—Lighted museum—and dark night at the Tay—light and safety—and darkness and death.

70 and 71—In.—Many deaths in Bridge disaster and one distinguished person dies.

71 and 72—Ex.—One person dies and medics strive to prevent death.

72 and 73—In. and Ex.—Medical improvement and improvement in reckoning time—doctors from abroad—and observatory stationary.

73 and 74—In.—Improved time reckoning—and revised and improved form of Bible.

74 and 75—In. and Ex.—Gift to highest personage and cheap telegrams for masses—favours to both.

75 and 76—In. and Ex.—Head of English nation and head of Catholic church—favour to the Queen and favour to the people.

76 and 77—In.—One concession to Queen—and people's jubilee on account of Queen—good will in both cases.

77 and 78—In. and Ex.—Queen's jubilee and Times' jubilee, sovereign and subjects.

78 and 79—Con.—Universal reporter of good and bad things—worst possible murder.

79 and 80—Ex.—Horror and amusement.

80 and 81—Ex.—Players for Royalty and great arbitrators for labouring men.

81 and 82—In.—Strike of poor labourers, and houses for the poor.

82 and 83—In. and Ex.—Gifts to poor and education for them—physical benefits and mental benefit.

83 and 84—In. and Ex.—Intellectual education and spiritual education—living scholars and death of a great teacher.

84 and 85—In. and Ex.—Two deaths—and opposite beliefs—In. as to death and Ex. as to opinions.

85 and 86—In.—Death of one man—and death of six hundred—In.

86 and 87—Ex.—A dead multitude and a living congress.

87 and 88—In.—Two congresses.

88 and 89—In.—Imperialism—and party self-assertion.

89 and 90—In.—Political agitation—educational agitation.

90 and 91—Ex.—Extension of education—refusal to extend Government sway over land.

91 and 92—In.—Land not lost individuals—and bank saved.

92 and 93—In. and Ex.—Saving a bank and effort to save life—bank saved—but consumptives lost.

93 and 94—In. and Ex.—Rejoicing over supposed antidote to consumptive deaths—and music jubilee over death of Mozart.

94 and 95—Ex.—Death and birth of congress.

95 and 96—Ex.—A congress meets and a cabinet dissolves.

96 and 97—In.—A cabinet failed and a bank failed.

97 and 98—In.—Bank failure and Home Rule bill defeated.

98 and 99—In. and Ex.—Bill killed intentionally—a man killed accidentally.

99 and 100—In. and Ex.—Fatal attack of poison—unsuccessful attack on Darwinianism.

As to the dates of the 100 events, they will cause no difficulty. The pupil should look upon my formulas as models merely, and make his own whenever possible. In all the events belonging to this century, we have only to deal with the last two figures—(3) {M}odel (7) {Q}ueen gives the date of (18)37. The rule in regard to the month and the day of the month is very easily applied. A separate word for each figure except for the three months [October, November and December] where there are two figures in the one word that expresses the number of the month, as {t}ie{s}, {d}ue{s}, '{t}i{s}, {th}u{s}, {th}i{s}, {th}o{s}e, express October, the tenth month; {th}a{t}, {d}i{d}, {d}ie{d}, {d}o{t}, {d}a{t}e, {t}hough{t}, &c., &c., indicate November, the eleventh month; and {th}e{n}, {th}i{n}, {t}o{n}e, {t}u{n}e, a{t}tai{n}, &c., &c., mean December, the twelfth month. A {M}odel {Q}ueen {J}ust i{n} {s}eason—Just in its "J" means the sixth month, or {J}une, and "n" in "i{n}" and "s" in {s}eason means a cypher—or 20—the translation of the phrase is (18)37—June—20th day

—(2) A{m}ending a {c}ode {g}ives {t}rue {c}aution = (18)37—July—17th

—(3) {M}aking {f}riends i{n}side {th}e {m}agnates = (18)38—February 13

—(4) A{m}idship {V}oyager {sh}ows {d}ouble {g}eering = (18)38—June—17

—(5) {M}utual {F}airness {g}ives {m}ultiplied {d}issemination = (18)38—July—31

—(6) {M}eetings {f}orbidden {t}o{n}e {d}own {n}oise = (18)38—Dec.—12

—(7) {M}eal a {f}avorite {th}e{n} {t}ook {p}recedence = (18)38—December—19

—(8) A {m}issive {p}enny {f}avors {th}e {c}ommonality = (18)39—August—17

—(9) A {R}oyal {C}ementing i{n} {th}e {s}anctuary = (18)40—February—10th

—(10) A {R}oyal {S}pinster [or {c}elebrity] {d}i{d} i{n}vite {d}estiny = (18)40—November—21

—(11) {R}oyal E{d}ward {d}i{d} a{p}pear = (18)41—Nov.—9th

—(12) Ea{r}l's u{n}doing {m}anifested i{n}sane {s}uicide = (18)42—March—20th

—(13) {R}egistered {n}ames wi{l}l e{n}thuse = (18)42—May—2

—(14) {R}epressing {N}atalites {l}eft {n}o {ch}ange = (18)42—May—26

—(15) {R}ebinding {N}ations {f}avored {p}atriotism = (18)42—August—9

—(16) {R}educing A{m}eers {t}ook {d}etermined {sh}ooting = (18)43—January—16

—(17) {R}oyal {M}ary {r}ightly {n}amed A{l}ice = (18)43—April—25

—(18) A{r}kwright's {m}illions wi{l}l e{n}rich hei{r}s = (18)43—May—24

—(19) {R}oyal E{r}nest; a {f}avored {ch}ild = (18)44—August—6

—(20) {R}eleasing a{r}rears {f}avored {d}ebtor's {s}entences = (18)44—August—10

—(21) {R}eligious I{l}liberalities wi{l}l {d}estroy {ch}arity = (18)45—May—16

—(22) A {r}eal {l}ikeness {t}ha{t} {l}inks = (18)45—Nov.—5

—(23) A {r}oyal {ch}ild—He{l}ena—{n}ow {l}aughs = (18)46—May—25

—(24) {R}eading whi{ch} {d}i{d} {r}ationalize = (18)46—Nov.—4

—(25) A hoa{r}y {c}ottage {b}ought {t}oo {ch}eap = (18)47—Sept.—16

—(26) A {r}ate {c}ausing {th}ose {m}erchants {d}istress = (18)47—Oct.—31

—(27) {R}elieving {ch}loroform {t}ha{t} {d}rugs {n}erves = (18)47—Nov.—12

—(28) {R}evolutionizing {F}renchmen i{n}dicated a {n}ew {n}ation = (18)48—Feb.—22

—(29) A {r}oyal {f}airy {m}aiden {d}evelops {f}ancy—(she is an artist) = (18)48—March—18

—(30) O{r}atorical {p}rayers {p}rocure {n}ational {s}ecurity = (18)49—Sept.—20

—(31) A {l}awful {s}cheme a{r}ouses {t}opmost {p}atronage = (18)50—April—19

—(32) A {l}uckless {s}tumble {k}illed a {n}obleman = (18)50—July—2

—(33) Wi{l}liam's wi{th}drawal e{n}ded {n}umerous {ch}arms = (18)51—Feb.—26

—(34) {V}ictoria we{l}comes {th}e Ha{l}l {t}o-day = (1)851—May—1

—(35) {L}ouis' au{d}acity {th}e{n} a{n}nounced = (18)51—Dec.—2

—(36) We{l}lington's e{n}d {b}rought {d}ue {r}ecognition = (18)52—Sept.—14

—(37) {L}eopold {m}ildly {r}aises a {c}ry = (18)53—April—7

—(38) A {l}ord's {m}essage {d}oes {t}each a {P}resbytery = (18)53—Oct.—19

—(39) {L}earned {M}aurice {t}eaches u{n}welcome {c}reeds = (18)53—Oct.—27

—(40) A {l}urid {m}anifesto {th}a{t} {th}reatened = (18)53—Nov.—1

—(41) A {L}awful {R}uler {m}enaces {n}ew a{n}tagonisms = (18)54—March—22

—(42) No month or day of month being given, we will express three figures thus: E{v}olution's {l}aws i{l}lustrated = (1)855

—(43) A{l}liances {j}oined {m}ean {m}anifest {s}ecurity = (18)56—March—30

—(44) {L}isteners {ch}armed a{r}ound {th}e {m}usic = (18)56—April—13

—(45) A {l}ucky {g}irl he{r}e a{t}tains {r}oyalty = (18)57—April—14

—(46) A {l}awless {c}onspiracy {b}eaten i{n} {S}eptember = (18)57—Sept.—20

—(47) {L}oosening {f}amilies {d}estroys {th}e {ch}ildren = (18)58—January—16

—(48) A {L}ifeless {f}igure {p}ictures {N}ewton's i{d}entity = (18)58—Sept.—21

—(49) No month or day being given, we may express the complete date: {D}arwinianism {f}ormulates {l}egitimate {b}iology = 1859

—(50) {L}ifeless {B}abington {th}e{n} e{n}tered a {v}ault = (18)59—Dec—28

—(51) A {sh}ameless {s}choolmaster's {c}ruelty {n}ow {m}urders, or a {s}choolmaster's {s}entence {c}auses {n}o {m}ercy = (18)60—July—23

—(52) {S}hielding ou{t}sides {m}ay {d}efy a{t}tack = (18)61—March—11

—(53) {Ch}ivalry {d}elighted, wi{l}l {f}ight = (18)61—May—8

—(54) {Sh}edding {t}ears {t}ha{t} {t}ear hea{r}ts = (18)61—Nov.—14—or {V}ictoria {s}hed {t}ears = (1)861

—(55) A {j}oyful {m}arriage {m}ay ai{d} {s}overeignty = (18)63—March—10

—(56) {Sh}akespeare's {r}eign {r}eturns o{n}ce {m}ore = (18)64—April—23

—(57) A {j}ustifiable {r}evival wi{l}l e{n}dorse {C}alvin = (18)64—May—27

—(58) {J}enner's {l}ikeness {p}leases {d}octors = (18)65—Sept.—1

—(59) A {ch}artered {j}ewel {m}eans {c}apture = (18)66—March—7

—(60) {G}enerosity's {ch}ampion {m}anifests u{n}usual {f}aith = (18)66—March—28—or {G}enerosity's {ch}ampion {m}arkedly e{n}thused {V}ictoria = (18)66—March—28

—(61) {S}ure {f}orwarders {g}ain {m}ultitudinous {t}elegraphs = (18)68—July—31

—(62) {Ch}arming {p}ractitioners {d}ose u{n}easy a{ch}es = (18)69—Oct.—27

—(63) {C}reditors {s}cold {th}e {d}ebtors = (18)70—January—1

—(64) {C}ontagion {s}preads {th}rough {th}e ai{r} = (18)70—January—14

—(65) A {k}inglet's {t}yphoid {th}at e{n}ded {m}arvellously = (18)71—Nov.—23

—(66) {G}reat (Britain) i{m}mediately {p}aid {th}e awa{r}d = (18)73—Sept.—14

—(67) {C}ourageous {R}ichards {sh}owed u{n}usual {p}edestrianism = (18)74—June—29

—(68) A {C}aptain's {l}ivery wi{l}l e{n}sure {f}loating = (18)75—May—28

—(69) A {c}urrent's {b}rightness {d}oes e{n}rich eye{s}ight = (18)79—Oct.—20

—(70) A {C}rippled {B}ridge {th}e{n} i{n}stantly {f}ell = (18)79—Dec.—28

—(71) A {f}emale {s}cribe {d}ie{d} i{n} {N}ovember—(18)80—Nov.—22

—(72) {F}oreign {d}octors {f}ormulate {m}edicine = (18)81—Aug.—3

—(73) {F}ixing {l}imits {t}o {t}ime = (18)85—January—1

—(74) {V}ictoria {l}earns Ho{l}y {T}estaments we{l}l = (18)85—May—15

—(75) Hal{v}ing e{l}ectrics {d}oubles {t}elegraphing = (18)85—Oct.—1

—(76) {V}ictoria—{Q}ueen {r}eally e{n}ters a {m}onastery = (18)87—April—23

—(77) {V}ictorian {c}ongratulations {sh}ow e{n}lightened {s}ubjects = (18)87—June—20

—(78) A {F}act {f}inder {d}rinks {t}oasts = (18)88—January—1

—(79) {F}emale {v}ictims o{f} u{n}natural {b}utchery = (18)88—August—29

—(80) {V}ictoria a{p}plauds I{r}ving's {n}umerous {ch}armers = (18)89—April—26

—(81) A {f}amous {B}oard {b}rought a{l}leviation = (18)89—Sept.—5

—(82) {F}urnishing {b}uildings {d}i{d} {d}elight {p}aupers = (18)89—Nov.—19

—(83) A {b}ig {s}peech {f}or e{d}ucation = (18)90—Aug.—1

—(84) A {p}riest {s}urrenders a{f}ter {th}eological {t}oil = (18)90—Aug.—11

—(85) {B}radlaugh {d}ies i{n} {m}ockery or {B}radlaugh's {d}eath {n}ow {m}ourned = (18)91—Feb.—3

—(86) {P}erishing "U{t}opia" {m}eans a wa{t}ery {g}rave = (18)91—March—17

—(87) {P}ostal {d}elegates wi{l}l i{n}augurate {m}ethods = (18)91—May—23

—(88) {B}ritish {d}omination {g}enerates {t}rue {p}atriotism = (18)91—June—19

—(89) {P}rimrose {d}emonstration {g}ave Ha{t}field {f}lattery = (18)91—July—18

—(90) {P}ushing e{d}ucation {f}or {ch}ildren = (18)91—Aug.—6

—(91) {P}ublic {t}itles {p}ublicly {th}rown {d}own = (18)91—Sept.—11

—(92) {B}aring's {d}ues {p}aid {th}e {c}reditors = (18)91—Sept.—17

—(93) {P}ublishing {t}uberculosis {d}oes i{n}vite i{n}vestigation = (18)91—Oct.—22

—(94) {B}ooming {t}unes {th}e{n} {l}uxuriated = (18)91—Dec.—5

—(95) O{p}ening {d}ays {th}i{n} I{n}dian {C}ongress = (18)91—Dec.—27

—(96) A {B}ritish {m}inistry {d}etermine {th}e {K}hedive = (18)93—January—17

—(97) {B}ank {m}ismanagement {r}uins {n}umerous {s}ubscribers = (18)93—April—20

—(98) A {B}ill {m}ade {P}eers a{f}raid = (18)93—Sept.—8

—(99) A {P}rofessor's "{M}rs." {th}e{n} e{r}red = (18)93—Dec.—4—, or giving the year alone we say: {T}yndall's Wi{f}e {b}ecame a {m}ind-wanderer or {T}yndall's Wi{f}e {p}oisoned hi{m} = 1893

—(100) {D}arwinianism {f}avors {b}iological {r}idicule = 1894—, or {B}iological {r}esearches {f}avors {f}ault-finding = (18)94—August—8.

A CONCLUDING REMARK.

If the pupil has painstakingly reviewed this entire work, let him for the next three months, whenever he wishes to fix anything in mind, not apply the methods of the system to it, but concentrate his thoughts upon it with the utmost intensity so that his improved power of assimilation will seize upon it with an unreleasing grasp, and, then, when the three months period has passed, he will find that he has consolidated the Habit of Attention and Memory.

THE END