‌ANALYTIC SUBSTITUTIONS. ANOTHER METHOD FOR REMEMBERING DATES AND FIGURES.

This lesson in figures is given for the benefit of those who have not yet mastered Numeric Thinking. The pupil will appreciate its practical value the moment he masters the key to it.

This is given in the next few pages, and it will be found to be easy of comprehension and interesting to a surprising degree.

The whole thing is in a nutshell. Numbers, as such, are abstractions and hard to be remembered. To make them hard to forget, we translate them into words or phrases. These are easily remembered and they always instantly give back the figures they stand for.

We represent the figures 1, 2, 3, 4, 5, 6, 7, 8, 9, and 0, by certain consonants; and then, as the vowels [a, e, i, o, u, and y, together with w] have no numerical value assigned to them, we turn dates or any numbers into translating words, which will always tell us precisely the figures the words stand for.

As this simple process enables us to remember any dates or numbers with absolute certainty, the pupil will be pleased to know that he can learn how it is done by only one thoughtful perusal.

The questions at the bottom of each page constitute an invaluable aid to test the accuracy of his knowledge and the correctness of his inferences.

Is it possible to exaggerate the importance of this lesson?

When will the pupil appreciate its practical value?

Where is this key given?

Are numbers hard to remember?

How do we make them hard to forget?

By what are the figures represented?

What letters have no numerical value assigned to them?

What do the questions at the bottom of each page constitute?

‌The nought and the nine digits are represented by the following consonants when they are sounded or pronounced; viz., 0 (nought) by s, z, or c^soft as in cease, 1 by t, th, or d, 2 by n, 3 by m, 4 by r, 5 by l, 6 by sh, j, ch, or g^soft as in the first g of George, 7 g^hard as in Gorge, k, c^hard as in cane, q, or ng, 8 by f or v, and 9 by b or p.

Ample practice in translating the sounded consonants of words into figures, or of figures into the sounded consonants of words will now be given. If the reader can remember the foregoing consonant equivalents of figures in connection with the tabulated Figure Alphabet on the 74th page of this lesson, he can at once pass on through the book. If not, he must carefully study the intervening pages with painstaking—for when once learned, no further difficulty can arise.

The tabulated Figure Alphabet on the 74th page of this lesson expresses the consonant values of the nought and nine digits in perpendicular columns, as under nought (0) are placed s, z, and c^soft; under nine are placed b and p; under six are placed sh, j, ch, and g^soft, &c. Only those who possess first-rate natural memories can learn the equivalents of the sounded consonants in figures from this table. But when learned in this way, the pupil requires much practice in translating words into figures and figures into words. Even this exceptional pupil had better carefully study the ensuing examples.

The first thing to be done is to learn which consonants are used to stand for and represent the nought (0) and 1, 2, 3, 4, 5, 6, 7, 8 and 9. Let the student remember that we use vowels to make words with, but we do not give the vowels [a, e, i, o, u], or w, or y, any number value whatever.

We represent the nought or cypher [0] by the consonants s, z, or c^soft [as in cease].

The figure value of “sew,” therefore equals or is represented by a cipher [0]. S = 0, and the vowel “e” and the consonant “w” have no figure value. Cannot the‌ student understand at once that Say = 0, See = 0, Ease = 0, Is = 0, and Zoe = 0, and Seize = 00, Size = 00, Sauce = 00?

The following is another way of fixing in mind this first rule.

If the capital letter S were cut into two parts, and the bottom half attached to the top half, it would make a nought (0). So it is easy to remember that S represents 0. C^soft as in cease has the same sound as S, and should therefore stand for the same figure, viz., 0; and Z is a cognate of S—that is, it is made by the same organs of speech in the same position as when making S, only it is an undertone, and S is a whispered letter. Besides Z should represent 0 because it begins the word Zero—C^soft should also stand for 0 for the additional reason that C^soft begins the word cipher. In translating a word into figures we always turn S, Z, or C^soft into nought (0); in turning figures into words we always translate a nought (0) into S, Z, or C^soft.

What is the first thing to be done?

What must the student remember in connection with vowels?

By what do we represent the cipher?

What other way is given for fixing the first rule in the mind?

What is meant by a “cognate”?

What kind of a letter is S?

1 is represented by the consonant “t,” “th,” or “d.”

Toy = 1. As “t” stands for 1, and o and y are vowels, and have no figure value, the numerical value of Toy must be 1.

Thee = 1, Thou = 1, Day = 1, Dew = 1, This = 10, Thus = 10, Does = 10, Ties = 10, Toes = 10, Deed = 11, Doth = 11, To-day = 11, Tattoo Footnote [B] = 11, Tut = 11, Toad = 11, Tied = 11, Sat = 01, Said = 01, Seat= 01, Days = 10, Toys = 10, These = 10, Those = 10.

“t” stands for 1, because it is made with one downward stroke. “h” has no figure value except when it is united with “s” or “c” in sh or ch, and therefore “th” must represent 1, and d, being the cognate of “t,” it is represented by 1. Hence we translate “t,” “th,” and “d” by the figure 1, and when we want to represent 1, by letters, we translate it into t, th, or d.

‌2 is represented by “n,” because it is made by two downward strokes. No = 2, Any = 2, One = 2, Noise = 20, Nice = 20, Nest = 201, Note = 21, Then = 12, Nun = 22, Nan = 22, Son = 02, Sine = 02, Zone = 02, Nine = 22, Zeno = 02, Sown = 02.

3 is represented by “m,” because the written m is made by three downward strokes. Aim = 3, Sum = 03, Mum = 33, Maim = 33, Money = 32, Moth = 31, Moon = 32, Man = 32, Month = 321, Amends = 3210, Thin = 12, Enemies = 230, Home = 3.

4 is represented by “r,” because it terminates the word four in several languages. Air = 4. A and i are vowels, and count for no figure value in Air, and hence that word represents only the figure 4. Wire = 4, Row = 4, Wort = 41, Wrath = 41, Worth = 41, Ride = 41, Heirs = 40, Ruins = 420, Roast = 401, Rum = 43, Roar = 44, Saucer = 004, Swordsman = 041032, Razors = 4040, Arisen = 402, Hermits = 4310.

In translating a word into figures, what do we always do?

By what letters is the figure 1 represented?

Why does “t” stand for 1?

When does the letter “h” have a figure value?

By what is 2 represented?

Why?

How do we represent 3?

Why?

By what consonant is 4 represented?

Why?

5 is represented by “l,” because in the Roman alphabet L stood for 50, and we disregard the cipher and make it stand for 5 only—as, Oil = 5. O and i, being vowels, may be used in a word, but having no figure value, do not change the numerical value of the word; therefore the figure value of “oil” is 5, the same as though the “l” stood alone. Lay = 5, Law = 5, Holy = 5, Awhile = 5, Wheel = 5, Lit = 51, Wealth = 51, Lad = 51, Solo = 05, Sales = 050, Slower = 054, Lane = 52, Alone = 52, Lama = 53, Earlier = 454, Wholesale = 505, Unmilitaryness = 2351420.

6 is represented by “sh,” “j,” “ch,” and “g^soft.” We have the letter values of 6, through the initial consonants of the phrase: (Six), Shy Jewesses Chose George. In the following words, the vowels have no figure value, hence in translation are never counted. Show = 6, Joy = 6, Hatch = 6, Huge = 6, Sage = 06, Cheats = 610, Shed = 61, Sheath = 61, Shot = 61, Gin = 62, Shin = 62, Jean = 62, Chin = 62, Gem = 63, Jam = 63, Shame = 63, Chime = 63, Usher = 64, Jury = 64, Chair = 64, Wager = 64, Shall = 65, Jail = 65, Chill = 65, Gentle = 6215, Jewish = 66.

7 is represented by “g^hard” “k,” “c^hard” “q,” and‌ “ng.” We find the letter equivalents of 7 in the initial consonants of the phrase: (Seven), Great Kings Came Quarrelling. We thus use the termination “ng” to express 7. Hog = 7, Key = 7, Cue = 7, Young = 7, Yoke = 7, Wig = 7. As no vowels have any figure value, they cut no figure in translating into numbers. Deck = 17, Desk = 107, Kid = 71. Skate = 071, Ask = 07, Asking = 077, Sketch = 076, Squire = 074, Cases = 700, Gate = 71, Egad = 71, Kite = 71, Quote = 71. This first “g” is hard (7) and the second “g” is soft (6) in Ganges. The “g” in Governor is hard and in General is soft in Governor-General. The first “c” is hard (7) and the second “c” is soft (0) in accident, = 70121, Haggle = 75, Acme = 73, Cannon = 722, Guitar = 714, Squeak = 077.

We represent 8 by “f” and “v,” because you can imagine a written “f” to be an elongated 8, and “v” is a cognate of “f,” hence equivalent to the same number; as, Wife = 8, Wove = 8. The vowels, although used in the words, have no figure values, neither do “w,” “y,” or “h,” when not a part of “sh” or “ch.” Safe = 08, Save = 08, Ivy = 8, Hive = 8, Foe = 8, Dive = 18, Edify = 18, Tiff = 18, Thief = 18, Thieve = 18, Tough = 18, Enough = 28, Navy = 28, Knave = 28, Nefarious = 2840, Muff = 38, Move = 38, Ruff = 48, Roof = 48, Rough = 48, Review = 48, Alive = 58, Aloof = 58, Leave = 58, Leaf = 58, Alpha = 58, Sheaf = 68, Chaff = 68, Jove = 68, Shave = 68, Shove = 68, Cave = 78, Calf = 78, Gave = 78, Cough = 78, Quaff = 78, Quiver = 784, Five = 88, Fife = 88, Feoff = 88, Fifth = 881, Vivid = 881, Faces = 800.

9 is represented by “b” and “p.” (Nine) Beautiful Peacocks would indicate the figure value of 9, in the initial‌ consonants of “beautiful peacocks.” Bee = 9, and the two vowels “ee” have no figure value. Bow = 9, Pie = 9, Pew = 9, Pay = 9, Ape = 9, Up = 9, By = 9, Base = 90, Bias = 90, Pose = 90, Pause = 90, Boat = 91, Both = 91, Bead = 91, Bean = 92, Bone = 92, Pot = 91, Path = 91, Pad = 91, Pine = 92, Beam = 93, Bar = 94, Bale = 95, Badge = 96, Bush = 96, Buff = 98, Baby = 99, Poem = 93, Pair = 94, Pile = 95, Push = 96, Page = 96, Puff = 98, Pipe = 99, Pope = 99, Pack = 97.

Why is 5 represented by “L”?

By what is 6 represented?

Through the initial consonants of what sentence, not considering the six in brackets?

Where do we find the letter equivalents of 7, not regarding the seven in brackets?

What termination do we also use to express 7?

If the termination “ng” represent 7, what is the figure value of Singing?

Give the figure value of Hong-kong.

By what two consonants do we represent 8?

Why?

Give the figure value of the vowels in these illustrations, if you find they have any value.

The representatives of the figures from 0 up to 9 are given in the initial consonants of the ten subsequent phrases following the figures:—

“

S

i

dn

ey

M

e

rl

i

sh

g

a

v

e a

b

ow”

Footnote

[C]

= 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.

Nought (0)So Zealous Ceases.

One (1)Tankard this Day.

Two (2)Nostrils. (or 2 Nations. Ex. 35, 10; 37, 22.)

Three (3)Meals. (or 3 Mighty Men. 2 Sam. 23.)

Four (4)Roads. (or 4 Rings. Ex. 25, 26; 38, 5.)

Five (5)Loaves. (Matt. 14; Mark 6; Luke 9.)

Six (6)Shy Jewesses Chose George.

Seven (7)Great Kings Came Quarrelling.

Eight (8)Fold Value. (or 8 ’Varsity Fellows.)

Nine (9)Pin Bowling.

This explanation is a help to remember the letter-values of the figures. Another way to fix these values in mind for permanent use is to turn words into figures, as in going through an ordinary spelling-book. This practice quickly enables you to turn figures into words, and to translate them back into figures. Facility will be attained long before the lessons are completed. But this lesson, thoroughly studied, will secure the needful proficiency.

By what two consonants is the figure value of 9 represented?

What are represented in the initial consonants of the ten Phrases here given, not including, of course, the words before the figures in brackets?

Are these sentences of any help in remembering the letter values of the figures?

What other way is there to fix these values in mind?

What does this practice enable you to do?

‌RULES. Not to be glanced at or skipped, but to be carefully studied.

—Two consonants of the same kind with no vowel between, provided they have the same sound, are treated as one consonant, as “ll” = 5, “nn” = 2, “rr” = 4, “dd” = 1, &c. The first two consonants have different values in the word “accident” = 70121.

—All silent consonants are disregarded, as “b” in “Lamb” = 53, “Comb” = 73, or in “Tomb” = 13. “Ph” and “h” in “Phthisic” = 107; “gh” in Bought = 91; “k” in Know = 2; “gh” in Neighbours = 2940; “l” in Could = 71, or in Psalm = 03.

—The equivalents of the figure-consonants have the same value as those consonants themselves, as “gh” in “Tough” = 18, “gh” in Enough = 28; “gh” in Rough = 48. “Phrase” = 840, “Nymph” = 238, “Lock” = 57. “N” sometimes sounds like ng, and so represents 7, as in “Bank” (977) which sounds like “bang” (not “ban”) with a “k” after it; ng are not always taken together as one sound and translated into 7, but when they sound separately are treated separately, as in engage = 276 Footnote [D]. X = gs or ks = 70, as in example = 70395; in oxygen = 7062. Sometimes X = Z, as in Xerxes = 04700,‌ and then it = 0. Ci and ti, and sometimes si and sci = sh, as gracious = 7460; Nation = 262; Conscience = 72620. Dge = j, as in Judge = 66. Tch = ch = 6, as in ditch = 16 (it rhymes with rich = 46). Ch sometimes = k, as in Christmas = 74030. S and z sometimes = zh, which is the cognate equivalent of sh = 6, as in pleasure = 9564, and in Crozier = 7464. Acquiesce = 70, excrescence = 7074020.

—No notice is taken of any vowel or of w (war = 4) or y (yoke = 7), or of h (the = 1) except as part of ch or sh. Words like Weigh, Whey, &c., having no figure values, are never counted. If one word ends with, and the next word begins with, the same consonant, they are both reckoned, as That Toad = 1111.

When will facility be attained?

Are these rules to be carefully studied?

Repeat the first rule.

What value is given to silent consonants?

What have the same value as the consonants themselves?

What does the consonant “N” sometimes sound like?

What value is assigned to it in such cases?

What is the consonant X equal to?

HOW TO DEAL WITH DECIMAL FRACTIONS.

The pupil may skip the next paragraph if not wishing to deal with decimals.

[As a rule, it is better not to use words beginning with S, except to translate decimals and fractions, and Date-words where a doubt might otherwise arise (unless in a phrase like “To see Jiji,” “delay a spy,” &c.); and in case of the decimals, S, as the initial letter, means (not 0, but) the decimal point. (1) If there is an integer followed by a decimal, two separate words are used; the decimal-word begins with S, thus: 945.51 = barley sold; 71.3412 = “good Samaritan.” (2) If it is a decimal by itself, the S indicates the decimal point only; .01 = society; .02 = Susan; .94 = sparrow. (3) If it is a vulgar fraction, the words translating numerator and denominator begin with‌ S, and the S’s are not counted, the numerator-word coming first, and the denominator-word last; thus 5/12 = sell Satan.]

As to Date-words, just before the Christian Era you may use an initial S [or the vowel A, or any other vowel], as, Stir would mean 14 B.C. [Before Christ]; and, of course, Tower would mean 14 A.D. [for Anno Domini—in the year of our Lord]; Soar = 4 B.C., and Rue = 4 A.D. In a Date-word like Trial, to express 145 B.C., no doubt could arise; if the Pupil knows the contemporary history, he could not imagine it could be 290 later, or 145 A.D. If he fears he might not remember that it was B.C. he could remove all doubt by using the word Stroll, or any other word which translates 145 and begins with S.

Do we ever take any notice of a vowel?

Are there any words which do not have a figure value, and if so, what are they?

When do we use the letter “S” in dealing with decimals?

When does “S” indicate the decimal point?

When are two separate words used?

In such cases, with what does the decimal word begin?

In case of a vulgar fraction, what words begin with “S”?

Are the S’s then counted?

Which word comes first?

How may we deal with date-words which express the time of events before the Christian Era?

After?

For convenience of reference I now give the figure Alphabet tabulated.

0 1 2 3 4 5 6 7 8 9

S Z C^soft t th n m r l sh j ch g^soft g^hard k c^hard q ng f v b p

If the pupil has mastered the Figure Alphabet he will proceed with the greatest satisfaction and profit. If he has not mastered it, let him carefully review the foregoing‌ pages of this chapter, and then he can advance with the assurance of meeting no difficulties.

Write the Figure Alphabet from memory.

If the pupil has not thoroughly mastered this alphabet, what is required of him?

If the pupil must review the foregoing six pages, let him find words himself which spell the figures.

Is not such a course much better than merely to read over the examples and illustrations which I give?

Is it easy to find words with which to translate dates and numbers?

How to Find words with Which to Translate Dates and Numbers.

It is a simple and easy process; knowing exactly what consonants are used to represent each of the numbers, you simply write at the side of the numbers to be turned into words the consonants which stand for them; and using any vowels you please, you find out by experimenting what words can translate the figures. Suppose you wish to find out what words will translate the date of the settlement of Jamestown, Va., 1607. You place the figures under each other as below, and then you place at the right hand of each figure the consonants which translate it.

1 = t, th, d.

6 = sh, j, ch, g soft (as in gem),

0 = s, z, c soft (as in cease).

7 = g hard, k, c hard, q, and ng.

By experimenting you soon find the following phrases will represent 1607; as, “A Dutch Song,” “Dash a Sack,” “To wash a Sock,” “The Choosing,” “The Chasing,” “Touches a Key,” &c.

Try the date of the adoption of the Constitution of the United States, 1787. Writing down the numbers as before, you place t, th, d, opposite 1; g hard, k, c hard, q, ng, opposite 7; f and v, opposite 8; g hard, k, c hard, q, and ng, opposite 7; and then you soon find translating words, as follows: “To give a Key,” “The giving,” “The quaffing,” “The Coughing,” &c.

In all cases you must carefully comply with the rules‌ and explanations heretofore given. A little practice will enable you to dispense with writing down the figures and the consonants which represent them; but at first pains must be taken in the above way to secure accuracy.

What would be your method of procedure?

What must be done in all cases?

What will a little practice enable you to do?

What must be done to secure accuracy at first?

Deal with an original date in the way indicated here.

In dealing with the date of the foundation of Yale College, would the phrase “taxes due” express 1701?

If not, why?

Can you translate into a word or phrase the date of your own birth?

Translate into words or phrases the birth and death dates of some of the historic characters which you admire most.

Keep a record of these words or phrases for future examination.

Try 1636, the date of the founding of Harvard College: You obtain “Dash a midge,” “The chum age,” “Teach much,” “To show my joy,” &c.

The founding of Yale College in 1701 gives: “Took a seat,” “The cost,” “The quest,” “The cast,” “A tax due,” or “Took a city,” &c.

Sometimes the first consonants only of words are used. Comenius, Educational Reformer (things before words, pictured illustrations, &c.) and Moravian Bishop, was born 1592: or (1) Things (5) Well (9) Pictured (2) Now. He died 1671; or A (1) Teaching (6) Churchman (7) Gave (1) Out.

SYNTHETIC TRANSLATION OF FIGURES.

When the word or phrase used to translate figures sustains no relation of In., Ex., or Con., to the event itself, that word or phrase is synthetic and is dealt with hereafter.

Nearly all the translating words given in this section so far are synthetic. “The coughing,” sustains no relation of In., Ex., or Con., to the adoption of the Constitution of the U. S., and is therefore relegated to the next chapter for the method of cementing it to that event if we were obliged to use that phrase.

Synthesis will be sometimes hereafter resorted to to connect in our minds an event to its date. When this will be necessary, the sequel will show.

ANALYTIC DATE AND NUMBER WORDS.

When the word or phrase which translates the date or number sustains the relation of In., Ex., or Con., to the event or fact itself, that word or phrase is analytic, and is memorised by merely assimilating that relation.

Different ways of expressing figures by words, phrases, or sentences that are self-connected to the fact or event will now be given.

‌1. Sometimes all the sounded consonants of a word or phrase are used.

Room-mates in college are called “chums.” Harvard College—the oldest Collegiate Institution in America—really introduced “the chum age” in America. The formula for the date of its foundation in 1636 may be thus expressed—Harvard College founded; the chum age [1636].

The annual production of iron in America is said to be six million four hundred and twenty-seven thousand, one hundred and forty-eight tons. These figures may be analytically expressed thus: “Huge iron we get rough” [6,427,148 tons].

The great wall of China is 1,250 miles long. This may be expressed thus: “They now a high Wall see” [1250].

A characteristic of Herbert Spencer is the accuracy of his definitions. His birth, in 1820, may be indicated by this significant phrase: “He Defines” [1820].

2. Sometimes only the initial consonants of the words or phrases or sentences are used.

Caius Julius Cæsar was born 100 B.C., and he died 44 B.C. His birth may be expressed by the phrase, (1) “The (0) Stripling (0) Cæsar;” and his death by a phrase which declares that his death was the remote result of his crossing the Rubicon, thus: (4) “Rubicon’s (4) Revenge.”

Marcus Tullius Cicero was born 106 B.C., and he died 43 B.C. His birth: (1) “Tullius (0) Cicero’s (6) Childhood.” His death: (4) “Remove (3) Marcus.” [In allusion to the order for his death.]

The height of Egypt’s greatest pyramid is 479 feet, or (4) “World’s (7) Greatest (9) Pyramid.”

The city of Melbourne was named after Lord Melbourne in 1837, or (3) “Melbourne (7) Christened.”

It will be convenient to consider all compound names of cities or places as if they were single words, using only the initial consonant of the first of the names, as (2) New-York, or (2) New-Amsterdam, or (2) United-States, etc.

New York City [at first known as New Amsterdam] was settled by the Dutch in 1626, or New York founded: (1) “Dutchmen (6) Chose (2) New-Amsterdam (6) Joyfully.”

Virginia was settled at Jamestown in 1607. This date‌ may be analytically expressed thus: (1) “Then (6) Jamestown (0) Was (7) Colonized.”

The exact population of the United States, according to the census of 1880, may be expressed through the initial consonants of the following sentence: “A (5) Late (0) Census, (1) ‘Eighty’s’ (8) Furnishes (9) Precise (2) United-States (0) Sovereign (9) Population,” or 50,189,209.

The exact population of the United States declared in June, 1890, commonly called the census of “ninety,” was stated as sixty-two millions six hundred and twenty-two thousand two hundred and fifty, or “A (6) General (2) Enumeration (6) which (2) Undoubtedly (2) Indicates (2) ‘Ninety’s’ (5) Large (0) Census.” 62,622,250, or for the last three figures we could say: (2) United States’ (5) Large (0) Census.

Before the close of the year 1890 an official census of the Whites and Indians on the Indian Reservations added 243,875 to the above number, making the total population of the United States in 1890, 62,866,125. A (6) General (2) Enumeration (8) Officially (6) Shows (6) Just (1) The (2) Number (5) Living. Now (1895) it is computed to be 67,000,000 [to express the round numbers of millions, we could say, (6) Just (7) Government or (6) Charming (7) Country].

The birth of Herbert Spencer, in 1820, may be expressed thus: (1) Advent (8) of (2) Infant (0) Spencer, or (1) The (8) Future (2) “Unknowable” (0) Spencer, (2) Infant (0) Spencer. Several different ways of expressing the same date will be given in a few cases.

It is often convenient for a teacher, and others, to recall the number of a page of a book in which a citation is found. In Prof. William James’s Psychology Abridged for Schools and Colleges, the chapter on Habit begins on p. 134, or “(1) The (3) Mould (4) Rules;” the chapter on Will begins on p. 415: “A (4) Resolve (1) Denotes (5) Will;” the chapter on Attention begins on p. 217, or “(2) Notice (1) Attention’s (7) Qualities;” the chapter on Association begins on p. 253, or (2) “Now (5) Help (3) Memory;” and that on Memory on p. 287, or “(2) Intellect (8) Forbids (7) Cramming.” Prof. Loisette’s New York Office is in‌ Fifth Avenue at No. 237, or “A (2) New (3) Memory (7) Given,” or “A (2) New (3) Memory (7) Acquired.” His London Office was formerly at 37 [a memory gained] New Oxford Street. It is now at 200 Regent Street, London [(2) Now (0) Secure (0) Assimilation].

3. Sometimes the first two consonants of a word are used.

Sheridan’s famous ride occurred in 1864. In dates of the last and present century it is usual to indicate the last two figures of the date. 64, therefore, is all we need express. Formula: Sheridan’s ride in 1864—(64) Cheers; or, (64) Sheridan. The Pennsylvania Whisky Rebellion took place in 1794; or, (94) Brewery.

4. Sometimes the first and last consonants of a word are used, and sometimes two consonants in the middle of a word.

These devices are rarely resorted to, but if ever used, they must be thoroughly assimilated. Battle of Waterloo was fought in 1815; 15 may be found in the t and l of (15) Waterloo. Herbert Spencer was born, as we have already seen, in 1820. The 20 may be found in the n and c of Spencer.

5. Never, on any account, use the same word to express two different dates; as, its first two consonants for one date and its two middle, or its first and last consonants, to express another date.

6. Never fail to carefully analyse the relations between the fact or event and its date or number word.

Subject to the exceptions hereafter named, all dates and numbers should be exactly expressed in the date or number words.

Alexander the Great was born 356 B.C. and died in a drunken debauch 323 B.C. His birth: (3) Macedonia’s (5) Alexander a (6) Child. His death: A (3) Macedonian’s (2) Inebriation (3) Mortal. Several mnemonists of the old school have for the past forty years used the phrase “Rise, Sire,” to express the date of the creation of the world, which according to the accepted biblical chronology took place 4004 B.C. But that phrase, proper enough in the mouths of the sons of Noah, when they found their father lying on the ground in a fit of intoxication, could have no‌ pertinence when applied to the Creator, to the creation in general, or to the creation of this world in particular. A self-connected phrase would, however, express this date as follows: “Creation of the World: (4) Earth (0) Started (0) Swiftly (4) Rotating.”

First Exception.—From A.D. 1000 to A.D. 1700 the last three figures of the date should be expressed in the date words. Mars expresses 340 and could be used to indicate the invention of cannon in (1) 340 by one who knew that Mars was the name of the god of war in classic mythology. The formula would be: “Invention of cannon: (1) 340 Mars.” But this term would have no mnemonic significance to one who knows the word Mars as meaning only one of the planets. Hence the danger—ever to be avoided—of using classical allusions in teaching the average student. A (3) martial (4) Organ (0) Sways, or murderous artillery started.

Second Exception.—From A.D. 1700 to the present moment, the last two figures must be expressed in the date words. Many examples will hereafter illustrate this exception. In very rare cases, the expression of the last figure in the date word will suffice. We know that Ralph Waldo Emerson and Oliver Wendell Holmes [author of the Autocrat of the Breakfast Table] were born towards the beginning of this century, the former in 1803 and the latter in 1809. The following formulas would give the date of their birth: Ralph Waldo (180)3 Emerson; Oliver Wendell Holmes (180)9 “Breakfast.”

Third Exception.—In cases where there is no practical utility in comparing one very large number with another, as in the case of the distances of the planets from the sun, mere round numbers may suffice, yet astronomers must know such numbers with exactness. But in regard to all mundane affairs, the pupil must throw off the character of scholar and assume the license of children, if he attempts to express large numbers, as of populations, &c., by “guessing,” or, what is the same thing, by only giving round numbers. The Brooklyn Suspension Bridge is 5989 feet long, and the Forth Bridge, which crosses the Firth of Forth in Scotland, is 8296 feet long. Now, instead of saying that the former is about 5000 feet long, why not say 5989 feet‌ long? [(5) Long (9) Bridge (8) Of (9) Brooklyn.] And instead of saying that the latter is about or somewhere in the neighbourhood of 8000 feet long, why not be exact and say 8296 feet long? [(8) Forth’s (2) New (9) Bridge (6) Shown. It was completed in 1890.]

No one who has not had experience in dealing with thousands of poor memories, as I have had, can realise the fact that in most cases of poor memories the facts themselves are often possessed, but are mostly unrecallable when wanted. I have tried to teach pupils how to find analytic date or number words without any previous training in In., Ex., and Con., and 99 of all such attempts have always been failures. The 100th case, which succeeded, only confirmed the rule. On the other hand, I have always found that these failures become successes after a thorough practical training in In., Ex., and Con., such as I have already given. In fact, I never had a pupil who became proficient in the use of In., Ex., and Con., who did not arrive at the use of analytic number words without any specific directions from me. But I think, on the whole, that it is the better way to combine direct and specific training in analytic number words, with a previous exhaustive general drill in In., Ex., and Con.

The rules hereafter given must be carefully studied and every example painstakingly examined. After studying my formulas let the pupil endeavour in each case to find a better one himself. If the pupil acts on my advice, he will know how to be always sure to think of the needful related or including facts for finding analytic date words, phrases, or sentences.

The different processes for dealing with dates or numbers may be classified as follows:—

(1) Cases where the name of the person, fact, or event gives its date; as, Birth of the colored orator and politician Frederick Douglass (18)17. This kind of a case is of rare occurrence, and it would be like the charlatanry which has disgraced many former memory systems to allow the pupil to suppose that it frequently happens. A glance at the event, word, or description will quickly tell him if it represents the necessary figures, and if it do not, he must resort to an analytic date word, or phrase, or sentence, whichever he finds most suitable for him. No one figure alphabet contains‌ the advantages of all others. Each has special advantages in special cases. Whatever figure alphabet, however, is used, the main thing about it is to master it thoroughly.

(2) Cases where a significant or analytic word or phrase expresses the date or number. “Ill-usage” expresses the date of the death of Columbus in 1506, as he died in great neglect. The impetuous pupil says: “How can I be sure that this phrase applies to Columbus? Would it not apply to any one who had been ill-used?” Certainly not. It applies only to an ill-used man whose date (birth or death, &c.) was in 1506. If he knows of some other man who was greatly ill-used and who died in 1506, then he must use another analytic phrase for that man. See next paragraph.

Six distinguished persons were born in 1809, yet the date of the birth of each is easily fixed: Darwin, whose principal work was called “Origin of Species;” Gladstone, noted for his vigorous eloquence; Lincoln, who was conspicuous as a binder together of separated States; Tennyson, who was chosen as Poet-Laureate, and who was born at Somersby, England; Felix Mendelssohn-Bartholdy, who early displayed a musical genius, and whose first oratorio was called “St. Paul;” Elizabeth Barrett Browning [née Elizabeth Barrett], whose poems are distinguished for their subjectivity. The analytic formulas for these different persons born in the same year, 1809, may each differ from the others, thus:

Birth of Charles Darwin Species (18)09

—— William Ewart Gladstone Spellbinder (18)09

—— Abraham Lincoln Splicer (18)09

—— Alfred Tennyson Poet (180)9 or (0) Selected (9) Poet or Somersby (09)

—— Felix Mendelssohn-Bartholdy (180)9 or Precocious (180)9, or (0) St. (9) Paul

—— Elizabeth Barret Browning (180)9, or Subjective (18)09

Do all pupils succeed in finding analytic date or number words without any previous training in In., Ex., or Con.?

What proportion succeeded?

Does this not confirm the rule?

Do these failures ever become successes?

How?

What must be carefully studied hereafter?

After studying my formulas, what should the pupil do?

What will be the result, if the pupil acts on my advice?

In what ways may the different processes for dealing with dates and numbers be classified?

‌Benjamin Franklin was born in 1706, and died in 1790. (0) “Sagacious (6) child” would analytically fix his birth, as he was known as a precocious boy: or the single word (06) Sage. As he was a great worker all his life, (90) “Busy,” or “(9) Benjamin (0) Ceased” would significantly express his death-date.

(3) Cases where the initial consonants of a short sentence analytically express the date.

The analytic number words, phrases, and sentences which one retains most easily are those which he has made himself. Formulas prepared by others are perfectly retained, however, if they are thoroughly assimilated.

The analytic word or phrase is what one most usually finds and uses. Sentences will sometimes be useful because they may contain the name of the event, and they sometimes offer a wider range for selection of the needed consonants; but care must be taken to avoid ambiguity. To indicate the birth of Lincoln, we might use this formula: (1) Dawn (8) of (0) Assassinated (9) President, but as Garfield was also assassinated, the formula in its meaning would equally apply to the latter. If, however, we know that Garfield was born in 1831, the ambiguity would be removed. (1) Dawn (8) of (0) Assassinated (9) Abraham could apply only to Lincoln. (1) Dawn (8) of (0) Slavery’s (9) President would be applicable to the career of Buchanan, Pierce and Fillmore, but it would express the birth-date only of Lincoln, while it would be wholly inapplicable to his career. (1) Dawn (8) of (0) Slavery’s (9) Punisher would exclusively apply to Lincoln’s life and birth-date.

Can you think of any other analytic words to express the date of the birth of Abraham Lincoln?

Since “h” has no figure value, could we not use “Shaper”?

If not, why?

What analytic number, word, phrase, or sentence, does the pupil retain best?

Are formulas made by others ever perfectly retained?

In what cases?

(2) “Noah a (34) Mere (8) Waif,” (2) “Noah (3) May (48) Rove,” or (2) “Noah (3) May (48) Arrive,” are analytic sentences where all the sounded consonants are used. But a greater variety of sentences might be found, or one sentence be more readily found in the first instance if only the initial consonants are used: as, (2) Noah’s (3) Menagerie (4) Ark (8) Full, or (2) Noah (3) Made (4) Ararat‌ (8) Famous, or (2) Noah’s (3) Marvellous (4) Rainy (8) Flood, or (2) Noah’s (3) Mighty (4) Ark (8) Floated, or (2) Noah (3) Mounted (4) Ararat (8) Firmly. Other specific analytic phrases for this event may easily be found by the student.

The superiority of analytic phrases where all the sounded consonants are used, over the analytic sentences, where only the initial consonants are employed, may be seen in the case of the number of men who enlisted in behalf of the Federal Government in the late war. The number was two millions, three hundred and twenty thousand, eight hundred and fifty-four. By initial consonants we have, (2) Any (3) Man (2) now (0) is (8) a full (5) loyal (4) Hero. By all the sounded consonants we have—“Inhuman Civil War;” the latter shorter, more significant, and more easily remembered. And, on the principle that a condensed, brief statement, if clear and definite, makes a more vivid impression than a longer one, we shall find that a short analytic phrase is better for the memory than an analytic sentence, and an analytic single word than a phrase. But a short analytic phrase, or a short analytic sentence, is usually necessary, owing to our ignorance of the subject matter, the limitations which belong to all figure alphabets, and our neglect to act strictly on the lines of In., Ex., and Con.

Is the analytic word or phrase self-connected to the event?

Why will sentences sometimes be useful?

What must be avoided?

Can a greater variety of sentences be found if only the initial consonants are used?

What does the phrase “Inhuman Civil War” represent?

What does it show the superiority of?

What are the characteristics which recommend it?

Is a short analytic phrase better for the memory than an analytic sentence?

On what principle?

(4) Cases where there is no direct relation between the person, fact, or event, and the date, or number word or words. In such cases, Synthesis, which is taught hereafter, develops an indirect relation. Synthesis is used in three cases: (1) Where there is no relation existing between the fact or event and its date word; (2) Where we are ignorant of all the facts which would give us significant or analytic date-words; and (3) where we know the needful pertinent facts with which analytic words could be formed, but we cannot‌ recall them for use. In these three cases Synthesis must be used. I will now give and illustrate the rules for the prompt finding of analytic date or number words.

The preparation for thus remembering numbers without effort is the only exertion required. When the method is mastered, the application of it is made with the greatest ease and pleasure.

There are four indispensable requisites to finding analytic date and number words promptly.

(1) Such a Mastery of the figure alphabet that the consonant equivalents of the cipher and nine digits are at instant command, and never have to be looked up when you have to deal with figures.

Pumps were invented in 1425. A student who thinks 2 is to be translated by “m” instead of “n,” translates the dates by these phrases, viz., “Drum a whale,” or “Trim oil,” or “To ram a wall.” As these phrases sustain the relation neither of In., Ex., or Con. to the fact, they are hard to be remembered; and if remembered, they mislead. The student who has mastered the Fig. Alphabet remembers that “n” stands for 2, and if he knows the object of pumps, he at once finds the analytic phrase, “Drain a well.” The formula would be: “The pump invented—Drain a well (1425),” or (1) Water (4) raised (2) in a (5) hollow. How could he forget the date?

Tea was first used in Europe in 1601. The unobserving student imagines that 6 is translated by g^hard, k, c^hard, q, or ng, and so he translates 1601 into “Outcast,” (1701); a mistake of 100 years, and, besides, “Outcast” is wholly unconnected with the introduction of tea into Europe. The genuine student knows that 6 is represented by sh, j, ch, or g^soft, and so he at once finds the analytic formula: “Tea first introduced into Europe—Tea chest (1601).” The figure phrase bears the relation of In. and Con. to the event, and cannot be forgotten. Besides many people‌ believe that tea helps digestion, and such persons would find an analytic date-word thus: “Tea first used in Europe—Digest (1601).”

What is sometimes necessary?

In how many cases is Synthesis used?

What are they?

How many indispensable requisites are there to finding analytic date and number words promptly?

Is draining a well the sole object of a pump?

Was such its purpose originally?

Explain the two phrases used to fix the date of the introduction of tea into Europe.

Can a figure phrase that bears the relation of In., Ex., or Con. to the event be forgotten?

“C^soft” is often mistaken for “c^hard” by careless learners. Fulton’s steamboat “Clermont” was launched in 1807. Such a pupil translates that date by the phrase, “Defies ice” (1800). Here “c” is soft and represents a cipher and not 7. “Defy a scow” gives the exact date. Here the “c” is hard and represents 7, and as the steamboat could easily outrun the “scow,” the phrase is easily remembered.

An impatient pupil who never learns anything thoroughly often disregards the rule about silent consonants. Braddock and most of his men were killed by the Indians in 1755. This date this pupil translates by the phrase, “Dock knell all” (17255). He overlooks the fact that 17 was expressed by “Dock,” and no one out of a mad-house can tell how he came to add “knell all,” unless he had forgotten that he had provided for the 7 of 17, and imagined that “k” in knell is sounded. But how account for “n” to introduce 2? A genuine pupil would find the analytic phrase in “They kill all” (1755).

Andrew Jackson, the seventh President, died in 1845. The unindustrious pupil imagines that “p” represents 8, and not “f” or “v,” and translates 1845 into “To pour oil” (1945). The diligent student finds an analytic translation of the date in the phrase “The farewell” (1845).

These illustrations are sufficient to convince any one that the Figure Alphabet must be mastered before the attempt is made to deal with dates and numbers.

(2) The pupil must possess such a mastery of the subject matter that he can instantly recall facts relating thereto on the lines of In., Ex., and Con. If he lacks such knowledge he had better deal‌ with dates and numbers which he must remember by synthesis [hereafter], or by Numeric Thinking, rather than strive in vain to find analytic date and number words.

What mistake does the impatient pupil make?

Does this not convince you that the figure alphabet must be mastered before the attempt is made to deal with dates?

What is the second requisite to becoming proficient in forming analytic date words?

What should the pupil do if he lacks the knowledge indicated here?

If the pupil fixes in mind the population of three States per day, how long will it take him to learn the population of all the American States?

How long to deal in like manner with the population of all the countries of the globe?

It is said that there are 1,750 spoken languages. If the pupil does not know that the tongue is moved in different ways to pronounce the distinctive sounds of different languages, he might not think of this analytic translation of (1750), “Tongue all ways.”

The population of Kentucky according to the last census (1880) was 1,648,690. Those who do not know the Kentuckians raise fine saddle and race horses, many of which are bays, might not think of the analytic phrases, “Teacher of showy bays,” or “Teacher of a showy pace.”

The estimated number of horses in the world is 58,576,322. Those who do not know how cruelly coachmen often treat the horses under their charge might not think of the analytic phrase, “Will feel coachmen now.”

The Yellowstone National Park contains 2,294,740 acres. One who does not know that this park was recently created, might not think of the analytic phrase, “One New Park arose.”

The U. S. Government paid out in the year 1865 the sum of $1,297,555,324. If one wished to remember the exact figures, he could easily find an analytic phrase, if he thinks of the act of delivering or handing over the money, as “They unpack loyally all money here.” If any analytic phrase is long or awkwardly constructed, it is very easy to memorise it by the analytic-synthetic method; as (1) They unpack. (2) They unpack money. (3) They unpack money here. (4) They unpack all money here. (5) They unpack loyally all money here.

The number of letters delivered in Great Britain during the postal year of 1881–82 was 1,280,636,200. If the student knows that the Central Post Office of London is a very large building, he could instantly find the analytic phrase, “Within office huge much news we see.”

The amount lost annually by fire in the United States is estimated at $112,853,784. If we do not go outside of the subject matter of losses by fire, we shall readily find an analytic phrase by means of which we can certainly‌ remember that large number of dollars—“A debt on flaming fire.”

There are 653,020 Freemasons in U. S. A. Those who know what is meant by the phrase, “From labor to refreshment,” in the masonic ritual, will at once translate those figures into the analytic phrase, “Jolly Masons.”

There are 591,800 Odd Fellows in the United States. Notice if you can find figures to translate “Odd” or “Fellows,” or any other fact pertaining to the Order, and you have the analytic phrase, “All happy ‘Odd’ faces.”

There have been granted 428,212 patents in the United States. Can you find any word pertaining to patents in those figures? “We here invent anew.”

The number of Indians in the United States is estimated as 241,329. Considering how unkindly treated many of them have been, we find an analytic phrase which fits the fact—“No red man happy.”

The population of the state of New York in 1880 was five millions, eighty-two thousand, eight hundred and seventy-one (5,082,871). An analytic phrase founded on any conspicuous characteristic of the population, or on any prominent aspect of the geography of the State [Niagara Falls, for instance], which many of its people have witnessed, would suffice, or “A (5) Legal (0) Census (8) Of (2) New-York’s (8) Folks (7) Comprising (1) Eighty’s.”

The pupil who conscientiously studies the rules and examples in this lesson will find that he can have the great satisfaction of always being exact and reliable in regard to numbers.

Give an original analytic phrase expressing the number of acres in Yellowstone National Park.

Why do we not give all three of the l’s in the word “loyally” a figure value?

In translating the word “debt,” why is it not 191 instead of 11?

What makes these phrases easy to remember?

Give an analytic phrase expressing the number of patents granted in the United States.

What great satisfaction can the conscientious pupil always have?

Suppose, when the pupil reaches this page, he has learned that the number of the population, or of patents, or of Masons, Odd Fellows, &c., has changed, what is he to do?

Must he not deal with the latest statement of the fact, and find his own analytic number words?

‌DATES OF THE ACCESSION OF THE AMERICAN PRESIDENTS.

The date-words opposite each name can be learned by one careful analytic perusal. If the relation is not understood in any case, a glance at the explanations which follow the series of Presidents will remove all doubt or difficulty.

Footnote [E] George Washington Fabian (1789).

John Adams Bickerings (1797).

Footnote [E] Thomas Jefferson Steed (1801).

Footnote [E] James Madison Speculative (1809).

Footnote [E] James Monroe Doctrine (1817).

John Q. Adams Unlucky (1825).

Footnote [E] Andrew Jackson Unwhipped (1829).

Martin van Buren Mocked (1837).

Footnote [F] William Henry Harrison Hard cider (1841).

John Tyler Rudderless (1841).

James K. Polk Realm-extender (1845).

Footnote [F] Zachary Taylor Warproof (1849).

Millard Fillmore Licenser (1850).

Franklin Pierce Looming (1853).

James Buchanan Lecompton (1857).

Footnote [E] Abraham Lincoln Agitation (1861).

Andrew Johnson Shall (1865).

Footnote [E] Ulysses S. Grant Chapultepec (1869).

Rutherford B. Hayes Cocoa (1877).

Footnote [F] James A. Garfield Fatal (1881).

Chester A. Arthur After (1881).

Grover Cleveland Flood (1885).

Benjamin Harrison Fibrous (1889).

Grover Cleveland Boom (1893).

How can the date-words opposite each name be learned?

What must be done in case the relation is not understood?

What is the relation between William Henry Harrison and “Hard cider”?

Why would not “Sweet cider” do?

What Presidents served more than one term?

How is this indicated?

How many died in office?

When is the pupil supposed to learn the series of Presidents?

‌Remarks.—The pupil is presumed to have learned heretofore the series of Presidents from Washington to Grover Cleveland, and to have recited it forwards and backwards many times. Now let him learn the dates of their accession to office, and then let him recite the series both ways in connection with those dates several times: as, George Washington, 1789; John Adams, 1797; Thomas Jefferson, 1801, &c., &c., to Grover Cleveland, 1893 and then back to Washington. Although it is much better for the pupil to find his own analytic date-words, yet, as many may not have the time to do so while studying this lesson, I append a few explanations of the facts on which the above analytic date-words are founded.

“‘Fabian’ was applied to the military tactics of 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.

Should the pupil find his own analytic date-words in this exercise?

How were Washington’s military tactics sometimes characterised?

What is the relation between “Bickerings” and John Adams?

Why is “Steed” analytic of Jefferson’s inauguration?

What has the word “Doctrine” to do with Monroe’s administration?

To what book is the pupil especially referred in regard to J. Q. Adams’s administration?

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) Hastings (6) champion (6) justified.

(2) William II. (1087)—He (1) decorated (0) his (8) father’s (7) grave; or (0) silvering a (8) father’s (7) grave.

(3) Henry I. (1100)—(1) The (0) scholarly (0) sovereign.

(4) Stephen (1135)—(1) The (3) monarch’s (5) liar.

(5) Henry II. (1154)—(1) The (5) land (4) restorer.

(6) Richard I. (1189)—(1) The (8) fawners (9) punished.

(7) John (1199)—(1) Depriving a (9) pretty (9) boy.

(8) Henry III. (1216)—(1) “Third” (2) Henry’s (1) tender (6) childhood.

(9) Edward I. (1272)—(2) On a (7) crusade (2) unsupported.

(10) Edward II. (1307)—(3) A monarch (0) espouses a (7) comrade.

(11) Edward III. (1327)—He (3) made (2) Windsor (7) Castle.

(12) Richard II. (1377)—A (3) monarch’s (7) collector (7) killed.

(13) Henry IV. (1399)—A (3) monarch (9) punished (9) borderers.

(14) Henry V. (1413)—A (4) rioter (1) turned (3) monarch.

(15) Henry VI. (1422)—(4) Royalty (2) in (2) infancy; or (4) Arc (2) unjustly (2) inflamed.

(16) Edward IV. (1461)—(4) York (6) championed (1) Towton.

(17) Edward V. (1483)—(4) Ruler (8) “Fifth” (3) murdered.

(18) Richard III. (1483)—(4) Richard (8) feigns (3) modesty.

(19) Henry VII. (1486)—(4) Roses (8) finally (6) joined.

(20) Henry VIII. (1509)—A (5) lady (0) slaying (9) policy.

(21) Edward VI. (1547)—A (5) lad (4) royally (7) good; or, a (5) will (4) requiring a (7) council.

(22) Mary (1553)—(5) Luckless (5) loving (3) Mary.

(23) Elizabeth (1558)—(5) Elizabeth (5) liked (8) vetoes.

(24) James I. (1603)—(6) James a (0) Scottish (3) monarch.

(25) Charles I. (1625)—(6) Charles’ (2) insupportable (5) illegalities.

(26) Council and Parliament (1649)—(6) Charles (4) rightly (9) beheaded.

(27) Oliver Cromwell (1653)—(6) General (5) Oliver’s (3) mastery.

(28) Richard Cromwell (1658)—(6) General (5) Oliver’s (8) offspring.

(29) Council and Parliament (1659)—A (6) Junta‌ (5) leading (9) Parliament.

(30) Charles II. (1660)—(6) Cheerful (6) Charles (0) Second.

(31) James II. (1685)—(6) James’ (8) followers (5) elated.

(32) William III. and Mary (1689)—(6) Joining (8) of (9) Powers.

(33) Anne (1702)—(0) Submissive (2) Anne.

(34) George I. (1714)—(1) Utterly (4) resigned.

(35) George II. (1727)—(2) Anspach’s (7) Caroline.

(36) George III. (1760)—(6) George’s (0) Sovereignty.

(37) George IV. (1820)—(2) Undivorcible (0) Sovereign.

(38) William IV. (1830)—(3) Midshipman (0) Sovereign.

(39) Victoria (1837)—A (3) model (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) Charles (4) wrongfully (9) beheaded.

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

The title of a subject, the name or description of an event or date, can always be safely abridged or bracketed in part in the formula, as 47 [New] York. But no one could imagine that “York” in this connection [47 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 Rockland 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 Herkimer.

Suppose, however, that from unfamiliarity with the Figure Alphabet, or from want of considerable practice, you do not succeed in noticing that Rockland or Herkimer 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 “rocky” as applicable to New York, you would then find in that word “rocky” the number 47.

If you did fail, you would try Exclusion, and you would find nothing which is the antithesis of the area of New York. You might find, however, a weak form of 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 “Erie Canal,” which is a great artificial channel running through a part of the State, the letters “r” and “c” hard, which spell 47. A more exact Exclusion might be found in the word “ring,” which spells 47. For if we consider the shape of the boundary of New York we would see that in no vague sense a ring, as a circle, is the opposite of it.

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

All that the student requires is one analytic word. I have gone through the varieties of Inclusion, through 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) York’s (7) Acres (6) Surely (2) Not (0) Submerged; the number of square miles of land and water in it is 49,170, or (4) York’s (9) Plains (1) With (7) Accompanying (0) Sealets.

‌NUMBER OF SHAKESPEARE’S PLAYS.

We will try another case: You want to remember the number of plays that Shakespeare wrote. You know it is less than 50; but you wish to remember the exact number—it was 37. You experiment; you try the varieties of Inclusion, and among the rest you try Whole and Part; you find in the first two consonants of the name Macbeth the figures 37; but if you did not notice that Macbeth 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 mockery you would find in the first two consonants of that word the figures 37 through the operation of Exclusion; and if you recollect that the character of Shylock was played with great success at Old Drury, February 17, 1741, by Charles Maclin, you would find in the first two consonants of his name the figures 37 through Concurrence.

DUKE OF WELLINGTON AND NAPOLEON.

Napoleon Bonaparte was born in 1769. As a boy he was finely formed. “Shapely” (69) gives his birth-date by In. by A. and C. He evinced the opposite of the temper usually ascribed to the “Shepherd-boy” (69)—a birth-date by Ex. “Chaplet”—a wreath or garland signed for by him in his ambitious hopes—expresses his birth-date by Con. His death occurred in 1821. “End” (21) or “Undone” (21) expresses his death-date by synonymous Inclusion. “Nativity” (21) indicates it by Ex. Since he died from cancer in the stomach, he could retain very little food. “Indigestion” (21) makes his death-date by Con.

Wellington’s birth, in 1769, may be expressed by “Sheep-faced” (69), a term his own mother applied to him when a boy. In his childhood, he was blue-eyed, hawk-nosed, slender, and ungainly, “Chubby” (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. “Wilmer” 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. “Lantern-jawed” (52) expresses his death-date by In., by A. and C. No man was ever more honored after his death than Wellington. “Alienated” (52) expresses his death-date by Ex. A sudden illness carried him off. Hence “Illness” (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 Bryant, 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 Aaron and relieves the memory of all doubt.

Who applied the term “sheep-faced” to Wellington when he was a boy?

What is the most vivid case of Con. here given?

Why do we not give a value to both l’s in the word “illness”?

What do these illustrations indicate?

What does inclusion as applied to the events of life possess?

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 Sherman [or by two words: (6) Sherman (4) Ravaging]. In dates previous to the last century, the last three figures must be expressed. Movable types were invented in 1438. We know it was not A.D. 438, but was 1438; a mistake of 1,000 years is not possible. If we translate 438 it will mean to us the‌ same as 1438. 438 is found in the analytic word (438) “Removable” [or, to express all the numbers, thus: (1) Types (4) are (3) movable (8) figures].

The Phonograph was invented in 1877. The expression of 77 is found in Cognate, 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.

What must be done when we wish to find date-words the events of which took place previous to the last century?

Can a person easily forget analytic date-words formed by himself?

Exclusion.—The first steamship crossed the Atlantic in 1819. 19 is found in “Tub” by Exclusion, as the most opposite to a steam-driven ship. Andrew Johnson was advanced to the Presidency on the death of Abraham Lincoln in 1865. 65 is expressed by Exclusion in the word “Shelved,” which means the opposite of promotion [or by two words, thus: (6) Johnson (5) Elevated]. “Mendacious” 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) America’s (2) Infant. 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) Cullen’s (8) Fall.” 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 “Big-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 “Merciless.” Or (3) Murderous (4) Artillery’s (0) Scourge. Plymouth (Mass.) was settled in 1620. 620 will indicate it. We find these figures in “Chance,”‌ 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 “Cackle” expresses the date 77.

Jefferson Davis disguised himself in the hood, shawl, and dress of his wife in 1865. “Shawl” by Concurrence expresses that date. The Constitution of the United States was adopted in 1787, which spells “The Giving.” To adopt the Constitution, it required the States to give their assent. They gave the Federal Government all the power it possessed. “The Giving” is therefore a case of Concurrence. A circumstance connected with settlements is selecting the site. Jamestown, Va., was settled in 1607, which spells “The Choosing.” This phrase relates to the settlement by Concurrence. Harvard College was founded in 1636, which spells “Teach Much.” 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 “Took a seat.” This phrase describes the locating of the college, and is therefore a relation by Concurrence.

(4) The pupil must seek analytic words which are approximately specific, as birth-date words must, where possible, relate to birth or juvenile events; 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 “Cattle” as a figure word to enable him to remember the number. Yet the word is general and apparently unconnected with the house, as it was not a stable but a boarding-house. Yet, as cattle and horse are species of the genus domestic animal, and cattle would recall horses and horse-dealer, he did right to use that term, and it served him well. At first he instantly recalled the word “cattle” whenever he thought of the horse-dealer’s residence, and at once 715 was given him. After a time, he directly recalled 715 without first thinking of “cattle.” This is always the case where the method is applied. It is soon no longer required in that case. When this pupil told me what he had done, I asked him why he had not used the phrase “(7) Collect (1) The (5) Loan,” 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) To (7) Gain (5) Island (1) Tonic; or (17)51 Health. 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) “To (7) Gain (5) Island (1) Tonic,” 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 = General Cultivation or Sharp Yankees. When dealing with the number of millions or thousands only, it is not necessary to express the ciphers. Pop. of Great Britain = 38,000,000, or (3) Mightiest (8) Folks; or Manufacturing Fabrics; or Money-making Freetraders. Pop. of Africa, 127,000,000 = The Negro Continent. Pop. of Bombay = 804,470 or Foreigners as a rule are English Citizens.

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: Frightful To Keep All Just Right.

Pop. of Calcutta = 840,000; or Viceroy’s Residential Seat. Pop. of India = 292,000,000; or India’s Population Enumerated.

Pop. of Australasia, &c., 4,250,000 = Our Independent Living Australians.

Pop. of Melbourne with its suburbs (1891) = 490,912 = (4) Our (9) Biggest (0) City’s (9) Buildings (1) decidedly‌ (2) unequalled. The “City” contains 73,361 = (7) Great (3) Melbourne (3) Makes a (6) Chief (1) Town.

Pop. of Sydney (1891) = 386,400 = A (3) Most (8) Varied (6) Sheltering (4) Harbour (0) Has (0) Sydney.

Pop. of Hobart (Tasmania), 1891 = 31,196; (3) Many (1) Tasmanians (1) Eat (9) Hobart’s (6) Jam.

Pop. of Auckland (New Zealand), with suburbs, in (1891) = 51,287; (5) All (1) The (2) Inhabitants (8) Of (7) Auckland.

SPECIFIC GRAVITIES.

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

1. Gold 19.2— Dollars Buy Sundries.—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 “Dollars Buy Sundries” 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— The Silver Assayer.

3. Platinum 21.5— Unusually Ductile Solid.—Platinum is the most ductile metal known.

4. Lead 11.3— The Tin Smith.—Lead is used to solder tin.

5. Mercury 13.5— The Mercury Sold.

6. Copper 8.9— View a Spire.—Copper points the lightning rods.

7. Iron 7.7— Hook Skillet.—It means hang up an iron pot.

8. Zinc 6.9— A Sheet Supply.—Zinc is rolled into sheets.

9. Antimony 6.7— German Seeker.—Antimony was discovered by a German monk.

10. Calcium 1.0— White Ceiling.—Calcium is used in white-washing.

‌RIVERS.

Mississippi (4,382 miles long).— Rushing Mississippi’s waves Encroach.—The Mississippi River frequently overflows its banks.

Nile (3,370 mi.)— (3) Mighty (3) Mediterranean’s (7) Greatest (0) Stream.

Volga (2,400 mi.)— In Russia’s Soil Superior.—The Volga is the largest river in Russia, and, in fact, the largest in Europe.

Ohio (1,265 mi.)— The Ohio Now Ships Lighters.

Loire (530 mi.)— Loire’s Majestic Sweep.

Seine (470 mi.)— Rolling Gay Seine.

Spree (220 mi.)— Notice Noble Spree.

Jordan (200 mi.)— A Known Salty Solution.—The River Jordan is impregnated with considerable salt.

Why could we not substitute the phrase “The Mercury Shield” for “The Mercury sold,” since “S” stands for “0,” and “h” has no value?

Why not use the phrase “White sealing” to express the Specific Gravity of Calcium?

Could the Atomic Weight of Silver (108) be expressed by the phrase “The Vase?”

If not, why not?

Would the phrase “The Silver Vase” be better?

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 Waves Encroach?

Would you indicate this value by a cipher, then?

If not, why?

MOUNTAINS.

Mt. Everest [29,002] Named Upon a Survey Strictly Unique; or India’s Peak Is Certainly Unequalled.—This is the highest mountain on the globe; or India’s Boundary Summit Is Unapproachable. Kinchinjunga is 28,156 ft. high. We shall know what Mountain is meant if we omit the first syllable “kin.” Hence we can use the formula, “Next Everest Dawns Lofty Chinjunga.”

Popocatepetl (17,783 ft.) — The Greatest Crater of Mexico.

Mt. Brown (16,000 ft.) — This Charming Western Scenery Celebrated.

Mt. Blanc (15,781 ft.) — This Alpine Cone Fascinates Travellers.

Jungfrau (13,720 ft.) — This Mountain Agassiz Nimbly Ascended. —Prof. Agassiz was one of the first who reached the summit of this mountain.

Ben Nevis (4,406 ft.) — Here Review a Snowy Giant.

Snowdon (3,570 ft.) — Majestic Hills Greet Snowdon.

Saddleback (2,787 ft.) — Near Keswick View a Craig.—This mountain is situated near the town of Keswick.

Are there any letters in the word “Ohio” which have a figure value?

Do you see any way by which you can make the word “Known” stand for 2 by my figure alphabet?

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.

(1) London Lat. = 55°—00′ (5) London’s (5) Latitude (0) Easily (0) Seen.

Long. = 0 (0) Starting-point.

(2) New York City Lat. = 40°—52′ (4) York (0) City’s (5) Latitude (2) Named.

Long. = 73°—59′ (7) Commercial (3) Metropolis’ (5) Longitude (9) Portrayed.

(3) Philadelphia Lat. = 40°—00′ (4) Republic’s (0) Zealous (0) Statesman (0) Signed.

Long. = 75°—10′ (7) Quaker (5) Longitude (1) Too (0) Sober.

(4) Chicago Lat. = 41°—45′ (4) Rebuilt (1) Town’s (4) Real (5) Latitude.

Long. = 87°—50′ (8) Fires (7) Cannot (5) Longitude (0) Sacrifice.

(5) Boston Lat. = 42°—20′ (4) Harvard (2) University’s (2) Nearest (0) City.

Long. = 71°—05′ (7) Gives (1) Tea (0) Spillers’ (5) Longitude.

(6) New Orleans Lat. = 30°—00′ (3) Mississippi’s (0) Southernmost (0) Seaport (0) Serene.

Long. = 90°—00′ (9) “Butler (0) Stole (0) Silver (0) Spoons.” Footnote [H]

(7) Denver Lat. = 39°—41′ (3) Mountain (9) Peaks (4) O’erlook (1) Denver.

Long. = 105°—00′ (1) Denver’s (0) Certain (5) Longitude (0) Safely (0) Ascertained.

(8) San Francisco Lat. = 37°—30′ (3) Metallic (7) California’s (3) Metropolitan (0) City.

Long. = 122°—00′ (1) The (2) Navigator (2) Now (0) Sees (0) San Francisco.

(9) Hot Springs Lat. = 34°—19′ (3) Men (4) Relish (1) Hot (9) Baths.

Long. = 93°—00′ (9) Bathing (3) Must (0) Save (0) Sickness.

(10) Pittsburg Lat. = 40°—29 (4) Iron (0) Smelting (2) Haunts (9) Pittsburg.

Long. = 79°—50′ (7) Great (9) Pittsburg’s (5) Longitude (0) Secured.

‌ (11) Niagara Falls Lat. = 43°—02′ (4) Roaring (3) Magnificent (0) Ceaseless (2) Niagara.

Long. = 79°—12′ (7) A Cataract (9) Pours (1) At (2) Niagara.

(12) Bombay Lat. = 18°—53′ (1) The (8) First (5) Island (3) Met.

Long. = 72°—53′ (7) Kipling’s (2) Nativity (5) Well (3) Mentioned.

(13) Calcutta Footnote [I] Lat. = 22°—34′ (2) Numerous (2) Natives (3) Migrate (4) Here.

Long. = 88°—24′ (8) A Viceroy (8) Favours (2) Natural (4) Remembering.

(14) Melbourne Lat. = 37°—49′ (S) (3) Melbourne’s (7) Grounds (4) Yarra (9) Bisects.

Long. = 44°—58′ (E) (4) Harbour’s (4) River (5) Well (8) Furrowed.

(15) Capetown Lat. = 33°—55′ (S) (3) Mathematical (3) Mapping (5) Will (5) Last.

Long. = 18°—28′ (E) (1) Table Bay (8) Favours (2) Numerous (8) Vessels.

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.

Will a pupil always require an aid to remember figures?

What is required of him in order to enable him to do away with any conscious aid?

What does a thorough training in my system accomplish in the meantime?

Will there ever be any necessity of using the figure alphabet?

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.]

Does it require any effort to continue that power?

What tends to break down an acquired power of attention?

What suggestion is here given the pupil in regard to this?

Is this method easier and less severe than Hamilton’s?

Is it not more effectual? ←ToC