Chapter III: CONCURRENCE is the sequence or co-existence of impressions or (6)

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 ... _con_sequent....
_Con_ ... converse ... _in_verse....
_In_ ...
_Inter_ ... interject ... _ob_ject....
_Ob_ ... obligation ... _post_poned obligation....
_Post_ ... post-office ... _pre_payments....
_Pre_ ... predilection ... _pro_pensity....
_Pro_ ... produce ... soil products ... _sub_soil....
_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 _re_learnt 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.