Assimilative Memory; or, How to Attend and Never Forget

Chapter III: CONCURRENCE is the sequence or co-existence of impressions or (3)

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Hear the sledges with the bells--silver bells--
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle, in the icy air of night!
While the stars that oversprinkle
All the heavens seem to twinkle with a crystalline delight;
Keeping time, time, time, in a sort of Runic rhyme,
To the tintinnabulation that so musically wells
From the bells, bells, bells, bells, bells, bells, bells--
From the jingling and the tinkling of the bells.

Hear the mellow wedding-bells, golden bells!
What a world of happiness their harmony foretells--
Through the balmy air of night how they ring out their delight!
From the molten-golden notes, and all in tune,
What a liquid ditty floats
To the turtle-dove that listens, while she gloats on the moon!
Oh, from out the sounding cells,
What a gush of euphony voluminously wells!
How it swells! how it dwells
On the Future! how it tells of the rapture that impels
To the swinging and the ringing of the bells, bells, bells--
Of the bells, bells, bells, bells, bells, bells, bells--
To the rhyming and the chiming of the bells!

Hear the loud alarum bells--brazen bells!
What a tale of terror, now, their turbulency tells!
In the startled ear of night
How they scream out their affright!
Too much horrified to speak,
They can only shriek, shriek, out of tune,
In a clamorous appealing to the mercy of the fire,
In a mad expostulation with the deaf and frantic fire
Leaping higher, higher, higher, with a desperate desire,
And a resolute endeavor now--now to sit or never,
By the side of the pale-faced moon. Oh, the bells, bells, bells!
What a tale their terror tells of despair!
How they clang, and clash, and roar! What a horror they outpour
On the bosom of the palpitating air!
Yet the air, it fully knows,
By the twanging and the clanging,
How the danger ebbs and flows; yet the ear distinctly tells
In the jangling and the wrangling,
How the danger sinks and swells,
By the sinking or the swelling in the anger of the bells--of the
bells--
Of the bells, bells, bells, bells, bells, bells, bells--
In the clamor and the clangor of the bells!

Hear the tolling of the bells--iron bells!
What a world of solemn thought their monody compels!
In the silence of the night,
How we shiver with affright
At the melancholy menace of their tone!
For every sound that floats
From the rust within their throats is a groan.
And the people--ah, the people--
They that dwell up in the steeple, all alone!
And who tolling, tolling, tolling, in that muffled monotone,
Feel a glory in so rolling on the human heart a stone--
They are neither man nor woman--
They are neither brute nor human--they are Ghouls:
And their king it is who tolls;
And he rolls, rolls, rolls, rolls a paean from the bells!
And his merry bosom swells with the paean of the bells!
And he dances and he yells;
Keeping time, time, time, in a sort of Runic rhyme,
To the paean of the bells--of the bells;
Keeping time, time, time, in a sort of Runic rhyme,
To the throbbing of the bells--of the bells, bells, bells,
To the sobbing of the bells; keeping time, time, time,
As he knells, knells, knells, in a happy Runic rhyme,
To the rolling of the bells--of the bells, bells, bells--
To the tolling of the bells, of the bells, bells, bells, bells,
bells, bells, bells--
To the moaning and the groaning of the bells.

EDGAR A. POE.

APPLICATION OF THE ANALYTIC-SYNTHETIC METHOD.

This method can be applied in several different ways according to the idiosyncrasies of different students. One way is as follows:--"Hear the sledges with the bells--silver bells." Applying this method, we have--1. Hear the sledges; 2. Hear the sledges _with the bells_; 3. Hear the sledges with the bells--_bells_; 4. Hear the sledges with the bells--_silver_ bells. Or, if we use the Interrogatory Analysis Method we could proceed thus: 1. What act of the mind do we exercise in regard to the sledges with the bells--silver bells? "_Hear_ the sledges with the bells--silver bells." 2. What kind of a vehicle do we hear with the bells? "Hear _the sledges_ with the bells--silver bells." 3. What is it we hear in connection with the sledges? "Hear the sledges with _the bells_--silver _bells_." 4. What kind of bells do we hear? "Hear the sledges with the bells--_silver_ bells."

We advance to the second line, which is a reflection on the facts stated in the first line. The two lines are thus connected through the operation of cause, or occasion. [Con.] "What a world of merriment their melody foretells." We will henceforth only use the Analytic-Synthetic Method. 1. Melody foretells. 2. _Their_ melody foretells. 3. _What merriment_ their melody foretells. 4. What _a world_ of merriment their melody foretells. Having seen that the second line grows out of the first, and having memorised both we can recall them together thus:

1. Hear the sledges with the bells--silver bells--
2. What a world of merriment their melody foretells!

The third line runs thus: "How they tinkle, tinkle, tinkle in the icy air of night." Melody means "a succession of agreeable musical sounds." It is a general term--"tinkle, tinkle, tinkle," means a species of musical sounds, the sounds of the bells. Thus we see that these two lines bear towards each other the relation of genus and species. This relation carefully noticed will tend to hold the lines together. Let us now apply our Method: 1. They tinkle. 2. They tinkle _in the night_. 3. _How_ they tinkle in the night. 4. How they tinkle, _tinkle_ in the night. 5. How they tinkle, tinkle, _tinkle_ in the night. 6. How they tinkle, tinkle, tinkle, in the _air of_ night. 7. How they tinkle, tinkle, tinkle in the _icy_ air of night. Now let us recall all the lines together, thus:

1. Hear the sledges with the bells--silver bells--
2. What a world of merriment their melody foretells!
3. How they tinkle, tinkle, tinkle in the icy air of night!

The fourth line being very short had better be memorised in connection with the fifth line, and in the expression of the Analysis, we can print the first word of the fifth line with a capital letter. The two lines are:

4. While the stars that oversprinkle
5. All the heavens, seem to twinkle with a crystalline delight.

Before proceeding we may notice "night" of the third line is directly connected with "stars" of the fourth line by Concurrence. This observed relation will tend to cement the lines together. Using our Method we say: 1. Stars oversprinkle. 2. _While the_ stars oversprinkle. 3. While the stars oversprinkle _the heavens_. 4. While the stars oversprinkle _All the heavens_. 5. While the stars _that_ oversprinkle All the heavens. 6. While the stars that oversprinkle All the heavens _seem to twinkle_. 7. While the stars that oversprinkle All the heavens seem to twinkle _with delight_. 8. While the stars that oversprinkle All the heavens seem to twinkle with a _crystalline_ delight. So far we have learned the following lines:

The _sixth_ line is in these words: "Keeping time, time, time, in a sort of Runic rhyme." We observe that as "time" is here repeated three times, so "tinkle" was repeated three times in the third line. We must have observed, too, that it is "stars" of the fourth line that are said to "twinkle" in the fifth line. The two lines are as closely connected as grammatical construction and the expression of thought could make them. And the sixth line is an obvious continuation of the description. Analytically we say: 1. Keeping time in a rhyme. 2. Keeping time, _time_, in a rhyme. 3. Keeping time, time, _time_ in a rhyme. 4. Keeping time, time, time in a _sort_ of rhyme. 5. Keeping time, time, time in a sort of _Runic_ rhyme.

Let us now recall the six lines together.

The seventh line is the continuation of the sixth. Keeping time to what? "To the tintinnabulation that so musically wells." 1. The tintinnabulation wells. 2. The tintinnabulation _that_ wells. 3. The tintinnabulation that _musically_ wells. 4. The tintinnabulation that _so_ musically wells. 5. _To_ the tintinnabulation that so musically wells. Wells from what? From the bells, bells--occurring altogether six times more. This makes the eighth line. But some pupils say at once, "I can never be sure in reciting the line to recall bells only seven times, no more or less." These pupils will admit that they can be sure to say bells _four_ times, as bells, bells, bells, bells. Then, of course, they can say bells _three_ times more, making seven times altogether. Here, then, we have the seventh and eighth lines, as follows:

7. To the tintinnabulation that so musically wells
8. From the bells, bells, bells, bells, bells, bells, bells--

The ninth line is--"From the jingling and the tinkling of the bells."

In the eighth line we have "bells" seven times repeated in all--bells being taken in their utmost generality, viz., _musical_ action. But in the ninth or last line we have the very specific action of the bells, to wit: "From the _jingling_ and the _tinkling_ of the bells." We can make a short analysis, which is always better than unthinking repetition, as: 1. From the bells. 2. From the _jingling_ of the bells. 3. From the jingling _and the tinkling_ of the bells. The seventh, eighth, and ninth lines are as follows:

7. To the tintinnabulation that so musically wells
8. From the bells, bells, bells, bells, bells, bells, bells--
9. From the jingling and the tinkling of the bells.

Having already learned the first six lines, we have but to preface these last three by the previous six, and we have the first stanza as follows:--

1. Hear the sledges with the bells--silver bells--
2. What a world of merriment their melody foretells!
3. How they tinkle, tinkle, tinkle in the icy air of night!
4. While the stars that oversprinkle
5. All the heavens, seem to twinkle with a crystalline delight;
6. Keeping time, time, time, in a sort of Runic rhyme,
7. To the tintinnabulation that so musically wells
8. From the bells, bells, bells, bells, bells, bells, bells--
9. From the jingling and the tinkling of the bells.

In a similar manner, the pupil can memorise the three remaining stanzas.

Having heretofore learned the order of the four different kinds of bells, and having dealt with the first or "silver" bells, we know that the next or second stanza is concerned with the "golden" bells. Similarly, when we finish the second stanza, we know that the third stanza deals with the "brazen" bells, and the last with the "iron" bells.

No further hints need be offered except perhaps in regard to the last ten lines of the last stanza.

Notice the coincidences, the resemblances, or Inclusions, the Exclusions, and the Concurrences. "Keeping time, time, time, in a sort of Runic rhyme," occurs three times--but on the third appearance of that phrase, there is a change which must be observed; for it bears this form: "Keeping time, time, time, _as he knells, knells, knells, in a happy_ Runic rhyme." But the main difficulty with most students seems to be to remember _the number of times_ the word "bells" is repeated in the different lines. We must keep to the text and not resort to any foreign matter to help the feeble memory. The words _paean_, _throbbing_, _sobbing_, _rolling_ and _tolling_ occur in the lines where the "bells" are mentioned (except in that next to the last line, where "bells" occurs three times, and there is no other word in that line), and in the last line "bells" is found once, and the words "moaning" and "groaning" appear. Memorise these seven words by Analysis, to wit: paean, throbbing, sobbing, rolling, tolling, moaning and groaning. Thus _paean_--a song of triumph--might cause heart _throbbing_, an inward act accompanied in the present instance by _sobbing_, and this outward manifestation of grief would be intensified by the _rolling_ of the bells and their _tolling_. _Moaning_ and _groaning_ are figurative expressions for the moaning and groaning of the mourners.

Now the figures 2, 4, 1, 4, 8, 1 (easily learned by analysis as 2, 4, 1 and 4, 8, 1, or 2, 4 with 1 following, and 4, 8, with 1 following, or 2, 4 with 1 following, and [double 2, 4] 4, 8 and 1 following) give the _number of times_ the word "bells" occurs in connection with the words just learned. Opposite the line where _tolling_ occurs we have marked 8, since "bells" occurs in that line five times and three times in the next line, where no other word is found.

Keeping time, time, time, in a sort of Runic rhyme,
2. To the _paean_ of the bells--of the bells;
Keeping time, time, time, in a sort of Runic rhyme,
4. To the _throbbing_ of the bells, of the bells, bells, bells,
1. To the _sobbing_ of the bells; keeping time, time, time,
As he knells, knells, knells, in a happy Runic rhyme,
4. To the _rolling_ of the bells, of the bells, bells, bells,
8. To the _tolling_ of the bells, of the bells, bells, bells, bells,
Bells, bells, bells;
1. To the _moaning_ and the _groaning_ of the bells.

Carrying these suggestions to the text, they help fix the exact number of times the word "bells" occurs in each line. There are other legitimate ways to assist a poor memory to master these lines, but whatever is done let no one ever think of resorting to the unthoughtive, brainless process of endless repetition.

Poe's "Bells," being a difficult selection to learn, furnishes, as all difficult selections do, numerous opportunities for applying Analysis to fix the lines in memory. Hence it should be _mastered_ and often recited by all who would learn to memorise poetry or prose, in, at the very least, _one-fifth_ of the time required by the old mind-wandering process of _rote_ learning.

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.

1. Is it possible to exaggerate the importance of this lesson?
2. When will the pupil appreciate its practical value?
3. Where is this key given?
4. Are numbers hard to remember?
5. How do we make them hard to forget?
6. By what are the figures represented?
7. What letters have no numerical value assigned to them?
8. 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 _c_ane, 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 {S}ay = 0, {S}ee = 0, Ea{s}e = 0, I{s} = 0, and {Z}oe = 0, and {S}ei{z}e = 00, {S}i{z}e = 00, {S}au{c}e = 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._

1. What is the first thing to be done?
2. What must the student remember in connection with vowels?
3. By what do we represent the cipher?
4. What other way is given for fixing the first rule in the mind?
5. What is meant by a "cognate"?
6. What kind of a letter is S?

1 IS REPRESENTED BY THE CONSONANT "T," "TH," OR "D."

{T}oy = 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.

{Th}ee = 1, {Th}ou = 1, {D}ay = 1, {D}ew = 1, {Th}i{s} = 10, {Th}u{s} = 10, {D}oe{s} = 10, {T}ie{s} = 10, {T}oe{s} = 10, {D}ee{d} = 11, {D}o{th} = 11, {T}o-{d}ay = 11, {T}a{t}too[B] = 11, {T}u{t} = 11, {T}oa{d} = 11, {T}ie{d} = 11, {S}a{t} = 01, {S}ai{d} = 01, {S}ea{t}= 01, {D}ay{s} = 10, {T}oy{s} = 10, {Th}e{s}e = 10, {Th}o{s}e = 10.

[B] See rules on page 72.

"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. {N}o = 2, A{n}y = 2, O{n}e = 2, {N}oi{s}e = 20, {N}i{c}e = 20, {N}e{s}{t} = 201, {N}o{t}e = 21, {Th}e{n} = 12, {N}u{n} = 22, {N}a{n} = 22, {S}o{n} = 02, {S}i{n}e = 02, {Z}o{n}e = 02, {N}i{n}e = 22, {Z}e{n}o = 02, {S}ow{n} = 02.

3 IS REPRESENTED BY "M," because the written m is made by _three_ downward strokes. Ai{m} = 3, {S}u{m} = 03, {M}u{m} = 33, {M}ai{m} = 33, {M}o{n}ey = 32, {M}o{th} = 31, {M}oo{n} = 32, {M}a{n} = 32, {M}o{n}{th} = 321, A{m}e{n}{d}{s} = 3210, {Th}i{n} = 12, E{n}e{m}ie{s} = 230, Ho{m}e = 3.

4 IS REPRESENTED BY "R," because it terminates the word _four_ in several languages. Ai{r} = 4. A and i are vowels, and count for no figure value in Air, and hence that word represents only the figure 4. Wi{r}e = 4, {R}ow = 4, Wo{r}{t} = 41, W{r}a{th} = 41, Wo{r}{th} = 41, {R}i{d}e = 41, Hei{r}{s} = 40, {R}ui{n}{s} = 420, {R}oa{s}{t} = 401, {R}u{m} = 43, {R}oa{r} = 44, {S}au{c}e{r} = 004, {S}wo{r}{d}{s}{m}a{n} = 041032, {R}a{z}o{r}{s} = 4040, A{r}i{s}e{n} = 402, He{r}{m}i{t}{s} = 4310.

1. In translating a word into figures, what do we always do?
2. By what letters is the figure 1 represented?
3. Why does "t" stand for 1?
4. When does the letter "h" have a figure value?
5. By what is 2 represented?
6. Why?
7. How do we represent 3?
8. Why?
9. By what consonant is 4 represented?
10. 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, Oi{l} = 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 "oi{l}" is 5, the same as though the "l" stood alone. {L}ay = 5, {L}aw = 5, Ho{l}y = 5, Awhi{l}e = 5, Whee{l} = 5, {L}i{t} = 51, Wea{lth} = 51, {L}a{d} = 51, {S}o{l}o = 05, {S}a{l}e{s} = 050, {S}{l}owe{r} = 054, {L}a{n}e = 52, A{l}o{n}e = 52, {L}a{m}a = 53, Ea{r}{l}ie{r} = 454, Who{l}e{s}a{l}e = 505, U{n}{m}i{l}i{t}a{r}y{n}e{s}s = 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), {Sh}y {J}ewesses {Ch}ose {G}eorge. In the following words, the vowels have no figure value, hence in translation are never counted. {Sh}ow = 6, {J}oy = 6, Ha{tch} = 6, Hu{g}e = 6, {S}a{g}e = 06, {Ch}ea{t}{s} = 610, {Sh}e{d} = 61, {Sh}ea{th} = 61, {Sh}o{t} = 61, {G}i{n} = 62, {Sh}i{n} = 62, {J}ea{n} = 62, {Ch}i{n} = 62, {G}e{m} = 63, {J}a{m} = 63, {Sh}a{m}e = 63, {Ch}i{m}e = 63, U{sh}e{r} = 64, {J}u{r}y = 64, {Ch}ai{r} = 64, Wa{g}e{r} = 64, {Sh}a{l}l = 65, {J}ai{l} = 65, {Ch}i{l}l = 65, {G}e{ntl}e = 6215, {J}ewi{sh} = 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), {G}reat {K}ings {C}ame {Q}uarrelli{ng}. We thus use the termination "ng" to express 7. Ho{g} = 7, {K}ey = 7, {C}ue = 7, You{ng} = 7, Yo{k}e = 7, Wi{g} = 7. As no vowels have any figure value, they cut no figure in translating into numbers. {D}e{ck} = 17, {D}e{s}{k} = 107, {K}i{d} = 71. {S}{k}a{t}e = 071, A{s}{k} = 07, A{s}{k}i{ng} = 077, {S}{k}e{tch} = 076, {S}{q}ui{r}e = 074, {C}a{s}e{s} = 700, {G}a{t}e = 71, E{g}a{d} = 71, {K}i{t}e = 71, {Q}uo{t}e = 71. This first "{g}" is hard (7) and the second "{g}" is soft (6) in {G}an{g}es. The "{g}" in Governor is hard and in General is soft in {G}overnor-{G}eneral. The first "{c}" is hard (7) and the second "{c}" is soft (0) in a{c}{c}i{d}e{n}{t}, = 70121, Ha{g}g{l}e = 75, A{c}{m}e = 73, {C}a{n}no{n} = 722, {G}ui{t}a{r} = 714, {S}{q}uea{k} = 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, Wi{f}e = 8, Wo{v}e = 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." {S}a{f}e = 08, {S}a{v}e = 08, I{v}y = 8, Hi{v}e = 8, {F}oe = 8, {D}i{v}e = 18, E{d}i{f}y = 18, {T}i{f}f = 18, {Th}ie{f} = 18, {Th}ie{v}e = 18, {T}ou{gh} = 18, E{n}ou{gh} = 28, {N}a{v}y = 28, K{n}a{v}e = 28, {N}e{f}a{r}iou{s} = 2840, {M}u{f}f = 38, {M}o{v}e = 38, {R}u{f}f = 48, {R}oo{f} = 48, {R}ou{gh} = 48, {R}e{v}iew = 48, A{l}i{v}e = 58, A{l}oo{f} = 58, {L}ea{v}e = 58, {L}ea{f} = 58, A{lph}a = 58, {Sh}ea{f} = 68, {Ch}a{f}f = 68, {J}o{v}e = 68, {Sh}a{v}e = 68, {Sh}o{v}e = 68, {C}a{v}e = 78, {C}al{f} = 78, {G}a{v}e = 78, {C}ou{gh} = 78, {Q}ua{f}f = 78, {Q}ui{v}e{r} = 784, {F}i{v}e = 88, {F}i{f}e = 88, {F}eo{f}f = 88, {F}i{fth} = 881, {V}i{v}i{d} = 881, {F}a{c}e{s} = 800.

9 IS REPRESENTED BY "B" AND "P." (Nine) {B}eautiful {P}eacocks would indicate the figure value of 9, in the initial consonants of "{b}eautiful {p}eacocks." {B}ee = 9, and the two vowels "ee" have no figure value. {B}ow = 9, {P}ie = 9, {P}ew = 9, {P}ay = 9, A{p}e = 9, U{p} = 9, {B}y = 9, {B}a{s}e = 90, {B}ia{s} = 90, {P}o{s}e = 90, {P}au{s}e = 90, {B}oa{t} = 91, {B}o{th} = 91, {B}ea{d} = 91, {B}ea{n} = 92, {B}o{n}e = 92, {P}o{t} = 91, {P}a{th} = 91, {P}a{d} = 91, {P}i{n}e = 92, {B}ea{m} = 93, {B}a{r} = 94, {B}a{l}e = 95, {B}a{dg}e = 96, {B}u{sh} = 96, {B}u{f}f = 98, {B}a{b}y = 99, {P}oe{m} = 93, {P}ai{r} = 94, {P}i{l}e = 95, {P}u{sh} = 96, {P}a{g}e = 96, {P}u{f}f = 98, {P}i{p}e = 99, {P}o{p}e = 99, {P}ac{k} = 97.

1. Why is 5 represented by "L"?
2. By what is 6 represented?
3. Through the initial consonants of what sentence, not considering
the six in brackets?
4. Where do we find the letter equivalents of 7, not regarding the
seven in brackets?
5. What termination do we also use to express 7?
6. If the termination "ng" represent 7, what is the figure value of
Singing?
7. Give the figure value of Hong-kong.
8. By what two consonants do we represent 8?
9. Why?
10. 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{d}{n}ey {M}e{r}{l}i{sh} {g}a{v}e a {b}ow"[C]
= 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.

Nought (0) {S}o {Z}ealous {C}eases.
One (1) {T}ankard {th}is {D}ay.
Two (2) {N}ostrils. (or 2 {N}ations. Ex. 35, 10; 37, 22.)
Three (3) {M}eals. (or 3 {M}ighty {M}en. 2 Sam. 23.)
Four (4) {R}oads. (or 4 {R}ings. Ex. 25, 26; 38, 5.)
Five (5) {L}oaves. (Matt. 14; Mark 6; Luke 9.)
Six (6) {Sh}y {J}ewesses {Ch}ose {G}eorge.
Seven (7) {G}reat {K}ings {C}ame {Q}uarrelli{ng}.
Eight (8) {F}old {V}alue. (or 8 '{V}arsity {F}ellows.)
Nine (9) {P}in {B}owling.

[C] Gouraud said: "{S}a{t}a{n} {m}ay {r}e{l}i{sh} {c}o{f}fee {p}ie."

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.

1. By what two consonants is the figure value of 9 represented?
2. What are represented in the initial consonants of the ten
Phrases here given, not including, of course, the words before
the figures in brackets?
3. Are these sentences of any help in remembering the letter values
of the figures?
4. What other way is there to fix these values in mind?
5. What does this practice enable you to do?

RULES.

_Not to be glanced at or skipped, but to be carefully studied._

1.--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.

2.--All _silent_ consonants are _disregarded_, as "b" in
"Lam_b_" = 53, "Com_b_" = 73, or in "Tom_b_" = 13. "_Ph_" and "_h_"
in "_Ph_t_h_isic" = 107; "_gh_" in Bou_gh_t = 91; "_k_" in
_K_now = 2; "_gh_" in Nei_gh_bours = 2940; "l" in Cou_l_d = 71, or
in Psa_l_m = 03.

3.--The _equivalents_ of the figure-consonants have the _same value_
as those consonants themselves, as "gh" in "{T}ou{gh}" = 18, "gh"
in E{n}ou{gh} = 28; "gh" in {R}ou{gh} = 48. "{Ph}{r}a{s}e" = 840,
"{N}y{mph}" = 238, "{L}o{ck}" = 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[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 Ju{dge} = 66. Tch = ch = 6, as
in ditch = 16 (it rhymes with rich = 46). Ch sometimes = k, as in
{Ch}ristmas = 74030. S and z sometimes = zh, which is the cognate
equivalent of sh = 6, as in pleasure = 9564, and in
Crozier = 7464. Acquiesce = 70, excrescence = 7074020.

[D] Pupils who have a poor ear for sounds sometimes fail to note when "n" sounds like "ng" and so means 7 instead of 2. Let them study the words "ringer" (474), "linger" (5774), and "ginger" (6264). The first syllable of "linger" rhymes with the first of "ringer" and not with the first of "ginger;" it rhymes with "ring" and not with "gin;" and if the first syllable of "ringer" is 47, the first of "linger" must be 57; but the second syllable of "linger" is "ger," while the second syllable of "ringer" is only "er." So "linger" is pronounced as if spelled "ling-ger," the "n" sounds like "ng." "Ringer" is pronounced "ring-er," and "ginger" as if spelled "gin-ger."

1. When will facility be attained?
2. Are these rules to be carefully studied?
3. Repeat the first rule.
4. What value is given to silent consonants?
5. What have the same value as the consonants themselves?
6. What does the consonant "N" sometimes sound like?
7. What value is assigned to it in such cases?
8. What is the consonant X equal to?

4.--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.

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.

1. Do we ever take any notice of a vowel? 2. Are there any words which do not have a figure value, and if so, what are they? 3. When do we use the letter "S" in dealing with decimals? 4. When does "S" indicate the decimal point? 5. When are two separate words used? 6. In such cases, with what does the decimal word begin? 7. In case of a vulgar fraction, what words begin with "S"? 8. Are the S's then counted? 9. Which word comes first? 10. How may we deal with date-words which express the time of events before the Christian Era? 11. After?

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

--------+----+---+---+---+---+--------+--------+---+----
0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9
--------+----+---+---+---+---+--------+--------+---+----
S | t | n | m | r | l | sh | g^hard | f | b
Z | th | | | | | j | k | v | p
C^soft | d | | | | | ch | c^hard | |
| | | | | | g^soft | q | |
| | | | | | | ng | |
--------+----+---+---+---+---+--------+--------+---+----

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.

1. Write the Figure Alphabet from memory.
2. If the pupil has not thoroughly mastered this alphabet, what is
required of him?
3. If the pupil must review the foregoing six pages, let him find
words himself which spell the figures.
4. Is not such a course much better than merely to read over the
examples and illustrations which I give?
5. 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 {D}u{tch} {S}o{ng}," "{D}a{sh} a {S}a{ck}," "{T}o wa{sh} a {S}o{ck}," "{Th}e {Ch}oo{s}i{ng}," "{Th}e {Ch}a{s}i{ng}," "{T}ou{ch}e{s} a {K}ey," &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: "{T}o {g}i{v}e a {K}ey," "{Th}e {g}i{v}i{ng}," "{Th}e {q}ua{f}fi{ng}," "{Th}e {C}ou{gh}i{ng}," &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.

1. What would be your method of procedure?
2. What must be done in all cases?
3. What will a little practice enable you to do?
4. What must be done to secure accuracy at first?
5. Deal with an original date in the way indicated here.
6. In dealing with the date of the foundation of Yale College,
would the phrase "taxes due" express 1701?
7. If not, why?
8. Can you translate into a word or phrase the date of your own
birth?
9. Translate into words or phrases the birth and death dates of
some of the historic characters which you admire most.
10. Keep a record of these words or phrases for future examination.

Try 1636, the date of the founding of Harvard College: You obtain "{D}a{sh} a {m}i{dg}e," "{Th}e {ch}u{m} a{g}e," "{T}ea{ch} {m}u{ch}," "{T}o {sh}ow {m}y {j}oy," &c.

The founding of Yale College in 1701 gives: "{T}oo{k} a {s}ea{t}," "{Th}e {c}o{s}{t}," "{Th}e {q}ue{s}{t}," "{Th}e {c}a{s}{t}," "A {t}a{x} {d}ue," or "{T}oo{k} a {c}i{t}y," &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) {Th}ings (5) We{l}l (9) {P}ictured (2) {N}ow. He died 1671; or A (1) {T}eaching (6) {Ch}urchman (7) {G}ave (1) Ou{t}.

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; {th}e {ch}u{m} a{g}e [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: "Hu{g}e i{r}o{n} we {g}e{t} {r}ou{gh}" [6,427,148 tons].

The great wall of China is 1,250 miles long. This may be expressed thus: "{Th}ey {n}ow a high Wa{l}l 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 {D}e{f}i{n}e{s}" [1820].

2. SOMETIMES ONLY THE INITIAL CONSONANTS OF THE WORDS OR PHRASES OR SENTENCES ARE USED.

Caius Julius Caesar was born 100 B.C., and he died 44 B.C. His birth may be expressed by the phrase, (1) "{Th}e (0) {S}tripling (0) {C}aesar;" and his death by a phrase which declares that his death was the remote result of his crossing the Rubicon, thus: (4) "{R}ubicon's (4) {R}evenge."

Marcus Tullius Cicero was born 106 B.C., and he died 43 B.C. His birth: (1) "{T}ullius (0) {C}icero's (6) {Ch}ildhood." His death: (4) "{R}emove (3) {M}arcus." [In allusion to the order for his death.]

The height of Egypt's greatest pyramid is 479 feet, or (4) "Wo{r}ld's (7) {G}reatest (9) {P}yramid."

The city of Melbourne was named after Lord Melbourne in 1837, or (3) "{M}elbourne (7) {Ch}ristened."

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) {N}ew-York, or (2) {N}ew-Amsterdam, or (2) U{n}ited-States, etc.

New York City [at first known as New Amsterdam] was settled by the Dutch in 1626, or New York founded: (1) "{D}utchmen (6) {Ch}ose (2) {N}ew-Amsterdam (6) {J}oyfully."

Virginia was settled at Jamestown in 1607. This date may be analytically expressed thus: (1) "{Th}en (6) {J}amestown (0) Wa{s} (7) {C}olonized."

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) {L}ate (0) {C}ensus, (1) 'Eigh{t}y's' (8) {F}urnishes (9) {P}recise (2) U{n}ited-States (0) {S}overeign (9) {P}opulation," 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) {G}eneral (2) E{n}umeration (6) whi{ch} (2) U{n}doubtedly (2) I{n}dicates (2) '{N}inety's' (5) {L}arge (0) {C}ensus." 62,622,250, or for the last three figures we could say: (2) U{n}ited States' (5) {L}arge (0) {C}ensus.

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) {G}eneral (2) E{n}umeration (8) O{f}ficially (6) S{h}ows (6) {J}ust (1) {Th}e (2) {N}umber (5) {L}iving. Now (1895) it is computed to be 67,000,000 [to express the round numbers of millions, we could say, (6) {J}ust (7) {G}overnment or (6) {Ch}arming (7) {C}ountry].

The birth of Herbert Spencer, in 1820, may be expressed thus: (1) A{d}vent (8) o{f} (2) I{n}fant (0) {S}pencer, or (1) {Th}e (8) {F}uture (2) "U{n}knowable" (0) {S}pencer, (2) I{n}fant (0) {S}pencer. 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) {Th}e (3) {M}ould (4) {R}ules;" the chapter on Will begins on p. 415: "A (4) {R}esolve (1) {D}enotes (5) Wi{l}l;" the chapter on Attention begins on p. 217, or "(2) {N}otice (1) A{t}tention's (7) {Q}ualities;" the chapter on Association begins on p. 253, or (2) "{N}ow (5) He{l}p (3) {M}emory;" and that on Memory on p. 287, or "(2) I{n}tellect (8) {F}orbids (7) {C}ramming." Prof. Loisette's New York Office is in Fifth Avenue at No. 237, or "A (2) {N}ew (3) {M}emory (7) {G}iven," or "A (2) {N}ew (3) {M}emory (7) A{c}quired." His London Office was formerly at 37 [a {m}emory {g}ained] New Oxford Street. It is now at _200 Regent Street, London_ [(2) {N}ow (0) {S}ecure (0) A{s}similation].

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) {Ch}ee{r}s; or, (64) {Sh}e{r}idan. The Pennsylvania Whisky Rebellion took place in 1794; or, (94) {B}{r}ewery.

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) Wa{t}er{l}oo. Herbert Spencer was born, as we have already seen, in 1820. The 20 may be found in the _n_ and _c_ of Spe{n}{c}er.

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) {M}acedonia's (5) A{l}exander a (6) {Ch}ild. His death: A (3) {M}acedonian's (2) I{n}ebriation (3) {M}ortal. 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) Ea{r}th (0) {S}tarted (0) {S}wiftly (4) {R}otating."

_First Exception._--From A.D. 1000 to A.D. 1700 the last three figures of the date should be expressed in the date words. {M}a{r}{s} 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 {M}a{r}{s}." 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) {m}artial (4) O{r}gan (0) {S}ways, or {m}urderous a{r}tillery {s}tarted.

_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 E{m}erson; Oliver Wendell Holmes (180)9 "{B}reakfast."

_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) {L}ong (9) {B}ridge (8) O{f} (9) {B}rooklyn.] 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) {F}orth's (2) {N}ew (9) {B}ridge (6) {Sh}own. 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 {D}ou{g}lass (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._ "I{l}l-u{s}a{g}e" 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 [_nee_ 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 {S}{p}ecies (18)09

---- William Ewart Gladstone {S}{p}ellbinder (18)09

---- Abraham Lincoln {S}{p}licer (18)09

---- Alfred Tennyson, {P}oet (180)9 or (0) {S}elected (9) {P}oet
or {S}omers{b}y (09)

---- Felix Mendelssohn-{B}artholdy (180)9 or {P}recocious (180)9,
or (0) {S}t. (9) {P}aul

---- Elizabeth {B}arret Browning (180)9, or {S}u{b}jective (18)09

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Assimilative Memory; or, How to Attend and Never ForgetChapter III: CONCURRENCE is the sequence or co-existence of impressions or (3)

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