Chapter III: CONCURRENCE is the sequence or co-existence of impressions or (4)

1. Do all pupils succeed in finding analytic date or number words
without any previous training in In., Ex., or Con.?
2. What proportion succeeded?
3. Does this not confirm the rule?
4. Do these failures ever become successes?
5. How?
6. What must be carefully studied hereafter?
7. After studying my formulas, what should the pupil do?
8. What will be the result, if the pupil acts on my advice?
9. In what ways may the different processes for dealing with dates
and numbers be classified?

Benjamin Franklin was born in 1706, and died in 1790. (0) "{S}agacious (6) {ch}ild" would analytically fix his birth, as he was known as a precocious boy: or the single word (06) {S}a{g}e. As he was a great worker all his life, (90) "{B}u{s}y," or "(9) {B}enjamin (0) {C}eased" would significantly express his death-date.

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

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

_The analytic word or phrase is what one most usually finds and uses._ Sentences will sometimes be useful because they may contain the name of the event, and they sometimes offer a wider range for selection of the needed consonants; but care must be taken to avoid ambiguity. To indicate the birth of Lincoln, we might use this formula: (1) {D}awn (8) o{f} (0) A{s}sassinated (9) {P}resident, but as Garfield was also assassinated, the formula in its _meaning_ would equally apply to the latter. If, however, we know that Garfield was born in 1831, the ambiguity would be removed. (1) {D}awn (8) o{f} (0) A{s}sassinated (9) A{b}raham could apply only to Lincoln. (1) {D}awn (8) o{f} (0) {S}lavery's (9) {P}resident would be applicable to the career of Buchanan, Pierce and Fillmore, but it would express the birth-date only of Lincoln, while it would be wholly inapplicable to his career. (1) {D}awn (8) o{f} (0) {S}lavery's (9) {P}unisher would exclusively apply to Lincoln's life and birth-date.

1. Can you think of any other analytic words to express the date of
the birth of Abraham Lincoln?
2. Since "h" has no figure value, could we not use "Shaper"?
3. If not, why?
4. What analytic number, word, phrase, or sentence, does the pupil
retain best?
5. Are formulas made by others ever perfectly retained?
6. In what cases?

(2) "{N}oah a (34) {M}e{r}e (8) Wai{f}," (2) "{N}oah (3) {M}ay (48) {R}o{v}e," or (2) "{N}oah (3) {M}ay (48) A{r}ri{v}e," are analytic sentences where _all the sounded consonants_ are used. But a greater _variety_ of sentences might be found, or _one_ sentence be more readily found in the first instance if only the _initial_ consonants are used: as, (2) {N}oah's (3) {M}enagerie (4) A{r}k (8) {F}ull, or (2) {N}oah (3) {M}ade (4) A{r}arat (8) {F}amous, or (2) {N}oah's (3) {M}arvellous (4) {R}ainy (8) {F}lood, or (2) {N}oah's (3) {M}ighty (4) A{r}k (8) {F}loated, or (2) {N}oah (3) {M}ounted (4) A{r}arat (8) {F}irmly. Other specific analytic phrases for this event may easily be found by the student.

The superiority of analytic phrases where _all_ the sounded consonants are used, over the analytic sentences, where only the initial consonants are employed, may be seen in the case of the number of men who enlisted in behalf of the Federal Government in the late war. The number was _two millions, three hundred and twenty thousand, eight hundred and fifty-four_. By initial consonants we have, (2) A{n}y (3) {M}an (2) {n}ow (0) i{s} (8) a {f}ull (5) {l}oyal (4) He{r}o. By all the sounded consonants we have--"I{n}hu{m}a{n} Ci{v}i{l} Wa{r};" the latter shorter, more significant, and more easily remembered. And, on the principle that a condensed, brief statement, if clear and definite, makes a more vivid impression than a longer one, we shall find that a short analytic phrase is better for the memory than an analytic sentence, and an analytic single word than a phrase. But a short analytic phrase, or a short analytic sentence, is usually necessary, owing to our ignorance of the subject matter, the limitations which belong to all figure alphabets, and our neglect to act strictly on the lines of In., Ex., and Con.

1. Is the analytic word or phrase self-connected to the event?
2. Why will sentences sometimes be useful?
3. What must be avoided?
4. Can a greater variety of sentences be found if only the initial
consonants are used?
5. What does the phrase "Inhuman Civil War" represent?
6. What does it show the superiority of?
7. What are the characteristics which recommend it?
8. Is a short analytic phrase better for the memory than an
analytic sentence?
9. On what principle?

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

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

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

(1) SUCH A MASTERY OF THE FIGURE ALPHABET THAT THE CONSONANT EQUIVALENTS OF THE CIPHER AND NINE DIGITS ARE AT INSTANT COMMAND, AND NEVER HAVE TO BE LOOKED UP WHEN YOU HAVE TO DEAL WITH FIGURES.

Pumps were invented in 1425. A student who thinks 2 is to be translated by "m" instead of "n," translates the dates by these phrases, _viz._, "Drum a whale," or "Trim oil," or "To ram a wall." As these phrases sustain the relation neither of In., Ex., or Con. to the fact, they are hard to be remembered; and if remembered, they mislead. The student who has mastered the Fig. Alphabet remembers that "n" stands for 2, and if he knows the object of pumps, he at once finds the analytic phrase, "Drain a well." The formula would be: "The pump invented--{D}{r}ai{n} a we{l}l (1425)," or (1) Wa{t}er (4) {r}aised (2) i{n} a (5) ho{l}low. How could he forget the date?

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

1. What is sometimes necessary?
2. In how many cases is Synthesis used?
3. What are they?
4. How many indispensable requisites are there to finding analytic
date and number words promptly?
5. Is draining a well the sole object of a pump?
6. Was such its purpose originally?
7. Explain the two phrases used to fix the date of the introduction
of tea into Europe.
8. Can a figure phrase that bears the relation of In., Ex., or Con.
to the event be forgotten?

"C^soft" is often mistaken for "c^hard" by careless learners. Fulton's steamboat "Clermont" was launched in 1807. Such a pupil translates that date by the phrase, "{D}e{f}ie{s} i{c}e" (1800). Here "c" is soft and represents a cipher and not 7. "{D}e{f}y a {s}{c}ow" gives the exact date. Here the "c" is hard and represents 7, and as the steamboat could easily outrun the "scow," the phrase is easily remembered.

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

Andrew Jackson, the seventh President, died in 1845. The unindustrious pupil imagines that "p" represents 8, and not "f" or "v," and translates 1845 into "{T}o {p}ou{r} oi{l}" (1945). The diligent student finds an analytic translation of the date in the phrase "{Th}e {f}a{r}ewe{l}l" (1845).

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

(2) THE PUPIL MUST POSSESS SUCH A MASTERY OF THE SUBJECT MATTER THAT HE CAN INSTANTLY RECALL FACTS RELATING THERETO ON THE LINES OF IN., EX., AND CON. If he lacks such knowledge he had better deal with dates and numbers which he must remember by synthesis [hereafter], or by Numeric Thinking, rather than strive in vain to find _analytic_ date and number words.

1. What mistake does the impatient pupil make?
2. Does this not convince you that the figure alphabet must be
mastered before the attempt is made to deal with dates?
3. What is the second requisite to becoming proficient in forming
analytic date words?
4. What should the pupil do if he lacks the knowledge indicated
here?
5. If the pupil fixes in mind the population of three States per
day, how long will it take him to learn the population of all
the American States?
6. How long to deal in like manner with the population of all the
countries of the globe?

It is said that there are 1,750 spoken languages. If the pupil does not know that the tongue is moved in different ways to pronounce the distinctive sounds of different languages, he might not think of this analytic translation of (1750), "{T}o{ng}ue a{l}l way{s}."

The population of Kentucky according to the last census (1880) was 1,648,690. Those who do not know the Kentuckians raise fine saddle and race horses, many of which are bays, might not think of the analytic phrases, "{T}ea{ch}e{r} o{f} {sh}owy {b}ay{s}," or "{T}ea{ch}e{r} o{f} a {sh}owy {p}a{c}e."

The estimated number of horses in the world is 58,576,322. Those who do not know how cruelly coachmen often treat the horses under their charge might not think of the analytic phrase, "Wi{l}l {f}ee{l} {c}oa{ch}{m}e{n} {n}ow."

The Yellowstone National Park contains 2,294,740 acres. One who does not know that this park was recently created, might not think of the analytic phrase, "O{n}e {N}ew {P}a{r}{k} a{r}o{s}e."

The U. S. Government paid out in the year 1865 the sum of $1,297,555,324. If one wished to remember the exact figures, he could easily find an analytic phrase, if he thinks of the act of delivering or handing over the money, as "{Th}ey u{n}{p}a{ck} {l}oya{l}ly a{l}l {m}o{n}ey he{r}e." If any analytic phrase is long or awkwardly constructed, it is very easy to memorise it by the analytic-synthetic method; as (1) They unpack. (2) They unpack _money_. (3) They unpack money _here_. (4) They unpack _all_ money here. (5) They unpack _loyally_ all money here.

The number of letters delivered in Great Britain during the postal year of 1881-82 was 1,280,636,200. If the student knows that the Central Post Office of London is a very large building, he could instantly find the analytic phrase, "Wi{th}i{n} o{f}fi{c}e hu{g}e {m}u{ch} {n}ew{s} we {s}ee."

The amount lost annually by fire in the United States is estimated at $112,853,784. If we do not go outside of the subject matter of losses by fire, we shall readily find an analytic phrase by means of which we can certainly remember that large number of dollars--"A {d}eb{t} o{n} {f}{l}a{m}i{ng} {f}i{r}e."

There are 653,020 Freemasons in U. S. A. Those who know what is meant by the phrase, "From labor to refreshment," in the masonic ritual, will at once translate those figures into the analytic phrase, "{J}o{l}ly {M}a{s}o{n}{s}."

There are 591,800 Odd Fellows in the United States. Notice if you can find figures to translate "Odd" or "Fellows," or any other fact pertaining to the Order, and you have the analytic phrase, "A{l}l ha{p}py 'O{d}d' {f}a{c}e{s}."

There have been granted 428,212 patents in the United States. Can you find any word pertaining to patents in those figures? "We he{r}e i{n}{v}e{n}{t} a{n}ew."

The number of Indians in the United States is estimated as 241,329. Considering how unkindly treated many of them have been, we find an analytic phrase which fits the fact--"{N}o {r}e{d} {m}a{n} ha{p}py."

The population of the state of New York in 1880 was five millions, eighty-two thousand, eight hundred and seventy-one (5,082,871). An analytic phrase founded on any conspicuous characteristic of the population, or on any prominent aspect of the geography of the State [Niagara Falls, for instance], which many of its people have witnessed, would suffice, or "A (5) {L}egal (0) {C}ensus (8) O{f} (2) {N}ew-York's (8) {F}olks (7) {C}omprising (1) Eigh{t}y's."

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

1. Give an original analytic phrase expressing the number of acres
in Yellowstone National Park.
2. Why do we not give all three of the l's in the word "loyally" a
figure value?
3. In translating the word "debt," why is it not 191 instead of 11?
4. What makes these phrases easy to remember?
5. Give an analytic phrase expressing the number of patents granted
in the United States.
6. What great satisfaction can the conscientious pupil always have?
7. Suppose, when the pupil reaches this page, he has learned that
the number of the population, or of patents, or of Masons, Odd
Fellows, &c., has changed, what is he to do?
8. Must he not deal with the latest statement of the fact, and find
his own analytic number words?

DATES OF THE ACCESSION OF THE AMERICAN PRESIDENTS.

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

[*]GEORGE WASHINGTON {F}a{b}ian (1789).
JOHN ADAMS {B}i{ck}erings (1797).
[*]THOMAS JEFFERSON {S}{t}eed (1801).
[*]JAMES MADISON {S}{p}eculative (1809).
[*]JAMES MONROE {D}o{c}trine (1817).
JOHN Q. ADAMS U{n}{l}ucky (1825).
[*]ANDREW JACKSON U{n}whi{p}ped (1829).
MARTIN VAN BUREN {M}o{ck}ed (1837).
[+]WILLIAM HENRY HARRISON Ha{r}{d} cider (1841).
JOHN TYLER {R}u{d}derless (1841).
JAMES K. POLK {R}ea{l}m-extender (1845).
[+]ZACHARY TAYLOR Wa{r}{p}roof (1849).
MILLARD FILLMORE {L}i{c}enser (1850).
FRANKLIN PIERCE {L}oo{m}ing (1853).
JAMES BUCHANAN {L}e{c}ompton (1857).
[*]ABRAHAM LINCOLN A{g}i{t}ation (1861).
ANDREW JOHNSON {Sh}a{l}l (1865).
[*]ULYSSES S. GRANT {Ch}a{p}ultepec (1869).
RUTHERFORD B. HAYES {C}o{c}oa (1877).
[+]JAMES A. GARFIELD {F}a{t}al (1881).
CHESTER A. ARTHUR A{f}{t}er (1881).
GROVER CLEVELAND {F}{l}ood (1885).
BENJAMIN HARRISON {F}i{b}rous (1889).
GROVER CLEVELAND {B}oo{m} (1893).

[*] Those who were in office more than four years were re-elected for a second term. The second term always began four years after the beginning of the first term.

[+] Those who were Presidents for less than four years died in office and were succeeded by Vice-Presidents. President Lincoln was murdered forty days after the commencement of his second term of office, when Vice-President Johnson became the 17th President.

1. How can the date-words opposite each name be learned?
2. What must be done in case the relation is not understood?
3. What is the relation between William Henry Harrison and "Hard
cider"?
4. Why would not "Sweet cider" do?
5. What Presidents served more than one term?
6. How is this indicated?
7. How many died in office?
8. When is the pupil supposed to learn the series of Presidents?

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

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

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

DATES OF THE ACCESSION OF THE ENGLISH SOVEREIGNS.

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

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

EXPLANATIONS.

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

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

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

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

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

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

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

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

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

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

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

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

NUMBER OF SHAKESPEARE'S PLAYS.

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

DUKE OF WELLINGTON AND NAPOLEON.

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

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

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

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

MISCELLANEOUS EXAMPLES.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

BIOGRAPHY, HISTORY, AND SCIENCE.

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

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

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

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

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

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

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

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

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

SPECIFIC GRAVITIES.

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

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

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

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

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

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

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

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

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

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

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

RIVERS.

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

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

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

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

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

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

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

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

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

MOUNTAINS.

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

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

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

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

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

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

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

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

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

LATITUDE AND LONGITUDE.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

EARLY TRAINING IN FIGURES.

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

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

WHAT MUST BE DONE FOR AN ACQUIRED ATTENTION.

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

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