Chapter 13

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

_George Eliot_ ... Adam Bede ... add ... A{d}{v}a{n}{c}e [born 1820] ... Money ... £10 ... {T}wo {f}i{v}e{s} [died 1880]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

[K] It is sufficient to indicate the figure 9, as we know that it could not have been the year 9 of the Christian Era, and as it was somewhere about the beginning of this century, the figure 9 makes an indefinite impression definite and exact.

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

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

SERIAL FACTS.

There are two kinds of Serial Facts.

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

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

Suppose we wish to memorise the 11 prepositions which form part of certain Latin verbs which are followed by the dative, to wit:--_Ad._, _Ante._, _Con._, _In._, _Inter._, _Ob._, _Post._, _Pre._, _Pro._, _Sub._, and _Super_. This Series is usually learned by _endless repetition_, as a succession of sounds to the ear, or sight to the eye, by mere _rote_. What a waste of time to attempt to re-arrange it in order to learn it more easily. Yet such a Series can be learned by correlating the words together in a very short time, thus:--

_Ad_ ... addition ... front addition ... _ante_-room.... _Ante_ ... antecedent ... _con_sequent.... _Con_ ... converse ... _in_verse.... _In_ ... _Inter_ ... interject ... _ob_ject.... _Ob_ ... obligation ... _post_poned obligation.... _Post_ ... post-office ... _pre_payments.... _Pre_ ... predilection ... _pro_pensity.... _Pro_ ... produce ... soil products ... _sub_soil.... _Sub_ ... subordinate actor ... _Super_.

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

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

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

_Violet_ ... let go ... _Indigo_ ... indigestion ... "blues" ... _Blue_ ... blue sea ... sea green ... _Green_ ... green corn ... ripe corn ... _Yellow_ ... yellow fruit ... _Orange_ ... orangemen ... fights ... blood split ... blood-red ... _Red_.

ORDER OF THE ENGLISH SOVEREIGNS.

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

EXERCISE.--CASES IN EVERY-DAY LIFE.

The student must exercise his judgment as to what is the _best known_ to which he will Correlate an _isolated fact_.

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

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

_Numitorius_--"Where is Virginia? Wherefore do you hold that maiden's hand?"

_Claudius_--"Who asks the question?"

_Numitorius_--"I, her uncle--DEUTERONOMY!"

The actor should have correlated the word "Numitorius," which he could _not_ remember, to the word "Uncle" as the BEST KNOWN that preceded it, which he could remember, or to his "cue" the word "Question" thus:

UNCLE [2] Nephew [1] You [1] You _knew_--NU-mitorius. _Or_,

UNCLE [2] Niece [1] Neat [1] Neat and New [1] _A new mitre o'er us_ [1] NU-mitorius. _Or_,

QUESTION [1] Wants to know [1] Know [1] Knew [1] _knew my story_ [1] NU-mitorius. _Or_,

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

Had the actor memorised either of these Correlations, he would _not_ have forgotten Numitorius in his performance. In all similar cases mere In. by sound, like the word "Numbers" which Macready proposed, and which is really _not a genuine In. by sound_, is of little service to a poor memory. A Correlation would have been much better.

To any conceivable "_Isolated Fact_" you can find a _Best Known_ to which you can correlate it, and thereby always have it at command. This is true, even in cases of _anticipatory_ memory. Instead of tying a string round your finger to remind you to buy something when you get to the bazaar, and when you get there forgetting to notice the string or forgetting what the string was intended to remind you of, correlate the name of what you wish to purchase to the name of something you are sure to _think_ of at the place you are going to, and memorise the Correlation. When you see the _Best Known_, the thing you correlated to it will at once occur to mind. I will add only one more illustration:--A commercial traveller was in the habit of putting his watch under his pillow, and also in the habit of forgetting that he put it there! After losing two watches in this way, he came to me to improve his memory, and asked me if my System could aid him to think of his watch and where he had put it. "Infallibly," I replied, "if there is anything you can mention which you are _certain_ to think of when you get up, such as boots, trousers, hat, &c." "There is one thing," he rejoined, "I am more certain to think of than any article of clothing. I always think what a shame it is I have to get up." "Well, you are sure to think of the words 'get up;' that then is your _Best Known_. Correlate the word 'watch' to it ... thus: 'GET UP'--Spring up--Watch Spring--WATCH." After a tour of four months he reported he had always thought of his watch the moment he awoke.

SPEAKING WITHOUT WRITTEN OR PRINTED NOTES.

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

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