Chapter 8

_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 [_née_ Elizabeth Barrett], whose poems are distinguished for their subjectivity. The analytic formulas for these different persons born in the same year, 1809, may each differ from the others, thus:

Birth of Charles Darwin {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

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?