BF 385 .W6 Copy 1 BF 385 .W6 Copy 1 PEOSPECTUS. THE NATURAL METHOD OF MEMORIZING AND MEMORY TRAINING By WILBERT W. WHITE, M.A. IN EIGHT LESSONS. "To what purpose are all our labors in knowledge and wisdom if we want memory to preserve and use what we have acquired. \ " There can be neither knowledge nor arts nor sciences without memory." — Watts. N^C* THBEE BEQUESTS. 1. Will you not read this little book carefully through and then ask yourself if the system whose claims it presents is not worthy of your study? 2. If you desire your friends to know about the system, will you kindly send on a postal card the names of such friends, to whom full particulars w T ill be promptly sent ? 3. If you are not interested in the subject of memory training, will you not hand this prospectus to some one who is likely to be interested in it ? £ TABLE OF CONTENTS. Page. Origin and Development of System __ 2 Endorsements . . _■ 3-12 Mnemonics 13 General Statement 15 Number and Arrangement of Lessons 16 Contents of Lessons _ 16 Results of a Study of the System. __ _ 18 Answers to Questions 19 Things True of the System... _ 22 Lessons by Correspondence 22 Terms 23 Organization of Correspondence Classes 24 Special Suggestions 24 Endorsements. Dr. Edward Brooks 5 Rev. Joseph Cook 10 President Ferguson _* 7 Dr. John Hall 10 Dr. Harper 6 Prof. King 4 President McCurdy _ _ _ 6 Dr. Morris. 5 Dr. Price _ 6 Dr. Reid ... 7 Dr. Taylor.... 10 Bishop Vincent _ 9 Dr. Weidner 8 Rev. Zimmerman _ _ 7 Theol. Students Class 11 St. Louis Class * _ 12 Wooster Class ?_--.;- _,. % _. 12 • • • 'V3*)j ORIGIN AND DEVELOPMENT OF SYSTEM. The key to the system was found in attempting to memo- rize in their order twenty words selected at random. After a very crude working out of the Lessons, the ideas which they contained were communicated in March, 1887, to a few lead- ing persons in New Haven, Conn., where the author was engaged in graduate work in Yale University. The resulting commendation was such that he was encouraged to give much time to the development and extensive application of the system. While thus engaged he was urged to take per- sonal supervision of a class which a gentleman in the city voluntarily proposed to organize. About this time, reference having been made by the press to the system, inquiries con- cerning instruction were received from various quarters. In reply to one of these inquiries, Mr. E. S. Swift, the organ- izer of the New Haven class, wrote as follows : "A short time ago I formed a class of nearly a score in my parlor for memory training under Mr. W. W. White. W~e have had two lessons. I am more than satisfied with the re- sults and am convinced that the system is invaluable to young people pursuing an educational course. •Subsequently this gentleman wrote thus : Mr. W. W. White : Dear Sir — It is now several months since you explained your system of training the memory to a class in my parlor, which numbered nearly a score of members. I have talked with several of them from time to time on the subject, and we consider the system of inestimable value. I find that I can fix in my mind without any difficulty, names, dates, facts and figures, and can recall them at will with a certainty impossible before. I use the system in my business. I believe that a person with a poor memory can greatly strengthen it, and that a good memory can be marvelously developed by your system. Yours sincerely, . ' ♦ Edward S. Swift. 3 A lady, one of the first persons to whom this system was communicated, said enthusiastically : ' * Why, by this I can memorize Robert Browning's poetry, and I think that is a pretty good test of any system. I have many times attempted to do this, but never before have I succeeded." A gentleman in Baltimore, Md., who has made the subject of memory a special study, having examined this system, wrote : "The method of learning foreign words which you suggest is the best i have met with." ENDORSEMENTS. The following are specimens of Recommendations received from persons who have examined and studied the Natural Method of Memorizing and Memory Training. The reader should note the fact that they are from a class of persons who are not in the habit of indulging in extravagant expressions. From Rev. J". M. Farrar, Pliila., Pa. Philadelphia, Pa., Nov. 18, 1887. The study of your Lessons on ' ' Memory and Memory Training" has afforded me a great amount of pleasure, and, as I verily believe, a very great amount of profit. Your Les- sons are the daylight, a ray of which I have been following through the dark for some years. I think that I possess a power for memorizing that is above the average. I preach without manuscript or note, yet I reproduce my manuscript page for page and almost word for word. I acquired this power by following out principles which I find fully devel- oped by your " Method." I never for a moment conceived that so much was enfolded in these principles, and conse- quently never would have worked them out as you have done. The idea certainly is correct, and your development is admirable. It will remove one-half, at least, of the burden of my work, and will enable me to carry the results of my labor more than double the length of time. With thanks for the great benefit I have derived from your Lessons, I remain, your friend, J. M. Farrar. From Prof. Clias. F. King, MI. A., Boston. April 12th, 1888. Prof. W. W. White's system of Training the Memory has been carefully examined and compared with other existing methods. It is superior to them all. It is psychological, and at the same time so simple in its laws and applications that any person can easily acquire it by careful practice. Teach- ers will be greatly benefited by learning it. I can heartily endorse and recommend it. C. F. King. From Rev. John A. Wilson, D.I). Wooster, Ohio, Aug. 30, 1887. Mr. W. W. White: I have examined your system of memory discipline and development, and wish to say that I am highly pleased with it. I am confident that a thorough course such as you pre- scribe could not fail to repay one hundred fold. John A. Wilson. From Rev. Jos. H. Wright. Xenia, Ohio, Nov. 10, 1887. Mr. W. W. White : Dear Brother — I am convinced of the great utility of your Memory Lessons. I congratulate you on the discovery of such a simple, natural and helpful method of training the mind. Multitudes of people are in need of just such disci- pline, and for lack of it are blundering along at half their normal speed, and eating their heart out with chagrin at being compelled to stop so often to pick up the various arti- cles that drop as they hurry along — many of which lose them- selves irrecoverably in the knot-holes and crevices of the mind. Ministers will find the first few Lessons invaluable in enabling them to keep in mind heads, subdivisions and cue- words of a sermon. Many whose good right hand has been chained down to a MS. like that of the Apostle to his guard, will suddenly find themselves the Lord's free-men, and be restored not only from the affliction of a palsied arm but also from near sightedness amounting almost to total blindness as far as the congregation is concerned. Lesson IV. is a revela- tion to me. I had a sort of half -developed plan of my own for the recollection of numbers, which was withal so clumsy and difficult as to be not always serviceable and frequently strained if not unmanageable altogether. This method is so easy and so funny — if you will pardon the epithet — as to make the task of remembering numbers like going on a pic- nic. In my judgment this system should be spread broad- cast. The world needs it. By all means push it upon the attention of all. Fraternally yours, Joseph H. Wright. From Rev. Geo. K. Morris, ».!>., Pliila., Pa. I have made a careful study of Prof. White's Memory Sys- tem, and compared it with other systems. In my judg- ment, it is the simplest yet most comprehensive system pub- lished, and in every way the most satisfactory. Children will readily master it. It makes such wise use of natural laws, that adults, even of advanced years, must derive ad- vantages from its faithful study. June 12, 1888. From Rev. Edward Brooks, A.M., Ph.D., Author of Brooks 9 Mathematical Series, Brooks' Mental Science, and numerous other works. I have given a careful examination to the " Natural Method of Memory Training," and find it superior in all re- spects to any system I have seen. It is an ingenious appli- cation of the natural laws of the memory, and is thus based on a sound psychology. Every student of the system will find his general power of memory vastly increased, while in some directions his power will seem almost marvelous. A marked peculiarity of the system is that it is so simple and natural that when thoroughly understood a person will use it unconsciously. June 13, 1888". From Mrs. J. W. Shoemaker, Vice-Pres., and Rev. Cecil Harper, A.M., Sec'y, of the National School of Elocution and Oratory, Pliila. We, the undersigned, teachers of the National School of Elocution and Oratory, testify that we have taken a course of instruction in Prof. White's System of Memory Training, and are much pleased, not only with the system, but also with the mode of instruction. To any one desirous of improving his natural powers of memory, we can conscientiously recommend Prof. White's System as being thoroughly logical, and also more easily mastered than any other system with which we are ac- quainted. It has already proved of great value to us espe- cially in the memorizing of poetry. From President T. A. McCurdy, ».I>. Macalister, Minn., Nov., 1887. The naturalness of your system will command adoption, and make it popular as well as useful. I therefore approve of it most heartily. T. A. McCurdy. From President James Harper, D.D. The brief manual on Memory prepared by Rev. W. W. White, of New Haven, Conn., I regard as admirably adapted to the end in view, which is not so much to strengthen as to train the memory. The author rears his system on the basis of mental laws, as these have been ascertained by a long line of investigators. With great ingenuity he has prepared a sort of harness for the memory by the use of which the energies of that faculty may be concentrated and utilized. Even those who may not have patience to master the details of this system may derive from it hints of great value. James Harper. Xenia, Ohio, Nov. 20, 1887. From Prof. Ira M. Price, Ph.D. (Iieipsic). My Dear Brother — I am delightfully surprised with your system of " Memory Training." After the study of the first two lessons, I accomplished unexpected feats with my memory. You have certainly found the basis of all natural memorizing, and have applied it in a wonderfully clear and concise form. The applications to History, Dates and Lan- guage exhibit an easy, natural means of making them your own. Every student, every person, should know the princi- ples at the bottom of memory, and how to apply them to everything that must be learned. I heartily recommend your system. It will double the efficiency of any memory in a short time. Sincerely yours, Tra M" Price Morgan Park, Ills., Nov. 21, 1887. From President R. G. Ferguson, »•»• New Wilmington, Pa., Nov. 23, 1887. Rev. W. W. White : My Dear Sir—Your " Natural Method of Memorizing and Memory Training " is based on a sound psychology. It will be easily understood and applied, and it makes no extrava- gant assertions and promises. Yours sincerely, R. G. Ferguson. From Rev. Jeremiah Zimmerman, Syracuse, N. Y. "Is it worth the cost" is one of the practical questions often asked, and in reference to Prof. W. W. White's " Natural Method of Memory Training," I unhesitatingly answer Yes. The thoughtful one who buys books to read will find this memory system one of his best investments, for it will en- able him to get greater results from his library. It is philo- sophical, and so practical that immediate benefit will follow. No public speaker who examines this system will fail to rec- ognize its practical value. Jeremiah Zimmerman, Pastor of 1st English Lutheran Church, Syracuse, N. F. From Prof. E. F. Reid, Ph.D. (Princeton). Monmouth, III., Nov. 26, 1887. My Dear Sir — I am very much pleased with your Memory System, and wish that I had had the opportunity to use it twenty years ago. Even at fifty I won't give it up. I have always looked upon memory helps as simple quackery. I have read a number of such books and turned from them with dissatisfaction. I took to yours at once. You get at the right point, and base your practice on honest scientific grounds. Your plan admits of infinite diversity in the application of the separate principles. Your system will be both delightful and profitable to those who study it. I feel that I can only endorse it with absolute fullness of approval, and I pledge you all possible aid in your introduction of it. Very truly and thankfully, Ed. F. Reid. 8 From Pres. J. if. McMicltael, D.D., Monmouth, Ills. Monmouth, III., Nov. 28, 1887. My Dear Sir — From my knowledge of the laws of thought, tested by consciousness, I am satisfied that your system is based upon a correct psychological basis, and is logically de- veloped. A careful study of, and constant practice upon, the principles, and according to the rules laid down for their development, must result in greatly increased strength, quickness, and accuracy of memory. Fraternally yours, J. B. McMichael. From Rev. J. R. Miller, I>.D., Phila., Pa. Phila., Dec. 30, 1887. I consider Mr. W. W. White's " Memorizing and Memory Training" very valuable. The system is simple, logical, nat- ural. It will prove a very efficient aid to those who are troubled with poor or untrained memories. So far as I have been able to give it an examination I heartily commend it. J. R. Miller. From Rev. J. A. L,ittell, Albany, N. Y. Dear Sir — I have carefully studied your lessons on Mem- ory Training. The principles of your system are as indis- pensable to proper memorizing, as Addition, Subtraction, etc., are to mathematical calculation. Your system is a rev- elation to me. Its application is as interesting as it is accu- rate. I most heartily congratulate you on your discovery of the true application of the laws of memory. Every student ought to study your lessons. I endorse your system without reserve. J. A. Littell. Feb. 22, 1888. From Prof. E. L. Compton, M.A. I think your system as a whole is admirable. E. L. Compton, Prof. Mental Science, Wooster University, Wooster, O. From Prof. R. F. Weidner ».!>., Professor of Exegesis and Dogmatics in Augustana Theological Seminary, Rock: Island, 111. Of the various systems devised for the training of the memory, with which I am familiar, I regard yours as by far the best, being what is rightly called "The Natural Method." My great regret is that I did not have the benefit of your method twenty years ago. It would have saved me time, money and much annoyance. It is my deliberate opin- ion that your method, — if thoroughly mastered and con- stantly practised, which is easily done, — is more valuable to a student of eighteen, having in view a professional life, than a gift of a $1000 for books would be. It is also of great value to persons of all ages and professions, and can be successfully applied to every branch of knowledge and every department of life, and above all, which I do not regard as the least of its many merits, it is the best method that I know of for awakening and training the sluggish mind. From Prof. Cr. H. Schodde, Ph.D. (Leipsic). Columbus, O., Dec. 31, 1887. My Dear Mr. White: I take pleasure in stating that I have examined your mem- ory lessons, and feel confident and convinced that the sys- tem is thorough, and if carefully studied will accomplish the object for which it is intended. Yours faithfully, George H. Schodde. From Prof. E. Ii. Curtis, Ph.D. Chicago, Dec. 31, 1887. The first of your lessons I studied thoroughly and recog- nized at once the value of its suggestions. The others I have not yet had time to take up as lessons. I believe, however, the course will be very helpful to students of language. I shall urge the young men of our Seminary to take your les- sons. The hints on remembering faces and names will be of great service. Yours sincerely, Edward L. Curtis. From Bishop J. H. Vincent, II. D., L.L.D. Plainfield, N. J., March 9th, 1888. I HAVE EXAMINED WITH MUCH CARE THE MEMORY SYSTEM of Prof. W. W. White. I am thoroughly delighted with it. Its theory is complete, and the Plans and Devices based upon that theory are in every way practicable. no one can follow the unique and val- UABLE plan of Prof. White without great gain of mental power. JOHN H. VINCENT. 10 From Uev. Joint Hall, ».!>., LL.I*., New York. New York, April 24th, 1888. During my recent visit to New Haven, I had the oppor- tunity to hear from Mr. White the various and ingenious processes by which his system of aids to the memory is worked out. I was much interested; and having the opportunity to sub- mit the lines of study to a very intelligent man who has given attention to this matter, and having a favorable opin- ion from him, I feel warranted in commending Mr. White's method. John Hall. From A. A. E. Taylor, ».D., LL.D. St. Louis, Mo., May 1st, 1888. I have examined with care various systems of memory cul- ture and find the most practical and helpful of all to be that of Prof. W. W. White, who has long been known to me and for whom I freely vouch. It has been tried in a large class in Wooster University, where I have been connected, and with great success. Prof. White has stripped his method of all fanciful and foreign notions and experiments, and comes nearer to strict adherence to natural laws and their modes of operation without mechanical devices than any other system in vogue. In my judgment it is unquestionably the simplest and most helpful of all methods of memory culture. A. A. E. Taylor. From Rev. Joseph. Cook, D.D., Boston, Mass. Boston, Sept. 7th, 1888. Mr. W. W. White's Natural Method of Memory Training combines the excellencies of several dis- tinct schools of mnemonics, and yet appears to me to be simple, clear, practical, and therefore highly meritorious. Joseph Cook. From Rev. C. H. Morse, Cedar Rapids, Iowa. Cedar Kapids, Iowa, Aug. 16, 1888. I thoroughly believe in your system, and feel that I have derived great benefit, not only in memory training, but also in conscious power of clearer thinking and closer application of the mind in study. I have experimented in committing 11 to memory some of the psalms and a few hymns, in accord- ance with the method suggested in your lessons, and have been much pleased with the result. The possibilities of the application and use of the system seem to me daily greater, CLASS ENDORSEMENTS. Class of Sixty Theological Students. The following paper was unanimously adopted by a class of sixty students in the Baptist Union Theological Seminary, Morgan Park, Ills. The class was conducted by Prof. Ira M. Price, Ph.D. (Leipsic), professor of Hebrew and Old Testa- ment Literature in the Seminary : April 4th, 1888. We have found Prof. White's Natural Method of Memory Training very helpful and interesting. We believe the prin- ciples which he presents to be founded on true laws of mind. We recommend the system as beneficial in training the memory in acquiring and retaining knowledge. Class of Sixty-five Theological Students. March 15th, 1888. The following was unanimously adopted by a class of sixty-five students in the McCormick (Presbyterian) Theolog- ical Seminary, Chicago, Illinois, after having studied Lessons I and II of the Course. The Class was conducted by Prof. E. L. Curtis, Ph.D., professor of Hebrew and Old Testament Exegesis in the Seminary : ' 'We heartily endorse Prof. White's Natural Method of Memory Training. We find it entertaining work to follow out his principles. We believe them to be founded on a true psychology and with a reasonable amount of study, the les- sons will benefit not only the memory, but the mind, in all its acquisition of knowledge. We can recommend the sys- tem to all desiring to improve the memory and cultivate the mind." Class of Eiglity. The class of eighty pupils under Prof. Price, in Granville, O., at their last meeting, May 28, '88, indorsed by a unani- 12 mous vote the following resolution: "We regard Prof. White's system as a valuable study, both on account of its or- derly arrangement of principles and the many suggestions which it offers for the scientific training of the memory/' Class of Two Hundred. The following testimonial was presented by Prof. S. J. Kirk wood, LL.D., Prof essor of Mathematics and Astronomy in Wooster University, Wooster, Ohio, and unanimously passed by a class of 200, at the close of a course of lessons given by Mr. White in his own home and College town. Wooster, Ohio, April 30th, 1888, We, to the number of 200, having taken a course of lessons in Memory Training under Prof. W. W. White, desire to ex- press our entire satisfaction with the results thereof, and our firm belief that any one who will give the system a fair trial, will experience like satisfaction and will derive great benefit therefrom. We have the greater pleasure in giving expression to our views in this connection, because this course of lessons has been given by Prof. White in his old home where many of us have long known him. Class of Two Hundred Twenty-one. The following testimonial was presented by Dr. F. R. Moore, M.D,, and unanimously passed by a class of 221 at the close of a course of lectures in St. Louis, Mo. : We, the members of the St. Louis Class in Memory Train- ing, desire to express our great satisfaction with Prof. White's system, and with the practical benefits received by us in its study. We would especially mention the efficient success of Prof. White in training together so large a class; and do most cor- dially recommend the teacher and the system. From Class at Ottawa, Kan. Ottawa S. S. Assembly, June 26, 1888. The members of the Memory Class, instructed by Mr. Frank F. Lewis, according to the Natural Method of Memo- rizing and Memory Training, hereby express their high ap- preciation of the method, and benefit which the class has re- ceived during the instructions at the Assembly. Signed, Rev. D. C. Milner, President of the Assembly, And the other members of the class. 13 MNEMONICS. This name (Gr. fivyuoviKog belonging to remembrance or memory) properly includes all systems of memory training. Its definition is, "A system of precepts and rules intended to assist the memory." In this right sense the word is used by Rev. Joseph Cook in his endorsement of the Natural Method. In the popular mind, however, mnemonics stands for artifi- cial, cumbersome, useless contrivances. This is because many systems of mnemonics have been more artificial than natural. The first system of Mnemonics is referred to the Greek, Simonides, who flourished 500 B. C. He invented the topical or locality method. He is said to have been led to" this by noticing that he was able to recall the names of a number of persons in connection with the positions oc- cupied by the different persons at a table. Simonides' plan was to use an imaginary building well furnished with doors and porches, and windows, and halls. This building he knew thoroughly in all its parts. The parts he always thought of in a certain order. When he wished to remember a number of facts, he simply went in mind through his build- ing, attaching the facts to be remembered to different parts of the house. It is said that from this system we have the phrases, " In the first place,*' " In the second place, etc. Many systems of Mnemonics have been devised. It is said that more than one hundred different books representing al- most as many systems have been published. These systems, however, all bear a general resemblance to each other. There IS THIS SERIOUS OBJECTION TO THE MAJORITY OF THEM, THAT they ARE too artificial. In using them there is danger of weakening the memory by forcing it to make artificial connections between things. The mnemonical principle may be illustrated by the following. You wish to remember the names of the Presidents of the United States in order. You first make out a list of images or pictures and perhaps place them in order in imaginary squares on the wall of your room. You take for this purpose common objects, such as Pump, Stove, Horse, etc. You then think of Washington be- 14 side the pump in the first square ; Adams warming him- self by the stove in the second square ; Jefferson riding a horse in the third square, etc. The following is a sample of the artificial methods employed by many Mnemonical teachers in the memorizing- of poetry and prose. It must be explained that first of all a list of 50 or 100 words is committed to memory. This list is sometimes arranged with reference to numbers, sometimes with reference to initial letters. This list of words is made to represent concrete objects, and these are used as hooks, so to speak, upon which things to be remembered are hung. One would think that these hooks would soon be overloaded. One Latin Mnemonist arranged in his mind, according to the letters of the alphabet, the names of twenty-four animals, viz : Asinus, Basilicus, Canis, Draco, Elephas, Felis, etc. Most of them we are told he divided into four parts, viz head and body, feet, fins or wings, and tail. This gave him ninety-six different objects, to which he attached in order anything which he wished to remember. The following is taken from Memoria Technica by Lorenzo D. John- son (1847) : " As the vine, which has long twined its graceful foliage round the oak, and been lifted by it into sunshine will, when the hardy plant is riven by the thunderbolt, cling around it with its caressing tendrils, binding up its shattered boughs ; so is it beautifully ordered by Provi- dence that woman, who is a mere dependent and ornament of man in his happier hours, should be his stay and solace when smitten with sud- den calamity ; winding herself into the rugged recesses of his nature, tenderly supporting the drooping head and binding up the broken heart.'"— Irving. ANALYZED. 1. As the vine, which has long twined its graceful foliage round the oak Gig. 2. And been lifted by it into sunshine. — Cricket. 3. Will.. - ---- Urn. 4. When the hardy plant is riven by the thunderbolt Banner. 5. Cling around it with its caressing tendrils Gird J e. 6. Binding up the shattered boughs . Judge. 7. So it is beautifully ordered by Providence that woman.. .Dog. 8. Who is the mere dependent and ornament of man in his happier hours Cane. 9. Should be his stay and solace when smitten with sudden calamity - Puma. 10. Winding herself into the rugged recesses of his nature .. Chair. 11. Tenderly supporting the drooping head. Quail . 1 And binding up the broken heart Quack . 15 The author asserts that it is only necessary to associate some leading word or idea in the line, with the prompter. Thus, in the first line, make it an oak gig; in the second, lift the cricket into sunshine; in the third, place "will" on the urn; in the fourth, shiver the banner all to pieces with the thunderbolt ; in the fifth, let the girdle cling around like cares- sing tendrils, etc. The artificiality and cumbersomeness of the above method is sufficient to condemn its use. The above reference to Mnemonicai Systems is introduced to emphasize the fact that The Natural Method of Memorizing and Memory Training is not one of the old mnemonicai sys- tems retouched. It differs essentially in principle and devel- opment from them. Very many people have studied one or more systems of Mnemonics and because no benefit has been derived therefrom, these persons are rightly suspicious of all Memory Systems. This system is true to its name, The Natural Method. GENERAL STATEMENT. This system comprises an extensive series of memory ex- ercises new in themselves and arranged on an entirely new plan. The Inductive method is employed in the presentation, facts being given and principles being drawn from the facts. The student is thus led to feel that he is not dealing with mere theories. The abundance and arrangement of real exercises is urged as one of the considerations in favor of the superiority of this system over the discussions of memory usually found in the books. This system does not presume to flaunt before the world the claim of absolute originality. It is true that the ground principles were a real discovery to the author of the lessons, and if the word of competent judges is to be credited the Lessons contain many things which are originally stated and applied. In the preparation of the system all available books on the subject of memory have been examined, and that which was considered good has been condensed and in- corporated, and the bad has been rejected. There are books which in general tell one how to acquire a good memory. 16 This system not only gives principles, but it also applies them, giving numerous exercises and explicit directions ap- plicable to specific cases. NUMBER AND ARRANGEMENT OF LESSONS. The Lessons are eight in number. They are arranged with reference a. To subject matter. b. To gradual increase by exercise in power of memorizing. CONTENTS OF LESSONS. Lessons I and II deal with ground principles and contain numerous applications of them. Lesson III contains application to memorizing names and faces, with many supplementary applications to the princi- ples embodied in Lessons I and II. Of the application to names and faces Prof. E. L. Curtis, Ph.D., of McCormick Theol. Seminary says: The hints on remembering faces and names will be of great service. Lessons IV and V deal with Figures in General. Special applications are made to dates. The system provides for a permanent retention of any number in the mind. One if called upon to do so, by use of the method may repeat with absolute precision hundreds of figures. The immense num- ber composed of 708 figures beginning 8,14159 which ex- presses the ratio of the diameter of a circle to its circumfer- ence is introduced in the lessons as an exercise. This exer- cise is employed by several writers on memory, but the ap- plication found in these lessons is not found anywhere else and is unique and sensible. By the unaided untrained mem- ory it is simply impossible to retain such a number. By this system it may be recited with ease in a surprisingly short time, the person being able even to name any figure in the number which may be called for. Lesson V contains also applications to History, Geography, Scientific facts, etc. 17 Of the Application to Numbers, Rev. J. H. Wright of Xenia, Ohio, says: "It is a revelation to me. I had a sort of half developed plan of my own for the recollection of num- bers, which was withal so clumsy and difficult as to be not always serviceable and frequently strained if not unmanage- able altogether. This method is so easy and so funny — if you will pardon the epithet — as to make the task of remem- bering numbers like going on a picnic." Lesson VI deals wholly with memorizing words of a for- eign language. Actual applications are made to French, German, Latin, Greek, Hebrew, Arabic, and Assyrian. General principles are stated applicable to any language. A study of this lesson in its proper place in the course cannot fail to aid to a very great degree students of language. Lesson VII deals with Poetry and Music, and increasing one's English Vocabulary. In the application to poetry, Burns' matchless poem " To Mary in Heaven" is used as a basis. The suggestions to music students will be found very help- ful, there being a special application to playing instrumental music without notes. Persons who find themselves at times at a loss for the proper word with which to express an idea will be much bene- fited by a study of the application to increasing one's English vocabulary. Lesson VIII deals with prose, with special applications to reading and remembering the contents of a book, Sermoniz- ing, Speech making, etc. Judah's plea before Joseph is taken as the basis for the application to prose. Of the Application to Reading and Remembering the Con- tents of a Book one pastor writes : " Your Application to Reading and Remembering the Con- tents of a Book is clear, bringing to me new light and delight. I pledge you a life-time thanks." 18 RESULTS OF A STUDY OF THE SYSTEM. From the foregoing sketch of the Contents of the Lessons it will be observed that the field is pretty thoroughly cov- ered. The lessons without doubt contain suggestions which cannot fail to be helpful to one in any profession who will study them. The person who will apply the principles and go conscientiously through the exercise of the Lessons, will be wondrously helped and strengthened, and will be put in the way of making his own applications which are always the best. The Lessons will be invaluable to those who are able only to follow others in application, but they will be of most service to those who, able to think for themselves, need only suggestions and hints. The effect of this system of Memorizing on the mind in its working is deemed of incalculable value. So many minds are confused — almost chaotic. There is no place for any- thing, and of course, nothing is in its place. Such minds are like some old lumber room into which have been tossed pro- miscuously, for many years, boards and beams of every sort, so that one to secure the desired piece is compelled to move the entire mass of trash. By use of this system the mind is thrown or rather grows into beautiful order. Knowledge by it is systematized and can be used at pleasure. Like the artist who preserves all the negatives of all the persons who have been photographed by him, and is able years after a negative has been made, on a moment's notice, to find it and reproduce the picture, so by this system the mind is enabled not only to form clear and accurate mental pictures, but also to preserve the negatives, and on demand to reprint the pictures. This system of Memorizing and Memory Training cannot fail to aid, to a very great degree, any one who will make himself familiar with it. It helps to intensify interest; it in- sures concentration; it is a perfect cure for mind-wandering This is not an advertising statement. It is a simple dec- 19 laration of Positive Fact. Indeed the possibilities of the result of following the principles of this system seem greater, day by day, to those who have studied it. This system has avoided depending for its introduction upon advertisements of great feats which may be performed by adepts in the use of it. It claims without the slight- est HESITATION TO BE EQUAL TO ANY REASONABLE DEMAND WHICH MAY BE LAID UPON IT, AND NOT ONLY CHALLENGES COMPARISON WITH ANY OTHER SYSTEM BUT ALSO UNHESI- TATINGLY AND WITHOUT QUALIFICATION CLAIMS TO BE THE best in existence. The person who studies these lessons will know how the wonderful feats and surprising tricks of memory are performed. This will satisfy his curiosity. For the amusement of his friends he may choose to play some of the tricks ; for the astonishment of the unin- itiated he may pride himself in performing some of the feats. For his own good he will be more interested in the principles — the laws of mind in memorizing — which are here clearly stated, and variously illustrated. The true student desires to have his memory strengthened, not that he may exhibit himself before the multitude, but that he may the more readily and easily prepare his lessons, and perform his work in life. These Lessons profess to be able to aid greatly in the accomplishment of this end. ANSWERS TO QUESTIONS. 1. Heretofore my faith in memory systems has been at a low ebb. Your list of excellent testimonials has revived it. What can you do for me ? Arts, Read Eesults of a study of the System, page 18. 2. Can I get myself in shape to make some use of history ? I cannot remember a date three days. Ans. Read Prof. Price's letter, page 6 ; also Content of Les- sons IV and V, page 16. 3. What are your terms ? Ans. See page 23. 4. Please give particulars about your system. 20 Ans. Read again this pamphlet, then enclose stamp for ap- plication form. 5. How much time must elapse before one will derive bene- fit from the system ? Ans. Not ten minutes after receiving Lesson I, Read Dr. Harper's letter, page 6. 6. Does the System require much reading ? Ans. No. All extraneous matter is omitted. 7. Do you swear a fellow " to never reveal," etc.? Ans. No. Each person who takes the system signs a simple agreement upon honor not to teach or reveal the system for five years. There is no bond. 8. The cash I presume is strictly payable in advance? Ans. Money should be sent with signed agreements, which must be received before lessons are sent. 9. Do you send out more than one lesson at a time to cor- respondence students ? Ans. Not unless special arrangements are made. 10. Do you require a report on each lesson before you will send the next in order ? Ans. The next lesson will be sent on notice that the student desires it. Certain exercises are suggested. The sending of these is optional. 11. About how long time will it take for a man of average ability to master the eight lessons ? Ans. A difficult question. It depends largely on natural ability and previous mental training. One pupil writes that he mastered Lesson I the same day on which he received it. The principles of the lessons should be put into practice in daily work. No lesson should receive by any person less than four or Ryb hours study. One who will study any les- son four hours will of his own accord spend more time on it. The System may be studied during odd moments to great advantage. One-half hour's study each day for eight weeks ought to be sufficient for a pretty thorough mastery of the system. 12. Will your systems enable me to preach without notes ? 21 Ans. Yes. Read letters from Revs. Farrar and Wright, pages 3, 4. 13. Is your System as good as any other ? Ans. It is better than any other. Read paragraph preced- ing Answers to Questions ; also Prof. King's letter, page 4, and Dr. Taylor's letter, page 10. 14. Do you really hold that all which you say about the system is true ? Ans. Certainly. Read Rev. R. G. Ferguson's letter, page 7. 15. Can you aid me in remembering names and faces ? Ans. Yes. Read Prof. Curtis' letter, page 9. 16. Is it possible that of the 708 figures of the " Ratio," you may by your system name any one of the figures which may be called for ? Ans. Yes. Without reference to the number the statement is hazarded that the 160th figure is 0, and the 691st is 7. Take the lessons and see if this is not true. Of course this is sim- ply a feat. Feats are not made much of in these lessons. The tricks of memory are exposed. The true student desires something different. These lessons profess to furnish what the student needs. 17. Am I too old to take up your system ? Ans. No. Read Prof. Reid's letter, page 7. 18. Will it pay a man who has a good memory to take your system ? Ans. Yes. Read Mr. Swift's letter, page 2 ; also that of Rev. Farrar, page 3. 19. Will your system be of service to a man in the medical profession ? Ans. Yes, anywhere. Read results of a study of the sys- tem, page 18. 20. Do you ever get out of patience answering questions ? Ans. Only when questions are asked which are answered above. 22 THINGS TRUE OF THE NATURAL METHOD OF MEMORIZING AND MEMORY TRAINING. It is easily understood and applied. It makes no extravagant asser- tions and promises. It is based on a sound psychology. It is simple, logical, natural. It bases its practice on honest scientific grounds. It has not even the odor of quackery. It is admirably adapted to the end in view, viz : to train the memory. With very little work those who take it will derive from it hints of great value. It presents no extraneous irrelevant matter. It is presented by the Inductive Method. It does not disappoint any who take it. It is superior to any system in existence. It has attracted the attention of leading educators who are arranging to have it taught regularly in their courses. Husband and wife may take the system by paying a slight advance on the tuition of one. Children can understand the system. It gives a condensed history of Mnemonical systems. It gives a valuable bibliography on the sub- ject of memory. It gives an interesting account of a number of re- markable memories. The system if followed by Pastors will banish the MS. from the pulpit. The System is thoroughly American. The system is attracting public attention by sheer force of merit. The system is recommended by business men. To study it is a pleasure. It is a revelation to many. It admits of infinite diversity in application. It encourages each person to make his own applications. It does not burden the student with unnecessary and useless applications. It sys- tematizes knowledge. It helps to intensify interest. It insures concen- tration. It is a perfect cure for mind wandering. It is indispensable to any student. LESSONS BY CORRESPONDENCE. Although it is true that nothing can take the place of per- sonal instruction in the class-room, many studies are carried on very successfully by correspondence. The Lessons in Memory Training are arranged primarily with reference to the need of the student at home. Any one with ordinary intelli- gence will be able to master the system under the directions given. It is earnestly advised, however, that where it is possi- 23 ble, persons in the same town or community who are studying the system, meet together, appoint a leader, and have at least three or four recitations. Many interesting questions will be raised, and great good will result. Special directions, How to Conduct a Memory Class, have been prepared and will be sent to those appointed to lead clubs in study and recitation. As an inducement to carry on this work a special reduction has been made to clubs of 20 or more which may be organized for the study of the system. The attention of C. L. S. C. circles and of other clubs is called to this opportunity to spend together three or four evenings with very great profit. Why not take this opportunity to improve the memory which has been so much neglected, and without which it is so difficult to carry on study of any kind. TERMS BY CORRESPONDENCE. The following are the terms for Lessons on Memorizing and Memory Training, by correspondence: One set (eight lessons) ------- $8.00 Ten or more sets to a class, each ------ 5.00 One set to husband and wife ------ 10.00 " " " " in a class of 10 or more - 6.00 One set to a minister or a Theolog. student - 5.00 '* " minister and wife ------ 6.00 One set to person organizing class of 10 - - - Free. Special rate to Chautauqua and other clubs organizing classes of 20 or more for associate study under a leader, each - - 3.00 Write for special terms to families. Notice. — The terms quoted above do not apply to classes in which personal instruction is given. LIBRARY OF CONGRESS in 021 092 719 24 ORGANIZATION OF CORRESPONDENCE CLASSES. In organizing classes husband and wife count one numeri- cally ; both in all cases sign same agreement and use same lessons. The wife should sign her name immediately below that of the husband, and add the words, his wife. Any one about to organize a class should send for the number of application blanks which he thinks he w411 need (no more no less). On receipt of applications he should: a. Secure signatures, being careful to have correct P. O. address in each instance. b. Collect fees, c. Eeturn signed applications. d. Send money in one of the ways mentioned below. Lessons will be sent at once to classes fulfilling above con- ditions. SPECIAL SUGGESTIONS. 1. When writing for information or Lesson, please send enclosed stamp instead of postal card. 2. Be careful in correspondence to write the full address as found below. 3. Write name and address together and in a legible manner. 4. Send money by postal order, express order, New York draft, or registered letter. Do not send checks on local hanks. 5. Send all correspondence to WILBERT W. WHITE, P. O. Box 1341. New Haven, Conn. LIBRARY OF CONGRESS 021 092 719 •