EMs - YS © >= ſae O - º ES º: tº 24 ſ” “ . -: * *ść, 2 a. ſº &- & - 3F . A 4' | 33 MEMORY SYSTEMS NEW AND O LID IBY A. E. MIDDLETON AUTHOR OF “MEMORY AIDS AND HOW TO USE THEM,” ETC. FIRST’ A.M.E/PICA V EDITION FROL}ſ THE SECOND ENGLISH EDITION, I: E VISED º ENLARGED, witH BIBLiography of MNEMONICs, 1325-1888. *...* ; : BY G’ S. FELLOWS, M.A. ON SALE AT EVERY BOOKSTALL AND NEWS-STAND NEW YORK G. S. FELLOWS & CO. 1888 CopyRIGHT, 1888 BY G. S. FELLOW S TRow'8 PRINTING AND BOOKBINDING COMPANY., |NEW YORK, CONTENTS. PREFATORY NotE, . . . . . . . . . 4 PART I.--ALL ABOUT MNEMONICS. 1. PRINCIPLES OF MNEMONICs, . tº tº © © gº . 5 2. HISTORY OF MNEMONICs, . tº e g jº gº º 10 3. MoDERN MNEMONICAL SYSTEMs, . g e & . 25 4. THE UTILITY OF MNEMONICs, . Q gº de e g 62 5. How TO PRACTICALLY USE MNEMONICs, ge * * . 67 The Key, . te ſe tº & tº e © e 67 The Memory Table, . & e º e - e. d . 68 English History, . {e tº de & e ge & 69 Geography, e e e e g * * e . 70 Music, e ſº º º & tº tº e & e 71 Grammar, & © e º & tº * & . 72 Poetry and Prose, gº © © e & tº © 73 Lecturing and Reporting e tº o © e . 75 Languages, . wº • * * g e c gº dº 75 6. MNEMONICAL FEATS, . e tº gº • ... • & . 77 Mental Calendars, © gº e ſº tº © o 78 A Perpetual Calendar, º © © o © © . 79 Blindfold Chess and Draughts, . º o © & 81 Whist, te ſº * tº e e © o © gº 82 Repeating Numbers, . © º ge tº e º 84 Repeating Thousands of Figures, . & º ſº . 84 The Knight's Tour, e e & e • • . 85 Dominoes, e ſe gº © de gº tº © . 87 Playing Cards, { } g º gº e e Mental Addition and Subtraction, . tº c cº . 88 How to Forget, e wº 7. A PLEA For MNEMONICs, . e gº g o º . 90 PART II.-LATEST MEMORY SYSTEMS AND THEIR CRITICs, WITH BIBLIOGRAPHY. Latest Memory Systems, . . . . . . . . . . .96 The Case of “ Loisette’’ vs. Fellow8, . gº { } & º ... 107 Bibliography of Mnemonics, . e * e e e . 115 INDEX, O ſº tº tº & * • • o { } . 141 PREFATORY NOTE. PART FIRST of this little work, under the title of “All About Mnemonics,” has already passed through two edi- tions in England. PART SECOND explains the suppression of “Loisette Ex- posed,” giving in full the injunction granted by the New York Supreme Court, together with extracts from the affi- davits presented in the case of Loisette vs. Fellows. Special attention is called to Loisette's agreement and the balance-sheet. The Bibliography of Mnemonics gives titles in full, and in this respect is superior to the Bibliography appended to “Loisette Exposed,” which gave, in most cases, only ab- stracts of titles. - Every student of the “Loisette” system is requested to send his address to the publisher, together with his opinion of “Loisette” and his system. Students of the Pick, White, and other systems will confer a favor by doing likewise. WASHINGTON, D. C., September, 1888. CHA PTER I. gºssºmsºmºmº-sº PRINCIPLES OF MINEMONICS. truth compels me to add that, generally, the faculty is treated in much the same manner as are those stiffly bound, carefully-ruled annuals that deluge the world in January. As a rule the entries in these diaries are hurriedly scribbled in pencil, easily read and understood at the time of writing; but when required to be afterwards referred to are found to be blurred and unintelligible. It is true that some make their entries elaborately and care- fully, converting the diary into a tasteful specimen book of beautiful penmanship—but that is all. So with our mental diary—we hurriedly and carelessly imprint our best thoughts ºn Memory's tablet, trusting it to preserve them intact, inevitably to be disappointed ; and, on the other hand, we just as frequently take the greatest pains in burdening it with things of little or no value. Those who are neither careless nor inattentive in matters memorial, are, as a rule, compelled by the hurry and scurry of a busy life to rely to a great extent on what is proverbially a wayward and treach- erous faculty, and are thus perpetually learning only to forget. The man who possesses a good healthy memory is so scarce as to be almost a phenomenon, and when found is regarded as one specially gifted. In a little work” published a few years since, Dr. Mortimer Granville very appositely compared memory to a phonograph—once in action it receives every impression conveyed to it; though the record may be dormant yet it is Mº may be termed the diary of the mind; and * The Secret of a good Memory. London: Bogue. 6 Principles of Mnemonics. indelible ; and under suitable conditions the recorded im- pression can be reproduced. Brain substance is capable of being impressed by mental or nerve force as the tinfoil of a phonograph is impressed by physical force ; attention and interest deepen the impression; and a healthy brain will take in and register a great number of such impressions. The secret of a good memory is in one word—attention. The object should be to obtain a vivid first impression of the idea or fact to be remembered by perfectly and intelligently understanding it, noting its most important particular, and associating it with other vivid impressions. Attention to this principle, with a constant and moderate use of the faculty, will be found to materially strengthen a weak memory, and to develop a good one. Thoroughly look after the little details and the chief points will take care of themselves. The cause of a bad memory is mainly the want of method in storing ideas. Memory's food is supplied through the channels of sight and sound, and the mode of “taking in " differs greatly with different persons. Some persons can better recollect an idea or fact by means of a sound im- pression associated with it, than they can by a mental picture or sight impression of the idea or fact itself. In a similar manner others, and they form the larger proportion, recol- lect best by mental pictures orimpressions conveyed through the eye. In the little work referred to, Dr. Granville brings out this point very clearly, and suggests a test by which any one can readily ascertain whether his memory is dependent on impressions received through the eye or through the ear. He suggests that an independent person should write out plainly some sentence which the one who wishes to apply the test has not previously seen. The latter should then read it carefully once, lay it aside, and, after an interval, write the sentence from memory. To test his sound memory, he should get a friend to read to him distinctly once, a different sentence, which, after an interval, should also be written out. By repeating this, and lengthen- ing the interval between the hearing and seeing and the writing out, he will be able to judge, from the comparative correctness of the results, whether it is by sound or by Principles of Mnemonics. 7. sight he can better recollect. If by sound, the object should be to associate the things to be recollected with sounds which are familiar to him, as notes of music, rhyme, jingle of bells, language, and any familiar form of sound. If, as is generally the case, the memory is chiefly dependent on sight, vivid mental pictures should be made of the objects, facts, and ideas—ideas can be symbolized—which it is desired to recollect. A good deal of stress is often laid on the importance of reiteration—the frequent rep- etition by writing out, reading, or speaking of the thing to be remembered, and this method obtains very largely in schools. Dr. Grey, in his “Memoria Technica,” recom- mends frequent repetition, as by it the most uncouth sounds become familiar. Another writer says, in respect to writing out what is to be learnt, that the act of writing itself dis- tracts the thoughts, and adds that what is read twice is com- monly better remembered than whatistranscribed. Frequent repetition of language does certainly deepen the impression, particularly if the aid of rhyme or rhythm is added. The term “artificial memory” is now used as a synony- mous term for mnemonics (from the Greek mneme, memory), the art of memory ; but this term no more applies to mnemonics than it does to the science of optics or acoustics. Just as a proper knowledge of optics frequently enables one to perceive an object more clearly, so does a knowledge of ¥ mnemonics and the application of method enable one to perceive more clearly the impression stored in the mind ; and although artificial objects may be utilized to assist a methodical arrangement, they in no way affect the natural principles of the science itself. * Memory consists of remembrance and recollection. Remembrance is passive memory—to remember without effort; recollection is active and requires effort, and may be described as seeking for the different ideas which are likely to recall, by association, the desired idea. The fundamental principle of mnemonics is therefore association—to associate or link together one object, idea, or fact with another, so that to recall the one is to recall the othed This principle is well illustrated in the fairy story of the prince who sought * * to release a beautiful princess kept captive in a dark and 8 . Principles of Mnemonics. *==== deep cave, the condition being that if he could find her, release her, and discover his way out, he should marry her. All who had previously attempted the feat had lost their way in the dark cave and never returned. This prince, warned by the failure of others, sought the aid of his fairy godmother, who gave him a bag of beautiful white stones, which he was to drop as he went along, so that after releasing the princess he could find his way back by re-collecting the stones. Similarly, by method, many a bright thought buried in the cave of forgetfulness can be released; but care must be taken to have the links indelible. Those who, like the children in the story book, who when going into the forest to gather flowers strewed the way with bread crumbs to guide them home, use evanescent links, may find that they, when wanted, like the children's crumbs, have disappeared. Remembrance, it should be observed, is distinctly different to recollection, the former being the power of retaining ideas, and the latter the power of recalling them. Some persons possess a good retentive memory, but experience great difficulty in awakening it into action or recollection ; but if we note the fact that some ideas are more easily retained or recalled than others, we shall be able, with a little thought, to considerably improve the power of both retention and recollection. It will be found , that ideas produced by sensation are always more easily retained and reproduced, and we may thus guard against relying too much upon one abstract idea to suggest another. If we desire to recollect an abstract idea, we should carefully associate it with one of sensation, and we shall invariably find that the one connected with the senses will more effectually “jog the memory,” than the other. Although the memory of some persons depends mainly on sensation impressions conveyed through the ear, yet those conveyed through the eye will, as a general rule, be found to be more vivid and lasting. It is, however, for each individual to ascertain for himself the weak and the strong points in his memory, and to use the stronger in such a way as to improve the weaker. In carrying out the principle of association it will be found that if one idea is not quickly and very closely Principles of Mnemonics. - 9 connected with another and that an interval takes place, be it ever so slight, there is a tendency of irrelevant ideas to spring up in the mind, interfering with those which it is desired to connect. Just as, by the law of similarity and contrast, Coleridge's mackerel reminded him of gooseber- ries, and the gooseberries of a goose, and the goose of a swan, so will the same law mix up the original idea with others foreign to the subject. The closer, therefore, the ideas are brought together, and the quicker they are connected with each other, the stronger will they be associated and the greater will be their power of reproducing each other. And it may be added that the more familiar the ideas are the better. It should be noted that a solitary idea cannot remain in the mind ; it will either associate with some other idea or disappear. No idea can be recalled except there be another by means of which it is recalled. Ideas associate themselves together by virtue of a natural law—the law of mental af- finity. Place two ideas, and two alone, together before the mind and they will naturally combine, and will exclude foreign ideas. The strength of the association depends upon the strength with which the ideas first came to the mind, and upon the connection which exists between them. Ideas which have no natural connection with each other may be associated by means of intermediate ideas which have some connection or properties in common with both the others. Ideas should be brought as closely as possible together so as to allow comparison, and only two ideas should be associated at one time. - These remarks on the principles of mnemonics are merely prefatory to the details which are given in the succeeding chapters. All the efforts of mnemonists, ancient and mod- ern, have been directed to the formulating of systems which would do away with the arbitrary character of numerals, and render more easy the labor of association and retention ; and all the many systems that have been produced are more or less based upon the principles just detailed. - - CHAPTER II. HISTORY OF MINEMONICS. ways been more neglected than any other, attention has from the earliest times been directed to devising methods to assist it. As one of the earliest instances of such aids I may cite the erection of memorial stones to the children of Israel, described in Exodus xxviii., v. 9 to 12, and in Joshua iv., v. 1 to 24. Others will readily occur to the Biblical student. The numerals of Pythagoras were purely mnemonical. “They were,” says Porphyry, “hiero- glyphical symbols, by means whereof he explained all ideas concerning the nature of all things.” Among the Jews it was the practice to abbreviate words, and also to form words of the initial letters of other words, as memory-aids, as Rambam for “Rabbi Moses Ben Maimom.” The Jews also made use of natural words to represent numbers, sim- ilar to the Roman numerals, and used them for the purpose of dating their Bibles. At the corner of the veil used in the Jewish synagogue during prayer were strings, each with five knots to suggest the five books of Moses, from which, perhaps, has been derived the old-fashioned custom of tying a knot in a handkerchief, or a thread round the finger as a reminder. “When this you see remember me,” is another memory-aid, generally used as a ring-posy, and we find it thus used in 1673, by the Rev. Giles Moore, who records in his diary the fact that he presented Ann Brett with a ring bearing this inscription. In the 14th, 15th, and 16th cen- turies the custom was also common, and is thought to have ()". to the fact that the faculty of memory has al- History of Mnemonics. 11 originated with the Romans, who gave their lady-loves gems with “Remember” and other mottoes cut upon them. The earliest attempt to assist the memory by a methodical system was made by Simonides, the Greek poet of Cos, who flourished about 500 B.C., and who invented what is termed the topical or locality memory. Simonides was engaged to recite a poem at a banquet, given by one of his patrons, and after doing so the room fell in, burying all in its débris, and disfiguring the bodies so as to render identification impossible. Simonides, however, had noted the position each guest had occupied, and was thus able to point out the remains of each. Cicero and Quintilian both refer to his system and advocate its use ; and we may add that it is the basis of many modern methods. Simonides found that to fix a number of places in the mind in a certain order was a great help to the natural faculty. His plan was to form in the mind a building divided and subdivided into distinct parts arranged in a certain order. The order of these parts was to be thoroughly learnt. As many words as there were parts were then symbolized by the images of living creatures, and when a number of things were to be committed to memory in certain order, mental images rep- resenting them were to be placed regularly in the several parts of the building. Thus, the porch, the hall, parlor, rooms, walls, and objects in the building were arranged consecutively, and objective images, representing persons and things, were connected with them. From this system we are said to take the phrases used in dividing a discourse —“In the first place,” “in the second place,” &c. - In the middle ages various attempts were made to systematize the powers of memory, the earliest being by Roger Bacon, the learned monk, who wrote a treatise on the subject. This was never published, but exists in MS. at Oxford. The next attempt was made by Raymond Lully, the “illuminated doctor,” who originated what was termed the “Lullian Method” of teaching. This method was developed in a work published at the time by Lully. By his system, “anyone was enabled mechanically to invent arguments and illustrations upon any subject.” The system is described as “a general instrument for assisting invention 12 IIistory of Mnemonics. in the study of every kind of science. For this purpose, certain general terms which are common to all the sciences, but principally those of logic, metaphysics, ethics, and theology, are collected and arranged according to the caprice of the inventor. An alphabetical table of such terms was provided ; and subjects and predicates taken from these were respectively inscribed in angular spaces upon circular papers. The essences, qualities and relations of things being thus mechanically brought together, the circular papers of subjects were fixed in a frame, and those of predicates were so placed on them as to move freely, and in their revolutions to produce various combinations of subjects and predicates; whence would arise definitions, axioms, and propositions, varying infinitely, according to the different applications of general terms to particular subjects.” The use of Lully's method, it is said, would enable any person to argue for a whole day upon any subject without knowing anything of it. Morhof in his dissertation on the subject gives an elaborate account of the system; Athanasius Kircher, in 1669, devoted a book of five hundred pages to an exposition of Lully's method ; and a few years previously Jean Belot, in his “L’Oeuvre des Oeuvres,” published what purported to be an enlarge- ment of Lully's art of memory, which was said to be superior to the original. Jordano Bruno, in 1582, at- tempted to perfect Lully's art, publishing several works on the subject; and in 1653 a work on memory was written by one Saunders, who dealt mainly on Lully's art. The subject is also treated in Enfield’s “History of Philosophy,” from which the particulars given above are taken. - Another MS. on the art of memory was written by Thomas Bradwardin, who was proctor of Merton College, Oxford, in 1325, afterwards confessor to Edward III, and one of the most enlightened ecclesiastics of his age. His “Art of Memory” consists of three and a half small pages, and is an attempt to form a topical system. The MS. is in the Sloane collection. About 1470, Jacobus Publicius, a Florentine, published his “Ars Memorativa incipit feliciter” and other tracts on memory. This is a curious and scarce book, and is said to History of Mnemonics. 13 be the earliest with wooden cuts that was printed with movable types. The volume consists of fourteen leaves, printed in the Gothic character, and with so many and complicated abbreviations as to make it difficult to peruse. It treated of the arrangement of places and the combination of images, several woodcuts of the most rude and grotesque description being used to represent the alphabet by symbols. This work suggested the publication of others, one being by Peter of Cologne, whose system resembles that of Publicius, and who also used woodcuts to represent images of particular objects, as a carpenter by a hammer, a cobbler by a shoe, &c. - In 1491, Peter Ravennas, a Paduan professor, termed by his contemporaries “Petrus a Memoria,” published a work entitled “Foenix.” In this he paid the goddess of memory (Mnemosyne, who married Jupiter, and who was the mother of the nine muses) a compliment by choosing the most beautiful maidens his mind could conceive to symbolize the alphabet. Such fair symbols, he considered, were best calculated to excite the memory. He was probably not far wrong. About this time (1492) Conrad Celtes, a German poet, published a system in which the alphabet was sub- stituted for the places used in the old topical method; and in 1515 two other works elaborating the system of Ravennas were published. In 1523 Laurenz Fries issued at Strasburg a German work entitled “A Short Advice: How Memory can be wonderfully Strengthened,” in which he prescribes roasted fowls, small birds or young hares, and other de- licious things for dinner, with apples and nuts for dessert. The disciple is allowed to enjoy good red wine, but other- wise he must be sober and moderate. John Romberch de Krypse, in 1533, issued “Congesto- rium Artificiosoe Memorios.” It abounds in woodcuts of a curious character. Taking Simonides' plan as a base, he divided a wall and a series of rooms into separate spaces, each marked with numerical, literal, and symbolical alpha- bets, one of the alphabets being represented entirely by . birds. A figure of a naked man was used to teach grammar by symbolizing the singular number, each of the cases being placed on certain parts of his body. The plural number 14 History of Mnemonics. was represented by a clothed man, the cases being similarly disposed. The rooms were each devoted to distinct sub- jects. Three chapters are dedicated to gaming, explaining the application of the art to dice, cards, and chess. Gulielmus Gratarolus published a work on the art of memory in 1555, and in 1562 an edition of it, “Englyshed by William Fulwood,” and published under the title of the “Castel of Memorie,” was printed in London. In the dedication and preface Fulwood drops into verse, which in the main dwells on the importance of memory, and on the merits of his book. He asks— For what helps it good bookes to read or noble stories large : , Excepte a perfecte memorie do take thereof the charge 2 What profits it most worthie thing to see, or else to heare, If that the same comes in at one and out at the other eare ? And, speaking of his book, he says— Hee that hath lost his memorie, By mee may it renewe ; And hee that wyll it amplifie Shall finde instructions trewe. The “Castel of Memorie” consists of seven chapters deal- ing with what memory is, the chief causes whereby it is hurt, the principal “endamages” of the memory, particu- lar helps, medicinal remedies for increasing its powers and rules of remembrance, the last chapter being devoted to local or artificial memory, in which the topical system of previous writers is elucidated. The translator concludes with the following admonition— MEMORIE SAYETH. To him that would me gladly gaine These three precepts shall not be vaine. The first is well to vnderstand The thing that he doth take in hand. The second is the same to place In order good and formed race. The thirde is often to repeat The thing that he would not forgeat. Adioning to this castell strong, Great virtue comes er it be long. History of Mnemonics. 15 In 1583 Thomas Watson, a London poet, published a Latin treatise on the art of memory. In it he detailed a variation of the topical method. Instead of a house he used a spacious wall, which he divided into numerous com- partments, each representing a certain object. What he wished to remember he connected with these objects. He dwells strongly on the importance of “connection ” or association. 1602 saw the publication of two works on memory: One, “Ars Reminiscendi,” by Baptist Porta, who exchanged letters and numerals for symbols, and treated on the topical system ; and another by Marafortius, who devised a system of grouping all necessary reminiscences around forty-four images associated with the backs and palms of the hands. About this time mnemonics received an impetus by some remarkable public exhibitions in Germany by Lam- bert Schenkel, and a few years later a number of works were published professing to elucidate his system. The “Gazophylacium Artis Memorioe” was the most important of these. Schenkel is the first, of whom there is record, who succeeded in getting mnemonics recognized as a science by educational authorities. He was the original of the many “professors” who have come after him ; and, if he taught what he professed to teach, he was certainly the best as well as the first. He travelled through Germany and France teaching his art at the universities, and win- ning golden opinions as to its merits from all classes. His pupils were prohibited from imparting the art under a severe penalty. One of his pupils, Martin Sommer, was authorized by Schenkel to teach his system through the continent under the same conditions. Sommer was equal to his master in elucidating the system, and in a Latin work published at Venice, in 1619, he advertises it very effectively. “A lawyer,” he says, “with the assistance of my mnemonics may impress his causes so strongly on his mind that he may know how to answer each client in any order and at any hour with the same precision as if he had just perused his brief. And in pleading he will not only have all the evidence and reasonings of his own party at his finger ends, but all the grounds and refutations of 16 History of Mnemonics. his antagonist also | Let a man go into a library and read one book after another, yet shall he be able to write down every sentence of what he has read many days after at home. The proficient in this science can dictate matters of the most opposite nature to ten or thirty writers alternately After four weeks' exercise he will be able to class twenty- five thousand disarranged portraits within the saying of a paternoster: aye, and he will do this ten times a day with- out extraordinary exertion, and with more precision than one ignorant of the art can do it in a year !” The course of study was completed in nine lessons of one hour each, and half-an-hour's daily exercise thereafter was enjoined. Most of Schenkel's feats consisted of repeating discon- nected words, numbers, and sentences in a certain order, backward and forward. Arnold Backhusy published de- tails of Schenkel's system in 1643 with a key, but the lat- ter is unintelligible except to the initiated. This key is reprinted in a work on Feinaigle's art of memory pub- lished in 1813. A German translation of Schenkel's work was published in 1804. Carl Otto Reventlow, a Danish mnemonist, describes Schenkel's method as nothing but the pictorial system of the ancients. Details of this system may also be found in a French translation published in 1623, entitled “The Magazine of Sciences, or the true Art of Memory by Schenkelius, translated by Adrian Le Cuirot.” In 1610 a work was published under the title of “Simoni- des Redivivus,” by Dr. Brux. In this he gave a mnemoni- cal dictionary; and also devoted a good deal of space to the ars oblivionis—or the art of forgetfulness—the author rightly considering this art to be more valuable than remembrance. The topical system found, in 1617, another exponent in Martin Ravellin, who treated the subject in much the same way as did Thomas Watson previously noticed. In the same year Fludd, the alchemist, published a volume on memory, attempting to combine Lully's system with the old fashioned topical method. Fludd's work, from the fact that it contained an excellent portrait of the great chemist, with a number of mystical woodcuts, has become extremely rare. History of Mnemonics. 17 The following year, 1618, saw the publication of other works on this subject, including a useful compilation of the works of previous authors by Adam Naulius, and another work by John Willis. The latter was translated into English by a bookseller named Sowersby in 1661, and it now ranks as a curious and somewhat rare work. Willis admits that he has “diligently collected ”the contents of his work “out of divers learned men's writings.” He commences with rules for remembering common affairs, next words, then phrases, afterwards sentences and long speeches, by means of notes and writing. In the second book he treats of remembering without writing, which, he says, consists of “reposition and deposition.” As a preliminary he advises the student to first “drown all unnecessary thoughts in oblivion ”—by no means an easy task. Reposition he defines as “the manner of charging the memory with note-worthy things”; and advises a thorough acquaintance with the subject to be remembered, and the observance of a perfect logical method in its treatment. “Deposition” pertains somewhat to the art of forgetting, referred to by previous writers. It is the art, says Willis, of “discharging ” the mind of things which we desire no longer to retain. Willis writes rather vaguely, but he evidently intends to convey the idea, that having once committed to memory a certain thing, further trouble need not be taken—it has been impressed on the memory, and may be recalled at any time. The mode of “re- position ” is further elucidated by the suggested use of extempore verses, and a series of twenty-two questions, which should be applied to subjects that it is desired to remember. The questions are as follow :— º If 2 who 2 what ? whose ? to what ? whether ? why 9 about what ? How 2 what fashion ? how much 2 by, of, in, and from what ? How long 2 how often ? how manifold * whence came that ? Where 9 when how many ? These questions are, the author says, “ of excellent use to invent, retain, as also to recall to minde things of great concernment and worthy memory in urgent affairs.” In the third bºok he elaborates a system of local memory. A 18 History of Mnemonics. building of two rooms is divided into spaces, in which he mentally places symbolic objects, their consecutive order being denoted by color: gold, silver, black, blue, red, yellow, green, purple, white, and cinnamon, representing one to ten. By way of illustrating the use of his system Willis instances a person visiting a town who wishes to remember that he is to inquire the price of barley, to engage a man as haymaker, to buy some spices, to consult a lawyer, . and to buy some velvet. By the mental picturing of a man measuring barley into a bushel with gold handles, a hay- maker sharpening a golden scythe on a whetstone; a grocer's shop with the articles required associated in different ways with silver; a lawyer in a black gown ; and a piece of black velvet, the order of the things required is impressed on the memory. Rules are also given for the better recalling of ideas, which consist of the application of a series of questions relative to kind, subject, quantity, sight, and attributes. The volume concludes with a treatise on the art of cherishing natural memory, dealing in a large measure with the ques- tions of health, diet, and medicine. From 1620 to 1680 a number of works were published on the art, but of these only one was in English—that by Henry Herdson, a Cambridge professor, entitled “Ars Memorioe: the art of memory made plaine.” Feinaigle's compiler describes this work as scarce and rare, and reprints it. The method partakes to a great extent of the topical arrange- ments advocated by Willis and other earlier authors. Consecutiveness in the arrangement, and the remembrance of figures were obtained by placing in position symbols rep- resenting numerals, “for 1 a candle, a fish, a staf, a dart, &c.; for 2, a swan, a duck, a goose, a serpent ; for 3, a triangle, a trident, or anything with three legs; for 4, a quadrangle, a die, or any four-square thing ; for 5, a foot of a man, an hand, a glove, a sickle, a peircer, a shoemaker's knife; for 6, a tobacco pipe; for 7, a carpenter's iron Square, a raizer bent thus 7 ; for 8, a pair of spectacles, a sea crab, twin apples, &c.; for 9, a burning glass, ariding stick (twisted at the upper end thus 9), long peares, &c.; 10, 20, 30, &c., to a thousand, may be formed from these figures, taking anything round for the ciphers, 000, as an orange, a * History of Mnemonics. 19 ball, &c.; for a candle run through an orange is ten, a swan with an orange in her mouth is twenty.” In a brief chapter devoted to “shorthand writing,” he details an ingenious method of reading by ideas, although it would be difficult to imagine the utility of it. “There is,” he says, “a kind of a Short-hand writing in this Art, by the Ideas of letters ob- jected to the eye of the fancy, as the Alphabet is objected to the sight of the bodily eye. Now for brevity sake, using colors instead of vowels, the eye of a nimble fancy will read anything by Ideas thus figured, as readily as if it were written in a book, and will retain what thus is written. Now the Ideas of this alphabet be these, and such like as your fancy best pleaseth to make choice of; A, a pair of Com- passes so made ; b a Lute, B, a Bow bent with an arrow in it ; C, an Horn, &c., and so in like manner take instruments or any kind of Ideas for the rest of the letters which be like the letters, and instead of vowels use these colours—A for white, for E blew or green, for I red, for O black, for U yellow.” The volume is a small one, and nothing but the barest suggestions of the system are given. As, however, he advertised that he might be consulted on the subject “at the Green Dragon, over against Saint Antholin's Church, in London,” he probably had good reasons for his brevity. A further attempt to facilitate the remembrance of numerals was made in 1648 by Stanislaus Mink von Wenussheim, or Winckelmann, who published at Marburg in a paper entitled “Parnassus” the particulars of a new art of memory. Besides using the pictures and localities of his predecessors, he gave as a “most fertile secret” a method of combining letters with figures to express numbers by words. As this is the earliest record of what now forms the basis of most modern systems, Winckelmann's key will be read with interest. It is as follows:— 1 2 3 4 5 6 7 8 9 0 B C F. G. L. M N R S T P K V W Z The vowels and aspirate were used to form words—the phrase “apeo imo agor" denoting 1648. I may mention as 20 History of Mnemonics. an interesting fact that out of twenty-four systems published since 1830, the keys of eighteen are merely re-arrangements of Winckelmann's alphabet given above. Leibnitz, the great German philosopher, also wrote on mnemonics, a MS. by him being preserved in the Library of Hanover.” The MS. claims to reveal a secret how numbers, especially those of chronology, &c., can be conveyed to the memory so as never to be forgotten. His *The Baron Aretin in his “Systematische Auleitung zur Theorie und Praxis der Mnemonik,” 1810, refers to this secret as follows:– The following treaty (from Leibnitz's own hand) is to be found in the Archives of Hanover, and I received it from the kindness of Court-Councillor Feder : — * A Secret by means of which all numbers, and specially those used in chronology, and a great many others, can be committed to memory, remembered without any torture of the mind and never forgotten. . . . . . . . If you will remember without any torment for your memory and your mind many numbers, it is only necessary to use some help : some have tried it in various ways, but without any particular success, not till somebody invented this process and by many experiments per- fected it. - The elements of the alphabet are 24, and are divided into vowels and consonants. The vowels only offer us a secondary utility, but the consonants a primary one. The consonants are the following: B, C, D, F, G, K, L, M, N, P, Q, R, S, T, to which are added W and Z, W. We have the numbers: 1, 2, 3, 4, 5, 6, 7, 8, 9, 0. If larger numbers are given, they are composed out of these, such as 1 and 2 make up 12; this is very clear. But as nothing tortures so much memory as a thing reported in numbers, which it is, however, exceedingly important to know and commit to memory, you will use the following means, which is very useful and conducive to memory. Place the consonants in this way and think which are the numbers, and you will easily extricate yourself: 1 2 3 4 5 6 7 8 9 0 B C F G L M N R S D P Q V T W K Z 1657. e Die Sundflüth geschah unter dem Baiimlein. (The Flood took place under the small tree.) 1402, BaGalſDoC discovered. History of Mnemonics. 21 method was virtually the same as Winckelmann's, the keys being alike. Consonants represented numerals, and were, with the vowels, used to form words. Another work was published in English in 1683, en- titled “The Divine Art of Memory; or the Sum of the Holy Scriptures Delivered in Acrostic Verses,” being a translation by Simon Wastel, a Northampton schoolmaster, of the Latin work of the Rev. John Shaw, at one time vicar of Woking. The Bible is here epitomized in a series of verses, the first letter of each verse running alphabetically. The following is a specimen — ABRAHAM sends; the Servant prays, Asks Water of the Maid : Gives gifts, brings home to Isaac her, On whom his love is staid. Y Ketwr Abraham had more Sons: He dies, and Isaac prays: Two twins do strive : Birthright is sold, And Jacob Pottage pays. f CANAAN promised, Famine sent, His Wife he sister calls: yº The King reproves, he rich, digs wells: Sons Wives him grieves and galls. Another curious work, of which a second-hand copy may at the present day be occasionally picked up, was published in 1697. It is entitled “The Art of Memory. A Treatise useful for all, especially such as are to speak in Publick,” by Marius D'Assigny, B.D. The book, which is dedicated to the “young students of both Universities,” Smacks of the pulpit and is rather heavy reading. Twenty-two pages are devoted to the dedication ; eighteen more to a dis- quisition on the soul or spirit of man ; and about seventy pages to the subject proper, the major portion of which is abstracted from the “Castel of Memorie,” previously no- ticed. A chapter is devoted to particulars of things likely to assist in comforting the memory. These things are liniments, an ointment, sneezing powders, and plasters. D’Assigny, like many other old writers, dwells largely upon the ill effects of “the ill fumes of the stomach "ascending 22 History of Mnemonics. to the brain to memory's detriment, and the object of all the nostrums described appears to be to prevent this. Here is what he pleases to term an “experiment’:-“Take the seed of Orminum, and reduce it to Powder, and every Morning take a small quantity in a Glass of Wine. And they say that the Shavings or Powder of Ivory produce the same Effect, namely, the corroborating of the Brain and Memory; as likewise a Grain of white Frankincense taken in a Draught of Liquor when we go to Bed, dries up the offensive Humours of the Brain. And it hath been ob- served, that the Application of Gold to that Sutura which divides the Seat of Memory from the other Closets of the Brain, strengthens the Weakness of the Head, drives away all Pain, and hath a wonderful Effect upon the Faculty of Memory.” The most valuable part of the work is the fol- lowing rules for aiding the memory:— “1.—Mind the order in which those things were first entered into our memories; for the things that precede will oblige us to . think upon those that followed, and the consequences of things will refresh in our fancies that which went before. It becomes us, therefore, to record them in order with a con- nexiºand a mutual dependence, and this order will direct our mémories, and help them to find out such things as were lost and defaced by forgetfulness. *2.—For the better remembering of things, we ought to compare them with those things with which we are familiar, or best acquainted, and that have a resemblance with them, either in syllables, in quantity, in office, employment, &c. For this similitude will certainly imprint the thing or person so in our mind, that if we do casually forget, we shall the more easily recover the lost idea. “3.—We may imprint in our minds, and fix things in memory by thinking upon their contraries or opposites. He that remem- bers Hector cannot forget Achilles; he that thinks upon a Goliath will also mind a David. “4.—If we desire to mind things of importance, we ought to imprint all the circumstances in our memories of time, place, persons, causes, &c. And such circumstances will scarce be effaced if they are recorded in our memories by the assistance of the eyes. - “5.—We may think upon things and remember them by their prop- erties and qualifications. A gross and fat man may be remembered by thinking of King Dionysius.” History of Mnemonics. 23 Rule 6 is a repetition of the fourth rule, rule 7 running as follows:— “If we have several things to record in our memory, note exactly the number of them, with the first letter of every such thing which may casually make up some name or word, which, being fixed . in our mind, will quickly direct us to every particular thing that we design not to forget. For example, I desire to remember sugar, almonds, prunes, oil, and raisins, I will, therefore, take the first letter of each word, and I find they make sapor, which, being fixed in the mind, will direct me the sooner to the things which I design to remember.” D’Assigny also advocates careful repetition and frequent meditation. After alluding to the topical system of pre- vious authors he describes the following adaptations of the topical plan — - “Others have chosen such beasts as answer to all the alphabetical letters in the Latin tongue, and instead of rooms have assigned their several members for our fancy to fix our ideas there, and place them for our better remembrance. These are the names of the beasts—Asmus, Basiliseus, Canis, Draco, Elephas, Faunus, Gryfus, Hércus, Juvencus, Leo, Mulus, Noctua, Ocis, Panthera, Qualea, Rhineroceron, Simia, Taurus, Ursus, Nystus, Hyena, Zacheus. Every one of these they divide into five parts or places, into head, fore-feet, belly, hinder-feet, and tail, for this is the order that nature itself directs, neither can our imagination be disordered in reckoning or telling them over. So that by this means the fancy may have one hundred and fifteen places to imprint the images of memorable things. * tº e sº But if this way of remembrance be beneficial, 'tis best when the places where we design to leave and commit our ideas be more known and familiar to us; as for example the town where we live, or the city that we are best acquainted with ; our mind must, as it were, enter by the gate and proceed to the several streets and quarters of the city, marking the publick places, churches, friends' houses, &c., by this means we may have an infinite number of places to com- *mit our ideas.” The volume concludes with a series of rules for the symbolizing of ideas and things, and to facilitate their association with a series of consecutively arranged places, natural association and vivid mental picturing being advocated. In 1719 a work on Artificial Memory applied to History was published in Paris, the author being Claude de Buffier. 24 History of Mnemonies. Dialogue and verse were employed by the author to aid the memory. The following is a specimen of his versification:— THE FIRST AGE COMMENCING FROM THE DELUGE, Le petit fils de Cam et qui fut fils de chus Est prince à Babilone et Nembrod dit Belus, Quand se forme sons l'état de l'Assirie, Vienent ceux des Chinois d'Egipte et de Scithie. Nineve avant deux mille est en Assur fondée, Et pour roi Sicion choisit Egialée. Besides history and chronology, the author dealt with geography. A second volume was devoted to this subject, verses being employed to simplify the system. In 1730 Dr. Richard Grey published his “Memoria Technica,” the only work out of the many printed previously to 1800 that has been re-published and extensively used. As an edition of this book was published as recently as 1880, it will be noticed with other modern mnemonical works. In 1747 a work by Morhoff, a German professor, was published dealing with Lully's art of memory; and in 1781 Feyjoo, a Spaniard, issued a work on the subject, the topical system and medicinal aids to memory being fully treated. In this historical sketch of old works on memory refer- ence has only been made to those possessing more than ordinary interest. Most of these old works show little originality, the greater part being reprints or adaptations of the better known works, and of others little beyond the titles is now known. Nº. | § º º tº: - §§§.Sººº. º: º 22: ... 3 G º sº 3:? - * g ſº ſºº. . . CHAPTER III. MODERN MINEMONICAL SYSTEMS. . DR. GREY. supposed to possess any great merit was the curi- - ous little work written by Dr. Grey, entitled, “Memoria Technica.” . The fact that it was published by a scholar occupying a high position, and that he applied his system to matters most difficult to recollect, caused it to have a large sale, and for many years it was the only work of the kind in existence. Previous works had dealt in generalities. Grey was most profuse in details, and with Latin scholars his book was for a time very popular. When the Rev. Richard Grey published his book in 1730, he was rector of Hinton, a village in Northamptonshire. He was afterwards a Prebend of St. Paul's, London, and died in 1771. The third edition was published in 1737. Dr. Grey attempted, in his system, to grapple with the difficulty in learning history caused by the arbitrary char- acter of numbers. Numbers convey no idea to the mind. The one good quality they possess, consecutiveness, often tends to confusion. We may desire to recollect numbers in connection with a certain fact, but owing to each number being inseparably associated with that preceding and fol- lowing it, we generally have a difficulty in recollecting the one apart from the other. Dr. Grey changed numerals PA"; a hundred years ago the only work on memory 26 Modern Mnemonical Systems. into letters, vowels, and diphthongs, but fell into the error of replacing arbitrary characters by others almost as arbi- trary. His key was as follows:— a e i o w aw of ei ou y 1 2 3 4 5 6 7 8 9 0 b d t f l s p k n z * a and b stand for 1, e and d for 2, and so on, either of the two letters being used. This arrangement, he says, will enable one at pleasure to form a technical word to repre- sent any number, or to change a word already formed into one expressing a number. To obviate the repetition of cyphers g was made to represent hundreds, th thousands, and m millions. This arrangement, the Doctor is very careful to impress on his reader, is to be perfectly learnt. The reader is then “to exercise himself in the formation and resolution of words in this manner:—10, az; 325, tel; 381, teib ; 1921, aneb ; 1012, bybe ; 7967, pousoi ; ” &c. To this intricate system Grey added the abbreviation of words, apparently making confusion worse confounded. “Dorbterboid-aze-poul” represented the diameter of the orbit of the earth (D-iameter ORBitae TERrae), 172,102,795 miles! “Crothf Deletok Abaneb Exafna Tembybe Cyruts,” similarly expressed “The Creation, 4004 B.C. ; Deluge, 2348; Call of Abraham, 1921 ; Exodus of the Israelites, 1491; Foundation of Solomon's Temple, 1012; Cyrus, or end of the Captivity, 536.” In a similar manner the sys- tem was used to learn historical dates, astronomical dis- tances, the value of coins, and ancient weights and meas- ures. Geography was taught by simple abbreviation. We are told that “SCOTLAND is divided into Two general Parts: North Scotland, or Highland, beyond the River Tay, containing 13 Counties, among which are STRATHnavern, CAITHness, SUTHerland, Ross, LOCHabar, MURray, BRAIDalbin, P-erth. South Scotland, on this Side the Tay, containing 22 Counties; some of which are ARGyle, Fife, LOthien, MARCHe, GALloway.” To learn this one had only to commit to memory the “memorial line ":—SCOT=Strath-Caith, S-uthRos, Loch-Mur, Brai-P; Arg-Fi, Lo-March, Gall” The above is sufficient to show the complicated nature of Modern Mnemonical Systems. 27 this system. The principle upon which it was based was . in itself good ; but in riding his hobby Grey lost control over it, and his steed consequently bolted with him. Grey, however, was not alone in this respect. Others not only became infatuated with his system, but were at considerable pains to elaborate it, by applying it to matters not treated upon by Grey. Later editions contain an appendix, origi- nally issued as a tract in 1737, by Solomon Lowe, a Hammer- Smith schoolmaster, under the title of “Lowe's Mnemonics,” which gives further applications of the system to various numerical tables. The last edition was published in 1880, from stereotyped plates. In 1876 an adaptation from Grey, under the title of “Grey's Historical Lines, arranged for general use" had reached its ninth edition. Grey's system forms the basis of one of “Weale's Rudi- mentary Series” (No. 105) now published by Crosby Lock- wood & Co., London. The work is entitled “Geometry, Algebra, and Trigonometry in easy Mnemonical Lessons,” the author being the Rev. T. P. Kirkman. The contents take the form of a series of conversations. Each lesson is , compressed into from one to six memorial lines, rhythm and rhyme being used whenever possible. Mr. Kirkman con- demns the system of Feinaigle as cumbrous, and extols that of Grey. He terms the latter an ingenious device, and adds, “with this device he combines most skilfully cadence and contraction.” These qualities, however, do not seem very apparent in the examples given. To recollect 3.14159265- 3589793 the pupil has merely to retain in his memory the word “tafaloudsutuknoint l” Lately, Grey's system has fallen into disrepute, other and better systems taking its place. As a curiosity the “Me- moria Technica” is worth perusal. A copy of the third edition can generally be bought of a second-hand book- seller for about eighteenpence. * FEINAIGLE. In 1807, Gregor von Feinaigle, a native of Baden, visited Paris, and delivered lectures on his “New system of mne- monics and methodics.” These lectures were very successful, 28 Modern Mnemonical Systems. / and were followed by the public performance of remarkable mnemonic feats by his pupils. Feinaigle visited England in 1811, and lectured at the Royal Institution, London, and in the provinces. Feinaigle's course of instruction consisted of fifteen or sixteen lectures, for which he charged a fee of five guineas. His system differed in some respects from the methods that preceded it, and in its application embraced a wide range of subjects. So far as can be ascertained Feinaigle never published his system in any form ; but in 1811 one of his pupils published particulars of it in German, and in 1812 another pupil published anonymously complete details of the system in a work entitled “The New Art of Memory, Founded upon the principles taught by M. Gregor Von Feinaigle,” to which was added an account of previous mnemonical systems. This work is probably the most complete, ever issued in the English language upon this subject. In 1810 a very exhaustive work on mnemonics had been issued in Germany by the Baron Aretin, and Feinaigle's pupil evidently aimed at publishing a work in English equal to it. The compiler was certainly an en- thusiast, for he spared neither pains nor expense to make his book complete. The volume extends to nearly 500 pages, and is embellished with a portrait on steel of Feinaigle, and five other large plates in elucidation of the text. Two hundred pages are devoted to Feinaigle's system, the remainder being occupied with details of other systems. Feinaigle's compiler gives long extracts from the older works on memory, in some instances reprinting them in their entirety. In this respect the volume, like that of Aretin, has been a most valuable one to all later writers on mnemonics, and in compiling the present work the author has not hesitated to dip a little into its pages. Grey in his “Memoria Technica” simply substituted let- ters for numerals, in a perfectly arbitrary manner, and as he used both vowels and consonants for this purpose the result was unintelligible, and could only be retained in the mind by constant repetition. Feinaigle likewise substituted let- ters for numerals, but he adopted the more intelligent sys- tem, originated by Winckelmann [vide page 17] merely re-arranging the order of the consonants. Modern Mnemonical Systems. 29 Feinaigle's key was as follows:— 1 2 3 4 5 6 7 8 9 0 t n m r l d k g q & b w w p f s a 2 & . hard c h soft c To assist in readily learning this key, we are told that the letter t was selected to represent 1, on account of its being formed by one stroke ; m for 2, being formed of two strokes; m for 3, being formed of three strokes ; r for 4, being found in the word denoting four in most European languages, as the English four, the French quatre, and the German vier; l for 5, from the Roman numeral for fifty, or five tens; d for 6, the written dresembling a 6 reversed; k for 7, resembling two sevens joined together at top—g, q, and hard c also used as belonging to the guttural class of k ; b for 8, from a certain amount of resemblance, w for the same reason, and v as the half of w ; p for 9, from similarity, and also f, from being united with p in the word puff, which proceeds from a pipe shaped like figure 9 ; and 8, a, or z denoted 0, because it resembles in its roundness a grindstone, which gives out a hissing noise like these letters. Some of \' the reasons given are not very logical, but they were no doubt useful in helping the student to fix the representative letters in the memory. All the letters of the alphabet not employed in representing figures were to be used in combi- nation with the key-consonants to form intelligible words. The consonants being exclusively employed as number-sym- bols, all the vowels were at the service of the student to form words—a method that allows syllables and words signifying certain numbers to be formed without much difficulty. The number 12 can be readily expressed by the words tin, ton, tiny, eaten, oaten ; 20 by nose, onya, moose ; 47 by rook, ark, rake ; 547 by lark, lyric ; and 1605 by tidy-seal. This system has been condemned, probably unjustly, as the most complicated of any. It has defects, of which more anon ; but its chief merit was its tendency to stimulate the inventive faculties of the studeut in forming appropriate words to represent the numbers desired. With this system Feinaigle combined the plan of dividing a room into fifty consecutive places, and indelibly associating 30 Modern Mnemonical Systems. a mental image or hieroglyphic with each compartment. In forming this chain, he appears to have lost sight of the possibility of using words which would immediately suggest the numbers represented. His chain of symbols is formed chiefly of striking objects, their consecutiveness being ensured by the position they were supposed to occupy in each room. Thus, the first compartment was supposed to contain an image of the Tower of Babel. To fix the date of the Norman Conquest, he formed a mental picture of a willow tree with a piece of deadlaurel hanging on it, and associated it with the first space. The willow suggested William ; laurel, the conqueror ; being in the first space made it William I. ; and the consonants in the word “dead" gave the number 66, which, with the thousand understood to be dropped, made 1066, the date of the Conquest. The main defects in the system were the difficulties caused by two or more consonants of the same character being employed to represent two numerals, and two or more others of opposite natures being used to denote one ; while the combined ch, th, sh, and other double consonants, which are so largely used in the formation of English words, formed almost no part of the system. Thus, the explodent consonants t, d, and p, b, and the continuant consonants.f, v, were each used to denote different numerals; and b, v, consonants of an opposite character, were employed to represent the same numeral, viz., 8, and similarly p, f, represented 9. The system was applied to teaching chronology, geo- graphy, history, and language, rules being given for the committing to memory of prose and poetry, and arithmetic. Appended to the work is a section devoted to instances of remarkable memories, in which a good deal of interesting matter is given respecting Jedediah Buxton, Zerah Colburn, and other prodigies. This work is in the British Museum and a copy can occasionally be bought for about 5s. CoGLAN. What was designed to be an improvement on Feinaigle's system was published by Thomas Coglan, in 1813. Coglan was well known as a lecturer on memory, but his system was Modern Mnemonical Systems. 31 **— never very extensively used. His improvement consisted of a key, which allowed a greater selection of words to represent numerals, and the formation of a series of words, expressing 1 to 100. For the latter, Coglan chose the names of gods, goddesses, animals, and human beings. The list is a curiosity in its way, but of little use except to a classical scholar. The key was as follows: 1 2 3 || 4 5 || 0 || 7 || 8 || 9 || 0 7° ! Q) k; To suggest the couples representing each numeral they were converted into the words—Quit, Noah, magi, raze, jail, dove, cook, bow, puff, and ser. The pupil had to be guided by the spelling, not by the sound. The system was applied on the locality plan to various branches of knowledge, in- cluding multiplication. The following objects pictured on the wall would give “Seven times”—Equery, Hat, Howe, Mule, Iron, Rope, Lady, Dog, Keys, Cake, Bear—represent- ing 14, 21, 28, 35, &c. Coglan's book, Vol. I., was published at 9s., and is now scarce. The whole system was intended to be comprised in three volumes, but only the first one was published. G. JACKSON. In 1817, Mr. G. Jackson published in London, “A New and Improved System of Mnemonics, or Two Hours Study in the Art of Memory,” 4s. He used as a key ninety-nine symbols located in a Gothic window. The alphabet was as follows:— ‘. 1 2 3 4 5 6 7 8 9 B I) (; J L M P - R T C F H K N Q S V Z The ninety-nine symbols were arranged so that the initials of each denoted the serial order, 1 to 10, being as follows: —1, Babel and Company; 2, Doctor Faust; 3, Greyhound; 32 Modern Mnemonical Systems. 4, King's Jester; 5, Elephant; 6, Magpie; 7, Penn, the Quaker; 8, Rich Sailor; 9, Tired Veteran ; 10, Boy and Hoop. Any fresh ideas were associated by mental pictures and the symbols. The book was cheap, and the system, was at the time considered a good one. 9. AIMſ. PARIS, BENIowsKI AND GourAUD. The publication of the details of Feinaigle's system re- sulted in the art of mnemonics being further perfected. Feinaigle was able by his alphabet to use intelligible words to denote numbers, but in the main he relied upon the locality method to assist the memory. M. Aimé Paris, the next eminent mnemonist, introduced a most important improvement by arranging the consonant alphabet on a phonetic basis, and thus removed the defects in Feinaigle's numerical key. Further, instead of pronouncing each con- sonant in the usual way he added the vowel e to each, M for 3 being termed “Me" instead of “em,” and so with the rest. This method was found to greatly assist the student in the selection of suitable words to represent numerals. His alphabet was as follows:— 1 2 3 4 5 6 7 8 9 0 Te Ne Me I'e Le Che Ke Xe Pe Se De Je Gue Ve . Be Ze The fact or idea to be remembered was woven into a phrase, the final word of which expressed the date. To mnemonize the date of the death of Socrates, the sounds representing 400—re, Se, 2e, were used to suggest the word rassise, the phrase running—“La mort de Socrates pré- céda de peu de temps l'époque oil la haine contre lui fut rassise.” Aimé Paris applied his system to the usual range of subjects, and taught it with considerable success in France. The topical method, so much used by Feinaigle,” was to a great extent discarded. M. Aimé Paris published his numerous works in the French language; his first book bears date 1823. Carl Otto, a Danish mnemonist, afterwards simplified the system of Paris, and taught it in Germany. Modern Mnemonical Systems. 33 In 1832, Major Beniowski, a Polish refugee, became a pupil of Aimé Paris, and about 1840 established himself at 8, Bow Street, Covent Garden, London, as a teacher of mnemonics. Beniowski lectured at the Royal Adelaide Gallery, Lowther Arcade, Strand, and for a time had a great many pupils, but he gradually gave up lecturing and advertising, and at the time of his death he was doing but little in this way. Beniowski is said to have been able to speak eighteen languages. He published several small works, the chief one being entitled, “A Handbook of Phrenotypics for Teachers and Students,” 1842, 4s. . He adopted the system of Aimé Paris, with a slight modifica- tion of the alphabet, which was as follows:– - 1 2 3 4 5 6 7 8 9 0 d n m r l h k: fu b c f sh ch Q ph p s th. J Toh C | hard ” 2 g (soft) g Q? Beniowski claimed to have discovered the “principles of familiarity and proximity,” as applied to memory; and his system was used to develop these principles. He divided all ideas into familiar and unfamiliar, and gave a series of rules to connect these ideas together in such a way as to impress, or “print ’’ them on the brain. Two familiar ideas were associated without the intervention of a third, so that at the mention of one the other would spring up in the mind without effort. To connect a familiar idea with an unfamiliar one both were associated with a third, so that one would suggest the other two... The alphabet was used with vowels to form words to denote dates and numbers, the words being associated with the matter to be remem- bered. By what he termed the localization of ideas, which was simply the topical method used by Feinaigle, and others, he ensured the consecutive order of chronological and other matters. The principle of sproximity was thus defined:— the shorter the distance or time between two given ideas the more rapidly and strongly will they be connected. The system was applied to the usual variety of subjects. 3 34 Modern Mnemonical Systems. In 1845, a similar mnemonical system was published in America, by Francis Fauvel Gouraud. According to his own statement a study of Feinaigle's system suggested to his mind an improvement in the alphabet. While, however, on a visit to France, he attended a lecture given by Aimé Paris, and was surprised to find that he had been anticipated in his improvements. Gouraud afterwards delivered lectures on the subject in New York, and published a couple of works on mnemonics. One was entitled, “Phreno-mnemotechny, or the Art of Memory: a series of lectures,” and the other, “The Phreno-mnemotechnic Dictionary, a Philosophical Classification of Homophonic Words.” Both works were published by Wiley & Putnam, of New York, and, there being no English edition, the books are rather scarce in this country. By the publication of this work the system taught by Aimé Paris became widely known in America; and Beniowski’s efforts had a similar result in England. Gouraud adopted a method previously used by Aimé Paris, a series of adjectives and substantives respectively representing units and tens, the initial letter denoting the numerical order. They were as follows:— - 1 || 2 | 8 || 4 5 6 7 || 8 || 0 O tight new merry round long cheap great |fair pious tie name mount roof life jewel game fire weapon sound N By combining one of the adjectives with a substantive an equivalent word expressive of both would result, and this word would give the numerical order of a fact or idea with which it was connected. 49, for instance, would be repre- sented by the words “round weapon,” which would sug- gest “shield,” and the latter word would be connected with a fact occupying the 49th position in a chronological list. In this way this system was applied to learning the succession of events, dates, &c. The elder Fairchild is said to have been a pupil of Beniowski; and most of the professional mnemonists who have flourished since 1842 have been indebted to the work Modern Mnemonical Systems. 85 of the three men—Paris, Beniowski, and Gouraud—grouped together in this chapter. In 1844, one of Beniowski's pupils, Mr. T. F. Laws, published at Manchester, a work on “Phrenotypics" (demy 8vo, 72 pp). It professed to be “an expansion and improvement on Beniowski,” and is more comprehensive than the work issued by the Major. At the present time half-a-dozen or more systems, in the main identical with Beniowski, are being taught under various names. Only one is published under the title of Phrenotypics; and is the work of one of Beniowski's pupils, Mr. F. C. Woollacott, Chesterfield Street, King's Cross, London. Mr. Woollacott has been teaching Beniowski's . system for some time, but it was only in 1882 that he pub- lished details in a sixpenny pamphlet, entitled “Phren- otypics, or the Science of Memory.” Mr. Woollacott has taught the art very successfully, and recently one of his pupils repeated before a public meeting from memory the head lines of each paragraph in a copy of the Globe news- paper a few hours after publication, a feat which he has frequently performed. GAYTON. In 1824, Mr. I. R. Gayton lectured on memory in Lon- don, and in 1826 issued a work, entitled “Memoria Phi- losophica.” The work appears to have been suggested by Feinaigle's volume, and in some respects resembles it. The key was as follows:— 1 2 3 4 5 6 7 L N M H E D J T R Z. R. W. B P ; : 0 C W A table of 100 symbols was used locally, and further assistance was given by rhymes and maps. The latter were most ingenious, England and Wales, for example, being represented by a figure of John Bull riding a bull. The work was published at 10s., but a second-hand copy may occasionally be bought for three or four shillings. 36 . Modern Mnemonical Systems. CASTILHO. Under the title of “Recueils de Souvenirs de Cours de Mnemotecknie,” M. de Castilho published at Saint Milo in 1831 a very complete memory system. He published another work in French in 1835, and an edition in Portu- guese in 1851. Castilho travelled in France teaching his system, among his pupils being the Abbé Moigno. Among the contents of his work is a very complete card memory, and also a system for learning the multiplication tables, &c. CARL OTTO REVENTLow. The publication of Carl Otto Reventlow's (better known as Carl Otto) work marked an epoch in the history of mnemonics. Dr. Pick derived the greater part of his knowledge from Carl Otto, and many other mnemonists are indebted to him for ideas. Reventlow's work was en- titled “Mnemotechny after a New System,” and was pub- lished at Stuttgart, in German, in 1843. The alphabet key was as follows:— 0 1 2 3 4 5 6 7 8 9 L T N M R S B F H G. Z D Y W G Sch. P Pf J K X C soft Ph C hard The alphabet was used initially. He applied the system to the learning of the Latin nouns, mental calendars, and a great variety of other subjects, many of his methods being copied by latter-day professors. . The following is Reventlow's rule for associating the name of a person with the individual:— & “You will give your attention to the moral impression which the person you meet makes on you in relation to the physiognomy, the deportment, and his whole manner; or you will compare him to another person, or you will look somewhere for some physical sign, which you will connect with the name of the person.” - - Modern Mnemonical Systems. 37 PLINY MILEs. Contemporary with Gouraud was another American mnemonist, named Pliny Miles, who lectured on the sub- ject in the United States and Canada from 1844 to 1848. He termed his system “Mnemotechny,” and published, in 1845, a couple of volumes on his art, one being a 40-paged pamphlet entitled “Elements of Mnemotechny,” and the other a large volume under the title of “Mnemotechny.” In 1849 he visited England and Ireland, and in the follow- ing year he issued an edition of his works in London, Miles appears to have studied the system of Aimé Paris, his alphabet being similar to that used by Beniowski. The only difference was that the latter used w and h to represent numerals, whereas Miles discarded these. The key was as follows:— 1 2 3 4 5 6 7 8 9 0 T' N M R L J K F. P. C. J) C V B S - Sh G (hard) 2h Z Letters possessing similar sounds represented the same numeral. Sound alone was the guide. The numerical consonants, with the aid of vowels, and h, w and y, were used to form words to denote figures. To ensure uni- formity in pronunciation, Miles adopted the plan of Paris in adding an e to each consonant, which was found to facilitate the work of translating words into numbers. Miles, instead of using the topical method, arranged what he termed “nomenclature tables,” which consisted of a series of words, chiefly nouns, representing 1 to 100. These tables had to be thoroughly learnt, and as the name of each word instantly denoted its number, the student would have in his mind two hundred consecutive objects, each conveying a distinct idea ; and with these could be associated facts or dates, or anything that it was desirable to learn in a certain order. These tables, under various names, have been used by all later mnemonists. Miles 38 Modern Mnemonical Systems. used his tables for learning the order of the reign of Eng- lish and French sovereigns, the Presidents of America, prose and poetical extracts, &c. A valuable idea devel- oped by Miles, and largely used by latter-day mnemonists, was what he termed “Homophonic Analogies,” or the method of representing difficult or unknown words by terms that are more familiar. In the list of modern bat- tles, the names, for example, of Fontenoy, the Nile, Co- runna, Quatre Bras, and Warsaw, are suggested by the homophonic analogies of “Funny boy, a nail, a cow run- ning, a quart of brass, and a war of sorrow.” The latter terms being more easily remembered, rapidly suggested the proper name, and could be more readily associated with a word that would express the date of a battle. In this way the phrase “a funny boy admires a pretty girl.” would suggest Fontenoy, 1745, the word “girl” expressing “745,” the thousand omitted being understood. Miles applied this principle to a list of remarkable persons, giv- ing the date of their death and age ; and to latitudes and longitudes, populations, lengths of rivers, specific grav- ities, language of flowers, value of coins, &c., &c. A second part was devoted to a mnemotechnic dictionary, containing about 10,000 words and the numbers repre- sented by them. Kothe. Dr. Hermann Kothe, a German mnemonist, has issued several works on the subject in German, the most notable being one entitled “Lehrbuch der Mnemonif oder Gedachtni Kunst,” Hamburg, 1848. This work is an ex- cellent treatise on mnemonics, and contains the earliest examples of what has recently been termed “correlations” —the association of two disconnected words by other words common to each other. In this way the words “Wine—Jacob’’ were connected thus:–4° Wine—cellar— staircase—ladder—Jacob.” This is identical with the meth- od used by Pick, and more recently by Loisette. The sys- tem was applied to the usual subjects, including an ingeni- ous chess memory. In 1853 Kothe published other mnemon- ical works dealing with Greek, Latin, and the Scriptures. Modern Mnemonical Systems. 39 WILLIAM DAY. A curious little work on mnemonics was issued in 1849 under the title of “The New Mnemonical Chart and Guide to the Art of Memory.” The author was William Day, and it was published by him at Beverley, and in London by Charles Gilpin, 5, Bishopsgate Street Without. The author adopted Beniowski's key, and elaborated the topical method to the extent of locating one thousand consecutive objects in ten rooms. The ten rooms were named respectively— the Index Room, Dame's Room, Nurse's Room, Model Room, Riding Room, Library, Chapel, Conservatory, Wait- ing Room, and Portrait Room. The initials of each room represented the numerals 0 to 9. Each room had ten divisions, and ten objects were located in each division, the principle of allowing the initials to denote the number being followed throughout. The first room, for instance, would have ten divisions, under the titles of Dame, Nurse, Music, Rosebush, Lamp, Gentleman, King, Fireplace, Painting (re- presenting 10 to 90); and each of these would be associated with ten other objects, having some connection with them. 40 to 49 would thus be represented by Snowdrop, Daisy, Narcissus, Mignonette, Redbreast, Lily, Hyacinth, Grass, Violet, and Primrose. The other rooms were similarly used to represent 100 consecutive ideas. Two hundred woodcut illustrations are given, and with the aid of these the author assures his readers that the series can be quickly learnt and easily retained. The book is one of the curiosities of mnemonics, and is somewhat scarce. REv. T. BRAYSHAw. In the same year (1849) was published another work which, although superior to many on the subject, is now but little known. This was the system elaborated by the Rev. T. Brayshaw, who was for some time head master at Keighley Grammar School. Before his appointment Feinaigle's system had been partially used at the school, * 40 Modern Mnemonical Systems. º and Mr. Brayshaw applied himself to the task of improving upon the German's system. He entered upon the work with enthusiasm, and being a facile rhymester he produced a work under the title of “Metrical Mnemonics,” that in its way is unique. Discarding Feinaigle's key as arbitrary, he adopted that used by Jackson in 1817, in which the consonants are used in their alphabetical order to repre- sent the numerals, and used them in conjunction with the vowels to form words. The key was as follows:— 9 2 3 8 0 R T W V X. D G. F. H. } } St represented two cyphers. He then wrote a series of rhymes embodying 2,300 facts and dates in connection with chronology, history, geography, astronomy, &c. In most of his verses the second, or the second and third, words expressed the date or number. The following is a good example of this system:— SOWEREIGNS OF ENGLAND, . 1066 By men, near Hastings, William gains the crown : 1087. A rap in Forest New brings Rufus down. 1100 Gaul's coast first Henry hates, whose son is drowned ; 1135 Like beagle, Stephen fights with Maude renown'd. 1154. A cloak, at Becket's tomb, sec’nd Henry wears: 1189 And brave first Richard oft Saladin dares. 1199 John's act at Runnymede England pleased avows: 1216 His face, in Parliament, weak third Henry shows. 1272 How duped is Wales by Edward first so tall ; 1307 Edward, go weep thy fate in Berkley's hall. 1327 With head up, Edward third to Cressy hies: 1377 And happy Pomfret hears second Richard's cries. 1399 Lollardian agitate fourth Henry’s hours: 1413 Gallia such glory on fifth Henry showers. 1422 Mourns jaded Henry sixth his Norman lands: § 1461 Printing 80 mice fourth Edward’s thanks demands. 1483 But 8ore, ah, yes, fifth Edward's fate was sore ; 1483. Like surge third Richard Bosworth's field rush’d o'er. 1485 Now, surely, Henry seventh the Roses twines: Modern Mnemonical Systems. 41 1509 And low, to Henry eighth, bow Rome's divines. 1547 Next lisp we young sixth Edward's holy deeds; 1553 Martyrs allege 'gainst Mary's rage their creeds. 1558 Elizabeth, all our Scots for Mary sigh; 1603 And now go men, and James's Bible buy. 1625 Fair model did first Charles, when martyred, give, 1649 How misty men like Cromwell ought to live. 1660. With moan, we Charles sec'nd's plague and fire bewail; 1685 But in real truth James second’s absence hail. 1689 By merit, William third the crown obtained ; 1702 And pawed proud steeds, when Anne fam'd Blenheim gained. 1714 Scots quick revolt in our first George's day; 1727 But paid up sec'nd George at Culloden's fray. 1760 Oh, pay now well third George : for Brussel's plains. 1820 Louis refix, through gay fourth George's pains. - 1830 Now rage we much, urged on by William's Bill: 1837 Lastly, our hope rests on Victoria's will. The geographical extent of England—364 miles north to south, and 282 miles east to west—the 57,960 square miles it contains, and its population in 1841—15,925,626– were expressed in the couplet:— Homes fired and families undone Lo / quit now | bloated London. Throughout the geographical lessons similar couplets were used—the first two words denoting the measurement north and south and east and west ; the first portion of the second line giving the area in square miles, and the last portion the approximate population. The name of the capital of each country formed part of the couplet. Mr. Brayshaw's work is now out of print, and a copy is rarely to be met with. FAIRCHILD, STOKES, AND PICK. The efforts of Messrs. Fairchild, Stokes, and Pick have done not a little to popularize mnemonics in England. Fairchild, I believe, taught mnemonics as early as 1833. He was, I am informed, a pupil of Beniowski, but until 42 Modern Mnemonical Systems. recently no particulars of his system were published. In 1874 his son issued a little handbook, on “The way to im- prove the memory,” in which the key was as follows:— 1 2 3 4 5 6 7 8 9 0 T' I, H M R N K G P S B W. O JD Y V C I' X Z J This key, however, bears evidence of hasty construction, and in use would be found confusing. The elder Fairchild, I am inclined to believe, used Beniowski's alphabet, and the fact that Fairchild's pupils use Beniowski's system strength- ens this belief, Fairchild applied the system to the acqui- sition of languages, and the usual subjects, and only im- parted it under a pledge of secrecy. His fee for lessons in mnemonics was six guineas, and an additional fee of six guineas for twelve practical lessons in French. William Stokes has, for above thirty years, been one of the hardest workers in the cause of mnemonics. Lessons are given only on condition that they are not to be divulged, a fee of five guineas being the ordinary charge. He is a man of wonderful energy, is a ready speaker, a facile rhymester, and has a genuine love for his work. He lectured in the famous Colosseum from 1861 to 1863, afterwards at the Polytechnic till it was closed a few years ago, and thereafter at the Westminster Aquarium. At the Polytech- nic, Stokes and his “wonderful boys” were always a most attractive feature, and Stokes's career as a mnemonist has been singularly successful. Among his pupils have been Sir Stafford Northcote, George Cruikshank, Dr. Lees, and others, including Charles Marvin, who, a few years ago, when a Government writer, made himself famous by stealing, by a feat of memory, an important dispatch which he after- wards communicated to the press. Mr. Stokes has published numerous works on memory, the most popular being that known as “Stokes on Memory,” a shilling book of which over 80,000 copies have been sold. “Stokes on Memory,” however, dwells more on Stokes than Modern Mnemonical Systems. 43 on memory. The book is a tremendous advertisement of the five-guinea course of lessons, and other Stokesian specialities; and as may be supposed does not enlighten the reader with details of the system. Stokes, as I have said, is a ready rhymster, and when to this qualification is added that of a disreputable punster, some idea may be formed of his rhyming productions. Most of his notions are, however, spiced with a good deal of common sense, and many of his little works deserve to be more widely known. His “Pictorial Alphabet,” “Rapid Reading,” “Rapid Writing,” “Rapid Arithmetic,” “Rapid Music,” “The French Genders in five minutes,” “German Genders Simplified,” the “Mnemonical Globe,” and other cheap labor-saving mnemonical ideas are all excellent in their way, and go to show that apart from teaching mnemonics privately, Mr. Stokes has done not a little to render the pathway to knowledge more easy and pleasant. His system of mnemonics is similar to that of Pliny Miles; the figure alphabet or key being identical. The system of nomenclature tables, used by Miles, is adopted by Stokes, as is also the idea of homophonic analogies. In using the latter, however, Stokes's rhyming and punning abilities enable him to form happier phrases. Added to this is a system of linking the key words with a series of intermediate words. This idea is an elaboration of the principle taught by Beniowski, in linking three or more words together. Stokes terms this system the “Post and Chain Method.” A similar system is taught by a later mnemonist, under another name. Stokes applies his system to almost every branch of knowledge. Dr. Edward Pick, who was a pupil of Dr. Carl Otto, taught the latter's system in Germany in 1853, and there- after lectured on the subject in London, preceding Stokes in his mnemonical entertainments at the Polytechnic. In 1848, Dr. Pick published a work in German, entitled “Mnemonics and its application to the Study of History,” and in 1863 he published his English work on “Memory and the Rational means of Improving it.” The most valuable portion was that devoted to the principles of memory. In associating ideas he contended that the first 44 Modern Mnemonical Systems. impression was always the strongest, and to ensure strong impressions he gives as a rule that no more than two ideas should be placed before the mind at the same time. Attention being given to two ideas alone the mind would then make its own natural association, by comparison. This natural association would always be found to be the strong- est, and consequently would be the easier to recall. Pick defined the laws of association as follows:–1.—— Analogy: similar ideas reproduce each other, as tree and branch, bookseller and paper. 2.-Opposition : opposite ideas recall each other, as light and darkness, fast and slow, &c. 3.-Co-existence : ideas that have previously existed in the mind together will recall each other, as Cain and Abel, Epps and cocoa, &c. 4.—Succession: ideas that have previously succeeded each other in the mind will recall each other, as Plague—Fire of London. Analogous or opposite facts or ideas were remembered by comparison, noticing where they agree or differ, taking care to compare two only at a time. The words “England, navigation, steam, railway, telegraph, electricity, thunder, storm, &c.,” were presented to the mind in couples, as–“England— navigation ; navigation—steam ; steam—railway; railway— telegraph,” &c. Ideas that were neither analogous nor opposite were associated with an intermediate idea. This rule is best explained by Pick's method of associating the following disconnected words:—“Garden, hair, watchman, philosophy, copper, cloth, workman, apple, eclipse, dream, coal, balloon.” These words were to be compared in the mind as follows:—“Garden—plant—hair of plant—hair; hair—bonnet—watchman ; watchman—wake—study—phil- osophy; philosophy—chemistry—copper; copper—cover— cloth ; cloth—tailor—workman ; workman—gardener—gar- den—apple ; apple—earth or moon—eclipse ; eclipse—dark —night—dream ; dream—nightmare —suffocation—coal ; coal—gas—balloon.” Pick's method, based on Dr. Carl Otto's system, is a thoroughly practicable one, and is now largely used. Loisette, rather curiously, is the only mnemonist who condemns Pick by name, and yet adopts Pick's methods of association. Modern Mnemonical Systems. 45 REv. J. H. BACON. In 1861, the Rev. J. H. Bacon, of St. Bees College, Cum- berland (now of Great Gonerby, Grantham), a pupil of Dr. Pick, published a small work on the “Science of Memory.” In many respects it resembles the volume issued by Pick, but Mr. Bacon discarded a large amount of the padding which predominated in that work, and otherwise made better use of his space. After a short historical sketch of mnemonics, Mr. Bacon gives a logical and intelligent resumé of the principles of memory. He emphasizes the fact that a solitary idea cannot remain in the mind—it will either associate with some other idea or disappear; ideas associate themselves by the natural law of mental affinity, and the strength of the association depends entirely upon the vividness of the first impression. He re- peats the rule of Dr. Pick that no more than two ideas should be placed before the mind at once. Rules are thereafter given for the association of familiar and un- familiar ideas in a manner similar to the method advocated by Beniowski. Mr. Bacon applied his system to the study of languages, a large portion of the book being devoted to rules for rapidly acquiring a knowledge of Latin and French. For remembering dates, &c., Mr. Bacon used an alphabet differing but slightly from Beniowski's, and a sys- tem of places and prompters so much used by other mnemonists. His alphabet was as follows:— 1 2 3 4 5 6 7 8 9 0 T' N M R L P F H Q S D Ng - B V Sh, K. Z. Th W Ch G J Mr. Bacon's book has long been out of print, but I under- stand that it is probable that a revised edition may shortly be issued. 46 Modern Mnemonical Systems. Lyon WILLIAMs. Mr. B. Lyon Williams in 1866 published a volume entitled “The Science of Memory fully expounded ” (London: Nisbet & Co.). The subject was treated in a scholarly manner, and the work was in many respects superior to other books on this subject that were issued about this time. The rules for associating ideas resembled those given by Pick, special stress being laid upon the im- portance of associating only two ideas at a time. His key for the conversion of figures into words (termed “arithmo- logues”) was as follows: 1 2 3 4 5 6 7 8 9 0 R I) F G. G. C. % ºf iz M L N R } %, 3 St W Ch. K Z Th Sh One hundred prompters were arranged on the topical plan, each prompter expressing its numerical order. A vocabulary formed an appendix. Some useful hints were given to public speakers, and the work also contained a few hints on the method of remembering the contents of a book in one reading. The latter were very similar to the intructions given by Mr. Loisette for the same object. Lyon Williams' rule is as follows:— “To aid the retention of the contents of a book the chapters must be associated together by selecting the primary or leading ideas of each, and to each of the latter, again, a few further sug- gestive ideas in the chapter may be joined. The number of ideas that should be selected from each chapter will depend on the nature of the subject, the degree of sequence or rela- tionship between the parts, and the completeness with which it is desired to be remembered.” - T. MACLAREN. “Systematic Memory,” by T. Maclaren, published by F. Pitman in 1866, was the first shilling book on memory which gave in a condensed form the instructions embodied in the various five-guinea series of lectures. Maclaren claimed the credit of originating his system, but it bears a Modern Mnemonical Systems. 47, wº- —ºw strong family resemblance to the other systems then in vogue. The alphabet was very similar to Bacon's, the only alterations being t and d instead of f and v for 7; f and v instead of l for 5 ; and l instead of t and d for 1. A nomenclature table of 100 words similar to that used by Miles and Stokes was termed a “memory table,” the words serving as pegs on which to hang facts. A third edition, enlarged and improved, was issued in 1869. THOMAS A. SAYER. Messrs. Virtue & Co., London, published in 1867 a work entitled “Aids to Memory,” by Thomas A. Sayer (principal of the Mnemonic Institute, Ramsgate). The work is divided into ten sections, and deals with the association of ideas, an alphabet for figures, and the topical system, the whole being arranged in a series of exercises. The key is that used by Beniowski. The locality system consists of ten places, with ten objects in each, arbitrarily arranged, the tenth object being a substantive supposed to suggest the number of the locality. A tree represented the first locality because its initial represented 1 ; a boat the second from its having two oars; a parlor table third because it has three feet; a horse with four legs represented four; a student with five fingers denoted five; a church with six windows, six; a piano with seven notes, seven ; a loaf denoted eight because it was made to be ate ; ninepins denoted nine ; and an arrow in a target represented ten. This arrangement appears to be a mixture of Herdson's old system with Stokes's Pictorial Multiplication Table. The locality system was used by Sayer for the purpose of asso- ciation ; the ordinary figure-alphabet being retained for learning history dates and numerical tables. Sayer's work is out of print, and is now but little heard of. REv. ALEx. MACKAY. With the exception of that of Brayshaw the various systems published from the time of Aimé Paris to that of 48 Modern Mnemonical Systems. Maclaren showed little originality. In 1869, however, the Rev. Alex. Mackay, of Edinburgh, published a work differing somewhat from the other works on memory in its method of treatment. The volume was entitled “Facts and Dates,” and was intended to simplify the study of chronology. Mr. Mackay was to some extent a copier of Brayshaw. He used the same key or alphabet, but instead of forming words with it in conjunction with vowels to represent numerals, in the manner adopted by Brayshaw, he simply used the key initially after the method of Mrs. Slater in her Chronology. To denote the date of an event he formed a phrase that would suggest the event, the initials of the words expressing the date. “C-ourageous R-aglan L-amented L-ies,” would in this way denote the date of Lord Raglan's death—the intials C, R, L, L, representing 1855. A great many of these mnemonical phrases were particularly happy, and, therefore, easily remembered; but others were too vague and arbitrary to be of any value. The volume dealt with the leading events in sacred and profane history, facts in chemistry, astronomy, zoology, &c. - GEORGE CROWTHER. Under the title of “Crowther's Mnemonics,” Mr. Geo. Crowther, of Carlisle, published, in 1870, a work devoted to English History. “Crowther's Mnemonics” appears to have been suggested by Mr. Mackay's similar work, on “Facts and Dates,” the method adopted in using the key being the same. Mr. Crowther, however, considerably improved on Mackay by choosing a key that would allow a wider selec- tion of phrases. The key is as follows:— 1 2 3 4 5 6 7 8 9 A B C. D. F. G. H. I. J K P 10 11 0 T E. LMNR The key is remarkably easy to learn, and is used by forming phrases, the initials of which denote a date. The fact to be Modern Mnemonical Systems. 49 remembered is always embodied in the phrase. The system, viewed educationally, is an excellent one. Most of the phrases consist of at most three or four easily remembered words, and those given by the author are exceedingly appro- priate, not only readily recalling the date, but by including Some suggestive word bringing vividly to the minds the facts to be remembered. For instance, the sentence “G-ather H-errick's D-affodils,” not only, by the initials, gives the date when Robert Herrick, the poet, was gathered to his fathers, but reminds the student that Herrick was the author of the lyric addressed to “Daffodils.” In a similar way the phrases “Hope, Hohenlinden, Hope,” “Hornbook's Farmer poet,” “Heber's Indian Coral,” “Here's Irish Moore,” and “Faerie, Faerie comes” give respectively the dates of the birth of Campbell, Burns, Heber, Moore and Spenser. Mr. Crowther has also issued a sixpenny pamphlet, giving details of his system, and recently a series of twopenny leaflets for the use of schools. He has likewise applied the system to a biographical dictionary of literary celebrities, an exceedingly useful work to literary men and students. F. APPLEBy. In 1880 Mr. F. Appleby, C.E., Rusholme, Manchester, published a little book on memory that has been singularly successful, the tenth edition appearing this year (1887). The book, although small—being designed for the waistcoat pocket—is handy and compact, and contains a mass of mnemonic information useful alike to the student and man of business. The key, which was at one time made popular by the teaching of Mr. Courtley, is as follows:— 1 2 3 4 5 6 7 8 9 0 T II M Y V B G W P S D N R L J K I' G Z Sh Ch Q Cº. In the latest edition, Mr. Appleby has added a table of logarithms—1 to 99—and other fresh matter. The mode 4 50 Modern Mnemonical Systems. of using his system is shown in the following portion of his memorization of logarithms:— No. Symbol. Log. Prompter. 1 Day ... 0.000000 sissy is easy I see 2 Ann He 0.301030 is amused same as I 3 Ma . . . 0.477121 is our cook dainty 4 Ray . 0.602060 is by sun I say boys 5 Ale tº º 0.698970 So boys quaff quick 6 Boy ... 0.7781.51 is a cheeky witty lad 7 Oak .. 0.845100 so freely do use 8 Fee 0.903091 , | I suppose I may so get 9 Pie 0.954243 is apple you hear me 10 Days 1.000000 Do so easy use us 11 Toad 1.041393 Desire it may go ma 12 The Dane i 1.079181 Dies a cheap defeat 13 Adam 1.113943 Did Adam pray ma 14 Dear 1. 146129 I do adore a boy to hug 15 Tool 1.176091 Do take each boy a spade 16 Dish 1.204120 These are tins 17 Duke . . | 1.230449 at home is a year ago 18 Deaf 1.255.273 Do annoy all even a chum 19 Tug ... 1278754 at once if I call you 20 House ... | 1.301030 Tom is at same as I 21 Aunt .. 1.322217 To my aunt Ann he took 22 Nanny .. 1.342423 I admire a hairy one ma 23 Ham . . 1.361728 Do my boy take enough 24 Hair 1,3802.11 Tie my way is netted 25 Nelly ... 1.397940 Do me quick a purse 26 Nab tº 1.414979 Try,to trip up a chap 27 . Niece 1.431370 Dear maid may I kiss . 28 How Now | 1.447158 Dare you each to laugh 29 Hag ... 1.462397 Do you be home quick 30 Miss 1.477121 Try a couch to night Mr. Appleby, in 1887, issued a series of lessons on “Natural Memory.” The lessons have been written by qualified mnemonists, and embrace a widerange of subjects, the appointed teacher being Mr. Pivernau, 17, Wharton St., London, W.C. They have been issued for the avowed purpose of spoiling the business of empirical professional teachers, who charge extortionate fees for what is generally a re-arrangement of some old systems. Mr. Appleby Modern Mnemonical Systems. 51 charges 15s. for the whole course of seven lessons—a very moderate charge. The system can be used with any key, the greater portion of the lessons dealing with matters which do not require a figure alphabet. The application of the system to the study of foreign languages forms a prominent feature ; and among the other subjects are Shorthand, British M.P.s, First Impressions, Whist, Mental Calculations, &c. The lessons throughout are exceedingly good, and are certainly the best that have yet been issued. The work is a philanthropic one, as Mr. Appleby desires no profit, and simply desires to enable those who wish to learn a good reliable system thoroughly to do so, without expending five or ten guineas on self-styled professors who gain what little knowledge they possess from my own and other handbooks. JoHN SAMBROOK. Sambrook's system of mnemonics is one of the few that can justly claim the merit of originality. Gouraud, the American mnemonist, in giving rules for remembering the ratio of the diameter to the circumference of a circle, used the substantives wand, tooth, tree, for one, two, three, but until Mr. Sambrook, of Lincoln, taught his system about eight years ago, no one appears to have made use of this principle of similarity in forming a mnemonical system. Mr. Sambrook noticed that of the ten numerals, eight produced a distinct sound, the only resemblance between any being five and nine, both having the long & sound, and four and the cipher 0, commonly called “naught" or “nothing,” with the short o. He also noticed that these eight distinctive sounds were the most common in the Eng- lish language ; and he thereupon arranged a mnemonical system with these and other common (listinctive sounds as the basis. ONE was expressed by all words or syllables having a sim- ilar sound, as gum, Son, come, com, and all words and syllables with the short, broad, blunt sound produced by a, o, ou, and u, in conjunction with n, m, mp, ng, as can, con, Tom, hum, lamp, lump, bang, &c. 52 Modern Mnemonical Systems. TWO by syllables and words governed by the sound of i, and 66, as you, Jew, crew, boot, nude. THREE by syllables and words governed by the sound of 3, as in free, feet, peat, street; and by i and y, when pronounced as Č, as in beatitude” and “fury”; by short éined only, as in “edited,” by él, as in “elevated,” “label ”; and by le, when used as a termination. FOUR by syllables and words in which r is the governing sound, as in for, error (signifying 44), cur, are, and in every case in which r is preceded by a single o as in 77.07%2. FIVE by syllables and words sounded with the long 7, as in thrive, hive, might, time, the only exception being tne, as in pine, sign, in which case it represents 9, on account of the close resemblance. Five is also repre- sented by the diphthong of as in join, toy. SIX by syllables and words with the guttural sound of g and k, a and q, as in Sick, fig, rag, mia!. SEVEN, by syllables and words governed by the for v sound, as in drift, raft, and also by sh and ch, as in dish, rich, wretch ; by the s and z sound, however spelt, as in is, has, buzz. EIGHT, by syllables and words in which the long a is the principal sound, as in gate, weight, day, stake, and by all words and syllables in which t is the principal sound, as it, got, mat. NINE, by syllables and words in which the short or é is joined to m or m, as in hymn, hen, pin, ink, sink, limb, timber, (94); and by the long 7 when it is followed by n, as in dine, mind. CYPHER, by syllables and words governed by the long a Sound, as in note, boat, oat, toes, so, stone, groan, dome, pole. As the principle throughout is similarity, the rules will be found very easy to learn, and it will be difficult to make a mistake. | º Modern Mnemonical Systems. 53 It should be borne in mind that the pronunciation is the sole guide, and that where the pronunciation is doubtful another word should be selected. 0 to 9 may be expressed almost without thinking by Mole, Gun, Jew, Key, Door, Hive, 0 1 2 3 4 5 Brick, Muff, Plate, Wine. 6 7 8 9 As the similarity between words and numerals almost ceases after 9, 10 is pronounced “one-6 ;” 11, one-one ; 12, one-two; 21, two-one ; 82, eight-two ; and so on. The similarity is then found to apply as strongly to all numbers. Thus, 10 can be expressed by banjo, Sambo, or other similar words; 11 by common, onion, &c.; 12 by canoe, manhood, Dunoon, &c.; 21 by Stewpan, mewsman, &c.; and 82 by daybook, outlook, pothook, &c. Once learned, this system will always be found the most natural and the simplest to use. Mr. Sambrook uses the topical method with nomenclature' tables, and also homophonic analogies in teaching history. His system is applied to the usual range of subjects, and is taught privately for a fee of one guinea, or by correspond- ence for 10s. 6d. *e MoIGNo. The Abbé Moigno, like Leibnitz, is better known by other works than those which he wrote on memory. Moigno was a clever French scientist, the translator of Tyndall's works, and the editor of a well-known scientific journal. His works on memory are very complete, and, being in French, may be recommended to the attention of those who may be learning that language. He published three books on memory, the best being the “Manuel de Mnemotechnie.” The other two books are entitled respectively “Latin for All" and “Ger- man for All.” They can be obtained from a French book- seller for about 3s. each. Moigno was a pupil of Castilho, and the system elucidated in his manual is very much the same as that taught by Aimé Paris. 54 Modern Mnemonical Systems. J. H. Noble. A few years ago three or four brochures on memory were issued by as many different persons, each claiming to be the originator of the system. Mr. J. H. Noble, of Leeds, did most to popularize it, and it is now best known in connection with his name. It is published at 1s., and now includes a supplement on “Blindfold Chess,” &c. The key word is :— P R O F I T A B I, E 1 2 3 4 5 6 7 8 9 0 As will be seen, it very much resembles the “private-mark” word used by most retail tradesmen, and any word composed of ten different letters, as “Chimney-pot,” “Consumable,” “Blacksmith,” &c., would answer equally as well. The alphabet is used in a similar manner to that adopted by Mackay and Crowther. For the purpose of recollecting things in a consecutive order, a table is formed of words to express 1 to 100, in the following manner:—0, Obelisk; 1, Pipe ; 2, Rat; 3, Ox; 4, Fox; 5, Ivy; 6, Top; 7, Ark; 8, Bag ; 9, Lamb; 10, Painter's Easel; 11, Paint Pot; 12, Pipe Rack; 13, Perched Owl. DALZELL. Under the title of “Mnemonics applied to History” Mr. Allan Dalzell, of Stirling, issued, in 1882, a couple of pamphlets. The author deals with English and Scottish historical dates from the Roman period to 1872. The key is similar to that adopted by Stokes and others, and is used in the ordinary way to convert numerals into words. Instead, however, of associating the facts and dates with a list of consecutive words, he uses a sentence of suggestive words to indicate their order. Some of the sentences are very apt and easily remembered ; but others appear awkward and difficult. The little books are neat and handy, well got up, and remarkably cheap. Modern Mnemonical Systems. 55 LoſsETTE. About four years ago Loisette, an American lecturer on mnemonics, commenced business in London, teaching what he termed “instantaneous memory” and “the art of never forgetting.” The system subsequently received the ap- proval of Dr. Wilson and Mr. R. A. Proctor, the astronomer. The fee for a complete course is fifteen guineas, five guineas being charged. for imparting the system proper; and additional fees of five guineas each for “a whist memory” and the “cure of discontinuity.” A reduction is made for classes. Having received repeated inquiries regarding the merits of this system, I have taken the trouble to carefully compare it with other systems, with the result that I certainly cannot endorse either the Pro- fessor's claim or Mr. Proctor's testimonial to its originality. Mr. Loisette advertises that he uses “none of the keys, pegs, links, or associations of mnemonics;” and Mr. Proctor says he believes it is unlike all other systems. Both these statements are incorrect. It certainly differs in some respects from other systems, inasmuch as what are known to other mnemonists as “keys and associations” appear here under other names. The greatest point of difference, however, between Loisette's system and others is that he does not now use what Miles terms a nomenclature table, a list of words representing 1 to 100, a very useful arrange- ment for learning a series of facts or dates. This, in my opinion, is the greatest drawback in Loisette's system, as the labor of learning a list of serial events by his method is increased tenfold. Any one who doubts this statement is invited to compare Loisette's method of learning the “Accession of English Sovereigns” with the ordinary mnemonical mode detailed on page 67. A comparison of Loisette's mode of learning the figures expressing the ratio of the circumference to the diameter with Miles's fraction ### reduced to a decimal will likewise show the advantage of the nomenclature table. After a careful comparison of this system with that of Dr. Pick, Miles, Beniowski, Stokes, and others, the conclusion I came to was that, while it in 56 Modern Mnemonical Systems. some respects resembles all of them, it is inferior to any one of them. af In 1886, a very exhaustive exposure of Mr. Loisette's claims to originality was published in a pamphlet by Mr. F. Appleby, entitled “Loisette's Art of Never Forgetting compared with Mnemonics.”* In this the principal features of Mr. Loisette's system are detailed, and innu- merable instances are given in support of Mr. Appleby's contention that the Loisettian system is neither original nor different from what is known as mnemonics. I may add that Loisette's figure alphabet is similar to that used by Aimé Paris, Beniowski, Stokes and others. He originally used a series of one hundred words, but has latterly dis- carded it, and now “correlates’’ or associates in a manner similar to the example given in the notice of Dr. Pick's system. A. P. HEDLEY. Mr. A. P. Hedley, of Ipswich, recently issued what he termed a system of “Natural Memory.” The “system " was written on four pages of foolscap for which he charged 10s. 6d. The whole of the system was based on the first lesson, which ran as follows:—“Choose a time when the mind is perfectly at ease and commence to think, no matter of what, the first person, place, or thing, which presents it- self to the mind. From this let the mind drift on without interruption to other thoughts. The mind must not be forced along, but allowed to drift naturally. When the pupil has been thinking in this 'way for about two minutes he must stop and commence going back again to the point from whence he started, taking care to recall every little thought passed on the way forward.” The other lessons repeat this rule, and suggest that words, figures, sentences, and paragraphs may be “worked in the thoughts” and re- called in like Lænner. Pupils were required to sign an agreement not to divulge this remarkable system under a penalty of twenty pounds ! * London: F. Pitman, Paternoster Row. Price 6d. Modern Mnemonical Systems. 57 ^. CHAUVAUTY. The Abbé Chauvauty, of Lourdes, known in England best by a testimonial which he gave to Loisette, issued in 1886 a memory system which is very popular in France. After giving his famous testimonial he made the acquaintance of the celebrated Abbé Moigno, and he then found that the Loisettian system was anything but a new discovery. He thereafter withdrew his testimonial, and, in a pamphlet pub- lished in France, denounced “Professor’’ Loisette and all his works. The Abbé has since perfected his system, and in connection with it has published a monthly “Revue de Mnemonique,” the contents being mainly devoted to mne- monical exercises. MISCELLANEOUS. In addition to the various modern mnemonical systems detailed in the preceding pages, there have appeared a number of systems under different names that deserve a passing notice. Dr. Grey's system has always found imitators, and at the early part of this century it appears to have been very popular. A schoolmaster, named Needham, in 1813, issued a work founded on Grey's system, entitled “Reminiscentia Numeraris,” a rather bulky volume. The most valuable portion was the annotations, in which he gave a great number of interesting facts pertaining to chronology, in- ventions, &c. In 1828, T. S. Peckston published a “Chronological Chart of the Patriarchs,” based on Grey, to which he added an essay on memory. - In the following year (1829) appeared “A View of the World,” by W. R. Goodluck, in which he used a figure alphabet initially. The book was one of 310 pages, the author adopting a narrative form, weaving in the memorial lines as he proceeded. Under the title of the “Calendar of Memory,” a very useful book by Professor Snooke, was published in 1830. It is more useful to almanac makers than to the general 58 Modern Mnemonical Systems. student. The rules given are concise, and are readily im- pressed on the memory by the author's rhymes. The following is a specimen — To find the dominical letter with ease, Take units and tens of the date, and to these Add leap years within them, and two add beside; Find what the sum wants to make 7 divide ; The number that's wanting will plainly bespeak, In the alphabet's order, the letter you seek. Snooke also gives an epitome of Grey's method. In 1838, Grey's system was condemned by Doctor Valpy, who issued a “Poetical Chronology,” in which he dealt with English history in the following manner:— “In sixteen hundred eighty-eight, behold, Th’ invited fleet in triumph’s gallant pride, Fraught with new stores of wealth and freedom, bears William of Orange o'er the German tide.” The book at the time of publication was much used in schools. In 1838, “Aids to Memory,” by Mrs. Jukes appeared. This contained a series of short mnemonic sentences in which were embodied the principal facts of the Old Testa- ment. The plan adopted was that which was afterwards popularized by Mrs. Slater. A Mr. W. T. Imeson figures as a teacher of memory in 1843, and as the inventor of what he termed “Ideatypics.” In that year he published a small card at 6d., entitled “Phrenotyphonicon,” and in 1844 and 1851 he issued other works. There was, however, nothing particularly novel in his mode of treatment, and his productions are now only known as curiosities. A novelty in memory books was published in London in 1841, when a Frenchman, Gustave Adolphe Bassle, issued his “Systeme Mnemonique” in French. It is probably the only French work on memory that has been published in England. The system is that of Aimé Paris, and there is a strong family likeness between Bassle's work and that of Abbé Moigno. à Modern Mnemonical Systems. 59 In 1839, the Rev. R. R. Knott published anonymously (“By a Cambridge M.A.”) the “New Aid to Memory,” which was devoted to English history. In 1842 he re- issued this work in his own name, and added three other volumes. These consisted of adaptations of Feinaigle's system to Scripture history and to the history of England, Iłome, and Greece, and were illustrated with a number of fanciful engravings. Robert Pike and William C. Pike, in 1844, published at Boston, U.S.A., a work entitled “Mnemonics applied to the Acquisition of Knowledge; or the Art of Memory.” . Other works on this subject were published about this time by J. W. Cannon, and Lorenzo D. Johnson, but their works have long been out of print, and copies are scarce. From 1853 to 1866 other works on Grey's system ap- peared, one being by the Rev. J. G. Cumming, entitled “A Chronology of Ancient History” (London, 1853); and one by E. D. Girdlestone, “Memory Helped, or Dr. Grey's system explained ’’ (London, 1866). In 1864, an American book, entitled “Mnemeology,” by Chase, appeared, but is little known. A copy will be found in the British Museum. In this year also appeared Mrs. Slater's “Sententiae Chronologicae.” This is a well-known work, and has long been popular. The key is used initially, and the work is a useful one. “How to Remember Sermons and Lectures” formed the subject of a little pamphlet by the Rev. John Jones, Kirk- dale, Liverpool, which was published in 1863. The system is entirely topical, the objects being arranged in columns. Each symbol is supposed to recall that on the right of it, and vice versa. The ideas to be remembered are to be associated by phrases to the objects in their order. No figure alphabet is used. Another edition was published in 1866. In 1866, Haney’s “Art of Memory” appeared in New York in the form of a fifty-paged pamphlet. The greater portion is copied from McLaren’s “Systematic Memory.” The late Mr. William Hill, of Patricroft, about 1870, used the topical system as the basis of a somewhat elaborate. 60 Modern Mnemonical Systems. but ingenious arrangement, which he termed the “Local Suggester.” This consisted of dividing the interior of a room into 50 spaces, and arranging a series of alphabetical words in each. To these words were connected the idea or fact to be remembered Music, French, Quadrilles, &c., were taught by this method, rhyme being also used as an aid. Mr. Hill's first work entitled “The Educational Monitor” was published in 1847; and in 1852 the fifth edition of his “Memory of Language” appeared. An excellent mental almanac appeared in 1873, the author being Mr. William Relton, of Liverpool. In this Mr. Relton epitomizes the methods of the Venerable Bede and Professor de Morgan. Aimé Paris's key is used for retaining the figures, and brevity is the key-note through- out. The chief merit of this sixpenny pamphlet is that it is absolutely reliable. It can be obtained from the author, at 25 Mount Street, Liverpool. Another excellent work on memory was published in 1873, viz., “Memory Helps in British History,” by James Macaulay. The key is similar to that given in Chapter W. of this book. Macaulay's book deserves to be better Known, the associations being particularly happy, making the acquisition of historical dates a pleasant task. It was published by Porteous, Glasgow, but appears to be now out of print. In 1875, W. H. Courtley, a clever mnemonist, lectured on mnemonics and taught a system privately, the fee being 21s. Courtley was a pupil of Mr. F. Appleby, and the alphabet is the same. The French genders were ingeniously asso- ciated with the Queen's head on a penny piece in a some- what similar manner to that adopted by Fairchild. In 1877, William Begg, of Cincinnati, published a pon- derous volume entitled “A Centennial Book: Mnemonics or a System of Aids to Memory.” The plan adopted much resembles Grey, and the book is little known in England. “How to Remember" was the subject of a half-a-crown pamphlet in 1877, by J. H. Younghusband, who had previously published a “Chronology of English History,” and a “Perpetual Mental Almanack,” both of which appear to be included in this pamphlet. The key used is that Óf Modern Mnemonical Systems. - 61 Aimé Paris, and the associations and arrangement through- out are exceptionally good. § “Statutes by Heart,” by F. W. Head, was published in 1877, and aimed at memorizing the particulars and numbers of various statutes. The key differs but slightly from that used by Beniowski and others, but is only used initially--a sentence suggesting the statute, and the initials giving the number. The sentence, “Mutilating Ledger Intending Robbery,” in this way suggests the “Falsification of Accounts Bill,” and the initials “m, l, n, r,” give the numbers, 38, 24. Many of the sentences are suggestive enough, but others would, without a good deal of study, apply to anything. - Under the title of “The Whole Art of Memory,” Thos. Laurie, in 1880, published a cheap pamphlet, but beyond a re-arrangement of Beniowski's key, and a consequent change in the list of consecutive words, it differed but little from other systems. Another pamphlet, “How to Improve the Memory,” by Charles Hartley, appeared in 1880. In it various systems are epitomized, a rather full account is given of Grey's method, and various hints for assisting the memory added. The latest addition to mnemonic literature appeared in 1886, when Gustavus Cohen, known best as an evangelist and phrenologist, published “Memory : How to Secure and Retain it.” A large portion of the pamphlet is made up of extracts from Levison and Fowler, and considerable space is therefore devoted to Phrenology and the cultivation of the perceptive faculties. CHA/? TER IV. UTILITY OF MNEMONICS. decry the use of what they have been pleased to term artificial aids, recommending instead the moderate and constant use of the faculty, and specially impressing on their readers that all that is necessary to develop a good memory is a healthy brain, and careful attention to the idea or fact to be remembered, and in the case of arbitrary characters frequent repetition. This advice, however, is better in theory than in practice. Later writers take a broader view, and admit that something more than mere attention is required to develop a good memory. The following four rules for improving the memory are sensible and suggestive: —1.—The habit of fixing the mind, like the eye, upon one object. 2.-The application of the powers of reflection. 3.—The watchfulness of the powers of understanding, known in a good sense as curiosity. 4.—Method. Professor Godwin, in his “Intellectual Principles,” re- marks on the same subject:-‘‘Much is forgotten, but much is remembered ; and more might be remembered, and re- called more readily and correctly, if the laws of memory were properly known and used. tº e The power of memory is increased by exercise. It is generally stronger in youth than in old age. ū. three most desirable qualities of memory are—facility, retentiveness, and readiness; and all these are improved by practice. The first and second F has long been the custom for writers on memory to Utility of Mnemonics. * 63 depend much on the attention given to what is to be remembered ; the third on the number, variety, and arrangement of associations by which it may be re-called. There are minds on which most impressions are so slight that they are soon forgotten. Others who have learnt and retained much, do not remember things at the right time. Few have memories so quick, retentive, and ready, as not to need some special culture; and there are none whose memories may not be improved by attending to what is most important, and forming associations to aid recollection. Arbitrary arrangements to aid in recalling dates, words, and facts which have no natural connection, are occasionally of use for a time; but natural connections are more lasting, and are on every account to be preferred when attainable. There seem to be some variety of memory—a special aptitude for remembering words, or numbers, or facts, or arguments, or voices, or faces. There is some difference in natural susceptibility; but most of the differences in memory are to be attributed to the degree of attention given to various objects, and to habits of observing and thinking.” After reading a book or an article, or an item of information from any reliable source, it is a good plan, before turning your attention to other things, to give two or three minutes' quiet thought to the subject that has just been presented to your mind; see how much you can remember concerning it; and, if there were any new ideas, instructive facts, or hints of especial interest that impressed you as you read, force yourself to recall them. It may be a little trouble- some at first, until your mind gets under control and learns to obey your will, but the very effort to think it out will engrave the facts deeply upon the memory—so deeply that they will not be effaced by the rushing in of a new and differ- ent set of ideas; whereas, if the matter be given no further consideration at all, the impressions you have received will fade away so entirely that within a few weeks you will be totally unable to remember more than a dim outline of them. The chief use of a system of mnemonics is to induce a person to pay the utmost regard to the natural laws of ... memory. With persons differently constituted no particular system can be expected to suit the requirements of each ; tº. 642 Utility of Mnemonics. but if the principles upon which a system is based agree with the natural laws of memory, there is no person who may not benefit from a study thereof. The result of a thorough course of exercises in mnemonics is a knowledge of the value of first impressions, which leads to the giving of greater attention ; a knowledge of the powers of associa- tion, enabling ideas to be more readily recalled ; and the gradual acquisition of a method in storing the mind. It also has the effect of curing mind wandering. This common defect is caused by a want of concentration and purpose. The will is weak and the mind wanders aimlessly from one idea to another without a why or a wherefore. A course of mnemonical exercises leads to the habit of arranging the ideas, condensing, analyzing, and classifying them ; and this ensures a rivetting to and concentration of the powers of the mind on the subject under attention. - - It is often urged that a system of mnemonics is useless for every-day life. This is to some extent true. The chief object of a good system is to direct how the natural powers may be used and developed, and those who thoroughly study such a system will find that this object is attained, whether or not the details of any particular system be applicable to matters of every-day life. There are, however, few persons who have not, at some time or the other, used mnemonical aids. Who has not had to recite the rhyme “Thirty days hath September,” &c., to find the number of days in a month? and every schoolboy will recollect— “Conjunctions couple words together, As clear and cold but pleasant weather.” Also the Latin prepositions :— “A, ab, abs and absolue de, Coram, clam, cum, ex, and e Tenus, sine, pro, and prae.” What is termed the “monthly letters” are represented by the initials of the very old lines :— At Dover Dwell George Brown, Esquire, Good Christopher Finch, And David Frier. Utility of Mnemonics. 65 Then there are the old syllogistic symbols so dear to the logician, which were arranged as a memory aid as follows:— Barbara, Celarent, Darii, Ferioque prioris. Cesare, Camestres, Festino, Baroko, Secundae. Tertia, Darapti, Disamis, Datisi, Felapton. Bokardo, Ferison habet, quarta insupur addit Bramantip, Camenes, Dimaris, Fesapo, Fresison. The fact that smoothrhymes strongly impress the memory has always been taken advantage of. This fact suggested to Brayshaw his mnemonical system ; and Stokes remarks that he prefers rhyming to being prosy. Southey, the poet, was not above writing the following doggerel as a memory aid for his daughter:- “A cow's daughter is called a calf; A sheep's child a lamb. My darling must not say “I are,’ But always say “I am.’” Rhyming “Books of the Bible,” “Parts of Speech,” &c., are common, and have often been found useful. The following on the Zodiacal Signs is not so well known :- “The Ram, the Bull, the Heavenly Twins, And next the Crab the Lion shines, The Virgin, and the Scales, The Scorpion, Archer, and Sea-Goat, The man who holds the watering-pot, And the Fish with glittering scales.” Another instance of the utility of mnemonics may be adduced. When, in February, 1870, the Government took over the private companies' telegraphic systems, they had to provide for the inevitable increase of work by immediately teaching telegraphy to an enormous number of learners. At this juncture some quick process was needed, and a mnemonical arrangement was adopted for the rapid learning of the telegraphic symbols. The Morse alphabet, as is well known, is composed of dots and dashes. To simplify the learning of the symbols they were divided into groups—One group, T M O Ch, was represented by one to four dashes respectively, and to fix the order of these four letters in the 5 \ 66 Utility of Mnemonics. learner's memory, the mnemonical phrase, “Turnips Make Oxen Cheerful,” was invented. A W J U W were similarly associated with “A Wet Jacket's Uncomfortable, Very !” The other sentences were “Earwigs Infest Summer Houses,” “No Difficulty Baffles Great Zeal,” “Rememberl Law Preserves Freedom,” and “Kindness Conciliates Youth Xtremely Quickly.” & Several other mnemonical arrangements are also used in telegraphy, such as abbreviated words, to save time in transmission ; a two or three letter symbol to denote every telegraph office in the kingdom (as GW for Glasgow, LV for Liverpool, TS for London, &c.); and the substitution of letters for numerals. To facilitate the transmission of the exact time a message is handed in, the letters A to M are used to represent 1 to 12 (J being discarded), the same letters being also used for each of the twelve periods of five minutes which make up the hour. The intervening minutes are represented by the letters R S W X, expressing respectively 1, 2, 3, and 4 minutes. A B It would thus express 1.11; B A S, 2.7; K G W, 10.38; and G G X, 7.39. The value of this system will be seen when it is mentioned that upon the time of reception depends the priority of transmission. Numbers are each expressed by five dots or dashes, or a combination of both. To save time these are abbreviated to a, 1 ; u, 2.; v, 3; e, 5; b, 7 ; d, 8; m, 9; and t, 0. It will thus be seen that in the busiest and most extensive Government organization mne- monics find a prominent and constant place. OHA PTER V. HOW TO PRACTICALLY USE MNEMONICS. remembering ideas, facts, and dates, it is essential that the principles should be intelligently understood; and that the alphabet, or key, and the table of consecutive words should be thoroughly learnt—so thoroughly that they may be uttered without the slightest hesitation. Sambrook's system is as good as any, but the following key is more generally used and widely known, and I, therefore, adopt it :— - B”. a mnemonical system can be used for º 1, t and d ; 2, n and prefix con ; 3, m and prefix com ; 4, r ; 5, l ; 6, ch, sh, j, and tion ; 7, k, g, c (hard), q, and termination ng ; 8, f, v, and prefix fl; 9, p, b, and prefixes pl, bl, pr, br, and termination ble ; 0, s, c (soft), and 2. - The consonants are to be joined with vowels to form words to represent numerals. Double letters, as in utter, folly, mummy, to be taken as single ; and the sound, not spelling, to be the guide. A little exercise will soon renote. the student familiar with the key. 36 y '68 How to Practically Use Mnemonics. The following table shou ld then be thoroughly mastered:— 0 Hoes 1 11 21 31 41 51 61 71 81 91 Wheat Tooth Hand Mayday; Hart | Lad | Cheat | Gate | Feet T Putty 2 12 22 32 42 52 62 72 82 92 Hen | Dine Nun Hymen Horn Lion | Chain Gun Vein | Pano 8 13 23 33 43 53 63 73 83 93 Home | Time | Name Mama | Army Lamb | Sham Comb Fame | Bomb 4 14 24 34 44 54 64 "4 84 94 Hair Tower | Owner | Mare Warrior Lair Chair Hawkcr | Fire Bier 5 15 25 85 45 55 65 75 85 95 Oil IDell Nail Mill Royal Lily Jail Coal Vial Bell 6 16 26 36 ° 46 56 66 76 86 96 Shoe Ditch | Hinge | Image Arch | Lodge Judge | Cage Fish Preach 7 17 27 37 47 57 67 77 87 97 Hook | Duck Ink Mug Rock Lake Jockey | Cake Fig Book 8 18 28 38 48 58 68 78 88 98 Fly Dove Knife Muff whart | Leaf shave coffee | Fife | Brief 9 19 29 39 49 - 59 69 79 89 99 Bee | Tabby Knob | Mob | Rope | Elbow Ship | Cube | Fable | Pope 10 20 80 40 50 60 70 80 90 100 | Daisy | Hyenas Muse Race | Wheels | Chess | Eggs | Vase Pies Diocese It will be seen that each of the words expresses the The whole series can be readily learnt number above it. =" How to Practically Use Mnemonics. 69 t *-*. by 'ssociating in couples. Care should be taken to present but two ideas in the mind at once. “Hoes” will readily associate with “Wheat”; “Wheat” with “Hen”; “Hen” with “Home”; “Home” with “Hair" or “Hare”; “Hair.” with “Oil,” &c. The mind should be allowed to make its own association, and the connecting idea should always be a natural one. By going carefully through the list associating each word with that preceding and following it, the order of the whole will be impressed in the memory; and an oc- casional repetition, forward and backward, will be sufficient to render the impression permanent. If one word at any time should not suggest the word that follows it, the numerical order will generally suggest the word, or, if this fails, a recapitulation of the list backward will bring it to the mind. This list should be learnt so thoroughly that it can be repeated as quickly as the ordinary numerals. ENGLISH HISTORY. The quickest way to learn historical dates is to use a suggestive word to represent the fact and to link this with a key word (when the consecutive order is desired) in a terse sentence, the final words of which express the date. The list of English Sovereigns, in their proper order, with the dates of their accession, may be learnt in a few minutes by this plan. The words “What, When, Whim, and War” may be used to represent the four Williams. The initials suggest William, and the second consonants indicate 1, 2, 3 and 4. The eight Henrys may also be denoted by the words “Head, Hone, Him, Hour, Hill, Hash, Hag, and Hoof”; the six Edwards by “Eat, End, Emblem, Err, Eel, and Edge”; the three Richards by “Road, Rain, and Roam”; and the four Georges by “Got, Gone, Game, and Gore.” |Unless some such device is used, confusion as to which is the one referred to always ensues. Adopting this plan the following associations will be found to readily recall the order and date of accession of each sovereign:— Key-word. Sentence. Date. Wheat WHAT a wise judge 1066 Hen WHEN hens are saving 1087 70 How to Practically Use Mnemoni, *S. sm--- Home Home, sick with a HEAD disease ... 1100 Hair Here steps STEPHEN with his diadem low 1130 Oil Oil a HONE for a dollar 1154 Shoe Shoes for the ROAD suit a tough boy 1189 Hook Hook a Jack and let it hop up 1199 Fly Fly HIM with any dodge 1216 Bee Bees EAT much when winning honey 1272 Daisy Daisies to the END show a white mask 1307 Tooth Toothache, EMBLEM of a maniac 1327 Dine Dine in the RAIN with a demagogue 1377 Time Time in a HOUR glass may peep 1399 Tower On the HILL is a tower dim, 1413 Dell Delightful HASH, a meaty re-union 1422 Ditch Ditches, if you ERR not, may be crossed dry-shod 1461 Duck Ducks catch EELS and tear off home 1483 Dove A dove may ROAM o'er water foam 1483 Tabby Tabby may cause a HAG to revile 1485 Hyenas Hyenas HOOFS are always up 1509 Hand Hand-sewn EDGES denote good tailoring 1547 . Nun None thought MARY a holy lamb - 1553 Name Named Good Queen Bſess] of the loyal hive 1558 Owner An owner of JAM won a juicy ham 1603 Nail Nail up CHARLES the genial 1625 Hinge Hinge CROMWELL to the helm 1653 Ink Incautious CHARLES took no heed of judges 1660 Enife Knives JAMES took to shave all 1685 Knob A noble WHIM to chaff a foe 1688 Muse Amuse or quiz Anne 1702 May-day May-day's GOT on her gay attire 1714 Hymen Hymen's GONE a queening 1727 Mama Mama likes a GAME of Chess 1760 Mare Mare's GORE is venous 1820 Mill A military WAR may make us famous w 1830 Image Imagine a queen good and meek 1837 Other historical dates may be committed to memory in a similar manner. If it is desired to learn them in an particular order, the table of consecutive words should be used, as shown above. GEOGRAPHY. There are various mnemonical aids that will be found useful to the student. The political maps that appeared a few years ago were, in their way, exceedingly useful in impressing the mind with the geographical situation of Turkey, Russia, &c. Gayton's work on Memory, published \ How to Practically Use Mnemonics. 71 * tºº in 1826, contained a series of maps, the outlines of which were represented by animals, &c. (see page 33). Mr. E. G. Pickering, of Harrington, an old mnemonist, has de- signed a clever outline sketch of England and Wales. The outline represents and old man riding a hobby horse. By merely filling up the outline with the names of the counties and principal towns, and committing to memory a few metrical lines, the geographical situation of each place is readily retained in the mind. The resemblance of Italy to a lady's boot is an aid of this character; and there can generally be traced some resemblance, fancied or real, be- tween a portion of a map and some familiar object. Stokes's mnemonical globe is also of great use. Geographical dis- tances are best remembered by converting the figures into a word and associating the word with the name of the place. The following express the distances, in miles, from Lon- don:—Edinburgh's embayed (391); Thievish (186) Leeds; Birmingham ideas pay (109); from Liverpool now sail (205), &c., &c. The heights of mountains, lengths of rivers, populations, &c., can be similarly expressed. Where the names of places do not readily associate, a suggestive word may be used, as “A mountebank is usually a tall boy,” for Mont Blanc, 15,900 feet. For latitudes and longitudes two distinct words or phrases should be used. . MUSIC. There are various mnemonical aids that may be found useful by the musical student. “GooD AlB and Beef' " is one of the best known phrases for suggesting the flat and sharp keys in their proper order, the capitals giving the sharps if read forward, and the flats if read backwards. The following may also assist :- A-MAJOR key three sharps will tell ; The MINOR-A is natural ; And A-flat-MAJOR all will say, With four flats ever we must play. With MAJOR-B five sharps are sent; B-MINOR is with two content ; To B-flat-MAJOR two flats place ; With B-flat-MINOR five flats trace. 72 How to Practically Use Mnemonics. To prove our maxim plain and true O-MAJOR kºy we matural view ; On MINOR-0 three flats attend ; And 0.8harp-MINOR four befriend. The MAJOR-D two sharps doth crave ; The MINOR-D one flat must have ; With D-flat-MAJOR five are told; With D-sharp-MINor six behold. With MAJOR-E four sharps we'll own ; The MINOR-E has only one ; To E-flat-MAJOR three flats fix; As E-flat-MINOR must have sta. F-MAJOR-key has one poor flat ; The MINOR-F has four times that ; For F-sharp-MAJOR six sharps score ; To F-sharp-MINOR three,—no more. G-MAJOR key with one sharp make ; G-MINOR key two flats will take ; To G-sharp-MAJOR five sharps name ; And G-flat-MINOR 8:a: flats claim. HOW TO LEARN THE PIANO KEYS. All the G and A keys Are between the black threes ; And 'tween the twos are all the D's ; Then on the right side of the threes Will be found the B's and C’s ; But on the left side of the threes Are all the F’s and all the E's. GRAMMAR. The following “Parts of Speech,” in rhyme, is so readily learnt by children, and epitomizes so well the character of each, that I make no excuse in giving it here :— Three little words you often see Are Articles—a, am, and the. , A Noun's the name of anything, As school or garden, hoop or swing. Adjectives tell the kind of Noun, As great, small, pretty, white or brown. How to Practically Use Mnemonics. 73 Instead of Nouns the Pronouns stand— Her head, his face, your arm, my hand. Verbs tell of something to be done— To read, count, sing, laugh, jump or run. How things are done the Adverbs tell, As slowly, quickly, ill, or well. Conjunctions join the words together, As men and women, wind or weather. The Preposition stands before A Noun, as ºn, or through a door. The Interjection shows surprise, As Oh I how pretty ; Ah! how wise. The whole are called Nine Parts of Speech, Which reading, writing, speaking teach. PoETRy, PROSE, &c. There are two methods of learning poetry. Short pieces can be readily learnt with a little care. Take, for instance, Longfellow's— ARSENAL AT SPRINGFIELD. This is the arsenal. From floor to ceiling, Like a huge organ, rise the burnished arms; But from their silent pipes no anthem pealing Startles the villagers with strange alarms. Ah ! what a sound will rise, how wild and dreary When the death angel touches those swift keys I What loud lament and dismal Miserere Will mingle with their awful symphonies I hear even now the infinite fierce chorus, &c. There are twelve verses, but the above will serve to illustrate the method adopted. First get twelve slips of paper, and copy the first verse plainly once. Carefully note the pauses and the sense. Next read the verse aloud once or twice very distinctly, slowly walking up and down, and taking particular notice of the rhyming words, and the rhythm. Repeat from memory, and, if any defects, re-write the line in which the defects occur. Treat the second and third verses similarly, noticing any alliterative peculiarity as “loud lament,” “dismal Miserere,” “infinite fierce chorus,” and the “When,” “What,” “Will,” commencing the last three lines of the second verse, all of which aid the memory. 74 How to Practically Use Mnemonics. Then link or associate the word “alarms ” in the last line of first verse with “sound" in the first line of second verse; “awful symphonies” in the second verse with “fierce chorus” in third, and so on all the way through, linking the last line of each verse with the first of the following in such a way that the one will readily suggest the other. If a poem is difficult, and stronger links are desired, the mnemonical table can be used, one word to each verse in regular order. Good poetry, however, is never very difficult to recollect ; bad poetry is not worth learning. In learning actors' “parts,” endeavor to grasp the character of the person represented, picture each scene in the mind, and take in the sense of each situation. Carefully link the “cue” with the matter following, and depend more upon the loud, distinct repetition of the part, walking slowly up and down while reading it. Puns, rhyme, easy metre, and alliteration ar all aids, and every adv Proverbs, being generally alliterative, are as a rule easily recollected. Respecting the best mode of committing to memory long poems for recitation my friend, Mr. Ransome Corder, of Malvern, has favored me with the following rules:–I.— Never make a task of committing to memory. II.—Select poems that you like, and that are really worth learning. III.-Read the poem over carefully aloud several times. This you will do in any case if you like the poem. After the first reading striking expressions, sometimes couplets, or even whole stanzas, will linger in the memory, and each succeeding perusal will deepen the impression and multiply them until you have landmarks, so to speak, from all parts of the poem implanted in the mind. Giving the poem as a public reading, emphasizing all points, will assist, and by occasionally going over it while walking, or at night, if wakeful, you will discover where weak, and the gaps can be filled up. When perfect recite the poem in public, and it will then, in all probability, be a possession forever. Prose may be committed to memory in a similar manner. Apart from the fact that the work of learning will be more a pleasure than a task, this method is an excellent natural way of strengthening the memory. How to Practically Use Mnemonics. 75 \ LECTURING AND REPORTING WITHOUT NOTEs. To lecture or preach without notes, it is essential that the subject-matter should be methodically arranged. A lecturer who has a good subject, apd who is thoroughly acquainted with it, will need little help. He would merely require to decide on the order in which he intends to treat each portion, and mentally link or associate the parts in regular order, each with the following one, or each separately to the consecutive key-words. The lecturer who is not thoroughly acquainted with his subject should not lecture on it, one is apt to say, but he should certainly make himself acquainted with its salient points. He should analyze it, arrange the matter in proper order, and condense the sense of each paragraph into one or two words, linking these mentally whh the key-words. To report without taking notes, the mmemonical student should carefully follow the speaker's remarks, and as soon as he hears a word germane to the subject which is likely to suggest the sentence or two preceding and following it, that particular word should be immediately linked mentally with the first word in the mnemonic table, and a second appropriate word with the second key-word, and so on in the same manner. A little practice will enable this to be done momentarily. The object should be to condense the sense of every paragraph into one suggestive word, which he should immediately “pigeon-hole" in his mental cabinet. To learn the contents of an ordinary book in one reading the same plan may be adopted. *. LEARNING LANGUAGES. In learning a foreign language mnemonics is useful in assisting the student to form a vocabulary, to make lists of exceptions to certain rules, and to learn the rules themselves. To show fully how this is done would occupy too much space, and I must content myself by referring the reader to works on the subject. Dr. Pick published excellent works dealing with the French and German languages, which may be perused at most of the public libraries; the Rev. J. H. Bacon, in his “Science of Memory,” devotes a large 76 How to Practically Use Mnemonics. portion of his space to Latin, and the simplest way of . acquiring a knowledge of it; and the Abbé F. Moigno, a wonderful mnemonist, was the author of a little-known work entitled “Latin for All.” Bacon also deals with French, and his book is the best I know on this subject. By it the rules, lists of exceptions, and vocabulafies can readily be learnt. This book is at present out of print, but a new edition is talked of. MISCELLANEOUS. A system of mnemonics, once thoroughly mastered, is always more or less useful, even in business. A customer's ledger folio can generally be readily associated with his name. Very often an appropriate word already exists in , Some word or syllable in the customer's name or address. A mnemonical almanac (given in “Mnemonical Feats”) is always useful, and saves both time and trouble. It is not always necessary to translate numerals into words to ensure their being recalled. As already pointed out, a course of mnemonics induces the student to closely examine all that he would remember ; and this leads to the exercise of attention and method, and a natural strengthening of the memory. . §§ §§§º: SSR º º Q-a Yºsë {} 3º 4}. <º OHAPTER VI. MNEMONICAL FEATS. systems on the ground that their propounders had more in view the exhibition of apparently difficult feats of memory than the application of the art to matters of real value and importance. Regarding such feats, Lord Bacon said he esteemed them no more than he did rope- dancing or acrobatic performances, and characterized one as being the abuse of the bodily, and the other of the mental powers. But just as acrobatic performances often have the effect of encouraging the practice of healthy gymnastic exercise, so does the performance of mnemonical feats have the effect of directing the attention to the powers of the memory, and leading to a profitable study of it. The world must be amused and entertained ; and just as kindergarten teachers play to teach, so the mnemonist may amuse to instruct. In the examples which follow, the object has been to give sufficient illustrations to allow the mnemonical student to suitably entertain an evening party, for example, with feats both varied and interesting. It must be premised, however, that before attempting to exhibit his “marvellous memory” before a critical audience he should first thoroughly know the principles of the system he has adopted. He should note, also, that the key, without which little can be done, is to replace the numbers 1 to 100, and he should know it so ()": has been taken to various mnemonical 78 Mnemonical Feats. perfectly as to be able to recite it with ease, and to remember the equivalent of any number without hesitation. z MENTAL CALENDARs. Mnemonical calendars for any year are easily constructed, quickly learnt, and are always useful. All that is required is the date of the first Sunday in each month, from which other dates can be calculated. In the following, these dates are suggested by words possessing some similarity to the month and dates:— 1887. DATE OF FIRST SUNDAY. SUGGESTIVE WoRDs January 1, Oct. 2 Octogenarian's tooth Feb., March, and Nov. 6 Feebly mark novel music April, July 3 A jolly apple tree May 1 May's wonders June 5 Tuneful hive August 7 An August event Sept., Dec. 4 Deceptive ford 1888. January, April 1 . Jennis happily won February 5 Valentine's wive Nov., March 4 Nobly march forth May 6 May-pole fix June 3 Juniper tree July 1 Julia won August 5 A gust drives. September, December 2 Deception's hue October 7. Rocky Devon Mnemonical Feats. * 79 It will be seen that the words given readily suggest the month, and 'by similarity, the date. In the use of these calendars, Monday is termed One-day; Tuesday, Two-day; Wednesday, Three-day; Thursday, Four-day; Friday, Five- day; and Saturday, Six-day. To find the day of the month upon which Christmas falls in 1888, let “Deceptions hue.” suggest December 2, and then calculate by sevens—2, 9, 16, 23—the 25th is two days after, or Tuesday. The phrase “Apjohn's Nose’’ may be used to suggest April, June, November, and September, the four months with only 30 days, the rest, February excepted, having 31. Those who know Stokes's key, or that detailed in Chapter W., can use the following sentence as an almanac for 1887.* It con- tains 12 mnemonical consonants in their proper order:- No judge . Jan. 2, Feb. 6, March 6 May tell April 3, May 1, June 5 My curs July 3, August 7, Sept. 4 Injury Oct. 2, Nov. 6, Deer. 4 A similar sentence for 1888 is:—“Tailor—teach me— to line—a crown.” By dividing the sentence into four parts, one for each quarter, as above, the date of the first Sunday in each month is readily obtained. A PERPETUAL CALENDAR. At first this mental calendar appears difficult, but after a little practice it is as easy to use as the others. Each month has a number as follows:—January 2, February 5, * A method bearing some resemblance to this was published by McLaren in 1862, and by Haney (another American plagiarist) in 1866; but they merely used disjointed words, as “Buy Ma'am—Divan—Dear Ale—Pommel ” for 1867. I originated the idea of using a connected phrase, and gave in my 1885 edition, as an example, the sentence— “My coke range readily may glow ’’ as a mental almanac for 1886. After the publication of my book Loisette, although condemning mnemonics, copies this idea, and, after changing the Sundays to Saturdays, gave as an almanac for 1886 the sentence—“No Judge may delay my garnisher l’’ Comment is needless. 80 Mnemonical Feats. March 5, April 1, May 3, June 6, July 1, August 4, Sep- tember 0, October 2, November 5, December 0. To avoid confusion with other calendars, the last consonant in the following words is used to indicate these numbers:–Jam, Feeble, Marshal, Apricot, Madam, Jew, Juliet, Augur, Se- poys, Octoroon, Novel, Disease. The numbers can also be recollected by the sentence—“No lily—to match—a dress—in lace.” In leap years the number for January is 1, and for February 4 ; the rest are unaltered. To find the day of the week any date in any year falls upon, the last two figures of the year are to be divided by seven and the remainder added to the number of leap years (found by dividing by four). To this is added the month number and the day of month required. The whole is divided by 7, and the remainder gives day of week. To find, for instance, upon what day the battle of Waterloo was fought, June 18th, 1815, the two last figures, 15, are taken. 15 divided by 7 gives 2, plus . . . . . . . . . . . 1 Divided by 4 =3, plus 3 . . . . . . . . . . . . . . . 3 Add day of month . . . . . . . . . . . . . . . . . . . 18 Add month number . . . . . . . . . . . . . . . . . . 6 Total . . . . . . . . . . . . . . . . 28 28, divided by 7 gives no remainder, hence date wanted fell upon a Sunday. To elucidate the method still further the date of Christmas Day, 1888, may be taken. 88 divided by 7 gives 12, plus 4 ... . . . . . 4 Divided by 4=22 . . . . . . . . . . . . . . . . . . . . 22 Add day of month . . . . . . . . . . . . . . . . . . . 25 Add month number . . . . . . . . . . . . . . . . . . 0 Total . . . . . . . . . . . . . . . . 51 51 divided by 7 gives 2 as a remainder. This indicates the second day, or Tuesday. A little practice enables any date to be mentally calculated very quickly. The chief point to be remembered is that when divided by 7, the remainder is to be included, but when divided by 4, the remainder is to be discarded. * . Mnemonical Feats. - 81 BLINDFOLD CHESS AND DRAUGHT PLAYING. Blindfold chess and draught playing are popularly regarded as wonderful feats of memory. It is, however, less a feat than a phase. It should be borne in mind that blindfold chess and draught players are more than ordinary good sight players, and that, moreover, their minds are completely saturated with draught and chess ideas. They know every opening, every standard position, and to players of this class every game played, at sight or blindfold, has a well- defined individuality. No good player will find much difficulty in playing blindfolded if he will take the trouble to master a little “book play ” and constantly practise it. The first thing to be learned is the notation, and this must be learned thoroughly. In draughts the single corner row —4 to 29—is generally easily learnt, the double corners— 1–5 and 32–28—are also familiar ; and if it is borne in mind that 12–20 and 12–21 are the four overhanging central squares, one half of the board will be in the mind. The playing over of a few book games will soon make a player well acquainted with the notation. He should then take a short end game and study it carefully on the board until he thinks he can remember the exact position of each piece, and its relation to each of the others. After playing this carefully over on the board it should be put on one side, and, if possible, dismissed from the mind for some hours. He should then sit down with the eyes closed (which will assist in the concentration of his ideas) and endeavor to recall the position accurately to his mind. The first attempt may not be successful, but after a few trials he will find that he can manage very well. By practice in this manner, and by obtaining a good knowledge of the various games, with their principal variations, added to the assumed thorough familiarity with the notation, a good player will find that he can play as well blindfold against an ordinary player as at sight. Sarratt, the first of the English masters, in his translation of “Damiano, Ruy Lopez, and Salvio,” gives Damiano's rules for blindfold play; but beyond indicating the range of each piece, they give little information. Perfect acquaintance with the notation 6 82 Mnemonical Feats. and “great practice” were the chief desiderata. Mnemonics are of very little use in blindfold play, and no so-called “system" that I have seen is of the slightest practical value. These feats are simply good examples of what a person can accomplish by thoroughly mastering all the details of one particular subject. Hermann Kothe details a chess memory in his book, by which the position of any piece may be remembered b converting it into a word; but this would be of very little use in blindfold play, as every move would necessitate a fresh word and a new association. / WHIST. A whist memory can only be gained by practice and a thorough familiarity with the game and the recognized method of playing it. The most concise book on the subject is, I believe, Dr. Pole’s “Theory of the Modern Scientific Game of Whist,” published by Longmans. The only way in which mnemonics have been used has been to assist in remembering the fall of the cards. This can be done by arranging the trump cards to the left of all the other suits, and placing cards to the left side of the trumps to denote the manner an opponent has won a trick. Hoyle gives a few rules on this subject, but they have to be considerably modified in practice. Thorough good whist players, as a rule, use no system to remember the fall of the cards.” Playing the game scientifically helps the memory to a great extent, and a player with a thorough knowledge of the game has no difficulty in remembering what cards have fallen, and can also make fairly accurate guesses as to who possesses other cards. By his own play he informs his partner the strength of his hand, and his partner does the same. Each trick, to a good player, gives him certain information, upon which he has to base his own play, and he is so interested in each trick that he cannot well forget it. Whist is now recognized as a scientific game, in which skill almost equals * If desired, I can supply, privately, a good Whist system based on my figure alphabet, but, so long as mnemonic quacks abound, I do not care to give particulars in this book. Mnemonical Feats. - 83 chance, and to play it properly one must thoroughly study it, a whist memory will be the result. The following verses from Pole's work will give a few hints:— IF you the modern game of Whist would know From this great principle its precepts flow;- Treat your own hand as to your partner's joined And play, not one alone, but both combined. Your first lead make your partner understand What is the chief component of your hand; And hence there is necessity the strongest, That your first lead be from your suit that's longest. In this with ace and king, lead king then ace ; With king and queen, king also has first place; With acé, Queen, knave, lead ace and then the queen ; With ace, four small ones, ace should first be seen ; With queen, knave, ten, you let the queen precede ; In other cases, you the lowest lead. Ere you return your friend's your own suit play; But trumps you must return without delay. When you return your partner's lead, take pains To lead him back the best your hand contains, If you receive not more than three at first ; If you had more, you may return the worst. But if you hold the master card, you're bound In most cases to play it second round. Whene'er you want a lead 'tis seldom wrong To lead up to the weak or through the strong. If second hand, your lowest should be played, Unless you mean “trump signal” to be made ; Or if you’ve king and queen, or acé and king, Then one of these will be the proper thing. Mind well the rules for trumps, you'll often need them; WHEN YOU Hold Five 'TIS ALWAYS RIGHT TO LEAD THEM ; Or if the lead won’t come in time to you, Then signal to your partner so to do. Watch also for your partner's trump request, To which, with less than four, play out your best. To lead through honours turned up is bad play Unless you want the trump suit cleared away. When second hand, a doubtful trick you see, Don't trump it if you hold more trumps than three : But having three or less trump fearlessly. 84 Mnemonical Feats. When weak in trumps yourself, don't force your friend; But always force the adverse strong trump hand. For sequences, stern custom has decreed, The lowest you must play if you don't lead. When you discard, weak suits you ought to choose, For strong ones are too valuable to lose. REPEATING NUMBERs. Divide a sheet of paper into 12 equal spaces, and num- ber each space 1 to 12. Then ask one person to write 24 numbers as they are called out by any of the audience, two in each space, watching him do so. Let us suppose the numbers written are as follows:— 32 13 29 31 45 18 37 43 11 24 31 11 Immediately the spaces are filled up read them once, turn your back to the board and face the audience, and repeat them backwards and forwards, giving also any pair of num- bers in any space that may be asked for. This is gener- ally very astonishing, but it is ridiculously simple. As the numbers are filled in convert each pair into its equivalent keyword; link the first three pairs and mentally picture them on one side of a room most familiar to you, the next three pairs on the second side, and so on, three pairs to each side. Or the figures can be readily translated into easily remembered sentences, as “mend my nib,” “meat really tough,” “make room dad,” “dear meat dad.” Read- ing them once over will deepen the impression, and you can then repeat them without difficulty. With a little prac- tice double or treble the number of figures can be repeated. REPEATING THOUSANDs of FIGURES. Although this partakes more of the character of a trick, it is a feat that always evokes wonder, and is an instance of the easy manner in which one may acquire the reputation of possessing a remarkable memory. Assuming that there are twenty persons in the room, the mnemonist takes Mnemonical Feats. 85 twenty cards and hands one to each person. He then goes to each and quickly writes down about two hundred dis- connected figures on each card. When he has done this he can call attention to the fact that he has scribbled down about 4,000 figures, the order of which he has never seen before. He then repeats the whole in their proper order, and can, if necessary, give the figures on any particular card. All that is necessary to do this surprising feat is to so thoroughly know the key as to be able to instantly trans- late words into their equivalent numerals. He then simply takes a verse or two of a song, a nursery rhyme, or a well- known quotation, in fact any piece of prose or poetry he knows by heart, and mentally translating the words into figures (which can, with practice, be done instantly), he jots down on each card the numeral translation. All he has to remember is what particular piece of prose or poetry he has translated on each person's card. To show the simplicity of the trick I may add that on one occasion the whole or portions of the following well-known pieces were used in this manner, each being associated with a particular person:—The Busy Bee, Old Mother Hubbard, Scots Wha Hae, House that Jack Built, Beautiful Snow, The Lord's Prayer, The Beatitudes, Never More, Home Sweet Home, The Ten Commandments, The Sluggard, &c. It can be done on a smaller scale by simply translating each person's full name and address on the cards. In 1886, after the first edition of this book was published, Loisette, a person who “professes” to teach memory, made use of the same idea in his “original" lessons. His “croquet” series of 100 words, originally used as a key, had to be translated into figures and repeated by his pupils as a “Great Memory Feat l” In return for Loisette's kindness in teaching his pupils some of my ideas, I shall be pleased to send a copy of Mr. Appleby's exposure of Loisette to any of my readers, post free, for 6d. in stamps. THE KNIGHT's Tour. This old puzzle consists in making the knight pass over a chess board in such a manner that it will alight upon 86 Mnemonical Feats. every square. The board is numbered 1 to 64, and its erratic course is indicated by numbers. The best way to commit these numbers to memory is to connect a word expressing the number to the list of consecutive words given in Chapter W. By so doing the mnemonical student can begin at any square, traverse the board, and return to that square. The following gives the numbers and their equivalent words, with the manner of associating with the consecutive table :- Wheat; weeded; a hen owl; at home dwell; a hairy mane; 1 11 5. 15 32 Oil for earache; a shoer; hook a lawyer; a butterfly chase; 47 64 54 60 Don't be lazy; daisies smell; toothache's horrid; g 5 35 41 Dine on a haunch ; time goes by ; a towering haymow; 26 9 A delightful theme ; a dish of sago; ducks from Norway; 13 24 Doves mope; tabby's eyelash; hyenas on chain; 39 56 62 On hands rely; nuns at mass ; named Inez; an owner meek; 45 30 20 37 Nail's a noun; an injurious knave; ink, worlds may move ; 22 28 A knife wound; noble homage; an amusing top ; 21 19 May day is annual; high men are odious; mama is here; 25 10 4 Mary dear; a military foe; imagine a gnome; 14 8 23 A mug of rice ; a muff all wool; mobs shout ; - 40 55 61 A racing holiday; a hart elk; an ornamental horn; 51 57 - 42 Army at Elba; a warrior lame; a royal gem; 59 3 63 Architect's survey; a rocket aimed; wharf, a landing stage; 48 31 16 Mnemonical Feats. 87 A rope hitch; wheel down; Lady Ann; lions attack; 6 12 2 17 Lammermoor; Lara's harp ; a lily's aroma ; 34 g 49 43 Lodging-house slavey; a lake swollen; leafy larch ; 58 52 46 Elbows unbow; chessplayers are wary; cheats like winning; 29 44 27 Chain a mummy; shame a thief; chair it. 18 1 REPEATING THE ORDER OF DOMINOEs. After the dominoes are well shuffled get a person to place them in a row, unmatched. Go over them once, and then repeat their order without seeing them. To do this, proceed as in a former example—use a key-word expressing the two numbers on each domino, link three together, and mentally picture around the room you are in. REPEATING THE ORDER OF PLAYING CARDs. Discard the four knaves, queens, and kings. Have the cards shuffled, and then, after looking over them once, repeat the number of each card in its order. Count two cards to- gether—say the ace and tre as 13, and the 9 and 10 as 90; convert the pairs into equivalent key-words; link three or four together and place in proper order around a room, shop, or garden, or in four familiar boxes, or on four shelves arranged in such a way that they cannot be confused with each other. To perform the same feat, giving the different suites, the first ten key-words must not be used. Each card must then be linked with the key from 11 upwards, taking care to associate with the key-word something square or , diamond-shaped for a diamond, leaf-shaped or triangular for a club, and round or oval for spades, hearts to be indistinguished by any peculiarity. To do this correctly, however, requires much practice. REPEATING DISCONNECTED NAMEs. Rule a sheet of paper with 20 lines, and number each line. Get a person to write one word in each line as called 88 Mnemonical Feats. out. Watch him do so, read the words carefully once, and then repeatin properorder. Suppose the following to be the first five words:– “Yarmouth, seraglio, cloture, mignonette, Defoe.” If Sambrook's be the system used, link Yarmouth with gun—picture a Yarmouth bloater in the barrel of a gun ; then a Jew as keeper of a seraglio ; a key labelled “cloture” locking a man's mouth ; a door blocked up with pots of mignonette; and Defoe writing Robinson Crusoe on the bottom of a hive ; and similarly connect each word written with its corresponding word in the consecutive table, taking the greatest possible care to make the pictures vivid. When difficult or unfamiliar words are given, take particular notice of them, ask their pronunciation to be repeated, and, if necessary, select a similar word that will suggest the one written, as “screw " for “scrutin de liste,” “pointers” for “Poictiers,” &c. MENTAL ADDITION AND SUBTRACTION. Unless a person is peculiarly gifted this is thought to be impossible, and when quickly performed at once establishes the reputation of the performer as a “mnemonical marvel.” Rule two lines on a piece of paper, and get six persons to write thereon two figures, one above the other. Let us imagine the figures written are— - 2 9 3 8 4 9 2 2 3 7 4 4 Have these figures slowly repeated to you, and then qáickly . convert the first line into words, as “a noble mauve robe,” or “a new poem of Europe.” Convert the next line into a similar sentence, as “no one make error.” Having done this quickly, and practice makes perfect, ask one person to add the figures together, and another one to check them. While this is being done mentally add error to robe, equal to 93, which convert into the 93rd key-word, bomb. Then add make to mauve, equal to 75—coal. Mentally repeat “coal-bomb”; and then add no one to noble, equal to 51. The total, 517593, can then be given without hesitation. Learn to add two figures at once, and when the result is over one hundred, the “one to carry” should be added to the next Mnemonical Feats. 89 word. To subtract, the mode of procedure should be reversed, as follows:–“ Error from robe leaves five—soil ; make from mawve leaves one—sweet. Mentally repeat “sweet soil.” Then subtract no one from noble, leaving seven, and give the result, 70105. The quickness and ease with which subtraction and addition can be mentally done in this manner is astonishing ; but to do this, and indeed everything else in mnemonics, quickly, depends entirely upon a thorough acquaintance with a particular system and a perfect mastery of the hundred key-words. How To ForgFT. “Of all the lessons taught to mortals yet, 'Tis sure the hardest science—to forget.”—Pope. IF it be difficult for some persons to remember it is certainly as difficult to forget. The mere attempt to forget an occur- rence impresses it more strongly on the memory. Dr. Brux, in 1610, devoted some space to the ars oblivionis, and gave directions in his “Simonides Redivivus” for acquiring the art. Haney, an American writer, refers to the subject, and his remarks so well epitomize what has been written on this subject that I reproduce them. “We believe,” says Mr. Haney, “forgetting may be treated as sensibly and as philosophically as remembering. It is the nature of the mind for a great or intense feeling to overpower a weaker one, just as an insignificant bodily pain or feeling is eclipsed and multiplied by a greater. Everybody has probably ex- perienced the truth of this statement; who is there who has not had something which he had striven to remember driven from his recollection by some more powerful remem- brance, perhaps inadvertently re-called ? This naturally suggests the mode by which a thing may be forgotten : bring before the mind other objects of a more powerful influence, drive away the memory of past disappointments or sorrows, not in senseless frivolities of sinful dissipation, but by giving the memory something on which to exercise itself. Pleasurable and healthful occupation for the mind will free it from morbid and depressing memories, as vigorous exhilarating bodily exercise refreshes and invigorates the body.” OHA DTER VII. A PLEA FOR MINEMONICS.* ºV present paper is by no means meant to be any- (º) thing like an exhaustive treatise on the subject either of memory or mnemonics. I would rather it should be considered in the light of what I may term a suggestive gossip from which a few of my readers may learn something which may lead them in their own behalf to think the subject more fully out. Memory, the pocket dictionary tells us, is “ that faculty of the mind which enables us to retain the knowledge of past events.” The pocket dictionary in this definition is less vague than it often is on other subjects. Itecollection, on the other hand, may be said to be the act of recalling to the mind's eye the knowledge of events, &c., of times past. Memory we might liken to a store- house where everything is put in its proper place, docketed and labelled, so that by the aid of recollection we can lay our hands on anything wanted at once. That is a good memory: a bad memory is like a badly conducted storehouse, all confusion and chaos. Or memory might be called the dictionary of the mind, and recollection the art of turning to it. A bad memory islike a dictionary either unalphabetically * The matter contained in this Chapter originally appeared in Cassell's Family Magazine under the title of “A Friendly Chat about Memory,” and is reproduced here by the special permission of Messrs. Cassell & Co., Limited. A Plea for Mnemonics. 91 arranged or written with fugitive ink, so that when we turn to its pages for reference, lo! the impression has fled. Of the importance of the possession of a good memory by people of every age and class of life, I need not remind the reader. In youth it is literally the foundation of all knowl- edge, in manhood our every action and our success in life de- pend upon it, and by it our greatest men have been made— our greatest statesmen, soldiers, poets, architects, and preach- ers. “Memory is a gift,” some may say. The memories, I reply, of such great men as Shakespeare, Burns, Carlyle, or Napoleon, were marvellous gifts—all genius is a gift, but these men were the giants of genius. Music, like memory, is a gift, which amounts to genius in about one human being in every million ; but on the other hand both music and memory are gifts that in some measure are presented to every human being in the world, and which may either be brilliantly and successfully cultivated, or left to hang as they grow and cultivate themselves in their own crude way. Mnemonics after all is but the science of a system ; a science that is within the reach of all, but one the study of which ought to be begun as early in life as possible. It is painfully neglected in schools. Teachers themselves seldom know much about it, or, if they do know something, it is only about one branch of it, namely, “exercise.” “I make good scholars,” said a village schoolmaster to me one day, “by hammering it into them, sir.” The man meant that he succeeded by dint of perseverance on his part, aided probably by an occasional dose of cane, in making his pupils remem- ber enough facts and dates to enable them to present a respectable appearance on the day of examination. He exercised them well. But where was the method? That had to be found by the child himself. This is surely not teaching in its true sense. As soon as a child can read sufficiently well, at some schools, he is put to learn passages “by heart” as it is called. Alas ! there is seldom much heart about the matter. But no system of committing these to memory is taught or explained to him, so one boy goes upon the principle of repeating the passage over and over and over again, a thousand times perhaps, till he has learned it: another, a lad of more brains, seeks out some easily retained 92 A Plea for Mnemonics. words or ideas here and there, till he builds a skeleton of the whole, and on this he hangs easily enough the verbiage; reading the passage over once or twice after this will suffice to stamp it on the tablets of his memory. The former boy's plan is one of exercise, that of the latter one of method. Probably both boys come up to repeat at the end of two hours, and they both do so satisfactorily enough, though the lad of method or system has been idle two-thirds of his time and his companion hammering away every minute of it. We know that the boy of method here spoken of is the more clever of the two, but considering the amount of indefatiga- ble energy expended by the other, were a system of mne- monics to be taught him, we doubt whether he should not turn out the more successful man in life. I am not going to say a word about what or which system of mnemonics ought to be taught in schools, but one of some kind should be, if we would manufacture clever healthful men and women. If education at our schools—ay and for the matter of that, our higher seminaries—were conducted in a less absurd way and mnemonics formed a branch of education, we should be able to teach our youths many things, that we cannot as matters stand, that might be of real use to them in after life, such as medicine, hygiene or the laws of health, enough therapeutics to serve them a good turn at a pinch, enough surgery to enable them to behave rationally in an emergency, enough physiology to help to guide them in life, and enough botany and natural history to help them to draw near to the Creator in His creation. Geography as taught at ordinary schools is a mere farce, “ dates” all cram, and music only moonshine. The music of ordinary schools I mean, pray do not misunderstand me. Drawing is a great help in forming a good memory, it com- bines both method and exercise. The pen at public schools should hardly take precedence of the pencil. Many of the so called, systems of mnemonics when studied for the first time convey to the mind something of the grotesque, or even ridiculous, enough indeed to make sensitive or poetic minds shrink from taking advantage of such aids to mem- ory. Who would take the trouble, for instance, to learn an absurd rhyme in order to keep green in his heart for A Plea for Mnemonics. - 93 ever the names of the counties of England or the countries of Europe, or burden his brain with such a word as “Ban- darum,” to enable him to remember the date of the battle of Bannockburn? Better, most people would think, to allow the rhyme and the counties to perish together and let the dust of oblivion for ever obscure the date of that battle so sacred to “brither Scots.” But children are not So particular. Both the rhyme and the ridiculous word might avert a caning, and so they commit them to memory gladly. But these and such “aids” are but the stepping stones to mnemonics, which science is meant to be of very great advantage to all classes of people who have to depend for their success in life upon their memories. The science of mnemonics is to the orator what shorthand is to the writer: it enables him to pack a great deal into a small compass, and to turn to that compass for certain and sure guidance whenever he wishes to. This is a very great relief, for really and truly an overcrowded memory is one that does not hold out even. It is apt to induce worry and mental confusion. If it be true, as it undoubtedly is, that the memory should never be overstrained, then any system that tends to lighten it is worthy of study, and I know from professional experience, scores of cases in which memories have been undoubtedly benefited by learning and following out a system of mnemonics. And when I say memory, I may add their health, for there is more con- nection between memory and health than ‘one can see at a cursory glance. No system of mnemonics can enable a man to retain perfection of memory, if his health be much below par, or if he be suffering from incipient disease of the brain and nerve centres. We often hear men complain, at a comparatively early age, say 45 or 50, that their memories are failing them. They are generally men in business pro- fessions who have worked very hard and had a deal to think of—that is a deal to remember, and who have probably lived hard lives and trusted too much to the strength of their constitution. For the cure of cases like these it would be as ridiculous to apply a system of mnemonics as it is to seek for relief from medicine in any chronic case of illness without first removing the cause. Mnemonics 94 A Plea for Mnemonics. might have acted as a preservative, it certainly cannot be called upon to perform a cure. It would have acted as a preventative by regulating the mind and rendering a hard life free from a deal of worry, and it may come in extremely useful after the health has been restored. Loss of memory in middle age is a symptom that should never be neglected, or thought lightly of Remember, it may point to incipient softening of the brain, and utter collapse or dementia. I do not mean to frighten any reader, so I purposely italicize the “may.” What may be may not be, and vice versa. The symptoms of the loss of memory more often than not are the result of overtiredness, an undutiful kidney, or a liver that wants seeing to. If, coupled with the loss of memory, there were occasional attacks of swimming in the head, sleepiness, weakness of sight, sensibly diminishing capability for accustomed work, fits of irritability, and lowness of spirits, the case would, to say the least of it, look more serious. The loss of memory in middle age is different from that of old age, as far as my judgment goes. In the latter stage of life there is a gradual, but to the person himself not always noticeable, decline of the powers of memory, eyesight, and hearing. For a time at least the old man hardly misses his retreating memory. He lives more in the past than for the present, and his recollections of bygone times—ere the tablets of memory got hard and unimpressionable—though he with difficulty, if at all, can trace the events of yesterday. A merciful Providence rules it should be so. And, as I said, it is the same with eyesight and hearing. It is Charles Lamb that tells the anecdote of the old Inan pointing up to the castle rookery and saying, “It is very strange, but the crows be all gone from out there these many years; but I remember the time they were thick enough and noisy enough too !” I always thought that a very delightful anecdote, and sincerely hope that no thoughtless being took the trouble to undeceive the old man, tottering thus pleasantly on the grave's brink, by telling him that as he spoke the rooks darkened the air, and made noise enough to awaken the Seven Sleepers. But the loss of memory that points to disease or ailment of some kind in middle age is generally transient or A Plea for Mnemonics. 95 periodic. The patient can remember or recollect well enough sometimes, not so well at others, memory is brighter with him of a morning or after a period of rest than when working or tired. Some people while speaking fail suddenly for loss of a word—men who had once been brilliant orators —others while writing suddenly stagger at the orthography of a word with which they are familiar, or substitute one letter of a similar sound for another, a “b” for a “p" for instance, or a “d” for a “t.” Either of the above may all at once forget the name of a person with whom they are intimately acquainted. Yes, or their own cognomen. Well, this loss of memory in middle age should always be treated as a serious symptom, whether it be so or not. People who suffer therefrom should decrease their hours of labour, work more systematically, be careful to take rest whenever they feel tired, relaxation when the least low in spirits, abundant exercise in the open air, whether they seem to need it or not. They should attend to the general health and the regularity of the system. Take a tonic, a mild and non-constipating one, remembering, however, that tonics are dangerous tools and too often wolves in sheep's clothing, or stimulants in disguise. Temperance should be observed and wine most sparingly used. By observing such rules as these a failing memory may be restored ; then, and not till then, mnemonics may be had recourse to in order to prevent a relapse. t Mnemonics should be to the memory what good spec- tacles are to the eyes—Preservative. DART II. THE IMEST MEMORY SYSTEMS AND THEIR (RITIS WITH BIBLIOGRAPHY OF MNEMONICS, 1325–1888. By G. S. FELLOWS, M.A. At the present time there are but two memory systems in America worthy of serious consideration, viz.: Those of “Loisette” and White; while in England, one, Dr. Pick's, stands pre-eminent, and these, therefore, will claim our chief attention. It is learned that a new memory system is about to enter the field, to be known as “Shedd’s Nat- wral Memory Method.” While other systems have come and gone, none has stood the test of time as that of the venerable Dr. Pick. The testimonials of 1851 are only surpassed by those of 1888, from the highest educational authorities in England, while in earlier years his reputation was not less in France and Germany. His modest claims, in striking contrast to the preposterous pretensions of others, no doubt contributed largely to his unwavering success through more than forty years. To-day the Westminster Review, August, 1888, on the subject of MEMORY, says: “Original ideas generally pass, during their struggle for existence, through three phases: (1) their value is ignored; (2) their originality is disputed, and attempts, more or less successful, are made to mis- appropriate them ; and (3) their value and originality are alike rec- ognized and are duly ascribed to their real authors. Dr. Pick's have already passed through the second phase, and now at length he has the satisfaction of seeing them enter the third.” Prof. White's Natural Method. of Memorizing and Mem- ory Training, the name of which correctly characterizes it, The Latest Memory Systems and Their Critics. 97 is pre-eminently the work of a scholar. As a System none of its predecessors is more worthy of careful attention, and none has been more appreciatively received. This system embraces most if not all the valuable feat- ures contained in the “Loisette’” System, with none of its rubbish. Presenting no absurd claims, and quite content to be judged by its results, the success of this latest can- didate for public patronage is certainly remarkable. Prof. White's classes at Chautauqua were more successful than those of “Loisette” at the same place the previous year. As to the merits of the “Loisette” System, opinions vary greatly, from the unqualified commendation of Prof. Proc- ter, to the sweeping condemnation by Prest. Seelye, of Amherst College, who does not hesitate to express the opin- ion that “the entire ‘Loisette’ System is absolutely worth- less.” The latter opinion cannot be lightly passed over, as Prest. Seelye is a recognized authority on the subject, and the author of the articles Memory and Mnemonics in Johnson's Cyclopædia, and as he has been for more than thirty years a teacher of mental science, it may be presumed that he does not speak without knowledge, while his own marvellous memory, so well known to generations of college students, will not detract from the weight of his opinion. “Mark Twain’’ and several other eminent men first heartily endorsed the “Loisette ” system, and later, for reasons best known to themselves, peremptorily recalled their testimonials. Of students in the same classes some declare themselves to have been “humbugged,” while others are equally sin- cere in the belief that their five dollars was well invested. What is the meaning of such conflicting testimony ? The explanation usually given by “Prof. Loisette” is that the dissatisfied ones have failed to follow his directions. But there is another, and more probable explanation, and a study of the character and previous training of the malcontents reveals the fact that they are those who are already famil- iar with the subject, and have no new ideas presented for their consideration ; while to others these ideas come as a new revelation, and are, accordingly, of inestimable value. 98 The Latest Memory Systems and Their Critics. Had “Prof. Loisette” been a little less arrogant in his pretensions, he would have built on a more enduring foun- dation, and his continued success would have been assured, while to-day his star is no longer in the ascendant. In 1886 a pamphlet appeared in England, by F. Apple- by, entitled “Loisette's Art of Never Forgetting compared with Mnemonics.” Just at this time “Loisette ’ decided to try his fortune in America, where he hoped to encounter less criticism, and all went well until he reached Washing- ton. Some one has suggested a correlation between Wash- ington and Waterloo. The New York World of June 29th, under the heading “Iſis Former Pupils Rebel,” shows what the Washington pupils thought of him, and gave some of his personal history. While the same enterpris- ing sheet on July 26th, under the caption, “Joisette Gives It Up,” gave some still more startling facts in his career. A brief but trenchant editorial appeared in The Indepen- dent July 5th. Last of all, the staid and conservative West- minster Review (Aug. 1888) enters the list in a comparison of “Loisette” and Pick, with a page and a half devoted to “Loisette” Erposed. No one interested in the “Loisette” system, or the “Loisette”-Fellows controversy, should fail to read this article. The following clever hit on the Loisette System is wor- thy of reproduction. A MEMORY LESSON. SOME OF THE BEAUTIES OF A SCIENTIFIC MODERN SYSTEM. (Luke Sharp, in Detroit Free Press.) I was sitting in my room in the Free Press building the other day, working hard, with my feet on the desk, when the doorway dark- ened and I looked up. There stood, with a hand on each of the door-posts, a most disreputable-looking specimen of a man. I sized him up instantly as a drunkard, and made up my mind that he wanted to work me for twenty-five cents. In this I was wrong, and it shows how a person should be slow in coming to an opinion about an unknown fellow-creature. He wanted only ten cents. “Say, mister,” he said, “you don't happen to have ten cents you could spare * * “You have struck it the first time. I don't.” “Say, mister, I haven't had anything to eat for twenty-four hours.” The Latest Memory Systems and Their Critics. 99 “Then why in the old Harry don't you go and have dinner ? They set up some good meals at the first-class hotels in this town.” “Ah I do they ? Now commercial travellers have told me that they can't get a decent meal in the city. I’ll halve the difference with you. Make it five cents, boss.” “I can't keep myself in lager and so don't intend to try to supply with beer any tramp that comes along.” The fellow coolly came in and sat down. “I see you are mistaken in my character. I have never tasted a drop of liquor in my life. I was at one time in one of the best wholesale houses in this town, but was ruined by my desire for im- provement. I was often warned that I was taking the wrong course ; but, alas! I did not see my error until it was too late. Most of my comrades used to take a glass of beer now and then, and go to the base-ball games, and be out nights, but I stuck to study, and you see what I am.” I was a little bewildered at this. It seemed to be reversing the preconceived ideas I had on the subject, and I weakly allowed the fellow to proceed. “Yes, I am now an awful example of the terrible folly of taking a wrong course. My beer-drinking companions are pointed to as model citizens, while I am practically a tramp.” “How did it happen 2" “Well, the finishing stroke was the memory lessons. I had natu- rally a good memory, and my firm told me that if I learned to speak French they would send me to Paris as their agent there. I pitched into French and was advised to take memory lessons, as that was a great help in acquiring a language.” g “And was it?” “In a way—yes. You know how they strengthen the memory, I suppose ?” - “No. Never heard it could be done.” “Well, the first thing they do they make you swear an awful oath you will never divulge any of the methods, and then you will have to sign a bond to that effect with a heavy penalty attached.” “Then if I were you I would not tell anything about it. I don't care to know.” t “Oh, that's all right. I can plead that I have forgotten all about the oath. That is one of the benefits of the memory system. You can forget anything so easily. Yes, sir. Now if you were to lend me five dollars I would very likely forget all about it before to-morrow.” “You astonish me.” “It's quite true. In that way the system is very valuable. Now to show you how the thing works. My girl's name—” “Oh, you have a girl, then 2'' “Had, my dear fellow ; had " “Excuse me, if I have brought up sad recollections.” “It don't matter in the least, I assure you. You see I can forget it right away.” I00 The Latest Memory Systems and Their Critics. “Well, about the system * * “Oh, yes; I had forgotten. What were we talking about 2 ” “You said your girls name was—” “Exactly. My girl's name was—” Here his brows wrinkled up and he said to himself audibly : “Girl—dress—dressmaker—thread—spool—cotton—cotton-mill— spinner—bobbin—bob—Robert—Robert—ltoberta. That's it. Her name was Roberta—nice girl, too.” “What was her last name 2 ” “Her last name 2 Let me see.” Here he fell into the same sort of an audible brown study and murmured: “Roberta—Robert— Bob—bobbin—cotton—factory—mill—mills. That's it again. Mills is the name—Miss Mills. Let's see ; what did I say her first name was ? Girl—dress—dressmaker 29 “Never mind going over that again. You said her name was Roberta.” “That's it. Roberta—Ro—” “Mills 2 " “You're right, Roberta Mills; awfully nice girl, too. She lives in Windsor. Know her ?” “No, I don't.” “Well, she's lost to me forever. I don't know that it matters now. I have rarely the money to pay the ferry fare, and if I had it I might wish to spend it otherwise.” “I don't doubt it. How did the separation come about 2." “Memory system did it. I suppose you understand the system In OW 3 ** “I can’t say that I do.” - “Well, you see, you corral any word you want to remember.” “I have heard of corralling an animal, but——” “Same thing, my boy, same thing. You get a word up in a cor- ner, so that it can’t escape you. That is where the system comes in so good in learning French. Now, for instance, supposing you want the French for water. You corral the two words together. Water makes you think of whiskey, doesn't it 2" “Natural combination.” “Of course it is. Now whiskey makes you think of drunk. A man who is addicted to drink naturally neglects his business and runs in debt.” “Quite correct.” “Then drunk recalls debt, see ? Well, a man who is in debt owes everybody, doesn’t he 3’” - “If they are foolish enough to trust him—yes.” “Very well, then, there you have it. Water—whiskey—drunk— debt—owe—eau, the French for water. Easy as rolling off a log. Now, to put the system to every-day use, supposing your wife gave you a letter to post.” “You may as well suppose something probable while you're at it. She wouldn't do it. She knows I'd forget it.” The Latest Memory Systems and Their Critics. 101 N “Well, I'm just supposing a case. You remember that you have forgotten what your wife told you to do. You say wife—that re- minds you of expense—expense recalls cash—cash means money— time is money. So you think of time, makes you think of a slugging match—” “‘What's that ?” - “Why a fight where they call ‘time.” The match suggests betting. There you are at ‘bet.” Betting is against the law, so you have ‘law.” But betting is only against the letter of the law. the statute is not enforced, so you have “letter’ and then you go and post it.” “Wonderful. Still, it seems to me that it would be easier to re- member the letter itself than go through all that.” “So it would if you were not a victim of this system ; but once that gets a hold on you you can’t remember anything unless you corral the words. That's how I came to lose my situation.” “Oh How did that happen 2" “Well, a man by the name of—of—” here he murmured a lot of words to himself, and then brightening up said, “Smith—by the name of Smith, telephoned me to tell my boss as soon as he came in to call him up. There is the telephone That suggested “ring ; ” ring naturally brought to mind “alderman’ }} ** How is that ? I don’t see that.” “Why the aldermen always form rings and the fellow who wants to get anything has to pay the ring.” “You don’t tell me 2 ” “Fact. Well, ring shows that a man is a fool who expects things to be otherwise ; fool suggests idiot; idiot suggests asylum ; asylum, prison ; a prison is a workshop ; a workshop must have a blacksmith shop ; such a shop must have a smith, and there you are. Well, when the boss came in I went up to him working on the corral and said: “Ring—alderman—fool—idiot'—but before I got to “prison’ I was kicked into the street.” “That was unfortunate. Why didn't you go back and explain * * “I have often started out to do so, but I always forgot it before I could get there.” “And I suppose that because you lost your situation you lost your girl.” “Oh, no. I had forgotten about that. Glad you reminded me. No, that was a case of a good corral going wrong. It sometimes does that. I went over to see her, and was working the corral for all it was worth. When I got there I ran on in this way: ‘Girl—dress— dressmaker—sewing—thread—needle—pins—pinafore—Josephine.” “I don't see how you get that last word.” “Why Josephine is the principal character in ‘Pinafore,' you know. Well, when I met her I said, “Hello, Josephine,” and she thought I was thinking of another girl, and then it was all day with me. You see I should have gone on “spools’ from “thread,” and instead of that I went on needles,” and then, of course, when a man gets on needles you can’t tell at which girl you will bring up.” 102 The Latest Memory Systems and Their Critics. “Well, I am sorry for you. I have been very much interested in your case. I never knew there was any memory system in exist- ence. Here is half a dollar for your trouble.” “I am very much obliged to you, I assure you. Won't you come out and have something ** “No, thank you. I never drink.” “Oh, that's so. Neither do I. I had forgotten. You see I for- get everything.” “That's all right; good-by.” 3. I noticed on looking out of the window that he didn't forget to go into the saloon on the corner. One who prates too conspicuously of his own originality is apt to have his claims called in question. Those “Loi- sette ” students who are fond of tracing resemblances may find something of interest in the following pages to com- pare with the teachings of the “sole originator, proprie- tor, and teacher thereof.” LAWS OF MEMORY. “Aristotle (384–322 B.C.), the earliest writer who attempts any classification of the laws of suggestion distinctly includes under the law of co-adjacence whatever stands as parts of the same whole ; as, e.g., parts of the same building, traits of the same character, 8pecies of the same genus, the sign and the thing signified, different wholes of the same part, correlate terms, as the abstract and concrete,” etc. —Haven: Mental Philosophy. 1857. “The earliest known attempt to lay down the laws whereby thought succeeds to thought, is that contained in Aristotle's treatise on memory. He enumerates three different principles of mental resuscitation, viz., similarity [inclusion], contrariety [exclusion], and co adjacency [concurrence]. He has been followed by most other philosophers as regards all the three principles.”—Chambers's Cyclo- Apabdia, Article Association of Ideas. . “THE LAWS OF Association.— . . . Accordingly it has been established that thoughts are associated, that is, are able to excite each other : 1st, If co-existent [concurrent], or immediately succes- sive, in time’; 2d, if their objects are conterminous or adjoining in space; 3d, if they hold dependence to each other of cause and effect, or of mean and end, or of whole and part ; 4th, if they stand in rela- tion either in contrast [exclusion] or of similarity [inclusion]; 5th, if they are the operations of the same power, or of different powers conversant about the same object; 6th, if their objects are the sign and the signified ; or 7th, even if their objects are accidentally de- noted by the same sound.”—Bowen. 1861. - “LAWS GOVERNING THE REPRODUCTION OF IDEAS. “The most ancient philosophers, including Aristotle, have laid down laws and principles respecting the reproduction of ideas. The Latest Memory Systems and Their Critics. 103 These laws and principles are based upon experience and observa- tion, and are the following: . . . 1. The law of analogy is defined as follows: Analogous ideas reproduce each other. Analogous ideas are those which have one or more qualities in common ; for example, tree and branch. If these be analyzed, it will be found that all the qualities or attributes of the latter are contained in [inclusion] the former. 2. The law of opposition is as follows: Opposite ideas recall each other. Those ideas are termed opposite which have one or more quali- ties in common, but which at the same time contain qualities, tº º which exclude [eacclusion] or oppose each other. 3. The law of co-existence [concurrence] may be thus defined: Ideas which at some former period have been in the mind at one and the same time, recall each other.—Edward Pick: On Mem- ory. London, 1861. . . . “With a view of showing how a true association of ideas assisted the memory, he [Dr. Pick] applied a test to his audience, and asked them to associate the following ideas: Memory or remem- brance, history, wars, revolutions, gunpowder, explosions, steam, rail- ways, celerity, electric telegraph, Atlantic cable, America cotton indus- try, England, progress, civilization, Chinese missionaries, church, Reformation, Germany, Guttenberg, printing, and newspapers. Hav- ing only once enumerated these ideas, he requested the audience to re- peat them in their consecutive order, then backwards, and afterwards indiscriminately. This was done successfully, and the audience seemed to be surprised with their own proficiency.”—From Report of Dr. Pick's Lecture at Oxford University, Morning Post, London, November 25, 1859. Of a series of words similar to the above, Dr. Pick says: “Here, then, is a chain of ideas to be associated link by link so as to be capable of being recalled to the mind whenever it is desired to do so. Now, if we have taken care, in going through the list, always to compare only two ideas together, or at the same time, without for the moment paying any attention to the rest, the reader is requested to try whether he knows the list sufficiently well to go through it in the above order. If he has paid sufficient attention to, and distinctly understood, the simple principle and method of practice which has been laid down, he will be able to do so. When the first word or idea is taken, it will immediately reproduce the second, the second will reproduce the third, and so on, with astonishing facility, through the series, which, with diligence and intelligence, may be extended to almost any length. But this is not all. Not only can all the ideas be recalled by going on consecutively from the beginning; but if any one of them be taken, all the others can be recalled when one has adequate experience in this practical system of mnemonics. ' Again, 104 The Latest Memory Systems and Their Critics. if, instead of beginning with the first word, the student begins with the last, and thus proceeds inversely, he will find that he can re- member and recite the words or ideas with equal facility. The cause of this facility and certainty of result is, that no more than two words lave been compared in the mind at the same moment. And thus, as the first can only recall the second, and the second the third, and so on, none can fail. And again inversely, the thirtieth will recall the twenty-ninth, the twenty-ninth will recall the twenty-eighth, until all the ideas have been recalled.—On Memory. So like Dr. Pick is “Prof. Loisette’’ in the essential principle of his system and in his method of applying it, that some one has propounded this conundrum : “What is the difference between Dr. Pick's system and ‘Loi- sette's'? One is Dr. Pick's and the other is a Picked up system.” e INTERROGATIVE ANALYSIS. “Our national resources are developed by an earnest culture of the arts of peace.” Concerning what is an assertion here made 2 Concerning “resources.” What is asserted of “resources”? “National" resources. What national resources 2 “Our '' national resources. How are our national resources developed ? “By an earnest culture of the arts of peace.” By what culture ? By “earnest" culture. What earnest culture ? “An '' earnest culture. What special culture ? Culture “ of the arts of peace.” Of what arts 2 “The ” arts “of peace.” S. W. ºakes Practical Grammar. Subj. Analysis. New York, 1864. . ANY BOOK AT ONE READING. “When we read a book on a subject already familiar to us, we can reproduce the entire work, at the expense of the labor requisite to re- member the additions it makes to our previous stock of knowledge.” —Bain: “Senses and the Intellect,” p. 538. London, 1855. “To aid the retention of the contents of a book, the chapters must be associated together by selecting the primary or leading ideas of each ; and to each of the latter, again, a few further suggestive ideas in the chapters may be joined. The number of ideas that should be selected from each chapter will depend on the nature of The Latest Memory Systems and Their Critics. 105 the subject, the degree of sequence or relationship between the parts, and the completeness with which it is desired to be remem- bered.”—Lyon Williams, “Science of Memory,” 1866, pp. 130, 131. HOW TO REMEMBER NAMES. Associate the name to be remembered with the looks of the per- son, or any peculiarity he may possess. Form a connection between these . . . and on seeing him again, his features will recall the name. The names of places may be remembered by associating anything striking or peculiar in connection with them, with the name.—LIaney: “Art of Memory,” 1866, page 45. In defence of “Loisette’s ” originality, it should be said that he rarely uses less than three exclamation points at a time, where the average intellect contents itself with one. In grammatical construction he is also a law unto himself, distinctively “Loisettian,” here at least he is truly “unique and original.” He is also the first to apply his method of advertising to purposes of Education, a method hitherto looked down upon and monopolized by patent medicine venders. But valuable space must not be used to enlarge upon the merits of the “Loisette” system, because that infor- mation is so easily accessible elsewhere. Let every reader of this book send to “Professor Loisette,” 237 Fifth Ave., New York, for his prospectus, and let him carefully read what “Loisette” has to say of himself, his system, and other peoples' systems. The first and last subjects are handled with commendable vigor and originality; the last is prosecuted with a zeal worthy of imitation by the pro- verbial lawyer pleading a bad case. The “Loisette’ system is undoubtedly of great, even inestimable, value. Besides the six lesson papers, one has other lessons thrown in, which are not even hinted at in the prospectus, and not the least valuable part is the pro- spectus itself. For those ambitious to learn “any book in one reading,” this is commended. It is small, and better yet, it is “unique.” “The worst case of mind-wandering” can be cured thereby; it is also guaranteed a “perfect cure for discontinuity,” and best of all, “the system itself is no longer required.” Thus the faithful student can make his “two farewells” at trifling expense. Besides the “lost \ 106 The Latest Memory Systems and Their Critics. memory restored ” any one who faithfully carries out this valuable exercise will be rewarded with a copy of Memory Systems, New and Old. There follows a brief sketch of “Loisette's" career as obtained from published records. As revealed in Loisette Erposed, his real name is Marcus Dwight Larrowe, and this fact is corroborated by President Dwight, of Yale College. Statistics of the Class of 1854 of Yale College. Collected by M. N. Whitmore, Class Secretary. Published by order of the Class. New Haven: Thos. J. Stafford, Printer. 1858. “Marcus Dwight Larrowe, born in Cohocton, Steuben County, New York, May 5, 1832. “Entered Sophomore from class of 1853, a resident of Cohocton, September, 1851. Student in Yale Law School, 1854–56. Admitted to the bar of Conn., Feb., 1856. “Settled as a lawyer in New York City, May, 1856. (Office at 15 Centre Street.) “Married to Miss Emily Thompson, of New Haven, Conn., Dec. 11th, 1855.” * .* A Record of the Class of 1854–Yale. Personal Statistics of thir- teen years published by order of the Class. Albany, N. Y., J. Munsell, 82 State Street. 1867. “MARCUS DWIGHT LARROWE, New York City, son of John and Elizabeth (Holmes) Larrowe, was born at Cohocton, Steuben County, N. Y., May 5, 1832. He entered our class at the beginning of Sophomore year. “After graduation he was a student in the Yale Law School until February, 1856, when he was admitted to the Connecticut bar. In May, 1856, he settled as a lawyer in New York City, and continued his residence there until the fall of 1859, when he was absent for some months in the West on business. In the spring of 1861, Lar- rowe moved to Nevada, and was there engaged in the practice of his profession. “In the spring of 1863 he was appointed District Attorney of the Territory, residing at Carson City. In August, 1863, he was elected a member of the constitutional convention, and under the constitu- tion then made, Judge of the Supreme Court. “He never held the position, however, as the Court failed to re- ceive the ratification of the people. “In the fall of 1864, Nevada having been admitted into the Union, he was elected a member of the State Senate for four years. “His residence was at Austin, Reese River. In the fall of 1865 he came to New York on a visit, and has now, November, 1866, made up his mind to remain, and has sent for his family. He mar- ried Miss Mina Churchman, daughter of James Churchman, Esq., of Austin, Nevada, August 16, 1864.” The Latest Memory Systems and Their Crities. 107 Appendia to Personal Statistics of the Class of 1854 of Yale College. Prepared by the Secretary, and printed by order of this class. New Haven: Tuttle, Moorehouse and Taylor, Printers. 1875. “Marcus Dwight Larrowe. He is a lawyer, making mining claims a specialty. He is sometimes in New York, sometimes in Nevada.” From Trow's Wew York City Directory: 1857–58 Larrowe M. D., Lawyer, 15 Centre, h St. Felix, Brook- lyn. 1858–59 Larrowe Marcus D., Lawyer, N. Y. Times Bldg., 41 Park Row. * 1859–60 Larrowe Marcus D., Lawyer, 40 Park Row, h 16 Abing- don pl. ' * 1867–68 Larroue Marcus D., Lawyer, 57 Exchange pl. h St. Nicholas h. These published records and the fact that “Professor Loisette" himself has never been able to produce a testi- monial previous to 1882, are interesting, by the side of his repeated public statements that he had taught his Memory System for thirty years in England. Let “Loisette’ be judged by his own testimony. te An interesting comparison may be made between the claims of his prospectus and his statements under oath in the case “Loisette vs. Fellows” before the N. Y. Supreme Court, July 26, 1888. - * Loisette'8" Prospectus. “The first and only system that really rests on nature.” p. 4. * e e “It is a unique and original device, or method of fixing in mind the things to be remembered." p. 7. º º e “It is wholly unlike mnemonics in con- ception, process, development and re- sults.”. Ap., p. 1. { } g º ** Uses none of the “Localitics, " “Keys,” “Pegs,’ ‘Links,” or ‘Associations' of mnemonics.” Cover. . . . “I discovered the Laws of the natural memory, finding out for myself, by my own original investigations, how the nat- ural memory does operate. I am not aware that these laws had been made known before their discovery by me, nor have I heard of anyone making claim to their discovery since.” p. 20. “Forward the preliminary fee of $25.57, which I must receive before I can give you the exposition of these NEW AND ORIGINAL PRINCIPLES and explain how they differ FUNDAMENTALLY in charac- .and result from all other systems.” p. 14. * Loisette’s ” Affidavits. “Many years ago [1882][deponent] orig- inated and subsequently composed a systematic body of methods for training and developing the memory and attention. Said system was, as an entirety, in its conception and practical working, funda- mentally new.” [Deponent] did not borrow or copy said system of memory from the author known as Dr. Pick, or any other author. [But how about the principles underlying the system 1 Pick says of his own book: Here we have only been able to give the prin- ciples. . . The practical application of which they are capable, we explain in oral lectures.] As such system was worked out and elaborated, as aforesaid, the same is new and original.” Dated New York, July 3rd, 1888. 4. Loſsette. 108 The Latest Memory Systems and Their Critics. “Many years ago when doing a feat of memory by means of ‘mnemonics' or ‘ar- tificial memory,” I was on the point of failure. Oft-times the so-called “association' does not recall the object, word, or phrase it was framed to recall, as happened to me then, a practiced mnemo- mist.” pp. 3 and 4. “In short, my Discovery and the Scien- tific Developinent which Study and years of Teaching have enabled ime to impart to it, afford a Unique Culture of the Natural Memory, adding to its original capacity an ENDow MENT, that can only be compared to the New Scope and Efficiency bestowed on the ordinary eyesight by the most pow- erful microscope and telescope,” p. 14. “Never Forgetting" has been my copy- right title for the past fifteen years.” Ap., p. 1. N. B. Since the memorable case of “Loisette vs. Fellows,” this paragraph has been suppressed, His lesson papers bear the words “Copy- right 1886 by Alphonse Loisette,” and “Entered at Stationer's Hall.” While at the latter place appears this record of copyright granted December 81st, 1883: ** Loisettian School of Instantaneous Memory, 2nd Edition, published, Decem- ber 29th, 1883.” “[Deponent] discovered the fundamen- tal principles of his system of memory training, mentioned in the Complaint, as early as about [sic] the year 1849 then 17 years of age. In September, 1849, entered Yale College as a Freshman] and then clearly saw the universal applicability of it, [“precocious youth.”] As early as about [sic] 1854 he commenced the composition of the system, and at intervals thereafter continued his work thereupon, nnd in or about the first of 1870 had completed its composition in respect to all subjects what- soever, and in 1878 commenced to teach it in its application to learning foreign lan- guages. About the year 1881 [How does this tally with “Loisette’s” public state- ments that he had taught the system for thirty years in England | he commenced the business of teaching it in its applica- tion to all subjects, as a business, profes- sion and means of livelihood, and has been engaged in the business of teaching said system as his regular and sole occupation ever since that time.” Dated July 19, 1888. A. Loisette. [Deponent] has never published his said system or any part of it. tº º [Deponent] has never copyrighted his said system in Great Britain or in the United States. - Dated July 19, 1888. 4, Loſsette, Significant extracts from the affidavits presented by the plaintiff “Loisette.” “It presents no material analogies to that of Dr. Pick.”—Dr. William A. Hammond, July 11, 1888. e . “Said System is fully and fairly entitled to be called novel and 11, 1888. original.”—Daniel Greenleaf Thompson, New York, July But on the day before the hearing he makes haste to modify his previous statement thus: “Fairly and fully entitled to be called, as an entirety, a novel and original system.”—Daniel Greenleaf Thompson, July 24, 1888. “Undoubtedly the plaintiff here and there makes use of particular devices and methods which are analogous to those employed by others.”—Daniel Greenleaf Thompson, New York, July 11, 1888. The Lalest Memory Systems and Their Critics. 109 “The plaintiff's system of memory teaching, in its entirety, is fundamentally different from that of any other system of memory training that deponent has ever studied or heard of.”—J. A. Fenton, New York, July 11, 1888. tº º “The plaintiff’s system of memory teaching, in its entirety, is fundamentally different from that of Dr. Pick, or any system of memory training that deponent has ever studied or ever heard of.” —M. L. Llolbrook, New York, July 3, 1888. * * * “The plaintiff differs from Dr. Pick in this—that plain- tiff combines the figure alphabet with his correlations and applies it to remembering names, dates, etc. . . . while Pick simply uses it to compare one word with another.”—M. L. Holbrook, New York, July 19, 1888. Extracts from affidavits presented by the defendant Fellows: º - . . . “There is no doubt that the principles of the systems of the said Dr. Pick and the plaintiff are essentially the same. That the said Loisette is not the original discoverer of the principles set forth in the book referred to in the complaint is evident when we know that from the time of Aristotle they have been variously stated and applied.”— W. W. White, July 13, 1888. Teacher of Natural Method of Memorizing and Memory Training, New Haven, Ct. tº e “This affiant has since discovered that said system was neither new nor original, but that its principles and many of its il- lustrations are given substantially or literally in Chambers' Encyclo- padia, or works on memory by Edward Pick, Fauvel, Gouraud and others, while this affiant had himself many years previously em- ployed the system of ‘interrogative analysis’ taught by Prof. Lois- ette, in learning the contents of books, and had himself taught the same method to others.”—Thos. II. McKee, Assistant Librarian, U. S. Senate. Washington, D. C., July 9, 1888. . . . “Loisette's alleged system is simply and only the applica- tion of Dr. Pick's system to various subjects. Of this anyone of ordi- nary intelligence ought to be able to convince himself.”—De Witt C. Taylor, New York, July 14, 1888, Banker and Broker, 18 Wall Street. . . . “Upon receiving these lessons [deponent] found them in some ways like, and in some points identical with, those taught by Prof. Boyd, a teacher of mnemonics, from whom he had received in- struction years before, notably the “Figure Alphabet,” for the con- version of figures into words, and to be applied to fixing events, dates, etc., in the memory ; that much of what remains of Loisette's sys- tem, so-called, independent and apart from Prof. Boyd’s instruction, is substantially in Chambers' Encyclopædia under the head of Memory; that this affiant had anticipated, at least in part, Loisette's so-called * Interrogative Analysis,” and called the attention of others to the possibility of memorizing by such a system.”—F. I. Willis, Paymas- ter-General's Office, U. S. A., Washington, D.C., July 9th, 1888. g 110 The Latest Memory Systems and Their Critics. © e “About the year 1859 this affiant was instructed in what Prof. Loisette claims as his original system of “Interrogative Analy- sis,” by Prof. J. C. Parks, at Belleville, Illinois; the said system being used by Prof. Parks in teaching grammar and mathematics; that Prof. Loisette, in his lectures and books has presented to affiant no new principle or idea on Interrogative Analysis, having been com- pletely anticipated, so far as this affiant is concerned, by said Prof. Parks.”—Charles W. Johnson, Chief Clerk of the Senate, Washing- ton, D.C., July 11th, 1888. . . . “’ [Deponent] has paid a great deal of attention to the sub- ject of memory culture, and in this connection has examined the so- called Prof. Alphonse Loisette's ‘Loisettian School of Physiological Memory; or Instantaneous Art of Never Forgetting.” In this work he has found no idea except such as had become familiar to him many years previously, both through his own practice and by perusal of works bearing upon the subject of memory; that in the year 1843 he was instructed in Centreville, Indiana, by a professor of mnemon- ics in the leading features of what Prof. Loisette's System claims as his ; that by him he was made familiar with the art of remembering one idea or word by its being suggested by another idea or word ; that this suggestiveness depended on similarity or dissimilarity in sound or meaning, or upon the principle of antithesis, and that the teaching of such professor in 1843 embraced what Prof. Loisette now calls Inclusion, Exclusion, and Concurrence ; that this affiant, in reply to correspondence, has within the past three years examined a large number of books upon the subject of memory at the Library of Congress, making himself familiar with the history of the subject and the various theories of memory, and after such examination says that the “Art of Never Forgetting” of Prof. Loisette is destitute of originality in principle or idea.”— W. L. Woods, Washington, D.C., July 10, 1888. The author of “Loisette Exposed" staked more than $2,000.00 for the purpose of showing “Loisette” and his Memory System in their true light to the world. The author assumed all the risks and gave his own time and labor as a free gift to the cause, pledging from the inception of the enterprise every dollar of profit to a public reading- room in the city of Washington. This movement received the moral and enthusiastic support of many of the leading citizens of Washington, and the finance committee ap- pointed to audit accounts were General Rosecrans, Re- gister of the U. S. Treasury; C. W. Johnson, Chief Clerk of the Senate; and E. Frank Riggs, of Riggs & Co., Bankers. On the first appearance of “Loisette Exposed,” Lar- rowe, better known as “Loisette,” through his attorney, The Latest Memory Systems and Their Critics, 111 Nelson Smith, as a “feeler,” offered $6,000 for the with- drawal of the book from the market; but this offer was met by a prompt refusal and the declaration that as a legitimate enterprise and not a blackmailing scheme, the book was in the market to stay. º Then threats were freely indulged in, but to no effect. Finally came the injunction from the New York Supreme Court, restraining the author from the further publication or sale of the book on the ground that the plaintiff's “manuscript" had been appropriated. - THE INJUNCTION. “Supreme Court of the State of New York. “ALPIIONSE LOISETTE agst. GEORGE S. FELLows. “It appearing from the complaint in this action, duly verified, and from the affidavits of the plaintiff and of Dr. M. L. Hplbrook, dated respectively July 3, 1888, that the plaintiff demands and is entitled to a judgment against the defendant restraining him from printing, publishing, selling, giving away or delivering a printed or other copy of any part of the plaintiff's system of teaching memory mentioned in the complaint, to any person or persons whomsoever, and from advertising the same for sale, and that the commission of such act during the pendency of this action would produce injury to the plain- tiff; and the plaintiff having given the undertaking required by law, it is hereby “Ordered, That the said defendant, George S. Fellows, and his agents, attorneys, servants, and all others acting in aid or assistance of him, and each and every of them, be and they are hereby re- strained, prohibited, and enjoined, under the penalties by law pre- scribed, from printing, publishing, selling, or giving away or deliver- ing a printed or other copy of any part of the plaintiff's system of teaching memory mentioned in the complaint, and from printing, publishing, selling or giving away, or advertising for sale the book mentioned in the complaint, published by the defendant, entitled ‘Loisette Exposed,’ and from removing any of said books from the premises 25 Bond Street, in the City of New York. & “This injunction is granted on the ground that the plaintiff has a right of property, as the author of his system mentioned in the com- plaint for teaching memory, and that the defendant has got possession of the plaintiff’s manuscript, as one of his pupils, under a contract not to disclose any part of the same, and that in violation of the plain- tiff's rights the defendant is publishing, and threatens to continue to publish and disclose his said system, to the great injury of the plain- tiff, notwithstanding he had obtained possession of a copy under an agreement that he would not communicate the same or any part thereof. 112 The Latest Memory Systems and Their Critics. “And it is further ordered, That the defendant show cause before this Court, at a Special Term to be held at Chambers, in the County Court-house, in the City of New York, on the 12th day of July, 1888, at the opening of the Court, or as soon thereafter as counsel can be heard, why this injunction should not be continued during the pen- dency of this action, and until the trial and determination thereof. “Dated New York, July 3, 1888. M. J. O'Brien, J. S. C.” Never for one moment did the author falter in his de- termination to fight it out to the bitter end. But his at- torneys advised that an interminable and expensive legal contest would be the only outcome. Therefore a com- promise was assented to which returned all the money invested and enabled the author to more effectually ac- complish his original purpose. And the end is not yet ! The compromise was a purely business transaction. “Loisette” paid over the money and he received in re- turn the books and plates, and no doubt they were worth to him all he paid for them. - No one appeared to show cause why the injunction should not be made permanent, and thus “literary piracy'” was “condemned.” The author signed no agreement nor did he authorize his attorneys to do so. He gave neither promise nor assurance, and hence can be guilty of no breach of faith nor lack of hon- or. Throughout he has been actuated solely by one purpose. The terms of a compromise out of court are usually re- garded as confidential, but as “Loisette" chose to adver- tise “literary piracy,” “condemned,” etc., the author of “Loisette Exposed " felt quite justified in publishing a card stating just how the “literary piracy” came to be “condemned,” and propounding the query: “If ‘Loi- sette’ had so strong a case, why did he not save his money and await the issue of the hearing 2" Evidently, he was not over-anxious to be heard. Though the defendant signed no agreement, the plaintiff did, and here it is. The terms are significant and speak for themselves. At the time this agreement was made and the money paid over, it was expressly stated by defendant's attorneys that they could not be answerable for defendant's future action as he declined to bind himself by any agree- ment whatsoever. The Latest Memory Systems and Their Critics. 113 Memorandum Agreement, made between Alphonse Loisette, of the first part, and George S. Fellows, of the second part. “In consideration of one dollar, the said party of the first part agrees that he will not bring any action other than the one already pending in the Supreme Court of the State of New York, against the party of the second part, for publishing his system of memory train- ing, nor bring any action against the party of the second part for libel, in consequence of anything contained in the book published by the party of the second part embracing said system, and will waive all damages claimed in said action now pending, without prejudice, however, to the right of the party of the first part to prosecute said action to final judgment for an injunction therein. “But it is expressly understood, however, that said party of the sec- ond part shall not hereafter in any way interfere with the said party of the first part in respect to his business of memory teaching, either by publishing or attempting the publication of his system, or any- thing derogatory thereto, or by communicating any part thereof, or by himself doing any act to the annoyance of said party of the first part, or by instigating any other person to do any act injurious to the party of the first part, or his business of teaching memory; and that he will abide by and obey the injunction in the said action. “This instrument is made on this express condition: that it shall be void in case the said party of the second part shall do any act or thing which, according to the terms hereof he is not to do, or shall fail to keep and obey the injunction in said action. “Dated July 25, 1888. ALPHONSE LOISETTE, By NELSoN SMITH, Atty.” “I hereby authorize Nelson Smith, Esq., as my attorney, to execute an agreement on my part between me and George S. Fellows, in such form as he in his discretion may think fit; that I will not prosecute my action against said Fellows for divulging my System of Memory, by publishing the same, or for libel in connection there with. Such agreement must contain a proviso that it shall be void if said Fellows violates any provision of it. “July 22, 1888. A. LOISETTE.” Supreme Court. ALPHONSE LOISETTE ce. GEORGE S. FELLOWS. - The plaintiff hereby stipulates that he will not claim costs in this action under the offer of judgment, and will not enter any judg- ment for costs, unless he is required to, and in that case he will im- mediately execute and deliver a satisfaction-piece of all such costs to the defendant's attorney. Dated New York, July 25, 1888. NELSON SMITH, Pltff's Att'y. [3" A precocious youth (not thinking that, if he did not have any 8 114 The Latest Memory Systems and Their Critics. / property to respond to a judgment to-day, he might have some that would have to satisfy it hereafter) thought he could communicate an “idea" of my System, in violation of his contract with me, and, as he supposed, without any risk to himself l l But I think he will “never forget” to keep similar engagements hereafter ; for he found, to his bitter sorrow, that there was more in his contract with me than he dreamed of. Both briber and bribed got their deserts, as they always do in such cases. My treacherous pupil found that in taking money for what he had no right to sell, he was, in this respect, guilty of getting money under a double false pretence.—Loisette. Pt. I., p. 17. * {3^ Another acute youth, intending to practise a fraud on me, signed my contract, not with his own name, but with a false name, and thus rendered himself liable to a prosecution for forging another man's name, with a view to injure me, without, as he hoped, risk to himself. He will never forget the penalty that always awaits on ras- cality.—Loisette. Pt. L., p. 17. [3* A third pupil now awaits with perfect equanimity his “de- Serts.”—Loisette Erposed. p. 9. Later. BALANCE SHEET. JUNE 25TH TO JULY 25th. DR. CR. To printing, advertising, etc... $1,851 04 || By cash from Loisette for 8500 To office expense and incidentals. 396 83 * Loisctte Exposed” and plates To legal expense . . . . . . . . . . . . . . . 1,232 75 of the same . . . . . . . . . . . . . . . . $4,000 00 Balance for reading-room, known as “Loisette Exposed Fund "... 519 38 $4,000 00 $4,000 co NEXT! The author of “Loisette Exposed ” is free to acknowl- edge his defeat in the great legal contest, “Loisette vs. Fellows,” and he takes this opportunity to give public no- tice that he is open to engagement to accept defeat on the same terms three times a day for the rest of his natural life. The settlement of the case is very like the story of the man who threatened to whip another man, and then judi- ciously paid him something to keep out of his way. Hundreds of letters have poured in from every quarter of the continent, from Canada to Mexico, largely from “Loisette” students, who did not fail to express their opinions of “Loisette,” more than corroborating the rev- elations of “Loisette Exposed.” These letters and the affidavits behind them are now ready for business. The Latest Memory Systems and Their Critics. 114a A CASE OF MEMORY. Dr. M. L. Holbrook's Affidavits on behalf of Plaintiff. Deponent is the author and publisher of a book entitled “How to Strengthen the Memory.” He has a scientific knowledge upon the subject of teaching memory. He studied the system of memory under the plaintiff in this action as one of his pupils, and acquired a thorough knowl- edge of the plaintiff's system. He has studied several other systems of mem- ory, and made the subject of memory training a study for Roºne years, and has a practical knowledge of the subject. De- ponent has studied the system of memory known as Dr. Pick's system, and under- stands it. . . Deponent has been present at the said premises of the de- fendant, No. 25 Bond Street, and there saw a large number of books which the defendant had in his possession entitled “Loisette Exposed.” That deponent has examined some of the copies of such books, and found the plaintiff's system embraced in full therein. That the de- fendant, upon different occasions within the past week, speaking of his sales of the said book so published by him, has stated to this deponent that he was making sales right along of the book; that he had sent fifteen hundred copics to Washington, and that they were being sold very fast, or words to that effect ; that he had sold several books to Baker & Pratt.—M. L. Holbrook, New York, July 3, 1888. Being familiar with the systems of mem- ory training of the plaintiff and of Dr. Pick, respectively, he is enabled to state that they are substantially different, one from the other. That the plaintiff differs from Dr. Pick in this: that plaintiff com- bines his figure alphabet with his corre- lations, and applies it to remembering names, dates, height of mountains, the length of rivers, the date of a man's birth and death, or any event that happened at any time in the history of the world, who was connected with it, etc. In other words, plaintiff applies it to all conditions, while Pick simply uses it to compare one word with another. That Professor Loisette's system is much more extensive than that of Dr. Pick in its elab- orations and in its methods and applica- tions.—N. L. Holbrook, New York, July 19, 1888 M. L. Holbrook's Letters to Defendant. May 5, 1888.-" I studied Loisette's sys- tem from his London lessons years ago, and when he came to New York I called and he explained to me how Pick got his method, but it was a “whopper” he told. He always praised my books to my ſace, but behind my back told people I had no right to publish the extract from Pick I did, and pretended he would prosecute me. I only hoped he would.” May 9.-" I inclose one of Pick's letters, I think you can use the facts all you like, or you certainly can anything in the books [Middleton's and Appleby’s “Loisette's Art of Never Forgetting Compared with Mne- monics"] I sent you. You can, no doubt, write to Pick himself and get a return letter, and perhaps a copy of his book be- fore your meeting comes off. He is evi- dently an oldish man now, but he still teaches, and writes me he should visit America and lecture here. “Loisette is an American, probably from New Orleans, and of French descent. He has coined a lot of money, no doubt. The only way I could get Pick's book would be to take it from the Mercantile Library here and mail it to you, taking the risk of its loss.” May 16.-“I mailed you yesterday Pick on Memory. It was the first hint I got of Loisette's source of iueſts. I hope you are safe in publishing. Go sure. I have Prof. Loisette's Whist Memory in French and English, but it is worthless. I learn that it is a copy from an old Spanish book of 1830.” May 19.-‘‘I think Loisette has elabo- rated some on Pick, but no doubt got all his first points from him.” May 28.-“I learn that very few of Loisette's pupils ever do anything with his lessons, but some master the ideas and use it.” May 19.-‘‘I suppose my publication of the extract from Pick in my work has made him more trouble than little. He has spoken of it often, and insisted to me tnat he should soon publish a defence of himself, and show that he long antedated Pick. He even explained to me how Pick got hold of his ideas. When I told him Pick had becn in the field since 1856 he rather cooled off. If you can hare a little notice of my book in your exposé it may do no harm, though I leave that to you.” The effect of “How to Strengthen the Memory” upon its author has been such that it ought to be in great demand. Price, $1.00. Sent, post-paid, by the publishers of Memory t * - Systems, New and Old. A D D, E N D A . A RECENT advertisement announces a new book on Mem- ory and a new System. The author, William L. Evans, has been “Loisette's" right-hand man at 237 Fifth Avenue ever since the latter began his career in this country, and, judging from his first advertisement, one would say that the well-known modesty of his master and teacher had not been lost upon him. Though a young man of but “thirty summers,” and only four years out of college, Mr. Evans modestly says of himself and his own work: “Here is a book written by a scholar and a practical teacher. It is just what men have been seeking for cen- turies. We admire Mr. Evans' efforts to raise the tone of the subject and to present it in a manner which cannot fail to secure confidence. His methods are based upon sound psychological principles clearly explained. “Mr. Evans is a man of thirty summers, agreeable in manner, and a fluent speaker. At an early age he won a Queen's scholarship at Borough Road Normal College, London, and distinguished himself as a teacher. In his subsequent four years' course at the University of Glasgow he proved himself a thinker of no mean calibre, being a prize man in mental philosophy and taking his degree in three departments in 1884.” Whether this is the Loisette System in disguise or a new and independent method of greater or less merit re- mains to be seen. Perhaps it should not excite surprise that the disciple should ape the master in view of the phe- nomenal success of the latter. BIBLIOGRAPHY OF MINEMONICS. 1325–1888. WoRKs on the training of the Memory, whether known as Mnemonics or not, have been included. The Bibliography in its own field—publications in Latin and English—is believed to be fairly complete, from 1325 to 1888. Most of the important works in French and German will also be found here. ** Corrections of errors discovered, or additions suggested, will be gratefully received. The following have been freely consulted: Bibliotheca Americana, Bibliotheca Britannica, American Catalogue, English Catalogue, Poole's Indea, and Book Chat ; also the works of Feinaigle, Pick, and Middleton; all of which contain admirable critical bibliographies, more or less ex- tended. Where the title is a transcript from a standard bibliography the source is indicated by a letter or letters following the title. In justice to the reader, a few words should be added with reference to some of the more important books in the following list: Of Fauvel-Gouraud's Phrenomnemotechny, the North American Review for July, 1845, said: “This is one of the most remarkable books it has ever fallen to our lot to examine. In style, manner, and matter it will here- after rank among the most curious of the curiosities of lit- erature.” Dr. Pick's Memory and a Rational Means of Im- proving It needs no commendation here. The extracts so fully quoted elsewhere amply attest its merit. Middleton's All about Mnemonics is simply invaluable to one who would know something of the different systems and their history. The perusal of Appleby's Loisette's Art of Never Forgetting compared with Mnemonics will well repay every student of Loisette. - 116 Bibliography of Mnemonics. * Dr. Holbrook's How to Strengthen the Memory is a pop- ular hand-book, with no pretensions as a system, but quotes freely the best authorities. Kay's Memory: What It is, and How to improve It, the last fourth of which deals with the cultivation of the mem- ory, might more appropriately be called a Cyclopaedia of Memory; so replete is it with information on every con- ceivable topic connected with memory. The author's broad scholarship and discriminating judgment were never more successfully enlisted. The Westminster Review calls it an “excellent, especially erudite, and for the most part thoroughly scientific treatise on Memory.” Loisette Erposed gave the entire “Loisette’” System verbatim, that the public might judge of its merits for themselves. A comparison with works long antedating it showed conclusively the absurdity of the claims of the “sole originator, proprietor, and teacher thereof.” The author of Loisette Erposed claimed the right to reprint the “Loi- sette” System on the ground that the author of it had lost his common law right by publication without copyright. And it is believed that the final decision of the courts would have upheld this claim. As a literary production Loisette Erposed would have fared badly at the hands of the critics, bearing as it did such evident marks of haste, more time seeming to have been spent in collating facts than in giving the work literary finish. Viewed, however, from the standpoint of its aims and the results of its brief career it may fairly be called a success. Cicero: De Ret, lib. iii., cap. 16–24; De Orat., lib. ii., cap. 87, 88. .2-’ Quintilian : Inst. Orat., lib. xi., cap 2. Pliny: Natural History, lib. vii., cap. 24. Martianus, Capella: Cap. De Memoria, lib. v. Ammianus, Marcellinus : lib. xvi., cap. 5. 1274(?). Roger Bacon: Tractatus de Arte Memorativa. MS. at Oxford. P 1325. Thomae Bradwardini Ars Memorativa. MS. in l British Museum. F. 1430. Ars Memorandi Notabilis per Figuras Evangelis- Bibliography of Mnemonics. „ 117 tarum vel Memoriale quatuor Evangelistarum. Small Fol. This is supposed to be the first attempt towards a system of superficial memory. 1450(?). Tractatus Artis Memorativæ, by a physician of Perugia. P. 1470. Perusinus, Matheolus: Matheoli Perusini Tracta- tus Artis Memorativæ. 8°. [bl. let.] F. 1470. Publicius, Jacobus : Jacobi Publicii Ars Memora- tiva incipit feliciter. 4°. [bl. let.] F. 1475(?). Perusinus, Matt. Tractatus Clarissimi Philo- sophi et Medici de Memoria. 4°. B. B. 1482. Publicius, Jacobus : In nova mirabilique ac per- fectissima Memoriæ Jacobi Publicii, prologus feliciter incipit. 4°. [bl. let.] F. 1485. Publicius, Jacobus: Opera. This includes the Epitome Artis Orationæ, the Ars Conficiendi, Epistolæ, and the Ars Memorativa of the Author, and appears to be the first edition of these works. 4°. Venice. B. B. 1488. Priis, John : Ars Memorativa per Johannem Priis. Eol. Argent. [bl. let.] F. 1490(?). Petrus Coloniæ : Ars Memorativa. 4°. [bl. let.] 1490(?). Baldwin of Savoy : Incipit Ars Memoriæ vene- rabilis Baldwini Sabodiensis Medicæ Artis Doc- toris Eximii. 4°. Paris. [bl. let.] F. 1491. Peter of I{avenna : Foenix Dnni Petri Rauenatis Memoriæ Magistri. 4°. Venetiis. F. 1491. Ravennas, Pet. : Phoenix, sive Artificiosa Memoria. Ven. 1491, 4°; Par. 1544, 8°; Vic. 1600, 4°. B. B. 1491. Petrus de Ravenna : Ars Memorativa; went, through nine editions, viz., ** Phoenix Artis Me- moriæ, S. Introductio ad Artificiosam Memo- riam ”; Venetiis, 1491, vols. 4 ; Norimberg. 1501, vols. 8; Coloniæ, 1506, vols. 4; Parisiis, 1516, vols. 4 ; Venetiis, 1565, vols. 8 ; Vincentiæ, 1600, vols. 4; Coloniæ, 1608, vols. 4. P. 1492. Celtes, Conrad: Epitoma in Utramque Ciceronis a Rhetoricam cum Arte Memorativa Nova. 118 Bibliography of Mnemonics. 1502. 1515. 1519. 1523. 1530. 1533. 1556. Themistius, Euphrada: Comm. in Aristotle. Lib. Physicorum, de Anima, de Memoria, &c. Lat. per Herm. Barbarum. Ven. 1502, fol.; Par. 1528, fol.; Ven. 1560, 1570, fol.; Urb. 1627, 4°. B. B. Aristotle: De Memoria et Reminiscentia. Lat. Par apud Hen. Steph. B. B. Colinaeus, Jacobus: Jacobi Colinaei Campani de Memoria Artificiosa compendiosum, opusculum impressit Ascensius. 4° [Paris]. Venundatur in AEdibus Ascensianis. [bl. let.] F. & B. B. Chappusius, Nicholas: Nicholai Chappusii de mente et memoria libellus utilissimus. 4° [Paris]. Venundatur ubi impressus est in AEdibus Ascen- sianis. F. Albertus, Magnus: Varii Tractatus Parvi de Sensu et Sensato, de Memoria et Reminiscentia, &c. Venice. B. B. Fries, Laurenz: A Short Advice, how Memory can be Wonderfully Strengthened. Strasburg. P. Themistius, Euphrada: Paraphrasis in Aristotelem de Memoria, etc. Lat. per Herm. Barbarum. Bas. 1530, 8°. B. B. Romberch, John: Congestorium Artificiosae Memo- riae Joannis Romberch de Kyrpse; opus omnibus Theologis, predicatoribus; confessoribus, advo- catis et notariis; medicis, philosophis; Arti liberalium professoribus. Insuper mercatoribus, nuntiis, et tabellariis pernecessarium. 8°. Ven- ice, per Melch. Sessa. [bl. let.] F. Aristotle: De Memoria et Reminiscentia, Lat. per Nic. Leonicum. 8vo. Venice. B. B. Ryff, Gualth : De Memoria Artificiali et Naturali. 12mo. B. B. Peter of Ravenna: Memoriae Ars quae Phoenix inscribitur. 8°. Paris. F. Gratarolus, William: De Memoria reparanda, au- genda, servandaque, lib. unus: et de locali velar- tificiosa Memoria, lib. alter Guill. Grataroli. 8°. Romae. F. Campensis, Claud. : Commentarii in Aristotelis Bibliography of Mnemonics. 119 1566. 1570. 1574. 1579. 1582. 1582. 1582. 1583. 1583. 1584. librum de Memoria et Recordatione. 8vo. Paris. B. B. Gratarolus, William : De Memoria Reparanda Au- enda, Conservanda ac Reminiscentia. 16mo. Lon- don. B. B. Dolci, Lodovico : Romberch’s Congestorium, trans- lation into Italian. 8°. Venice. F. -- Fulwod, William : The Castel of Memorie: wherein is conteyned, the restoring, augmenting, and con- seruinge of the Memorie & Remembrance, with the safest remedies, and best precepts thereunto in any wise apperteining: made by Gulielmus Gratarolus Bergomatis Doctor of Artes and Phy- sike. Englyshed by Wm. Fulwod. The con- tentes wherof appear in the Page next following. Imprinted at London in Fleete-streete by Wm. How, dwelling at Temple barre. [bl. let.] F. Aristotle: De Memoria et Reminiscentia. Gr. Lat. cum comm. Simonis Simonii. Apud Joan. Cris- pinum. B. B. Spangenberg, John : Artificiosae Memoriae libellus, auctore Joann. Spangenberg. Herd. 8°. Wite- berg. F. Rosselius, Cosmus : Cosmi Rosselii Thesaurus Arti- ficiosae Memoriae. 4°. Venet. F. Rosselius Cosma : Thesaurus Artificiosae Memoriae. Ven. Fol. B. B. Bruno, Jordan : De Umbris Idearum et Artis Mem- oriae, 8vo. Paris. B. B. Bruno, Jordan : Ars Memoriae. 8vo. Paris. B. B. Bruno, Jordan : De Compendiosa Architectura et Complementa Artis Lullii. 12mo. Paris. B. B. Watson, Thomas : Artificiosae Memoriae Libellus Authore Thoma Watsono Oxoniensi, Juris Utrius- que studioso. MS. F. Dickson, Alexander: De Umbra Rationis et Judicij sive—De Memoriae virtute Prosopopaeia. 8°. Lon- don. B. B. Dickson, Alexander : Libellus de Memoria verissima et recordandi Scientia. B. B. 120 Bibliography qf Mnemonics. 1584. 1586. 1591. 1600. 1601. 1602. 1602. 1603. Waldegrave, Robert : Libellus de memoria, veris- sissimaque bene recordandi scientia, authore G. P., Cantobrigiense huc accessit eundem admoni- tiuncula ad A. Discorsum, de artificiosæ memoriæ, quamquam publice profitetur venitate. 16mo. London. B. B Cope, Stephen: Discours notables des moyens pour conserver et augmenter la mémoire, avec um Traité de la Physionomie ou Jugement de la nature des hommes tiré des traits du visage, et autres parties du corps ; trad. du Latin de Guill. Gratarol, par Estienne Cope. 16°, Lyons. F. Albertus, Joh. Mich.: Joan Mich. Alberti de omni- bus ingeniis augendæ Memoriæ liber. 4°. IBonon. IBruno, Jordano : De Imaginum et Idearum com- positione ad omnia inventionem, et Memoriæ gen- era. Tres libri, 8vo. Franc. F. Schenkel, Lamprecht : De Memoria, lib. i. Duaci; lib. ii. Antwerpiæ. P. Schenkel, Lamprecht : Leodii. Antwerpiæ. P. Schenkel, Lamprecht : Brevis Tractatus de Utilita- tibus et Effectibus Mirabilibus Artis Memoriæ. Parisiis. P. Geswaldi, Philip : F. Philipi Geswaldi Plutosofia. Patav. F. Peter of Ravenna : Phoenix seu Artificiosa Memoria cl. I. V. ID. et militis D. Petri Ravennatis Juris Canonici olim in Patavino Gymnasio. 4to. Vi- centiæ. F. • Eruno, Jordano : Ars Lullii. P. Siri, Victor : Memoire Recondite dall' anno 1601 sino al 1640. Ronco. 1677. 8 tom. 4°. Porta, John Baptist : Ars Reminiscendi Joan. Bap- tistæ Portæ Neapolitani. 4°. Naples. F. & B. B. Marafiotius, F. H. : F. Hieronymi Marafioti Polisti- nensis Calabri Theologi De Arte Reminiscentiæ, per loca, et imagines, de per notas et figuras in manibus positas. 8°. Franc. F. Spangenberg, John: Artis Memoriæ, seu potius Bibliography of Mnemonics. 121 1607. 1608. 1609. 1609. 1610. 1610. 1610. 1610. 1610. 1611. 1617. 1617. Reminiscentiae pars secunda, Authore Joh. Sp. Herd. Francof. F. - Specimina duo Artis Memoriae exhibita Lutetiae Parisionum. 8°. Paris. F. Lancionius, S. : De Memoria, ac Reminiscentia Dis- cerptatio Sempronii Lancioni Romani ad mentem Philosophorum principum Platonis et Aristotelis concinnata. Verona. F. Schenckel, Lambert: Schenckelii Methodus de Lat- ina Lingua intra 6 menses docenda. 8°. Argent. F. - Cruschius, Melchior: De Memoria Dona Conser- vanda. 8vo. Witt. B. B. - Schenkel, Lambert : Gazophylacium Artis Memoriae; in quo duobus libris omnia et singula ea quae ad absolutam hujus cognitionem inserviunt, recon- dita habentur, per Lambertum Schenkelium Dusil- vium. His accesserunt de eaderm Arte Memoriae adhuc 3 opuscula; quorum 1. Joannis Austriaci ; 2. Hieronymi Marafioti. 3. Joh. Sp. Herd. 8°. Argent. F. Alsted, Joh. Henry : Joh. Henr. Alstedii Theatrum Scolasticum. 8°. Strasburg. Herborn. Con- tains the Gymnasium Mnemonicum. F. Sommer, Martin: Brevis Delineatio de utilitatibus et effectibus admirabilibus Artis Memoriae. 12°. Venet. F. Alsted, Joh. Henry : Joh. Henr. Alstedii Systema Mnemonicum. 8°. Franc. F. Bruxius, Adamus: Simonides redivivus; seu Ars Memoriae et oblivionis complures. 4°. Lips. B. B. Alsted, Joh. Henry : Joh. Henr. Alstedii Trigae Canonicae, contains Artis Mnemonica Explicatio. 8°. France. F. Ravellin, Fr. Mart: Fr. Mart. Ravellini Ars Memo- riae. 8°. Franc. F. Galbaicus, Joh. Paep.: Schenckelius detectus: seu, Memoria Artificialis hactenus occultata ac a mul- tis quamdiu desiderata : nunc primum in gratiam optimarum artium, ac Sapientiae studiosorum luce 122 Bibliography of Mnemonics. 1617. 1618. 1618. 1618. 1618. 1619. 1620. 1620. 1620. 1623. 1623. donata, a J. P. G. [Joh. Paep. Galbaicus] S. P. D. Hanc artem principes et alii nobiles, cum Eccles- iastici, tum seculares addidicerunt, exercuerunt et mirifice probarunt, ut ex sequentibus notum fiet. 8°. Lugduni. F. Fludd, Robert : Utriusque cosmi majoris Scilicet, et minoris Metaphysica, Physica et Technica His- toria, auctore Roberto Fludd. 2 tom. fol. Openh. et Franc. F. Apsines, Graec. Rhet. : De Memoria liber singularis latine nunc primum vertit, Fed Morell. Paris. F. Paep, Joh. : EISATQTH, seu Introductio Facilis in Praxim Artificiosae Memoriae. 12mo. Lugd. B. B. Naulius, Adam : Inaestimabilis Artis Memorandi Thesaurus, ex variis optimisque authoribus de- promptus, ab Adamo Naulio, Rheto. Sacerd. et S. Theol. Doct. 8vo. Paris. F. Willis, John : Mnemonica, s. c. Reminiscendi Ars in 3 Libris Nec non de Memoria Naturalifonenda, Libellus. 8vo. London. B. B. Schenkel, Lamprecht : Argentorati. P. Ars Memoriae localis, plenius et luculentius ex- positae, quam ante hac nunquam, una cum appli- catione ejusdem ad singulas disciplinas et facul- tates. 8vo. Lips. F. Velasquez, Joan : D. Joannis Velasquez de Azevedo Fenix de Minerva y Arte de Memoria que en- senna sin maestro à prender y retenir. 4to. Madrid. F. Carbonnell, Hugo: Artis Lullinae, seu Memoriae Artificialis Secretum explicitum, Oratoribus et Praedicatoribus utilissimum per R. P. F. Hugo- nem Carbonellum. 8vo. Paris. F. Valerius, Andrew : Lettera a Andrea Valieri ove si tratta della Memoria locale e del modo facile per acquistarla. MS. F. Cuirot, Adrian le: Magazin des Sciences, ou vray l'Art de Mémoire, par Adrian le Cuirot. 12mo. Paris. F. Bibliography of Mnemonics. 123 1623. 1629. 1635. 1639. 1640. 1641. 1643. 1648. 1651. 1651. Jones, John : Sacra Ars Memoriae, ad Scripturas Divinas in Promptu habandas, etc., accommodata. 8vo. Douay. B. B. Godoy, Jo. Gutheriez de : Disputationes Philos- ophicae et Medicae super Aristotelem de Memoria. 4to. Madrid. B. B. Dannhawer, Joh. Conrade: Tractatus de Memoria Joh. Conradi Dannhaweri. 8vo. Argent. F. & B. B. Meyssonerus : Meyssonerus in Pentagono Philo- sophico-Medico, sive Arte novae Reminiscentiae. 4to. Lugd. F. Lully, Raymund: Ars Memorativa inventiva et applicativa Raimundi Lullii. 12mo. Cadom. F. Belke, Thomas: Scripture Inquiry, or Helps for Memory in the Duties of Piety. 8vo. London. B. B. Backhusy, Arnold: Memoria artificialis Lamberti Schenckely. Omnibus literarum et sapientiae am- antibus luce donata, vna cum clavicula, Illam legendi, modum aperiente, Arnoldi Backhusy Lubecensio. 12mo. Colon. Agrip. F. Winkelmann, Stanislaus Mink von : Relatio Novis- sima ex Parnasso de Arte Reminiscentiae. Mar- burg; 1661, Giessen. P. Herdson, Hen. : Ars Mnemoniaca, Lat. et Eng. 1657. 12mo. London. D. B. Herdson, Henry: Ars Memoriae, The Art of Memory made plaine by Henry Herdson, late Professor by Publick Authority, in the University of Cambridge, 8°. Lond. F. Saunders, Richard: Physiognomy, Chiromancy, and Art of Memory. London. B. B. Belot, John : L'OEuvre des CEuvres, ou le plus par- faict des Sciences, Steganographiques, Paulines, Armedelles, et Lullistres, par Jean Belot. 8°. Lugduni. F. Fax Nova Arti Memoriae localis accensa. 8°. Lips. F. Sowersby: Mnemonica; or the Art of Memory. 124 Bibliography of Mnemonics. 1661. 1669. 1677. 1678. 1683. 1685. 1691. 1695. 1697. John Willis. Trans. by Sowersby. 8°. Lon- don. Willis, John : Mnemonica; or, The Art of Memory, drained out of the pure fountains of art and nature, digested into 3 books. Also a physical treatise of cherishing natural Memory ; diligently collected out of divers learned men's writings. 8°. Lon- don. F. r Kircher, Athanasius: Athanasii Kircheri, Ars Magna Sciendi in XII. Libros digesta, qua nova et univer- sali methodo [Lulliana] per artificiosum Com- binationum contextum de Omnire proposita pluri- mus et prope infinitis rationibus disputari, om- niumque summaria quaedam cognitio comparari potest. Fol. Amstelod. F. Siri, Victor : Memorie recondite dall’ anno 1601 sino al 1640. Ronco, 1677–9, 8 tom. 4°. B. B. Variorum de Arte Memoriae Tractatus Sex. 8°. Leipsic. F. ſº Shaw, Jobn : The Divine Art of Memory : or, The Sum of the Holy Scriptures, Delivered in Acrostic Verses, so that the Contents of the whole Bible, may readily be remembered; and in what Chapter, each particular passage is recorded. Written originally in Latine by the Reverend and Learned John Shaw, and made English by Simon Wastel. 12°. London. F. Wallis, John : The Strength of Memory. B. B. Leadbetter, Arthur : Arithmetical Rules Digested for the Help and Profit of Memory. 8vo. London. B. B. - Ars magna et admirabilis Speciminibus variis con- firmata, qua Pandectarum Tituli eorumque praeci- pua Materia ope Figurarum emblematicarum, bre- vissime, jucunde et tenaciter, memoria imprimi, firmiter contineri, et opportune in usum transferri possunt : In maximum commodum legis Studiosi. 8°. Lugd. Bat. F. Copia Speciminum Artis Memoriae Bruxellae, Leodii, Tornaci, et alibi editorum. 8°. Leodii. F. - Bibliography qf Mnemonics. 125 1697. D'Assigny, Marius: Art of Memory. London. 1699. D'Assigny, Marius: Rhetorica Anglorum, vel Exer- citationes Oratoriæ in Rhetoricam, Sacram et Communem, quibus adjiciuntur quædam regulæ ad imbecilles Memorias corroborandas. 8°. Londom. B. B. 1701. Buffier, Claude: Pratique de la Mémoire artificielle - pour apprendre, et pour retenir la chronologie, l'Histoire Universelle, &c. 3 vols. Paris. B. B. 1702. Brancaccio, Jo.: Ars Memoriæ vindicata, auctore ID. Jo. Brancaccio, accessit Artificium Poeticum ad Scripturas Divinas in promptu habendas me- moriterque ediscendas accomodatum. 8°. Pa- nonni. F. 1706. D'Assigny, Marius: The Art of Memory, A Treatise useful for all, especially such as are to speak in Publick. 12mo. London. F. & B. B. 1708. Guivard, Fr.: Traité de Mnémotechnie, Lille. 1715. Erhardt, Thomas : Ars Memoriæ, sive clara et per- spicua Methodus excerpendi Nucleum rerum ex omnium Scientiarum monumentis a R. P. Erhardt. 8vo. August. Vindel. Part 4 in 3 tom. F. & B. IB. 1719—23. Buffier, Clnude de: Pratique de la Mémoire Artificielle pour apprendre et pour retenir l'His- toire Sainte, 1'Histoire Ecclésiastique et l'Histoire de France. 8°. 3 tom. Paris. F. 1722. Falster, Christian : Memoriæ Obscuræ. 8vo. Ham- burg. B. B. 1723. Cannac, P. : Pb. Dissertatio Physica de Memoria. 4to. Geneva. B. B. 1730. Grey, Richard: Memoria Technica ; or, a New Method of Artificial Memory, applied to and ex- emplified in Chronology, History, Geography, As- tronomy ; also Jewish, Greciam, and Roman Coins, Weights and Measures, etc. 8°. London. IF. & B. B. 1737. Lowe, Solomon : Mnemonics delineated in a small compass almd easy Method, for the better enabling to remember what is most frequently wanted, and 126 Bibliography of Mnemonics. 1747. 1750. 1753. 1773. 1775. 1781. 1782. 1783. 1794. 1801. 1804. 1804. 1804. most difficultly retained or recollected. 8°. London. B. B. & F. Morhof, Dan. Geo. : Dan. Geo. Morhofii Polyhistor Literarius Philosophicus et Practicus, cum acces- sionibus virorum clarissimorum, Joh. Frickii et Joh. Molleri Flensburg. [Edit. Quart.] 2 tom. 4°. Lubecae. F. Hell, Maximilian : Adjumentum Memoriae Manuale Cronologico, Genealogico, Historicum. B. B. Roeder, Paulus: Memoria Ebnerianna, fol. No- rimb. B. B. Evans: The Tablet of Memory; or, the Historian's Assistant. 12mo, 1s. 6d. London. B. B. Hay: The Tutor's Observations on Memory; with plain and practical rules for improving and exer- cising it, and brief hints on composition. 8vo, 1s. London. B. B. Feyjoo, Fr. B. J. : Cartas Eruditas y Curiosas, por D. Fr. B. J. Feyjoo. 4°. 5 tom. Madrid. F. Helps for Short Memory; consisting of Maxims, Rules, Proverbial Sayings, etc., in Prose and Verse; selected from the best authors. 12mo. 6d. London. Beattie, James: Dissertations, Moral and Critical, on Memory and Imagination, on Dreaming ; the Theory of Language; on Fable and Romance ; on the Attachment of Kindred; and Illustrations on Sublimity. 4°. London. B. B. - Walpy, Rich.: Poetical Chronology of Ancient and English History. 12mo, London. L. Graffe : Katechetisches Magazin. 8vo. Goettin- €I]. Rier, Chr. A. L. : Mnemonik, oder die Gedächt- nisskunst der Alten systemat. bearbeitet. 8°. Leipzig. Klüber, J. S. : Compendium der Mnemonik. 4to. Palermo. Rltiber, J. S. : Mein Contingent zur Geschicht der Gedächtnissiibungen in den ersten jahren des 16 jahrh. Nürnberg. Bibliography of Mnemonics. 127 1804. 1805. 1805. 1805. 1805. 1805. 1806. 1806. 1806. 1809. 1809. 1810. 1811. 1811. 1812. Aretin, J. C. von: Denkschrift über den wahren Begriff und Nutzen der Mnemonik. Munich. Kästner, Chr. A. L.: Leitfaden zu einen Unter- haltung über de Mnemonik. 8vo. Leipsic. Kästner, Chr. A. L.: Dessen Uebersetzung der drei Stellen bei der Alten von der Gedächtnisskunst 8°. Leipsic. H. B. Morgenstern: De Arte veterum Mnemonica. Fol. Dorp. Kästner, C. A. L.: Uebersetzung und Erklärung der drei beruhmten Stellen bei den Alten von der Gedächtnisskunst. Uebst noch einigen Beispielen von dem Gebrauch, den ich von dieser Kunst machte. 8°. H. B. Kästner, C. A. L.: Mnemonik, oder die Gedächt- nisskunst der Alten, systematisch bearbeitet. Zweite ganz umgearbeitete Auflage. 8“. Leipzig. H. B. Aretin, C. F. von: Theorie der Mnemonik, gr. 8, Nürnb. Feinaigle, G. de: Notice sur la Mnémonique. Paris. Grey, R.: Memoria Technica; or, a method of artificial memory. With Lowe's Mnemonics De- lineated. 16mo. London. º J.: Memory and Imagination (in his works, V. Ö). Richardson, C. E.: A Collection of Scripture Sen- tences for committing to memory. 12mo. B. B. Aretin, J. C. von: Systematische Anleitung zur Theorie und Praxis der Mnemonik. 8vo. Sulz- bach. Feinaigle, G. von: Mnemonik nach der Vorlesungen desselben. Frankfort a. M. S Pupil of Feinaigle: Practische Gedächtniss nach den Vorlesungen des Herrn Gregor von Feinaigle. Frankfort a. M. Feinaigle, Gregor von: “The New Art of Memory, to which is prefixed some accounts of the princi- pal systems of artificial Memory from the earliest 128 Bibliography of Mnemonics. 1812. 1813. 1813. 1816. 1818. 1820. 1823. 1824. 1825. 1825. 1826. 1826. period to the present time.” 12mo. 12s. Lon- don. Mnemonika ; or, chronological tablets, exhibiting in a methodical manner, the most remarkable occur- rences from the creation of the world to the pres- ent period: with several valuable tables. Phila. Coglan, Thomas: Improved System of Mnemonics; or, Art of assisting the Memory exemplified. 8vo, 9s. London. B. B. Needham, S. : Reminiscentia numeralis, or the Memory's Assistant, in numbers and dates; to which is prefixed a regular system of The Art, founded on Dr. Grey's Memoria Technica. 2 vols. 12mo. B. B. Jackson, Geo. : A New and Improved System of Mnemonics. 12mo, 3s. 6d. London. Murden, J. R. : The art of memory reduced to a systematic arrangement, exemplified under the two leading principles, locality and association, with a specimen of a mnemonic dictionary. Em- bellished with engravings. New York. Manners, J. M. : Mnemonic Tables. 12°. Baltimore. E. C. Aimé Paris and Adrien Berbrugger : “Résumé des diverses spéculations étudiós dans les cours de mnēmonique, ou mémoire artificielle. 3fr. Paris. Paris, Aimé : Résumé (Sans autre titre. Sans nom de ville ou d'impr.) [Bruxelles, Weissenbruch], janvier 1824, 8vo. Paris, Aimé: Exposition et pratique des procédés mnémoniques, a l'usage des personnes qui veu- lent étudier la mnémotechnie en général, etc. 6fr. Paris. Paris, Aimé : Code civil mnémonisé en 50 legons. In-8. 8fr. Paris, l'Auteur. Paris, Aimé : Mémoire (de la) et des moyens d'aug- menter l'action de cette partie de l’intelligence humaine. Paris (Querard.) Gayton, J. R. : Memoria Philosophica. 10s. Lon- don. Bibliography of Mnemonics. 129 1827. 1827. 1828. 1828. 1828. 1828. 1829. 1829. 1829. 1830. 1831. 1831. 1832. 1833. 1834. 1834. 1835. Paris, Aimé : Lettre à M. Fréd. Come, avocat et professeur de mnémonique et de sténographie, ouverts, 8vo. Paris. Paris, Aimé: Surcestrois pointsä discuter, etc. Paris. Kästner, C. A. L. : Briefe über die Mnemonik, noch ein Versuch, die Ehre einer Werkannten zu retten. 8vo. Sulzbach. Paris, Aimé : Première suite autographie d'appli- cations spéciales de la mnemotechnique. Appli- cations de la musique ; nomenclature des accords. Paris, l'Auteur, 4to. 2fr. Paris (Querard). Peckstone, T. S. : Chronological Chart of the Pa- triarchs. Todd, J. H. : Historical tablets and medallions illus- trated on an improved system of artificial memory. For Lond. Paris, Aimé: Souvenirs du cours de mnémotechnie, ou l'Art d'Aider lä, en 15 legons. Paris. Darby, Wm. : Mnemonica: or, The Tablet of Mem- ory, a register of events from the earliest period to the year 1829. 12mo. Balt. Goodluck, W. R. : View of the World Snooke: Calendar of Memory. De Castilho: Recueils de Souvenir de Mnémotech- nie. Saint Milo. Kästner, Chr. A. L. : Mnemonices quaedam in scºp- tura sacra vestigia. Beniowski: Major Beniowski's Phrenotypics; or, a New Method of Studying and Committing to Memory Languages, Sciences and Arts. Paris, Aimé : Principes et applications diverses de la mnémotechnie. 12fr. 7th ed. Paris. De Castilho, A. M. & J. F. : Traité de Mnémotech- nie. 6th ed. Bordeaux. - Paris, Aimé ; Mémoire adressé à M. Guizot, minis- tre de l'instruction, relativement à la création d'une chaire de mnémotechnie à l'École normale. In-4, de 28 pag. De Castilho, A. M. & J. F. : Dictionnaire Mnémo- nique, Lyon. 130 Bibliography of Mnemonics. 1838. 1838. 1839. 1839. 1841. 1841. 1841. 1842. 1842. 1842. 1843. 1843. 1843. 1844. 1844. 1844. 1844. 1844. 1845. 1845. Walpy : Poetical Chronology of History. 12mo. 2s. 6d. (London) E. C. sº Jukes, Mrs. ; Aids to Memory of Old Testament History. 18mo. 2s. B. C. Jazwinski: Exposé Général de la Méthode Mné- monique Polonaise perfectionée à Paris. Par- 1S. Rnott, R. R. : New Aid to Memory. 1s. London. Bassle, G. A. : System Mnémonique. London. Demangeon, le Dr. : Nouvelle mnémonique à la portée de toutes les intelligences et qui peut s'apprendre sans maitre. 8vo. 4 fr. 50c. Machan, R: New System of astronomical mnemon- ics; a method of acquiring a complete knowledge of the constellations. 8vo. London. Knott, R. R. : New Aid to Memory. 12mo. 7s. London. - Mailath, Johann von : Mnemonik. Vienna. Beniowski's Handbook of Phrenotypics. 4s. Ion- don. Otto, Carl (Reventlow): Lehrbuch der Mnemo- technik. Stuttgart. Imeson, W. T. : Phrenotyphonicon. 6d. London. Reventlow, Carl Otto : Mnemotechny after a new system. Stuttgart. Laws, T. F. : Phrenotypics. 8vo. Manchester, England. “T. W. D.” (T. W. Dwight): New Science of Arti- ficial Memory. New York. Otto, Carl(Reventlow):Wörterbuch der Mnemonick. Stuttgart. Imeson, W. T. : Ideatypics; or, An Art of Memory. 12mo, 4s. London, E. C. Pike, Robt. and Wm. C. : Mnemonics applied to the acquisition of knowledge. Boston. Fauvel-Gouraud, Francis : Phreno-mnemotechny; or, The Art of Memory. A series of lectures. 8vo. $2. New York. Wiley. A. C. Fauvel-Gouraud, Francis : Phreno-mnemotechnic Dictionary, philosophical classification of homo- Bibliography of Mnemonics. 131 1845. 1846. 1846. 1846. 1846. 1846. 1846. 1847. 1847. 1847. 1847. 1848. 1848. 1848. 1848. 1849. 1849. 1849. 1850. phonic words in the Eng. Lang. 8vo. $2. N. Y. Wiley. A. C. Hallworth, T. : Rational Mnemonics. Pike, R. and W. C. : Mnemonics. Boston. Harris, L. H. : Mnemonics; or, Philosophical Mem- ory. Newark, Ohio. Johnson, L. D. : Memoria Technica. Boston. Johnson, L. D. : Memoria Cyclopaedia, or the Art of Memory. Taunton, Mass. Fowler, O. S. : Memory and Intellectual Improve- ment. 75c. New York. A. C. Otto, Carl (Reventlow): Leitfaden der Mnemonik. Stuttgart. - Hill, Wm. : Educational Monitor. 18mo: 1s. 6d. London. Prévost E.: Histoire de France, mnémonisée sur un plan neuf et tout à fait inédit. 8vo. 3fr. Carpenter, W: Helps to Memory. 32mo. 1s. 6d. B. C. Parent-Voisin, W. : Cours méthodique et élémen- taire de Mnémotechnie, ou l'Art d’aider å la Mémoire. 8vo. 3fr. Kothe, Herman: Lehrbuch der Mnemonik. Ham- burg. H. B. Pick, Edward : Mnemonics and its Application to the Study of History. Miles, Pliny: American Mnemotechny. 75c. and $1.00. New York. Miles, Pliny: Elements of Mnemotechny. 25c. New York. Day, William : Mnemonical Chart and Guide to the Art of Memory. New York. Hamilton's Mnemonic Chronology of British His- tory. 7s. London. Brayshaw, T. : Metrical Mnemonics, Applied to Geography. 12mo. 6s. London. Camard C. : Manuel de Mnémonique, ou Méthode pour retenir sans travail et sans effort toutes les principales dates de l'histoire universelle. 16mo. Bibliography of Mnemonics. Imeson, W. T. : Chronology Self-suggestive. 8vo. 1s. 6d. London. E. C. º Déjeans, l'Abbé : Manuel d'Histoire mnémonisée, a l'usage des aspirants au baccalauréatés-lettres. 8vo. Hill, Wm. : Mnemonical Expositor. 12mo, 1s. 6d. London. E. C. Fowler, O. S. : Memory and Intellectual Improve- ment. 75c. New York, Fowler & Wells. A. C. Bradbury, H. P. : Cogland's Mnemonics. Louis- ville. Moigno, Abbé : Manuel de Mnémonique. Paris. Kirkman, T. P. : Mnemonic Lessons in Geometry, Algebra, and Trigonometry. 1s 6d. London, Crosby, Lockwood & Co. Hill, Wm. : Memory of Languages, and Rhyming Expositor. 18mo. 5th ed. London. Cumming, J. G. : Chronology of History for Schools. 16mo. 1s. 6d. London. Kothe, Herman: System der Mnemonick. Cassel. Kothe, Herman : Katechismus der Mnemotechnik, oder Gedächtnisslehre. Leipsic. Chapman, D. : Theory of Memory, 8vo. 5s. Lon- don. & Fairchild, A. J. : System of Acquiring the French Language. 12mo. 8s. 6d. London. - Parker, L. : Key to Philosophy of Memory. New York. Bell, A. M.: Sermon-Reading and Memoriter De- liverer. Salem, Mass. 15c. Burbank. A. C. Bacon, J. H. : The Science of Memory Simplified and Explained. 1s. 6d. London. B. B. Otto, Carl (Reventlow) : Mnemotischer Commen- tar zur Allgemeinen Weltgeschichte. Stuttgart. Pick, Edward : On Memory and Rational Means of Improving it. 8vo. 2s. 6d. London, Trübner. (5th Ed., 1873, 12mo, 1s.) . Chase, S. C. : Mnemeology. 12mo, $1.50. Cincinn. H. C. Pick, Edward: New Methods of Studying Languages. French. 12mo. 3s.6d. London, Trübner. Bibliography of Mnemonics. 133 1863. 1864. 1865. 1866. 1866. 1866. 1866. 1867. 1867. 1869. 1869. 1870. 1870. 1872. 1873. 1873. 1873. 1874. 1876. 1876(?). 1877. Jones, John : How to Remember Sermons and Lec- tures. Liverpool. Slater, Mrs. : Sententiae Chronologicae. Stokes, William : On Memory. 1s. London, Houl- ston & Son... E. C. - Williams, B. fyon: Science of Memory. 8vo. Lon- don, Nisbet & Co. E. C. Haney, J. C.: Art of Memory. 51 pp. 15c. New York, J. C. Haney & Co. Stokes, William : The Divine Origin of Mnemonics. 1s. London, Houlston & Son. Girdlestone, E. D. : Memory Helped, or Dr. Grey's System Explained. London. Fitch, J. G. : Art of Securing Attention in a Sunday- school. 16mo. 25c. New York, Carlton & Porter. A. C. Sayer, T. A. : Aids to Memory. 12mo, 1s. Lon- don. E. C. - Mackay, Alex. : Facts and Dates of Leading Events in History. 12mo. 4s. London, Blackwood. E. C. Maclaren, T. : Systematic Memory. 12mo, 1s. Lon- don, Pitman. Hill, William : Local Suggester. London. Crowther, George : Crowther's Mnemonics. London. Collins, J. : The Schoolboy's Memoria Technica. Sq. 16mo. 6d. London. E. C. Relton, Wm. : Infallible and Instantaneous Mental Almanack. Cr. 8vo. 6d. London, Pitman. Macaulay, Jas. : Memory Helps in British History. 12mo. 6d. London. E. C. Nemos, W.; Artificial Memory, Method of Making Bad Memories Good and Good Memories Better. 16mo. $1. San Francisco. Bancroft. Fairchild : The Way to Improve the Memory. London. Memoria Technica to Chronology, to the Overthrow of the W. Empire, A. D. 476. 12mo, 1s. 6d. London, Simpkin. E. C. Memory. 18mo: 10c. N. Y., Nelson. Head, F. W. : Statutes by Heart; Memoria Technica 134 Bibliography of Mnemonics. 1877. 1877. 1879. 1879. 1879. 1880. 1880. 1880. 1880. 1882. 1882. 1882. 1882. 1884. applied to Statutes. 8vo. 1s. 6d. London, Stevens. E. C. Begg, E. W. : Mnemonics; System of Aids to Memory. 12mo. $1.50. Cincinn., Chase & Hall. Younghusband, J. H. : How to Remember. 2s. London. Stokes, Wm. : Rapid Arithmetic, for Rapidly Teach- ing to Calculate. 18mo: 1s. London, Houlston. E. C. Stokes, Wm. : Rapid Drawing. 18mo. 1s. London, Houlston. E. C. Moigno, F. N. M.: Manuel de Mnémotechnie, Pre- mière partie, Application à l’Histoire. 12mo. 3fr. Paris. Hartley, Chas. : How to Improve the Memory. London. Laurie, Thos.: The Whole Art of Memory. London. Granville, J. M. : Secret of a Good Memory. 12mo. 1s. London, Bogue. Appleby, F. : Phonetical Memory. 1s. London, Pitman. Fitz-Simon, E. A. : Historical Epochs, with System of Mnemonics. 12mo. 50c. N. Y., Taintor. Middleton, A. E. : Memory Aids and How to Use Them. London. Wollacott, F. C. : Phrenotypics; or, The Science of Memory. 6d. London. Dalziel, Allan: Mnemonics Applied to History. Stokes, William. Houlston & Sons, London. Rapid Music. Part I. 1s. Memory-Aiding Music Staff. 1s. Memory-Aiding Music Scales. 1s. JPocket Key-Board. Piano, &c. 1s. Pictorial Multiplication. In Book or Sheet. Is. Memory- Aiding Extended Multiplication Table. 6d. His- torical Chronometer. 2d Edition. 4to, paper case. 1s. Mnemonical Globe. 17th Thousand. In case, colored. 1s. Memory Aids for England and Wales. 6d. Memory Aids for Elocution. 6d. French Genders in Five Minutes. 6d. German Genders Simplified. 6d. & Bibliography of Mnemonics. 135 1885. 1885. 1885. 1886. 1886. 1886. 1886. 1886. 1886. 1886. 1887. 1888. 1888. 1888. 1888. ; ; Miller, Adam : Mental Gymnastics. $1.00. Chica- go, Miller. - Mºtow.a. E. : All about Mnemonics. 1s. Lon- OI). Ebbinhous, Herm. von : Ueber des Gedächtniss. Leipsig, Loisette, Alphonse : Physiological Memory; or, The Instantaneous Art of Never Forgetting. New York. $5. 6 Nos. Chavauty, l’Abbé : Le Nouveau Système de Mné- monique. 8vo. Ifr. Tarbes. Appleby, F. : Loisette's Art of Never Forgetting compared with Mnemonics. 6d. Pitman, Lon- don. Holbrook, M. L. : How to Strengthen the Memory. 12mo. $1.00. New York, M. L. Holbrook. Boyd, A. S. : Modern Mnemotechny. Baltimore. Cohen, Gustavus: Memory: How to Secure and Retain it. London. Hedley, A. P. : Natural Memory. Fol. 4 pp. 10s. 6d. Appleby, F. : Natural Memory. 15s. London. White, W. W. : Natural Method of Memorizing and Memory Training. $5.00. New Haven, Connecticut. Kay, David : Memory: What it is, and How to Improve it. Post 8vo. 6s. London, Kegan Paul, Trench & Co. Pick, Edward: Memory and its Doctors. 18mo. ls. London, Trübner. Fellows, G. S. : “Loisette” Exposed, together with Loisette's Complete System of Physiological Memory, The Instantaneous Art of Never Forget- ting. 12mo, 25c. New York, G. S. Fellows & Co. Manners, J. M. : Mnemonic Tables. Hawley, E. H. : Mnemotechny. Tyass' Mnemonic Handbook. Audibert, Maxime : Traité de Mnémotechnie géné- rale, ou l'Art d'aider la mémoire appliqué à toutes les sciences. 2e édition. 18°. 4fr. 1 3 6 Bibliography of Mnemonics. gs zº- Moigno, Abbé F. N. M.: Latin for All, German for All. 8s. each. Anacardina å la Arte de Memoria. F. Joh. Aguilera de Arte Memoria. F. Epiphanii de Moirans Ars Memoriae admirabilis, omnium neScientium excedens captum. Franc. Conti de Arte Memoriae. F. Hieronymus Megiserus de Arte Memoriae. F. Alvaro Ferreya de Vera, Trattato de Memoria artificiosa. F. - Watson: Compendium Memoriae Localis. 8vo. B. B. Copeland, Robert : The Art of M., that is other- wise called the Phoenix: a boke very behaneful and profytable to all professors of grammargem, retoryciens, legystes, phylosophers, and theolo- giens. Translated out of French into Englishe by R. C. 8vo. London, Middleton. B. B. i ſ PERIODICAL LITERATURE. Mnemonics, Chambers’ Journal, 43:619. . . . . . . . . . . . . I866 Revue de Mnémonique (Monthly), Ed. by Abbé Chavauty....................... 1886 La Nature....... © e º e de e º e º e e e s e e Jan. 29, 1887 Memory (O. A. Brownson), Democratic Review, 12:40 1843 Southern Literary Messenger, 4:680. . . . . . . . 1838 Fraser, 29:546. . . . . . . . . . . . . . . . . . . . . . . . . . 1843 Museum of Foreign Literature, 5:391....... 1824 (J. Hamilton) Good Words, 5:148.......... 1861 Same article, Eclectic Mag., 62:104 . . . . . . . . 1838 (A. J. Faust) Appleton's Jour., 24:524. . . . . . 1880 (R. Usher) People's Jour., 7:244. . . . . . . . . . . 1848 Chambers’ Jour., 54:349. . . . . . . . . . . . . . . . . . 1877 Blackwood's, 128:421. . . . . . . . . ... • * * * * * * * * * 1880 Same article, Eclectic Mag., 95:729........ 1867 Christian Observer, 34:517, 581. . . . . . . . . . . 1834 (W. E. McCann) F. L. Pop. Mo...... Jan., 1887 Educational News, 8:519 . . . . . . . . . . . . . . . . . 1883 Bibliography of Mnemonics. 137 Md. Educ. Jour. 1:41, 78, 103, 132, 172, 206, 306, . . . . . . . . . . . . . . . . . . . . . . . . . . 1867–8 Westminster Review, 130: 173, . . . . . . . Aug., 1888 And Absence of Mind, All the Year Round, 26:365 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1871 And Its Caprices, Littell's Living Age, 34:606 1851 And the Will, Littell's Living Age, 139:56... 1878 Art of, Amalectic Mag., 4:117. . . . . . . . . . . . . . 1814 — (F. Bowen) No. Am. Rev., 61:260..... 1845 — Chambers’ Jour., 42:342. . . . . . . . . . . . . 1865 Artificial (R. J. Wilmot), London Quar. Re- view, 9:125 . . . . . . . . . . . . . . . . . . . . . . . . . . 1813 Cornhill, 29:581. . . . . . . . . . . . . . . . . . . . 1873 Same article, Eclectic Mag., 83:18. . . . . . . . . 1874 Artificial Dublin Rev., 81:172. . . . . . . . . . . . . 1877 (W. E. McCann) F. L. Pop. Mo... May, 1887 Assoc. of Ideas (A. Bain), Mind . . . . . . April, 1887 As an Intellectual Power, Littell's Living Age, 84.513. . . . . . . . . . . . . . . . . . . . . . . . . . 1864 Can the M. be cultivated? (5. C. Dent) Mā. Sch. Jour. 2: 110. . . . . . . . . . . . . . . . . . . . 1875 Canine, Welcome Hour. . . . . . . . . . . . . . Sept., 1886 Cultivating the (Thos. Lucy), Md. Sch. Jour. 8; 415. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1876 Cultivation of (W. E. McCann), F. L. Sun. Ma9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . July, 1887 Curiosities of (A. Young), Lakeside, 8:128.. 1872 Chambers’ Jour., 51:157. . . . . . . . . . . . . 1874 Double (G. C. Robertson), Mind, 1:552..... 1876 Essence of, Dublin Univ. Mag., 92:95. . . . . . 1878 Experiments in, Science, 6:198. . . . . . . . . . . . 1885 Tallacies of (F. B. Cobb), Galaxy, 1:149... 1866 Feinaigle's New Art of, Eclectic Rev., 18:321 1813 Great, F. L. Pop. Mo. . . . . . . . . . . . . . April, 1887 Heredity of (H. D. Valin), Mind in Nature, May, 1886 Illusions of, Cornhill, 41:416. . . . . . . . . . . . . . 1879 Same article, Littell's Living Age, 145:432. . 1879 Same article, Eclectic Mag., 94:686 . . . . . . . . 1879 In Education, Westm., 2:393. . . . . . . . . . . . . . 1876 138 Bibliography of Mnemonics. Keys of, Temple Bar, 13:202 ............. 1864 Morbid, Once a Week, 3:285. . . . . . . . . . . . . . 1860 Offices and Moral Uses of, Christian Exam., 56:209. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1853 Of Faces, Spectator, 58:1258. . . . . . . . . . . . . . 1885 Our Powers of (I. F. Mayo), Leisure Hour, Nov., 1887 Phenomena of (S. H. Dickson), Lipp., 3:189. 1868 Physiological (R. W. Brown), Sc. Am. Sup., No. 429. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1884 Process of (I. Orr), Am. Jour. Sci., 23:278... 1832 Remarkable Cases of (W. D. Henkle), Jour. Spec. Philos., 5:6... . . . . . . . . . . . . . . . . . . . 1871 Pop. Sc. Mo., 16:428. . . . . . . . . . . . . . . . Retentive Power of (A. Bain), Fortn., 10:237 1868 Ribot on (J. Sully), Mind, 6:590 ... . . . . . . . 1881 Training of, Science, 8:582. . . . . . . . . . . . . . . 1886 Tricks of, Knowledge. . . . . . . . . . . . . . . . Jan., 1888 Unconscious (G. J. Romanes), Nature, 23:285 1880 Use and Culture, Phren. Jour. . . . . . . . Sept., 1887 vs. Reason, Tinsley, 9:183. . . . . . . . . . . . . . . . 1871 Where and How We Remember(M. A. Starr), Pop. Sci. Mo., 25:609. . . . . . . . . . . . . • * * * * i884 Why do We Remember Forwards? (F. Brad- ley), Mind . . . . . . . . . . . . . . . . . . . . . . . Oct., 1887 Wonders of, Chambers’ Jour........... July, 1886 Memories, Good, Every Sat., 11:618. . . . . . . . . . . . . . . 1871 Great, Dublin Univ. Mag., 60:377 . . . . . . . 1862 Retentive, Pop. Sci. Mo., 14:690 ........ MEMORY REFERENCES. BOORS CONTAINING IMPORTANT REFERENCES ON MEMORY. . Abercrombie, J.: The Intellectual Powers. 18mo. 75c. New York. 1835. Buck, A. H.: Ref. Handbook of the Med. Sc. Imp. 8vo, 8 vols. New York. Wood. 1887. (Article: “Memory, Disorders of,” Dr. I. C. Rosse.) - Bibliography of Mnemonics. 139 Butler, Samuel: Unconscious Memory. Cr. 8vo. 7s 6d. London. Trübner. 1880. Carpenter, W. B: Principles of Mental Physiology. 12mo. $3.00. New York. Appleton. 1874. Creighton, C.: Unconscious Memory in Disease. 12mo. $1.50. New York. Wail. 1887. Hering: Ueber das Gedächtniss als allgemeine Function der organisirten Materie. 2te Auflage. Wien. 1876. Laycock, T.: Mind and Brain. 2 vols. 12mo. $7.00. New York. Appleton. Lewes, G. H.: Physical Basis of Mind. 8vo. $3.00. Bos- ton. 1877. Luys, J.: The Brain and its Functions. 12mo. $1.50. New York. Appleton. 1882. Maudsley, H.: Physiology and Pathology of the Mind. 8vo. $3.50. New York. Appleton. 1867. Maudsley, H.: Body and Mind. 8vo. $1.50. London and New York. Macmillan. Ribot, Th.: Diseases of Memory, from the French, by W. H. Smith. 12mo. $1.50. New York. Appleton. 1882. Ribot, Th.: Diseases of Memory, from the French, by J. Fitzgerald. 8vo. 15c. New York. Fitzgerald. 1883. Watts, Isaac : Improvement of the Mind. 16mo, 50c. New York. 1849. Winslow, Forbes: On the Obscure Diseases of the Brain. 8vo. $4.25. Philadelphia. Lea. IIND E X. Affidavits, 107–110, 114a Addition and Subtraction, 88 Abercrombie, 138 Aguilera, 186 Albert, John M., 120 Albertus Magnus, 118 Alsted, John H., 121 Anacardina, 136 Appleby, F. L., 49, 134, 135 Apsines, 122 Aretin, J. C. von, 127 Aristotle, 102, 118, 119 Assigny, de, 22, 125 Audibert, M., 135 Bacon, J. H., 45, 132 Bacon, Roger, 116 Balance Sheet, 114 Baldwin of Savoy, 117 Bassle, 57, 130 Beattie, James. 126, 127. Begg, E. W., 57, 134 Belke, Thomas, 125 Bell, A. M. 134 Belot, Jean, 123 Beniowski, 32, 129, 130 Berbrugger, Adrien, 128 Besset, Fred. Backhusy, Arnold, 123 Books at one, Reading, 10 Boyd, A. S., 135 Bradbury, H. P., 132 Brancaccio, Jo., 125 Brayshaw, Rev. T., 39, 181 Bradwardin, Thos., 12, 116 Bruno, Jordano, 11, 119, 120 Brux, Dr., 16, 121 Buffier, Claude de, 23, 125 Butler, Sam’l, 139 Calendars, Mental, 78 Campensis, Claud, 12, 118 Caunac, P., 125 Carbonnel, Hugo, 122 Cards, playing, 87 Carpenter, 139 Castilho, 36, 131 Celtes, 13, 117 Chapman, D., 132 Chappusius, Nicholas, 118 Chase, S. C., 57, 132 Chavauty, Abbé, 57, 135 Chess, blindfold, 81 Coglan, Thomas, 30, 128 Cohen, Gustavius, 59, 135 Colinaeus, Jacobus, 118 Collins, J., 133 Conti, 136 Cope, Stephen, 119 Copland, Robert, 136 Creighton, C., 139 Crowther, G., 48, 133 Crushius, Melchior, 120 Cuirot, Adrian le, 122 Cumming, J. G., 57, 182 Dalziel, Allan, 54, 134 Dannhawer, J. C., 123 Darby, W., 129 Day, W., 39, 131 Dejeans, l’Abbé, 132 Demangeon, 130 Dickson, Alex., 119 Dolci, Lodovico, 118 Dominoes, 87 Draughts, 81 Dwight, T. W., 130 Ebbinhaus, Herr von, 135 Erhardt, Thomas, 125 Evans, 126 - Fairchild, H. J., 41, 132, 138 142 Indea. Falster, Christian, 125 Fauvel-Gouraud, 115, 130 Feinaigle, Gregor von, 27, 129 Fellows, G. S., 135 Feyjoo, Fr. B. J., 126 Figures, 84 Fitch, 133 Fitz-Simon, E. A., 134 Fludd, 16, 122 Forget, How to, 89 Fowler, O. S., 131, 132 Fries, Laurenz, 13, 118 Fulwood, Wm., 119 Galbaicus, John P., 121 Gayton, J. R., 35, 128 Geography, 70 Gesvaldi, Philip, 120 Girdlestone, E. D., 57, 133 Goodluck, W. R., 57, 129 Godoy, 123 Gouraud, 115, 130 Graffe, 126 Grammar, 72 Granville, J. M., 134 Grey, Richard, 25, 125, 127 Gratarolus, Gulielmus, 14, 118, 119 Guivard, 125 Hallworth, T., 131 Haney, J. C., 57, 133 Harris, L. H., 131 Hartley, 57, 134 Hawley, E. H., 135 Hay, 126 Head, F. W., 57, 133 Hedley, Allan, 135 Hell, Maximilian, 126 Herdson, Henry, 18, 123 Herring, 139 Hill, William, 57, 131, 133, 134 History, 69 Holbrook, M. L., 114a, 116, 135 Imeson, W. T., 57, 130, 132 Injunction, 111 Interrogative Analysis, 104 Jackson, G., 30, 128, 130 Jazwinski, 130 Johnson, L. D., 57, 131 Jones, John, 57, 125, 131, 133 Jukes, Mrs., 57, 130 Kästner, Chr. A. L., 126, 127, 129 Kay, David, 116, 135 Key, 67 Kircher, 11, 124 Kirkman, Rev. T. P., 27, 132 Klüber, J. S., 126 Knight's Tour, 85 Knott, R. R., 57, 130 Kothe, Herman, 38, 131, 132 Lancionus, Sempronius, 121 Languages, 75 Laurie, Thos., 57, 134 Laws, T. F., 35, 130 Laycock, T., 139 Leadbetter, H., 124 Lecturing, 75 Leibnitz, 20 Lewes, G. H., 139 Loisette, 44, 55, 97, 135 Loisette exposed, 110, 116 Loisette vs. Fellows, 107 Lowe, Solomon, 125 Lully, Raymond, 11, 123 Luys, J., 139 Macaulay, Jas., 57, 183 Machan, K, 130 Mackay, Rev. A., 47, 133 Maclaren, T., 46, 133 Mailath, Johann von, 130 Maudsley, H. 139 Manners, J. M., 128, 135 Marafiotius, F. H., 120 Megiserus, 136 - Meyssonerus, 123 Middleton, A. E., 134, 135 Miles, Pliny, 37, 131 Miller, Adam, 135 Moigno, Abbé, 53, 132, 134, 136 Moirans, Epiphanius de, 136 Morgenstern, 127 Morhoff, 24, 126 Murden, J. R., 128 Music, 71 Naulius, Adam, 17, 122 Needham, S. 57, 128 Nelson, 136 Nemos, W., 133 Noble, J. H., 54 Indea. f 143 Numbers, 84 Otto, Carl (Reventlow), 36, 130, 131, 132 Paep, Joh., 122 Paris, Adrien Paris, Aimé, 32, 128, 129 Parker, L., 132 Peckstone, T. S., 57, 128 Perusinus, Matheolus, 117 Petrus Calomal, 117 Phoenix, 131 Pick, Dr. Edward, 41, 96, 132, 135 Pike, R. & W. C., 57, 130, 131 Poetry, 73 Porta, J. B., 15, 120 Prevost, E., 131 Priis, John, 117 Prose, 73 Publicius, Jacobus, 117 Ravellin, Martin, 121 Ravennas, Peter, 117, 118, 120 Relton, Wm., 133 Reporting, 75 Reventlow, Carl Otto, 36, 130, 131 Ribot, Th., 139 Roeder, Paulus, 126 Romberch, John, 13, 118 Rosselius, Cosmus, 119 Ryff, Gualth, 118 Sagardelle, le Sambrook, J., 51 Saunders, R., 123 Sayer, T. A., 57, 133 Schenkel, Lamprecht, 15, 120, 121, 122 Shaw, Rev. John, 21, 26 Simonides, 10 Siri, Victor, 12, 124 Slater, Mrs. , 57, 133 Snooke, 57, 129 Sommer, Martin, 15, 121 Sowersby, 123 Spangenberg, J., 119, 120 Stokes, Wm., 41, 133, 134 Table, Memory, 68 Themistius, Euphrada, 118 Todd, J. H., 129 Tyas, 133 Valierus, Andrew, 122 Valpy, 57, 126, 130 Wera, A. Ferreya de, 136 Velasquez, Joann, 122 Voisin, W., 131 Waldegrave, Robert, 120 Wallis, John, 124 Watson, Thomas, 15, 121, 136 Watts, Isaac, 139 Whist, 82 White, W. W., 97, 135 Williams, B. L., 46, 133 Willis, John, 17, 121, 124 Winslow, Forbes, 139 Wollacott, T. C., 35, 134 Winckelmann, 19, 123 Younghusband, 57, 134 IMEMORY BOOKS JFOR SALE BY G. S. F. E L L O W S & C O. Kay, David : Memory, What it is, and How to Im- prove it. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $2.25 Holbrook, M. L.: How to Strengthen the Memory... 1.00 White, W. W.: Natural Method of Memorizing and Memory Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.00 Pick, Edward : Memory and its Doctors. . . . . . . . . . . . 0.40 Stokes, William : On Memory. . . . . . . . . . . . . . . . . . . . 0.40 Middleton, A. E.: All about Mnemonics. . . . . . . . . . . . 0.40 Appleby, F.: Phonetical Memory. . . . . . . . . . . . . . . . . . 0.40 Maclaren, T.: Systematic Memory. . . . . . . . . . . . . . . . . 0.40 Granville, J. M.: Secret of a Good Memory. ........ 0.40 Fitz-Simon, E. A.: Historical Epochs, with System of Mnemonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.50 Appleby, F.: Loisette's Art of Never Forgetting Com- pared with Mnemonics....... • - - - - - - - - - - - - - - - - - 0.15 Appleby, F.: Natural Memory. . . . . . . . . . . . . . . . . . . . . 5.00 Ribot, Th.: The Diseases of Memory. Paper, 15 cts. Cloth, 1.50 Middleton-Fellows: Memory Systems, New and Old, with Bibliography of Mnemonics, 1323–1888. (“All About Mnemonics,” with additions.). . . . . . . . . . . . . . . . . . . 0.50 INETTE's MEMORY SISTEM ANALTED&CRITICISED. By F. APPLEBY, C. E. SYNOPSIS OF CONTENTs: Evidence pro and con ; Loisette's 2 Principles compared with Dr. Pick's—a remarkable coin- cidence ; How to learn one hundred riddles; The Instan- taneous Gordian Knot compared with Dr. Grey's law of repetition ; The Professor's “Great Discovery” anticipated; Loisette's Key and Stokes’ Key—another remarkable coin- cidence; Fauvel-Gouraud's American System of 1850, used by Loisette in 1882; Loisette's Infallible Almanac com- pared with that of Stokes; The Kings and Queens of Eng- land; Loisette's “Homophones” compared word by word with the “homophonic analogies” of other mnemonists: which is original, the old or the new 2 The Knight's Tour; How to learn the contents of a book in one reading; Loi- sette's method anticipated in 1866; Loisette's Whist Mem- ory. The whole being a searching comparison of the prin- ciples and applications of Loisette's system with the systems of Dr. Grey, Kothe, Carl Otto, Castilho, Dr. Pick, Fauvel- Gouraud, Rev. J. H. Bacon, Lyon-Williams, Aimé Paris, Stokes, Middleton, Appleby, and others. “Mr. Appleby gives facts and proofs in support of his contention that the Loisettian system is based upon Mnemonics, and that where it differs at all, the difference is so slight that it is hard to distin- guish the variation.”—Schoolmaster. * “Mr. Appleby certainly makes a strong case against the “pro- fessor.” He proves step by step that instead of Loisette's system be- ing ‘wholly unlike mnemonics’ as claimed, the very reverse is the case; and he also shows that what has been considered the special feature of the Loisettian system (viz. ‘correlations') was taught by Dr. Pick at least 25 years ago. Mr. Appleby has, apparently, gone to a great deal of trouble to obtain facts, and the whole forms an exposure unique and complete.”— Workington New8. “He shows that the author of the “Art of Never Forgetting ' is indebted to the mnemonists, and that his “art' is only one of the many systems of mnemonics that have been invented, superior in some points, but inferior in others.”—The Northern Weekly Leader. Any of the above books sent postpaid on receipt of price. G. S. FELLOWS & CO., PUBLISHERS AND BOOKSELLERs, Headquarters for Memory Books, 25 BonD STREET, NEw York. THE UNIVERSITY OF MICHKGAN GRADUATE LIBRARY DATE DUE |iliili 3 90 15 O6851 4523 DO NOT REMOVE OR MUTIILATE CARD