Part 19

5. Never, on any account, use the same word to express two different dates; as, its first two consonants for one date and its two middle, or its first and last consonants, to express another date.

6. Never fail to carefully analyse the relations between the fact or event and its date or number word.

SUBJECT TO THE EXCEPTIONS HEREAFTER NAMED, ALL DATES AND NUMBERS SHOULD BE EXACTLY EXPRESSED IN THE DATE OR NUMBER WORDS.

Alexander the Great was born 356 B.C. and died in a drunken debauch 323 B.C. His birth: (3) {M}acedonia's (5) A{l}exander a (6) {Ch}ild. His death: A (3) {M}acedonian's (2) I{n}ebriation (3) {M}ortal. Several mnemonists of the old school have for the past forty years used the phrase "Rise, Sire," to express the date of the creation of the world, which according to the accepted biblical chronology took place 4004 B.C. But that phrase, proper enough in the mouths of the sons of Noah, when they found their father lying on the ground in a fit of intoxication, could have no pertinence when applied to the Creator, to the creation in general, or to the creation of this world in particular. A self-connected phrase would, however, express this date as follows: "Creation of the World: (4) Ea{r}th (0) {S}tarted (0) {S}wiftly (4) {R}otating."

First Exception.--From A.D. 1000 to A.D. 1700 the last three figures of the date should be expressed in the date words. {M}a{r}{s} expresses 340 and could be used to indicate the invention of cannon in (1) 340 by one who knew that Mars was the name of the god of war in classic mythology. The formula would be: "Invention of cannon: (1) 340 {M}a{r}{s}." But this term would have no mnemonic significance to one who knows the word Mars as meaning only one of the planets. Hence the danger--ever to be avoided--of using classical allusions in teaching the average student. A (3) {m}artial (4) O{r}gan (0) {S}ways, or {m}urderous a{r}tillery {s}tarted.

Second Exception.--From A.D. 1700 to the present moment, the last two figures must be expressed in the date words. Many examples will hereafter illustrate this exception. In very rare cases, the expression of the last figure in the date word will suffice. We know that Ralph Waldo Emerson and Oliver Wendell Holmes [author of the Autocrat of the Breakfast Table] were born towards the beginning of this century, the former in 1803 and the latter in 1809. The following formulas would give the date of their birth: Ralph Waldo (180)3 E{m}erson; Oliver Wendell Holmes (180)9 "{B}reakfast."

Third Exception.--In cases where there is no practical utility in comparing one very large number with another, as in the case of the distances of the planets from the sun, mere round numbers may suffice, yet astronomers must know such numbers with exactness. But in regard to all mundane affairs, the pupil must throw off the character of scholar and assume the license of children, if he attempts to express large numbers, as of populations, &c., by "guessing," or, what is the same thing, by only giving round numbers. The Brooklyn Suspension Bridge is 5989 feet long, and the Forth Bridge, which crosses the Firth of Forth in Scotland, is 8296 feet long. Now, instead of saying that the former is about 5000 feet long, why not say 5989 feet long? [(5) {L}ong (9) {B}ridge (8) O{f} (9) {B}rooklyn.] And instead of saying that the latter is about or somewhere in the neighbourhood of 8000 feet long, why not be exact and say 8296 feet long? [(8) {F}orth's (2) {N}ew (9) {B}ridge (6) {Sh}own. It was completed in 1890.]

No one who has not had experience in dealing with thousands of poor memories, as I have had, can realise the fact that in most cases of poor memories the facts themselves are often possessed, but are mostly unrecallable when wanted. I have tried to teach pupils how to find analytic date or number words without any previous training in In., Ex., and Con., and 99 of all such attempts have always been failures. The 100th case, which succeeded, only confirmed the rule. On the other hand, I have always found that these failures become successes after a thorough practical training in In., Ex., and Con., such as I have already given. In fact, I never had a pupil who became proficient in the use of In., Ex., and Con., who did not arrive at the use of analytic number words without any specific directions from me. But I think, on the whole, that it is the better way to combine direct and specific training in analytic number words, with a previous exhaustive general drill in In., Ex., and Con.

The rules hereafter given must be carefully studied and every example painstakingly examined. After studying my formulas let the pupil endeavour in each case to find a better one himself. If the pupil acts on my advice, he will know how to be always sure to think of the needful related or including facts for finding analytic date words, phrases, or sentences.

The different processes for dealing with dates or numbers may be classified as follows:--

(1) Cases where the name of the person, fact, or event gives its date; as, Birth of the colored orator and politician Frederick {D}ou{g}lass (18)17. This kind of a case is of rare occurrence, and it would be like the charlatanry which has disgraced many former memory systems to allow the pupil to suppose that it frequently happens. A glance at the event, word, or description will quickly tell him if it represents the necessary figures, and if it do not, he must resort to an analytic date word, or phrase, or sentence, whichever he finds most suitable for him. No one figure alphabet contains the advantages of all others. Each has special advantages in special cases. Whatever figure alphabet, however, is used, the main thing about it is to master it thoroughly.

(2) Cases where a significant or analytic word or phrase expresses the date or number. "I{l}l-u{s}a{g}e" expresses the date of the death of Columbus in 1506, as he died in great neglect. The impetuous pupil says: "How can I be sure that this phrase applies to Columbus? Would it not apply to any one who had been ill-used?" Certainly not. It applies only to an ill-used man whose date (birth or death, &c.) was in 1506. If he knows of some other man who was greatly ill-used and who died in 1506, then he must use another analytic phrase for that man. See next paragraph.

Six distinguished persons were born in 1809, yet the date of the birth of each is easily fixed: Darwin, whose principal work was called "Origin of Species;" Gladstone, noted for his vigorous eloquence; Lincoln, who was conspicuous as a binder together of separated States; Tennyson, who was chosen as Poet-Laureate, and who was born at Somersby, England; Felix Mendelssohn-Bartholdy, who early displayed a musical genius, and whose first oratorio was called "St. Paul;" Elizabeth Barrett Browning [née Elizabeth Barrett], whose poems are distinguished for their subjectivity. The analytic formulas for these different persons born in the same year, 1809, may each differ from the others, thus:

Birth of Charles Darwin {S}{p}ecies (18)09

---- William Ewart Gladstone {S}{p}ellbinder (18)09

---- Abraham Lincoln {S}{p}licer (18)09

---- Alfred Tennyson, {P}oet (180)9 or (0) {S}elected (9) {P}oet or {S}omers{b}y (09)

---- Felix Mendelssohn-{B}artholdy (180)9 or {P}recocious (180)9, or (0) {S}t. (9) {P}aul

---- Elizabeth {B}arret Browning (180)9, or {S}u{b}jective (18)09

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

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

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

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

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

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

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

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

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