Part 24

Saddleback (2,787 ft.) --{N}ear {K}eswick {V}iew a {C}raig. --This mountain is situated near the town of Keswick.

1. Are there any letters in the word "Ohio" which have a figure value? 2. Do you see any way by which you can make the word "Known" stand for 2 by my figure alphabet? 3. How can you infallibly retain these figure-sentences?

LATITUDE AND LONGITUDE.

No one can have very definite or exact ideas of Geography who does not know the Latitude and Longitude of the chief Cities of the World.

Lat. = 55°--00' } (5) {L}ondon's (5) {L}atitude (0) Ea{s}ily (1) LONDON } (0) {S}een. Long. = 0 } (0) {S}tarting-point.

Lat. = 40°--52' } (4) Yo{r}k (0) {C}ity's (5) {L}atitude (2) NEW YORK CITY } (2) {N}amed. Long. = 73°--59' } (7) {C}ommercial (3) {M}etropolis' } (5) {L}ongitude (9) {P}ortrayed.

Lat. = 40°--00' } (4) {R}epublic's (0) {Z}ealous (3) PHILADELPHIA } (0) {S}tatesman (0) {S}igned. Long. = 75°--10' } (7) {Q}uaker (5) {L}ongitude (1) {T}oo } (0) {S}ober.

Lat. 41°--45' } (4) {R}ebuilt (1) {T}own's (4) {R}eal (4) CHICAGO } (5) {L}atitude. Long. = 87°--50' } (8) {F}ires (7) {C}annot (5) {L}ongitude } (0) {S}acrifice.

Lat. = 42°--20' } (4) Ha{r}vard (2) U{n}iversity's (2) {N}earest (5) BOSTON } (0) {C}ity. Long. = 71°--05' } (7) {G}ives (1) {T}ea (0) {S}pillers' } (5) {L}ongitude.

Lat. = 30°--00' } (3) {M}ississippi's (0) {S}outhernmost (6) NEW ORLEANS } (0) {S}eaport (0) {S}erene. Long. = 90°--00' } (9) "{B}utler (0) {S}tole (0) {S}ilver } (0) {S}poons."

Lat. = 39°--41' } (3) {M}ountain (9) {P}eaks (4) O'e{r}look (7) DENVER } (1) {D}enver. Long. = 105°--00' } (1) {D}enver's (0) {C}ertain (5) {L}ongitude } (0) {S}afely (0) A{s}certained.

Lat. = 37°--30' } (3) {M}etallic (7) {C}alifornia's (8) SAN FRANCISCO } (3) {M}etropolitan (0) {C}ity. Long. = 122°--00' } (1) {Th}e (2) {N}avigator (2) {N}ow (0) {S}ees } (0) {S}an Francisco.

Lat. = 34°--19' } (3) {M}en (4) {R}elish (1) Ho{t} (9) {B}aths. (9) HOT SPRINGS } Long. = 93°--00' } (9) {B}athing (3) {M}ust (0) {S}ave } (0) {S}ickness.

Lat. = 40°--29 } (4) I{r}on (0) {S}melting (2) Hau{n}ts (10) PITTSBURG } (9) {P}ittsburg. Long. = 79°--50' } (7) {G}reat (9) {P}ittsburg's (5) {L}ongitude } (0) {S}ecured.

Lat. = 43°--02' } (4) {R}oaring (3) {M}agnificent (0) {C}easeless (11) NIAGARA FALLS } (2) {N}iagara. Long. = 79°--12' } (7) A {C}ataract (9) {P}ours (1) A{t} } (2) {N}iagara.

Lat. = 18°--53' } (1) {Th}e (8) {F}irst (5) Is{l}and (3) {M}et. (12) BOMBAY } Long. = 72°--53' } (7) {K}ipling's (2) {N}ativity (5) We{l}l } (3) {M}entioned.

Lat. = 22°--34' } (2) {N}umerous (2) {N}atives (3) {M}igrate (13) CALCUTTA } (4) He{r}e. Long. = 88°--24' } (8) A {V}iceroy (8) {F}avours (2) {N}atural } (4) {R}emembering.

Lat. = 37°--49' (S) } (3) {M}elbourne's (7) {G}rounds (4) Ya{r}ra (14) MELBOURNE } (9) {B}isects. Long. = 44°--58' (E) } (4) Ha{r}bour's (4) {R}iver (5) We{l}l } (8) {F}urrowed.

Lat. = 33°--55' (S) } (3) {M}athematical (3) {M}apping (5) Wi{l}l (15) CAPETOWN } (5) {L}ast. Long. = 18°--28' (E) } (1) {T}able Bay (8) {F}avours (2) {N}umerous } (8) {V}essels.

No one supposes that Butler really stole spoons.

Lord Elgin, the present Viceroy, gave Prof. Loisette H. E.'s patronage when the Professor lectured in Calcutta. As his system is the foe of all artificial methods, it is par excellence the "Natural" System.

EARLY TRAINING IN FIGURES.

If the mind-wandering mode of rote learning is no longer practised, but an assimilating method is substituted for it; if we abolish the "mind-wrecking" procedure of forcing immature minds into and through studies which they cannot comprehend, and which, therefore, create chronic habits of Inattention; and if the idea of numbers and their elementary processes are objectively taught, until habits of sure enumeration and calculation are formed, then, when the child reaches maturity, he will rarely if ever require any conscious aid in remembering a series of 2, 3, 4, or more figures.

Meantime, a thorough training in this system tends to do away with the injurious effects of false mental habits; to set the Memory and Attention at work in a natural way, and greatly strengthen both; and while learning a large number of dates in a short time, or many figures in one series may still require the use of the System, unless the Numeric Thinking prior to this chapter has been mastered, yet, in the ordinary way of meeting figures in reading, study, or business, there will seldom occur any necessity for resorting to the method taught in this lesson.

WHAT MUST BE DONE FOR AN ACQUIRED ATTENTION.

In the case of those who have not inherited, but who have acquired, a great power of Attention, a decided benefit will ensue, however, if throughout life they occasionally use the System in regard to numbers and in learning prose and poetry by the Analytic-Synthetic and Interrogative Analysis Methods.

1. Will a pupil always require an aid to remember figures? 2. What is required of him in order to enable him to do away with any conscious aid? 3. What does a thorough training in my system accomplish in the meantime? 4. Will there ever be any necessity of using the figure alphabet? 5. Will not a decided benefit ensue to those who have acquired a great power of attention?

Where a great power of Attention has been renewed or originally acquired, it requires considerable effort to continue that power. The unnumbered objects of thought which civilization constantly brings before the mind, without giving any opportunity for a mastery of many of them; the fierce rivalries of interest, and the enervating habits of body which are constantly being formed or perpetuated--all alike and together tend to break down an acquired power of Attention. It is said that Alexander Hamilton used to go through the demonstrations of Euclid's Geometry before the commencement of each Session of the early Congress. For what purpose? In order to be able to make use of geometrical knowledge in debate? Certainly not. He reviewed this study to stiffen the back-bone of his power of Attention. And he possessed this power in an extraordinary degree by nature. I am not suggesting any such severe course of self-discipline. But if the pupil whose attention was formerly weak will never allow a date to come before him without fixing it in mind by my method, and if he will also occasionally learn by heart a passage of prose or poetry by my assimilating methods, he will train his Attention in a pleasanter and more effective way than Hamilton did his by his studies in Euclid--besides making himself conspicuously accurate where most men are notoriously inaccurate.