TH M EM O RY C O U

Q
A S I M PI E AN D SCIE N TIF I C M E T H OD
OF I MPROVI N G T HE M E M ORY AND
I N C R E A S I N G M E N T A L P OWER

BY
D AV I D M . RO T H

T H E SEV EN LESSO N S

O N E
F IF T Y WO
- RD FO UN DAT I O N

TW O
M E N TAL F I LI N G

T H RE E
NA M E S A N D F A CE S

F O U R
H O W T o READ A N D A B C
,
M M Y
E OR CO DE

F V I E
N UMB S ER

S I x
M EM OR Y S U Y
AID S F O R T D

S V N
E E
P RACT I CAL A PP CA LI TI O N S

V
DI I S I O N O F B US I N ES S ED U CAT I O N
119 West F o rti eth S treet
N ew Y o rk
 DA V ID M R O TH
.

T H
B R I G HAI.

P R O V O , UT AH
 T H E R O T H M E M O RY
C O U R SE
J u st a Wo rd as We S tart

p
HI S co urse will equi yo ur memory, and there
f o re yo ur mind mplish greater things
,
to acco
wi th l ess effo rt than yo u ever dreame d po s
sibl e .

Just as a hammer o r any o ther to ol

'

in a

man s hand
’
is real ly an ex tensio n o f the hand, so yo ur
b etter memo ry will b e a a
tensio n O f yo ur mi n
Lik e any o ther to ol , whether i t b e a hammer o r b attl e
p p
shi , yo ur mental o wer i s largely bwasted unl ess yo u l earn
how to use it .

T o l earn my metho d is so easy so swif t so certain and

, ,

so f ree f ro m hard wo rk that i t i s l ik e a f ascinating game .

Any man wo man b oy o r girl O f av erage intelligen ce can

, ,

p ossess quickly an accurate memo ry I t do es no t take a .

ge niu s to b e a master o f the mem o ry I t i s al l v ery.simp l e ,

as I shall show yo u .

I a m go ing to sho w this to yo u in the fi rst lesson .

We will no w j ump into p racti cal wo rk wi tho ut f u th r er

intro ductio n so that may grasp right at the start the

yo u

simple b asic p rincip l e o f my metho d I n o ne ho ur or l es .

yo u will b e p
s eeding pleasantly al o ng the road to B ette

M emory .

We are cleared for action!

D AV ID M RO T H
.
 LE S S O N O NE

H O W to G ai n a Go o d Memo ry
Th e Un rel i ab l e M emo ry
I f o rgo ti n

Yo u have said i t tho usands o f times wi th emb arrassment,

p
In attem ting to rememb er p
'

vexatio n , and self re ro ach -

.

p
s eeches, p rice lists, mes and f aces
studies; statistics, na ,

y o u hav e dep ended o n th e O ld , tireso me metho d o f rep eti

—
tio n to stamp them o n yo ur memo ry and i t went b ack
o n yo u at the criti cahm em en t .

T his is all unnecessary Y o u have the p ro p er mental

.

eq uip men t but negl ect and wro ng metho ds have caused i t
,

to deterio rate .

Y our memory i s actually the most wonderf ul

c s i nstrument
i n the world . You need o nly to k no w ho w to use i t to
do things that appear mamel o us c s . T he pu p
r o se O f these
lesso ns i s to afford yo u a real O pp o rtuni ty fo r imp ro ve
ment .

T h e U se Of th e Law o f Asso ci ati o n

We can re memb er o nly thro ugh relatio n, thro ugh as
"
so ciatio n o f ideas, b ecause that is the way the no r mal
\
human mind works, and no o ne can change it .

P mental acti on and development are based on

racti cally all

the Associ ati on of I deas and the use of the vi sual f aculty .

Y o u k now ho w the talking machine reco rd is made A .

so und p resses a needle into moving wax f o rming a p ath ,

.
 Lesson O ne

Later, when ano ther needle p ass s the ro ugh this reco rded

p ath ,
the sa me so und is duplicated .

Y o ur b rain is a reco rd . T he five senses are n eedles that

carry im p ressio ns —
to the b rain and f or m what are call ed

brai n paths .

When these p aths a re dee p eno ugh, yo u re memb er .

When they are o yo ui or gto f aint

et I am go i ng,to sh o w .

yo u ho w to mak e thesei d ea p ath s de ep en o u gh so th at

they will co o -
p erate with o ne ano ther T hen yo u will b e
.

abl e to recall what you no w have tro ubl e in rememb eri ng .

In other words, you are going to l earn to associ ate and to

vi suali ze your ideas .

Y o u H ave th e Necessary Facu l ty

N ature has endowed one o f yo ur sen ses with a grea ter

p
ca acity fo r im p ressing the b rain than any of the o thers .

An i mpressi on
‘ made on the brai n by the sense f o si ght is
many ti mes stronger than o ne made there by any of the other

senses . T he use o f the sense o f sight is b y far the mo st

necessary if yo u are to mak e stro ng, lasting im p ressio ns

p
u on yo ur b rai n .

T he M in d
’
s E ye
E ye pi ctures are the most
-
accurate o f mental i mpressi ons .

And b ecause the mind has thi s wo nder ful ab ility to see

p ictu res l o ng f
a ter the disa pp earance o f the o riginal pic

tures that the made o n the mind we sp eak O f the

real eye ,

mind s eye and o f seeing in o ur mi nd s eye T he scientific

’
,
’
.

name fo r the mi nd s eye is Vi suali zati on an d the ab il ity to

’
,

use this wo nder ul f facul ty is in v al uab l e to yo u .

Th ro u gh Vi su al i z ati o n Yo u Wi l l Learn to
R ememb er
I n these lessons I teach you how to vi suali ze
shall

to make m i nd pi ctures at will B y using these ind ictures

. m p
in definite, systematic way you will learn to rememb er
a .

f
This visual aculty is develo ed easily by o llo wing the p f
natural metho ds in these lesso ns .

Vi su al I magi n atio n S tren g th en ed

I n these l esso ns I ask yo u to imagine so me thi ngs that
at first may st ik r e yo u as unusual . Y et they are no t, and

they wo uld m so to the average child b ecause he

no t see

has b een using his imaginati o nand giving i t f ree play .

I ask yo u to do the same I want yo u to b egin by awak

.

o ur im aginatio n if yo u have allo wed i t to lie dor

,

By its invaluable aid yo u will learn to fo rmp ictures

e im p ressed o n the memory .

i s the ab ili ty to recall at will imp ressio ns made

If we canno t recall imp ressio ns we are
fo rgo tten them .

revi ve your i m pressi ons you mu st m a ke them

f or ready recall .

three natural p rinci pl es O f mental o p e ation

r

I no w call yo ur attenti o n,
an d by whi ch yo u will
ual im p ressio ns stro ng eno ugh to recall easil y .

his will b e to re member .

I . T h e Fi rst Ai d I s Exagg erati o n

E xaggeratio n is mentally to enl arge o r magnify the ,

s o r incidents to mo re than their actual p ro p o rtio ns .

P age Eight Lesson O ne

For instance, if yo u see a co w in a el d yo u will b e more fi

p
likely to hol d the im ressio n, if yo ur imaginatio n mak es
yo u see the co w as l arge as an el e phant .

T his is the idea used b y the carto o nist . Yo u see i t used

in advertising, o n b illb o ards and in many dif f eren

t
ways
and tak e i t as a matter o f co urse . Yo u are so accusto med
to seeing these disto rted pi ctures that ev en the artist s
’

ex treme exaggeratio n doesno t strik e yo u as unusual T his .

is what you must learn to do with yo ur imaginatio n At .

ti mes be a cartooni st wi th the thi ngs you wi sh to remember .

Enlarge them to unusual and unnatural p ro p o rtio ns if

necessary .

E xaggeratio n is a mo st ractical p p rinci pl e, and the use

O f it enables us to mak e lasting im pressio ns o n the mi nd

II . T h e S eco n d Ai d I s M o ti o n
—
M oti on The mi nd has always been strongly attracted t

moti on of every ki nd
. Children l ik e to see the wheel s g
aro und If yo u hav e
. f
a riend in a cro wd yo u can get h

attentio n b y waving yo ur hand . So mething mo ving in

sho w windo w will al ways attract the
- p assers-
by . A p e so nr

lacking in the po wer o f co ncen tratio n will f o cus his clo sest

p p
attentio n u o n a mo ving icture o r O b ect j . J ust as mo tio n

p i ctures are m o re attractiv e than the O ld style stereo tico n p .

v iews, so m o tio n
—
pu t in to the i ctures th at yopu are go ing
—f
to l earn to o rm will increase the o wer O f the mind to p
retain and to recall them .

I II . Th e Th i rd Ai d I s U n u su al Asso ci ati o n s
Unusual —
Associ ati ons I t is the o ccurrences in li f e that
are o ut o f the o rdinary, unusual , and diff erent f ro m what
in the hab it o f seeing, that impress us stro ngly
are .

night we relate to tho se at ho me the unusual ha enings pp

advantage o f the f act that thi ngs out of the ordi nary

us more than those that are commonplace I n o rder .

11 yo ur v isual asso ciatio ns yo u must mak e them

So me O f usfind it necessary to mak e these asso ci

g ro tesq ue a nd l udicro us al tho ugh I do no t reco m
,

the ex tre me use of this

.

no l i mi t to the use of E xaggerati on, M oti on ,

or the
i n f ormi ng your mental vi ews .
P age Ten Lesson O ne

You can realiz e f

this ully b y glancing o ver the advertis
ing illustratio ns in magaz ines, and the carto o ns in the daily
p ap e s
r .

You can pictu re a HAT or a H IV E the siz e o f a mo un

tain, a N AIL the height O f a tel e ph o ne p ol e . You can

p icture i t mo ving, swinging, falling or flying

—
.
,

You are no w g g
o in to use yo ur mind in the new the
vi sual—way .

f
Yo u will b e amiliar q uickly with a series o f O b j ects that
i t wo uld b e diffi cul t to rememb er thro ugh o rdinary o rms f
O f asso ciatio n .

They hav e b een sel ected b ecause in mo st instances they

do no t f m
or ready asso ciatio ns wi th o ne ano ther . B ut
no w see what the icture makingp -
p o wer O f yo ur mind will
do fo r yo u .

T h e Fi rst Vi su al P i ctu re
T he first O b ect j I wish yo u to see is a HAT P ay no .

attentio n to the l etters H A T , b ut call b e o re the m

- -
’
i nd s f
eye the visual i mage O f the HAT
Actually see this HAT . .

Let i t b e a large, b l ack , shiny HAT See i t cl early, the .

sheen o f the silk , the ribb o n, the u turned b ri m See i t p

—
.

in a definite place o n the flo or , chair or table, o r sus ended p

in midair .
Lesson O ne

—
T he visual ability will co me to yo u q uickly do no t feel
disco uraged if at fi rst yo u do no t see the H AT cl early in
yo ur mind .

I t will p ro b ab ly hel py ou to clo se yo ur eyes while o r f ming

these M ental pi ctures . D raw o r o utline the HAT or do
anything that will assist yo u to see the HAT with the
mind s eye ’
.

Need Of Exagg erati o n

If yo u find it diffi cul t to recall yo ur icture O f the HAT , p
yo u can streng then th e i m ressio n b y exagger ati ng thep
siz e o f the HAT . See i t, no t in no r mal siz e, b ut three or

f o ur ti mes as large .

Yo u can enlarge i t to still greater ro o rtio ns if yo u need p p

to Y o u can see the HAT the siz e O f a ho use T he larger
. .

yo ur imaginatio n pictu res the H AT the stro nger the im

p ressio n will b e .

Al so U se M o ti o n
As yo u watch the HAT see i t move up and do wn as if
co ntroll ed by so me hidden thread Y o u may see i t blo wn .

ab o ut b y the wind . This is a co mmo n sight in city streets .

See the HAT in mo tio n .

T hese metho ds will fix the picture o f the HAT in mind

and enab l e yo u to mak e the im p ressio n as stro ng as yo u

choo se .

T o I mpress M an y O b j ects
mind a list o f O b j ects it is merely necessary to
T O fix in
use the same p rincipl e excep t that yo u will app ly it now to
,
P age Twelve Lesso n O ne

two O b ej c ts i n s t e a d O f o n e Y o u w ill m ak e
. a m i nd s ey e
’ -

pict u e O fr th e tw o O b j e c ts to ge t h er .

Atten d ca f u l l y w h
re ile I d sc ib e f o r y o u a se i e
es o f p ic r r

tu e
rs th a t w ill i n c l ud e w o d s se l e cte d w i
r th c a e f o r d e fi ni te r

pu pro se s as e p lained i n this and f ll o wing lesso ns

,
x o .

D O no t me ly ad th se desc ip tio ns Y o u mi nd s eye

’
re re e r . r

sho ul d s e v y p icture cl ea ly
e e er r .

I . T h e Fi rst C o mb i n a ti o n P i ctu re
T O the H AT which we hav e pi ctured, we will no w add a

H EN . You must see the H AT and the

H E N together See b o th O b ects cl early
. j .

E nl arge them See a l arge H EN strut

.

ting ab o ut wearing the H AT . H ere is

an illustratio n co mb ining these two
j
o b ects .

P rob ab lyyo ur imaginatio n has f med

or

a pi cture O f yo ur o wn . If no t
,
im p ress

the drawing o n this pag e on yo ur mi nd s ’

eye . See the H EN mo v ing ab o ut, v ery p ro ud O f he

n ew p o ssessio n , the H AT . Or see the H EN making he
n est in the H AT . B ut b e sure and see a pi
cture 0

k ind in yo ur mi nd s eye, co mb ining the H AT and the H EN

’

II H en an d H am
“

Add to the H EN , H AM . See a b ig H AM o ut in t

yard . T he large H E N runs and j umps n the H AM o

dances a jig there . Wo rk with the p icture by the

metho ds until yo u see i t clearly .
Lesson One

See the j
o b ects larger than usual . Have them exag
d f p op o rtio nActually see the mo tio n
'

gerate o ut o r . .

p
See, if o ssible, a H E N o f so me distinct
co lo r, a red o r a whi te H E N , and a de i f
ni te pi cture o f a whole HAM o r a slice

of HAM .

See o nly —
two O bj ects H E N and HAM
‘

-
do no t see the HAT in thi s pi cture .

S ee two j
o b ects and o nly two in each
—
picture As yo u add the new o ne HAM
—yo u
.

dro p the — —
first O bj ect HAT and see O nly the '

HE N and the H AM .

H am an d H are
I II .

Add to the HAM , H AR E See the .

HAM on the gro und b eing p ushed

and ro lled alo ng by the HAR E . It
is hard wo rk fo r the H AR E . S ee him
exerting all hi s strength to mo v e the
‘

HAM . See clearly

the HAM H AR E
‘

and the .

H are an d Hill
Add to ,
H ILL . See the HAR E sca mpering
fast as h an e c run . E very now and

e tu ns his h ad n f ight t
r e I r o see if he IS b eing fo l
wd e . See clearly the H AR E running do wn the H ILL .

M ak e C l ear P i ctu res

T he ab ility to retain V i sual imp ressio ns dep ends up o n
e clearness wi th j ects Try
which yo u actual ly see the O b .

ow to increase the viv idness o f every visual imp ression

n .
 P age Fourteen Lesson O ne

p —
Im o tant Y u must s
r nly tw
o f ee o o o these O b j ects in
ev ry p ictu e
e r .

V Hi l l an d Sho e .

See a steep H ILL a m untainsid , or which yo u will

o e

co nsider a H ILL As yo u watch the to p O f the H ILL an

p f m
.

j
O b ect a pp ears to dro ro the sky, alighting o n the
H ILL . I t is a a la g dil p idated
r e, gi an t s r —
SaIO E k a
’

SHO E Yo u readily recall the b ig shoe In the icture O f

. p
“
the O l d lady who lived in a sho e U se a SH O E o f thi s .

siz e in your icture p

See i t sl iding do wn the H ILL
. .

VI . S ho e an d Co w
See the SHO E which is mo v ing rap idly strike a CO W
graz i ng i n a p astu re . T he p o o r C O W is b adly f rightened .

She thro ws up her heel s and runs away .

V II . Co w an d H i ve
Add to the CO W, H I E V . See
the CO W, ei ther a new CO W,
the sa me CO W, as in the p rev io

pi tu
c reSh i s still unning an
. e r ,

Spi s a la g HIVE Wi th l w
e r e . o ere

charges the HIVE , strik ing i t with her ho rns .

VI I I . Hi ve an d Ape
To HIVE add AP E S ee the u turned H I V E ro lli n
. p
fi
abo ut, until nally a l arge AP E co mes o ut and l o o k s abo

i n a daz ed so rt o f way .
 IX . Ape an d Wo o ds
T he AP E WO O D S near by See hi m climb the
sees a .

t rees and swing fro m o ne b ranch to ano ther .

No w go b ack and see again yo ur fi rst mi nd s eye p icture

’
-
.

N ame alo ud the O bj ects that this p icture contai ns T hus .

H at an d H en
p i tu s with th H EN in them and the
Y o u have two c re e ,

H EN in th fi st p i tu will asily and natu ally b ing

l

e r c re e r r

t y u mind th H E N f the s c nd p ictu e

o o r e O e o r .

Y u p i tu
o rf H EN will th n b ing t mind the new
c re O e r o

Obj t th H AM
ec ,
C l s y u b ok and go ver all the
e . o e o r o o

o th p i tur s in th sam manne naming bo th Objects

er c e e e r,

in eachp i tu e c r .

O u r M emo ry M o vi es
Ni n e —
P i c tu res T en O b j ect s
I f yo u have clearly v isualiz ed the ictures as I have p
described them, yo u hav e witho ut di ficul ty recalled this f
list of j
ten O b ects, thus:

I
—H AT and H EN

—HAM and HAR E

3

S—H ILL and SHO E

—
6 SH O E and CO W
—
7 CO W
‘

and H IVE
—
8 H IV E and AP E
— AP E and WO O D S
9
R eview this list O f words by thi s icture metho d a num p
b er O f times until they co me easily, q uickly, and accurately
f
be ore yo u .
 Lesson O ne

I f yo u find that o ne pi cture do es ho t co me as easily as

the o thers, sto p a m m nt
If yo u do
o e . no t see the CO W

a nd the H I E V
as q uick ly and as readily as yo u can see

t he SHO E an d the CO W ,
i ntro d u ce i n to t hi s icture O f p
CO W a n d H I E m o re exaV gg era tio n o r m o tio n .

See a huge H I VE . p
L et i t b e mo ved ra idly o r fly thro ugh
p ft CO W hasStruck i t See i t mo re cl early
the
‘

s a ce a er . .

T hen rev iew, and yo u will p

ro b ably recall this icture as p
easily as any .

T he pi ctures that I have describ ed have b een merely

suggestio ns to giv e yo ur i maginatio n a start Sho ul d o ther .

pictures p resent themsel ves to yo u, either im aginative o r

actual scenes
—
f ro m the p ast by all means use them your
,

o wn
— —
p ictures ii they app eal to you b ut do no t mak e
the m to o co mmo nplace .

T hro ugho ut this and sub sequent l esso ns always f o llo w

the pi ctures suggested by yo ur o wn —

mind p ro vided yo u

are ab l e to recall f
them success ul ly . N o two minds op erate
alike . E v ery indiv idual will f orm different p ictures .

I t i s im p o rtant to mak e a p p
ro er start . Learning to
v isual iz e will hav e a direct b earing O n yo ur futu pre ro gress .

I will describ e b riefly o ther pi ctures that might b e as goo d

as the o riginal illustratio n of HAM and HAR E , o r even

b etter .

S el ect S o me P i ctu re
You may cho o se any o f the pi ctures that I have de
scrib ed o r, p fre erably, o ne o f yo ur o w
I f yo u havediffi
n .

cul ty so me o ne of the f o llo wing suggestio ns ma

y a i d yo u
in fo rming yo ur pictures .
P age Eighteen Lesson One

Tin an d T eam
B ring exaggeratio n into play . This T IN is so heavy
i t takes a T E AM to mo v e i t . T ry an d see the T E AM
clearly and no te their co l o r .

T eam an d T i re
f
See the TE AM rightened by a l arge T I RE ro lling
to ward them N o te the advertisements o f T I R E co m
.

p f
anics and see ho w success ully the artists hav e used these

sa me elements O f imaginatio n and exaggeratio n .

Fo rm Yo u r O wn P i ctu res
No w p ro ceed thro ugh the l ist and make yo ur o wn i
pc
tures . S to p a m m nt b o e etween ev ery p air o f wo rds and

see the p ictu re cl early . M ake o ne clear mi nd s eye p icture ’

o f the two O b ects and j p ass on .

DO no t wo nder whether these —

p ictures will revive j ust
continue alo ng with me . See each o ne cl early fo r a

moment , then on to the next .

T IR E and H O TEL
HO TE L and D I SH
D I SH and DOG
DOG and D O VE
D O VE and T UB
T UB and N O SE

R eview again the pi ctures that yo u made , beginning

wi th WO O D S ,
calling al oud the na mes O f the two j
O b ects

in every p ictu re .

See them cl early . T ry, until yo u can recal l the m v ery

Lesson O ne P age Ni neteen

clearl y, im p rov ing yo ur pi ctures o r p utting in mo re exag

geratio n o r mo tio n ,
if they p ro v e diffi cul t to recall .

Witho utlo oking at the l ist go b ack no w to H AT and

call the wo rds- in airs p .

I
—H AT and H EN
2 —H EN and H AM

3
—H AM and HARE

H aving re p eated al l the wo rds in this manner f ro mHAT

to NO SE , go o ver the list again, o mitting the word and .

p
B e sure to see yo ur ictures and to call every word f m
ro

H AT to NO SE singly, thus: HAT , H EN , H AM , HAR E ,

H ILL , SHO E , co w H I V E , AP -E , WO O D S , T ID E , etc
, .

Yo u C an G O B ack ward or Fo rward

f
A ter do ing this a few times, yo u wi ll b e ab le to
everse the p cessro .

GO slowly f m NO SE b a kwa d to HAT

ro c r .

First say

NO S E and T UB
T UB and D O VE
D O VE and D OG
'
T hen go b ack again f o m NO SE
r , and as yo u recall t e h
pictu p
res re eat the words singly, NO SE , T UB , D O V E !
D O G, D I SH , H O T EL , etc .

You can al so b egin in the middle and go either way yo u

I

wish .

B egin at TIN and go b ackward, recalling every pi cture

P age Twenty Lesson O ne

until o u !each HAT Then, again , starting with T IN ,

y .

go f o rward to NO SE .

V al u ab l e —C o n i e It
T h i s P racti ce i s t n u

P ro ceed as bef o re to add to yo ur pi cture gall ery .

NO SE and WIND O W
WIND O W and N UN
NUN and GNO M E
GNO M E and SNAR E
SNAR E and NAI L
H ere is a go o d O pp o rtuni ty fo r exaggeratio n . See
NAIL o f huge siz e . Then

N AIL and H I N GE
HI N GE and IN K
IN K and K N I FE
K N I FE and KNO B
KNO B and M O O SE
B e sure that yo u f
m a clear p icture o f ev ery co mb ina
or

tio n . See the O b j ects l arge and in mo tio n

— mak e yo ur
i tu s as unu sual as yo u can
p c re .

N O W review yo ur ictures First in p . pai s b

r , eginning wi th

N O SE
I
—N O SE an d WI N D O W

2 —WIND O W and N UN etc , .

T hen p
re eat the m as a list witho ut the rep etitio n ,
thus:

No se , Wi n d o w , Nu n , Gn o me , S n are
NO W p
re eat the m b ackward , b eginning with M O O SE
and b ack to N O SE .
Lesson O ne P age Twenty one -

An o th er T en Wo rds
M O O SE and M UD
M UD and M O O N

MOO N and M U M M Y

M UM M Y and HAM M E R

HAM M E R and M ULE

M ULE and M AT CH

M AT CH and HAM M O CK

HAMM O CK and M UP F

M U FF and M O P

MOP and R O SE

You will soon be abl e to f morvi sual i mpressi ons of any

ki nd i nstantaneously, but take enough ti me n ow to make a

clear pi cture i n every i nstance .

S to p here and review f o rward and b ack ward, f

as b e o re .

An o th er S eri es
R O SE an d R AT
R AT an d R AIN
R AIN and R AM
R AM and WAR R IO R
WAR R IO R and R AI L
R AIL R O AC H
‘

and

R O ACH and R AK E
R AK E and RO O F
RO O F and RO P E
RO P E and LACE

f
R eview yo ur scenes ro m R O SE to LACE , then f ro m
LACE b ackward to R O SE .
P age Twen y o
t -tw Lesson O ne

Now recall every p icture, b eginning with HAT and end

ing with LACE .

S ee th e P i ctu re b ef o re Yo u S peak
Do not repeat the words by heart . You must see the pic
fi f
tures to gain real b ene t ro m this ractice p .

f f
A ter yo u hav e gone ro m H AT to LACE b egin with
LACE and trace yo ur scenes b ack ward to H AT , calling

every wo rd as yo u see the O b j ect .

I mpo rtan t
Do f mn
not o r ew pi ctures ev ery time yo u go thro ugh the
list
. See the o nes yo u fi rst made. E v ery time yo u recall

yo ur pictu e mak
r e it mo re distinct .

C o de Wo rd s
HAT T ID E WIND O W M UD R AT
H EN T IN N UN MOON R AI N
HAM TEAM GNO M E M UM M Y R AM
HAR E T IR E SNAR E HAM M E R WAR R IO R
H ILL HO T EL NAIL M ULE R AIL
SHO E D I SH H IN GE M AT CH R O ACH
CO W DOG IN K H AM M O C K R AK E
H IV E DO VE K N I FE M U FF ROO F
AP E T UB K NO B MOP RO P E
WO O D S NO SE M O O SE R O SE LACE

A Go o d S tart
No w let us tak e a i
’
b d s eye
r -
v iew O f what yo u hav e
acco mplished .
Lesson One

Yo u have learned a seri es o f fif ty w o rds that y o u can

p
re eat forwa d and ba kwa d T h y a all unasso iated
r c r . e re c ,

t
y y
e o u hav f o m
eed a hai
rn o f p i t
cu s wh eb yy u hav c re er o e

learned the words in a new and interesting way instead o f

by the O ld, cu mb ersome metho d O f p

re eti tio n .

Havi ng learned these fif ty wo rds in pi cture fo mr , yo u

may co mplim nt yo u s lf n an e
e r e o xcellent start to wards the

go al O f a b etter memo ry .

A New Way
Yo u have b egun to memb er In a new way Yo u have
re .

really l earned the alphab et o f my metho d M ake these .

fif ty wOrds j ust as much a p art o f yo ur mental equip ment

as the al phab et .

GO b ack and read pages 8 to 1 6 several ti mes unti l yo u

are thoro ughl y familiar with this metho d o f using yo ur
mind . Be sure no t to f m new p i tu es ev y tim y
or c r er e ou

go o ver the list . R eview the sam p ictu s ev ry tim e re e e

.

Fo rm Larg e P i ctu res

I n the beginni ng learn to see thingsin large p op o
r rtio n s .

I ntro duce mo tio n even into pi ctures o f inanimate O b j ects .

T his req uires what yo u may co nsider a stretch O f yo ur

imaginatio n, b ut it will acco m lish resul ts, and is mecesp
sary o nly in the b eginning I t rev ives a men tal acul ty
. f
f p
that, b e ore l o ng, will o erate wi th ra idi ty and accuracy p .

You must have two obj ects i n every picture D o n ot make .

the mi stake of f ormi ng a pi cture of only one obj ect at a ti me '

.
P age Twen y f our
t - Lesson O ne

9
T wo O b j ects i n Every P i ctu re
Yo u a
c nno t make any p ro gress this way ,
as i t will b e
p
im ossible fo r yo u to pass f ro m o ne p icture to the nex t
‘

Always asso ciate two , and o nly two , o b j ects in eve y pic r

ture . Do no t have the H AT , H E N and H AM all in the

same p icture .

Y o ur fi rst pi cture is o ne o f the H AT and the H EN .

T hen a picture o f the H E N and a H AM . N ext the H AM

and a H ARE .

E v ery pi cture will recall the next, b ecause ev ery o b ect j

is pa t r of two pi ctures, wi th the exce p ti on o f the H AT
and the LACE .

R eview these pi ctures several mes every day

ti ,
fo r a f ew
days . Y o u will then b e ab le to retain the l ist as l o ng as

wanted, an o ccasio nal recall b eing al l that is necessary .

Vi su al i z ati o n Appl i ed
The vi sual pri nciple has been a ppl i ed by many students

immedi ately af ter the rst l esson fi .

O ne b usiness man testi fi ed that he had nev er re mem

bered the sim le p errands fo r his wi f e
.

T he day a ter his f fi rst l esso n she req uested him to b ring
home two cans o f milk me too thp icks
, so , and a file . He
cans o f milk in f ro nt
pictured two large of the gro cery,
b uilt a b arricade of p
to o th ick s aro und them, and laid a
file o ver the top .

He co uldn
’
f
t o rget this .

A dep artment store o wner wanted to o rder a s ecial p

table f oma factory
r , p
and also to s eak to o ne o f his b uyers .
P age Twen y si x
t - Lesson O ne

S u rpri se Yo u r Fri en ds

As the list is given to yo u, v isualiz e ev ery two o b ects j

j
to gether, ust as yo u did H AT and H E N M ak e l arge .

pi ctures and see them clearly . T hen p

re eat the l ist to

him, f o rward and b ackwar

d. I t will surp rise yo ur riend f
and exercise yo ur mind .

If you have children, gi ve themi n si mpl e lang age a u knowl

edge of the pri nci pl es of thi s l esson .

No Li mi t to M emo ry C apaci ty
I mprovi ng the memory does not mean burdening i t There .

i s no li mi t to i ts capaci ty O n the co n trary, use and exer

.

cise o f the memo ry mak e it easier to re member .

memo ry is no t a sto reho use who se co ntents are

T he
limited T he memo ry is simply o ne use o f the mind
. .

T he mind co ntains b illio ns o f b rain cells o nly a p art o f ,

which is actually used . P ut the do rmant tracts into

o p eratio n . T hat is‘what these l esso ns will do fo r yo u .

I mpo rtan ce o f th e C o de Wo rds

I n the l esso ns to f o llo w, yo u will mak e p ractical

use o f the co de wo rds .

Y o u will b e p
sur rised at the hel p these wo rds will
giv e o
y ,u so l earn them tho ro ughly .

T hey will b e o f aid in re memb ering telepho ne numb ers ,

addresses, p rice lists, and figu res o f al l k inds . They al so

have many o ther v al uab le uses as
, yo u will see .
 S U M M ARY

1 . U se o f Associatio n

2 . T he M ind s Eye
’

3 V is
.ual I maginati o n

4 . T hree N atural M emo ry Aids

1 . E xaggeration
2 . M o tio n
3 . U nusual Asso ciations
O ur M ental M ovies

Fo rm Clear P ictures

7 . f
Fi ty P icto rial Co de Wo rds

8 R eview the P ictures Fo rward

. and Backward

9 . See Y o ur P i ctures B e f o re Yo u S p eak the Words

10 . T wo O b j ects in Every P icture

11 . H o w to P ut So me Fun I nto Y o ur P ractice

12 . Co de Wo rds Will b e Use ful . Learn T he m

P ageTwenty ei ght -

HO W I D I S C O VERED AN EAS Y WAY

T O RE M EM B E R

Ho w I B egan
When I was a young man my memory was below normal .

I t was b ecause my memo ry was so wretched that I ,

determined to find so me way to cure the tro ubl e .

I t did no t tak e me lo ng to discov er that a b ad memo ry is

n o t so much a in atter o f f o rgetting as o f no t getti ng at all .

I n o ther wo rds the p ictures made o n the b rain were

,

b l urred, indistinct, f o ggy .

This a ppli d t fa ts figu s

e o mes and
c ,
re ,of na ,
—
faces all
whic h sli pp d f m my mind b
e ro ecause m y mind had n ever

really tak en a firm hold o n them .

I might b e i ntro duced to a man and in twenty seco nds

wo uld realiz e that I had f o rgo tten his name .

M y ears had heard the name sp ok en my eyes had seen ,

his face b ut my brain had f ailed to register any p icture of

,

either o r to co nnect the two p ermanentl

y .

S o wi th m i —
y wo rk in h gh scho ol I seemed to grasp what
I heard and read witho ut tro uble—p erhap s too easil
, y
b ut I did no t gri p it fast .

I t went in to o ne ear and o ut o f the o ther .

H ere, then, was the tro ub le—the lenses o f my senses di d

no t f ocus shar p pi ctures o n my b rain .

My mental images were weak , shallow, difiused or

so

co n f p
used that they wo uld no t re ro duce when I cal l ed fo r

them .
Lesson One

Ho w I S u cceeded
T he memo ry systems that have b een taught seemed to
me to o co mplex too diffi cul t to o much l ike drudgery and
, , ,

lacking in p ractical eff ectiveness So me o f them were .

v al uab l e to men o f excep tio nal b rain cap aci ty and educa
”

tio n, b ut I had no exce tio nal b rain p . I t was j ust ave age
r ,

no thing mo re .

B ut I had to do mething b ecause my p o o r memo rv

so ,

was too heavy a handicap fo r me to succeed .

So I set ab o ut evo l v ing a metho d o f my o wn to supp ly

my o wn great need I wo rked alo ng simp le natural yet
.
, ,

scienti c fi lines .

It p ro ved eff ective . I was asto unded at the p ro gress I

made in imp ro ving my memo ry
'

I explained this metho d to my f riends I t help ed them .

as much as i t did me .

I t was thro ugh the enthusiasm and insistence o f my

f riends that I was p ractically fo rced into making memo ry
training my life wo rk .

As I said b ef o re I do no t b elieve that any no rmal man

,

had a wo rse memo ry than I p articul arly in the matter o f ,

names .

N o w fif ty o r a hundred p erso ns in an audience may

,

rise o ne af ter the o ther ev ery o n e tell ing me his name

, , .

While my back is turned they may all change seats to ,

diff erent p arts o f the hall T hen I can call each man .

by na me .

p
P eo le gas p when I do such things; yet, with the
P age Thirty Lesson One

sim l e p memo ry syste mI have devised, m any o ne o f the ,

with a l i ttle a ppli catio n, can learn to acco mplish even more

fi
dif cul t eats f .

I hav e met mo re than ten tho usand eo l e i n the last f ew p p

years,
r o m S ef
attl e to N ew Y o rk , and b elieve that I co uld

meet mo st al any o ne o f the m unexp ectedly and call him

b y name .

H o w Yo u C an S u cceed
do the me thi ngs if you wi ll apply yourself to
m
You can sa

my memory ethod . Y o u master i t in a f ew l essons and ,

tha t mastery is no t a matter o f k nitted b rows and throb

bing templ es; i t i sf un lik e an exciting game; i t quick ens
,

yo ur whol e b eing w h il e yo u are teachi ngyo ur memo ry to

work .

I o ft ne ask the audience to call o ut twenty o r more

numb ers o f three figu res each
'

while so meb o dy writes

.

them do wn where m
i

I canno t see the . T hen I no t only

p
re eat the entire l ist b ack ward or f
b ut tell i n
orward,

stantly which is the eighth o r seventeenth or any o ther

nu mb er , and I give the figures l o cated at any p o int in the

list .

Y o u can shuffle a deck o f cards and call o ut the fif ty two -

cards to me quite rap idl y; I will reci te the cards in their

o rder, b ackward or f orward . I no t o nly will re eat p
wi tho ut b ut will give the numb er o f any card,
an error,

f
co unting ro m the top, o r the card f o r any num b er .

T here is no trick ab o ut this at all I t is the straight .

fo rward wo rk o f the trained mem ory, and you can do i t as

success ully as If .
Lesson One P age Thi rty one -

I can tell yo u the day week fo r any date fo r two

of the
hundred years b ack , o r in the co ming centuries Give me .

yo ur b i rth date and I w ill tell yo u at o nce the day o f the

week o n which yo u were b o rn .

You can l earn to p f

er o r m this amaz ing feat in a f ew
ho urs time, b eco me
’
an d by o ccasio nal rehearsal s can so

sk illed that yo u can giv e the an swer al mo st i nstan tly . So

u see i t is n o t amaz ing at all— excep t that the hu man
yo

mind is amaz ing if used co rrectl y .

T he remark ab le thing is that so few p erso ns co me

anywhere near to a full realiz atio n o f their mental p o ssi

b ilities . I t is sim ly p a matter o f knowi ng how .

Why Y o u S h o u l d S u cceed
An memory i s the basis of all busi ness
accurate, retentive

success Witho ut it o ne may co unt p retty surely o n failure

.

fro mthe start no matter what university diplo ma o ne may

,
’
have o n o ne s wall .

B usiness men realiz e —

this or are b egi nni ng to — and .

that is why I hav e b een inv i ted to address the l eading b usi

ness men s o rganiz atio ns in the largest cities f ro m Seattl e

’
,

to New Y o rk .

I co un t it a p rivilege indeed to j oin with the I nde

p enden t Co rpo ratio n in a co untry- wide distribu tio n o f my
M emo ry Co urse p ,
es ecially when the natio n so needs to

hav e i ts citiz e ns in f ull p o ssessio n o f f

their natural acul ties .

my M emo ry Co urse were co nfi ned to

R emember that if
the teaching o f memo ry f eats i t wo ul d never hav e secured

the standing amo ng p ractical b usiness and p ro f essio nal

men that it has .
 i rt —
P age Th y two Lesson O ne

T h e I mpo r tan ce of a R el i ab l e M emo ry

T he b usiness wo rl d has awak ened to the tremen do us

im p o rtance o f memo ry . It has realiz ed that an unrel iab l e

memo ry is a great handicap .

0 Memor i s the b asi s of educati on progress and success

y , , .

T he mo st necessary i n tellectual q ual ities o f the b usiness

man are j udgmen t and imaginatio n Wi tho ut memo ry .

there co ul d b e no j udgment o r co nstructi ve p lanning p o wer .

J u dg men t B ased on M emo ry

A so und j udgm nt is th
e e resul t o f weighing the k no wl
e dge and ev idence sto red i n the mind . T he mo re k no wl
e dge yo u b ring to b ear on the sub j ect the mo re accurate
will b e the j udgm nt e .

The success ul f m an i s the o n e who i s abl e to cl assif y and

fi l e away i n the mi nd hi s experi ences and the experi ences of

o thers H e is ab l e to
. recal l these ex p erien ces when needed

in reaching co ncl usio ns .

T hus we see that o nly what we re memb er o f o ur p ast

ex p eri ences is o f any v al ue in winning success .

C au se of Fai l u res
T he ma j o ri ty o f f ail ures in the b usiness wo rl d are due to
p oo r j udgmen t n the pa t o f b usin ss men T he cause
o r e .

b ack o f th s f ail u es is the inab ility o f the mind to

e e r tain re

the f acts and e p e i nces n ecessa y to l ead the mind to

x r e r

so und j udgment .

M emo ry T rai n i n g Negl ected

'

Th ff t f all ffo ts to wa d ducat o n IS limited en

e e ec o e r r e l

t i ely b y th cap a ity f the student s memo r p ’

r e c o
y D es ite .
 P age Thirty f o ur-
Lesso n O n e

my memo ry and the memo ries o f tho usands o f stu

o wn

dents f ro m an average o r sub av erage q ual ity up to what -

the b usiness wo rl d calls an excep tio nal memo ry The ap .

i i h ri nci pl es of these l esso ns results i n a mental

pl cat on of t e p
development beyond belief I ndeed many p up ils b id f air
.

to o utstri p their teacher .

En d o rsemen ts
B usiness and p f
ro essi o nal men enthusrastically endo rse

this M e mo ry Co urse and are using it daily T hey kno w

,
.

a nd yo u can k no w— that the inf o rmatio n in these l esso ns ,

co nfi dent y app ied ma es an excep tio nal memo ry

l l k ,
— no t
—
the excep tio n b ut the rul e .

Wi th the ai d of the practi cal method I have evolved you wi ll ,

be able to do wonderf ul thi ngs i n the course of a f ew weeks .

Yo u will b e able to rememb er names and f aces statistics , ,

f acts and o ther info rmation

, .

E very statement ev ery suggestio n every hint in these

, ,

lesso ns is E x —
p erience bo iled do wn .

Follo w the suggestio ns in this fi rst lesso n . T here are

practi ppli ati ns in i t that yo u can us in yur daily

cal a c o e o

lif G asp th m and y u will at nc b gin t unde sta nd

e . r e o o e e o r

th w nd f ul han
e o f th d v l p m n t f y u m mo y
er c ce o r e e eo e o o r e r .

Y u will l a n h w q ui k ly inf mati n an b

o e r o d d
c or o c e reco r e
“

a nd ho w certainly it can be retained .

A Great Au th o ri ty
P ro f esso r William J ames ,
in his great P sychol ogy, says
T he mane o ther fa cts a f act is associated wi th i n the
Lesson O ne P age Thi rtyj ive -

mind ,
the b etter p memory retains
o ssessio n of it o ur .

T he o ne who thi nks o ver his exp eriences mo st and ,

weaves them into systematic relatio ns with each o ther .

will b e the o ne with the b est memo ry

”
.

Y o u hav e no ticed that a vo ice, o r a scene, will o ten recall f

a train o f ev ents that carry yo ur m ind b ack to childhoo d
days A so ng b rings up the scene where yo u first heard it
. .

f
A scent may recall a ace A b o ok , o r an old i cture, b ring
.
”

p
b ack so mething lo ng fo rgo tten .

T he so und, o r the pi
cture, made a p path at the
dee
ti me , al tho ugh yo u did no t k no w i t . T hese imp ressio ns o n
yo ur mind have remained flash o f lightning your . Lik e a

mental o eratio ns go b ack along these impressions from

p
no wto then and yo u remem
-
b er .

T h e Eye an d th e B rai n
T he p ictu res p ass through the e
that e—al ng the eye
—
y o

nerves to be imp essed up on th b ain are the most en

r e r ‘

during o f all the sensatio ns that reach the b rain thro ugh
any o f the five senses . Y ou remember what you see much
lo nger than what yo u hear, feel taste or smell
, , .

Fro myo ur earliest childho od, p rob ably witho ut k no wing

i t, yo u have b een l earning and re memb ering by what you .

saw .

I n childho od yo ur mind was mo re ready for impressions

And o f all im p ressio ns, the eyes made the deep est b rain
paths .

O ld p eople who ha penings of

canno t re memb er the
'
p
yesterday can tell yo u i n detai l the stories o f their yo uth .

Such sto ries are almo st invariably o f thi ngs they saw .
P g
a e Thi rty si x - Lesson O ne

T herep opl wh a b n with ep tional ab ility

are e e o re or exc

t f m m ntal p i tu s H ist y t lls f many wh

o or e c ul d re . or e o o co

read a p ag and th n p at w d f w d lin f lin

e e re e ,
or or or , e or e,

everythin g p int d n th p ag
r e o e e.

You may re memb er mates who so me of yo ur scho o l

co ul d read their l esso n o nce and then mak e an al mo st per

f ect recitatio n .

T hey were ab le to reco rd the p ag e on the mind at o ne

Later, the mi nd s eye co uld see the tex t while the
’
reading .

li ps w p
ere re eating it . T hey were excel l en t v i sual iz ers .

Go o d v isualiz ers sho ul d do their ut mo st to dev elo p th e

fa ul ty it is p i l ss
c
-
r ce e . B ut tho se who l ack i t need n o t

d sp ai f
e i t an b d
r, or c e ev elo p ed . T his yo u will p ro v e fo r
y u os l f a
r es y u mak p o e ro gress wi th thi s l esso n, and with
th s t f ll w
o e o o o .

I do intend to teach yo u to ho to gra h the age

no t p p p
mentally, b ut rather to im ress certain pictures o n yo ur p
mind b y the use o f yo ur i maginati on .

Yo u r I mag i n ati o n
S p eaking f ankly
r ,
I b eliev e that many p pl eo e are

med o f o ne o f the greatest gif ts the Creato r has given

asha
—
us the im aginatio n O r if no t actuall ashamed the.
, y , y
are rel uctan t ab o ut using i t . E very child naturally has a
goo d imaginatio n . P arents f req uen tl
y thro w co l d water
on p p
what is erha s the fire o f genius T hey say O h, he is .
“

always i magining things! She i s a dreamy so rt of

” “
or

child, no t at all p ractical .

C o mmo n
°

is
‘

d thing B ut
‘

sense a go o . no o ne ever in
Lesson One P age Thi rty seven -

v ented, made ,
or wo n anything unless he used his i magina
ti on fi rst . Co mmo n sense is the fu le . I maginatio n i s the
match that mak es i t flame into deeds .

—
Efficiency is a necessity o ne o f the great things that
has co me into mo dern b usinessf B ut the b ig man o f the
future must b e more than a sup er efficient man He must -
.

—
b e a man o f great vi si on o i trai ned i magi nati on .

—
Every great inv entio n the steam engine the co tto n ,

in
g , the tel egra h the tel e ho n e thp
e el ectric light, the p
—
, ,

w ireless, the sub marine, the aero lane had first to b e p

imagined b e f ore it ca me into b eing .

And ev ery o ne o f these, al mo st every step in hu man

p ro gress, was ridiculed as a silly ab surdi ty .

o Co -o
p era t e

1 . Take these l essons seri ously . Learn every ste p as I

o utline it —no t as yo u think i t o ught to b e l earned .

2 . P racti ce . B e sincere with me . B ut, mo re im po rtant,

be sincere with yo ursel f . Unl ess yo u su ly the wil l I pp

canno t su pp ly the way . And I am sincerely desiro us o f
do ing that .

3 . o o —
F ll w i nst u ti ns a f ully and y u will hav p
r c o c re o e er

so nal p f that thi s u se is a pl asu giving m n y

ro o co r e re- , o e

making education fo r yo u .

C o de Wo rds Are a Val u ab l e K ey

I hav e to l d yo u several times that it is im o rtant fo r p
yo u to l earn the co de wo rds I n addi tio n to gi v ingyo u .
 Lesson O ne

needed exercise, they are the b asis f or a

‘

mental fil e that
will enable yo u to store any in f mati
or on yo u wish to
retain .

The code words also will fu nish y

r in allibl e key
o u an f
fo r memb ering numb ers
re . Y ou will find all thi s inter
esting, easy and, ab ov e all, ab sol utely p ractical .

As We G o Fo rward
In the next l esson the tremendo us v alue o f the code

words will b e b rought home to yo u .

I mmediately yo u will b egi n to mak e use o f the m .

Y o u will see how easily

hang up ideas in yo ur
yo u can

mind as easily, as neatly, as co nveniently, as yo u hang up

yo ur hat .

R ememb ering unusual ments errands

activi ties, engage , ,

anythi ng yo u sho ul d do will b e as easy as rememb ering

to o p en yo ur mail or anything yo u do f ro m hab i t .

T hen co mes the all imp o rtant rememb ering o f names

and fa ces . T his i s o ne o f the b iggest lesso ns and the

practical val ue o f it mated

canno t b e o er esti
v -
.

I t do es no t matter how treachero us yo ur memo ry i s fo r

names I t can b e no wo rse than mine was, f or rememb er
.

I coul d scarcely retain a name fo r twen ty seco nds .

N ow there are mo re than men and wo men whom

I can call b y name o n sight whether I meet them in ,

S eattl e, New Y o rk o r any o ther p la ce.

 P RACT IC E C HAR T 1

p f
Recall yo ur i cture asso ci ati o n s f o r the o ll o wi ng co de
rrds. f p
T o the l e t, wri te the wo rd whi ch recedes the co de
prd
— f
to the right, the wo rd which o ll o ws the co de wo rd
—
.

) te ex a mple : D i sh p recedes D O G D ove f o ll o ws D O G .

D i sh D og D ove Roo f
Co w M ufi
H am H are
R at Ti de

M ud Rak e
T ub T eam
Ape M ul e
M op Ro pe
I nk
N un N o se
T in H i nge
R am S nare
H en H o tel
R ail K ni f e

D ish R o ach
H i ve Gno me
R o se
H ill M atch
N ail M o o se
T i re M ummy
Sho e Wi ndo w
D o ve H ammer
K no b
R ai n H ammo ck
ri gh ts reserv ed , l
i n c udi ng ht at of l
tran s ati o n i nto to
l g g
an ua es. l di g
i nc u n d
the S can i n a v i an
TH M E MO R Y C O U
A SI MP LE AN D S CIEN T IFIC M ET H OD
O F I M P RO VI N G T H E M E M O RY AN D
I N C R E A S I N G M E N T A L P O WER

BY

D AV I D M RO T H
‘

T H E S EV EN LESSO N S

O N E
F I FT YW
-
ORD F O UN D AT I O N

wo
’

T
M E N TAL F I LI N G

T H RE E
NA M E S A N D FA CE S

FUR O
H O W T O RE AD AN A BD M M ORY CODE c E

F V I E
N UMB S ER

S I x
M MO Y A
E R I D S F O R S T UD Y
S E V N E
PRAC T I CAL APP CA LI TI O N S

enti nm
Interm mfinu '
n
DIV I S I O N O F BUS IN ES S ED U CATI ON
1 19 West F o rti eth S treet
N ew Yo rk
 LES S O N T WO

O W to T rai n the M emo ry f o r

E v ery D ay N eeds -

Everyb o dy N eed s M emo ry T rai n i n g

The methods in these l essonswill giv f
e you a use ul memory .

p f p
T he sim lest actssli away ro mthe average memo ry f
l acts that hav e b een learned time and ti me again . We
need so me so rt o f memo ry help f
to tie these acts do wn .

M o st p eo ple canno t tell yo u which is the p o rt and which

is the starb o ard side o f a b o at P erhaps y ou have learned
p w
.

is and f o rgo tten it p

re eatedly . H ere is a sim le ay b y

yo u can fix this f a ct i ndelibly i n mind .

P O R T: is
- - -
a wo rd of f o ur l etters . So is the wo rd
E - FJT .

Again, port wine is red . 5 0 is the port light .

Weak M emo ry S tren g th en ed

The weakest memory can be strengthened by methods j ust
natural and si mple as these .

I t all dep ends up o n what so rt o f memo ry yo u have If .

5 stro ng eno ugh to remem b er by merely rememberi ng

11 and goo d B ut yo u wil l find, as yo u gro w
. o lder,
—
the b rain cells b eco me l ess lastic that b rain p p aths
less easily . p
T he sl ight im ressio ns that served when
were yo unger wil l n o l o nger suf ce Y o u w ill need fi .

tro nger means .

S t ead i l y I mpro ve Yo u r M i n d ’
s Eye
So me minds need mo re co aching than o thers All that .

he o rdinary memo ry needs to o p erate better is to grasp

P age Two Lesso n Two

the p rinci pl e o f v isual iz atio n . O thers req uire additio nal

hel p , so me o f which is o utlined in this lesso n .

f
As we go o rward, do no t lo se sight o f this fa ct
. I t is
j p
ust as im o rtant to im ro v e yo ur mi nd s eye
’
p as i t is to
learn the wo rd l ists .

I mpo r tan t Wo rk Al ready Do n e

Al tho ugh yo u have learned but f ty words in the rst fi fi
lesso n, this wo rk is o f mo re im o rtance than yo u realiz e p .

I f yo u have do ne i t co nscien tio usly and well , yo u are no w

p
s inning alo ng the highway o f success to a far b etter

memo ry than yo u ever had b e o re f .

T hese pi cture wo rds, wi th me additio nal

so o nes in this
lesso n, will no t o nly giv e yo ur i maginatio n the exercise
it needs but will also be of p ractical use to yo u .

Val u e o f th e N ew Wo rds to C o me
In this l ist there are o ne hundred wo rds, including the
first fif ty
T o tho se o f yo u who are i n terested in remem
.

—
bering numb ers and this sho uld incl ude every o ne who de
sires to
—
imp ro ve his memo ry I suggest l earning the new

wo rds in the same manner as yo u hav e learned the o thers .

T his list is f ormed in acco rdance with a figure co de that

I will ex plain in L esso n Five .

T hese o ne hundred wo rds are v al uab le in o ther ways .

to o . T ake my adv ice, and v isualiz e these wo rd -

pi ctures so

that they will nev er b e erased f m yo ur mind

ro .

Be f ore go ing f u th
r er, recall yo ur wo rds f ro m H AT to
LACE , and backward f ro mLACE to HAT .
P age Four

You can o verco me this by making yo ur visual pictu e

r

clearer, or by strengthening i t thro ugh urther exaggeratio n f

and mo re mo tio n .

An o th er T en - Wo rd S eri es
M ake every pi cture as strong and as vi vid as
p ossi ble;

retain it b e f o re yo ur mi nd s eye a moment;

’
m
then dis iss i t
while f ming the nex t p icture
or .

P icture C h eese and S h eet

S h eet C h ai n
C h ai n Jam
Jam C h ai r
C h ai r J ai l
J ai l J u dge
J u d ge C h eck
C h eck C h i ef
C h i ef S hi p
S hi p G o o se

T ry to f or m this next series o f ten more quickly .

G o o se and K i te
K i te C an
C an C o mb
C o mb C ar
C ar C o al
C o al C age
C age C ak e
C ak e Cufi
C u ff C ab
C ab Vase
 T h i s C o mpl etes t h e Li st
Here is thefinal series o f twenty words See if .
yo u can

imp ess th pictu

r e res they suggest o n yo ur mind in seven

minutes or less . p
Acco m lish this in five minutes , f or m !

p
i ng ictures that yo u can recall , and yo u will do well .

V ase and Fo o t Bus and B o at

Fo o t F an B o at P i an o
F an Fo a m P i an o B o mb
Fo am F i re B o mb B ear
F i re Fi l e B ear B el l
Fi l e F i sh B ell B u sh
Fi sh Fi g B u sh B ag
Fi g F if e B ag B eef
Fi f e Fo b B eef P i pe
Fo b B us P i pe D ai si es

First co mbine V ASE and FO O T .

T hen p o ce d th ugh this s i s ndingw ith D AISIES

r e ro er e ,
e ,

whith co mpl t s th l ist e e e .

Af te ha ing mast d this last list f w ds

r v ere i w o or ,
rev e

th p ictu es f m LACE t D AI SIE S f wa d and ba k

e r ro o , or r c

ward .

Go o d P racti ce M eth o ds
An excellent metho d fo r im p ressing yo ur o ne hundred
wo rds will b e to review them i n gro u s o f ten, selecting p
wo rds here and there, and running thro ugh them .

Fo r exa mple ,
b egin with WIND O W and review to
M OO SE . T hen R AT to LAC E . N ext T ID E to NO SE .
P age S i x Lesson Two

In the same way b egin with the first wo rd o f every ser1es

of ten . T he list is p rin ted in series o f ten wo rds each to

hel py ou in this p ractice .

Yo u r C o de Wo rds

Yo u r Co de Wo rds
S econd F ifty
S h eet K i te Fo o t
C h ai n C an Fan
J am C o mb Fo a m
C h ai r C ar Fi re
J ai l C o al Fi l e
J u dge C age F i sh
C h eck C ak e Fi g
C h i ef C u ff ee
Fr W e

S h ip C ab Efi fb M o 5
(30 0 30 V ase B us
 P age S even

M ak e P racti ce H eal th f u l an d I n t eresti n g

R eviewing these mental pictures has p ro ved a wel co me
relief f ro m b usiness to many students T he tense mindi .

needs the co mpl ete relax atio n affo rded b y a f ew mo ments

dev o ted to v i sualiz ation .

O p en th e windo w . p
B reathe dee ly and o ten Fill yo ur f .

lungs with f resh air . M ake a game out of your practice .

Giv e yo ur list to a seco nd erso n p

T ell hi m to sel ect
.

any wo rd at ando mand yo u will

r na me the wo rd o n ei ther
side o f it —
F o r example ii
'

he mentio ns K N I FE o u will
.
y .

kno w that I NK co mes b efo re ,

and K NO B f
a ter i t .

T his yo u can do
Y et yo ur riend, no t in the
readil y . f
secret, will b e myst ified and uz z l ed at the ease with which p
yo u do this . B ut do no t ex plain h ow yo u do i t . You can .

have mo re fun by no t telling .

A S emi S u mmary -

Read thi s caref ully . I t contains i n a nutshell what we have

—
L Y o u are eager to b etter yo ur memory .

2 — E veryb ody needs a memo ry file and index

—
.

3
— H ere i s o ne no t o n l easil —
learned b ut lo gical and:
y y
natural .

—
4 Learn to mak e these wo rd p ictures q uickly -

—
.

5 A o n e hun - - —
dred wo rd list o f p ictures fift of Lesson
y
O ne and fif ty n ew o nes
—A
.

6 k no wledge of thi s o ne-hundred- wo rd l ist is i mp or

tant —
Attain i t and yo ur p ro gress is assured
—
. .

7 S tro ng magi nati on concentration and cl ear thi nki ng:

i , ,

make yo u master of any situatio n .

 P age Ei ght Lesso n Two

R eal Co n cen trati o n

In go ing o ver yo ur mental ictures ro m H AT to p f
D AISIE S yo ur mind is entirely o ccu ied I t holds no p .

-
o ther tho ughts, b ecause the mind can handle o nly o ne

tho ught at a time . You are co ncen tratin g yo ur en ti re

a ttention, and this ro uti ne trains yo ur co ncentrative

“

po wers fo r o ther things as well .

The revi e w of thi s li st at ni ght has enabled many of my

students to overco me i nsomni a .

It isj ust eno ugh of a task to take the mind away f o m r

tho ughts o f b usiness o r t p revent wo ry r

‘

,
o .

T h e Co d e Is of G reat Val u e
T hese co de words o nce learned will b e no mo re of a

b urden to yo ur mind than the A B C s T hey

’
just as
”
‘
. are

p
i m o rtant in many ways as yo ur al hab et p .

My ex p erience with tho usandso f b usiness executives

and p f ro essio nalmen has p ro ved that the student who

fo llo ws i nstructio ns implicitly secures the best resul ts .

Fo l l o w I n stru cti o n s
Yo u may think that so me of this drill is p
su erfl uo us .

B ut I can assure yo u that the im p ro v e ment yo u desire is

d p
e endent u p on a tho ro ugh a f miliarity with the exercises

i n Lesso ns O ne and T wo .

J ust f ollow i nstructi o ns .

A B ig R easo n Wh y
T here are de finit e uses fo r these lists i n memo ry training .

A certain a mo un t o f ef o rtf is needed to fix these wo rds

in the mind . This v ery efio rt is o f the greatest val ue to

yo u

I —Il
’

. maginatio n
creates a stro ng I .

I t makes yo u the master o f yo ur mind ;

~

2 -
that is, i t gives
concentrati on .

3
—
It increases yo ur reaso ning o wers, which is p ano ther

way o f saying yo u think mo re clearly .

4
—R ec all ingyo ur mind p ictures aff o rds men tal rel axat
-io n

and when necessary takes yo ur tho ughts away f ro m

, ,

tro ublesome subjects .

To Fo rg et
We can o ft n e reduce the acuteness o f bitter tho ughts
that we sho uld like to fo rget by visualiz atio n o f pleasant
pictu re s .

—
To f orget thi nk constantly o f so mething else .

T h e M en tal Fi l i n g C o de
T he p ractice
with yo ur wo rd lists has -
p pare red yo u
r the next ste p
Y o u are no w ready to
. march bo ldly
go to many definite p laces in M emo ryland .

ste p into a ho tel hand yo ur hat to the

and

in the checkro o m yo u kno w yo u will get i t when yo u

fo r i t . I t is no t to ssed into a corner, b ut hung o n a
ho o k . T he b o y is systematic in his wo rk .

e same thi ng wi th a thought P ut i t . on a

tal hoo k ; file i t in a mental pigeonhole . In

yo u asso ciate the tho ught wi th o ne
,
of yo ur

T his plan will now be plained

ex .
P age Ten L esson Two

U se of th e O n e H u n dred NVo rd s to Fi x I d eas

P erman en t l y
—
T he co de wo rds HAT to —
D AI SI E S will n o w serve as

a series o f mental i
pg eonhol es in which yo u can st o re,

fo r instant use, f
ideas, acts and o ther things dif cul t to fi
re memb er .

Ideas co me to f
mo ments when we are
us req uen tly at

b usy with o ther tho ughts T he ideas may b e so clear that

.

we f eel sure we shall recall themlater T hen when we wish .

,

to refer to them they hav e v anished

,
.

M any go o d ideas are lo st in this way T hey may co me .

to us at night, during an auto tri p ,

while playing g lf o ,

o r at o ther times when i t is i nco nv enient or imp ssibl f

o e or

us to make written no tes .

Go o d I d ea s R etai n ed
Here is where o ur M ental Filing Co de is o f ex tre me
value . p
I f yo u rev ent an o ccasio nal go o d idea ro mb eing f
lo st, o r if yo u get a mental gras o n so me im o rtant en p p
a
g g em e n t th at yo u m ight o therw ise m iss yo u will b e

md
,

p
re aid richl y fo r the ti e evo ted to this sub j ect .

p
B ut yo u will b e re aid in many o ther ways 3 Thi ngs .

l earned i n an i nteresti ng way are always retai ned best T his .

is o ne of the great fa cto rs in these memo ry lesso ns .

P racti cal U se of M en tal P i g eo n ho l es

p p
T his lan is so sim le, yet so im o rtant to yo u in many p
ways, that I wan t yo u to gras i t clearly I can ill us p .

pp
trate the a l icatio n of the mental igeo nho les b est by p
P age Twelve Lesson Two

H AR E . M ak e a cl ear pi cture co mb ining H AR E and

b read .

5
— S oa
p . File this in i ts p p
ro er p la ce. The p ig eo n

ho le is, o f co urse, H ILL . p b alan d n

See the b ar o f so a ce o

the to p of the H ILL or sliding d wn i ts sl p

o o e .

—
6 C ocoa T he pigeo
. nh l is SHO E
o e F m a p i ture
. or c

of a SH O E and a can o f co co a .

7
—M acaroni . File this in the CO W p ige o nhole in a

cl ear pi cture .

—
8 R ai sins M entally . sto re this i n the H IV E p ig o n
e

ho le .

9
—C an of corn . File this wi th the nex t p ig onh l e o e

the AP E
—O
.

10 ranges . P icture these in the WOO D S .

Y o u have no w f m d a se i s
or e re of men tal p ictu res

si milar to the acco mp anying illust ati r o ns:

 —
No w Rememb er
Go back to yo ur first p igeo nho l e—the HAT
—
.

I p
R ecall the icture o f the article yo u put in the
HAT I t was butter
. .

2 —H EN will recall the sugar .

3
—H A M b rings b ack the ic tur e o f the toop
thpi cks .

4
—H A R E r e mind s yo u o f b rea d .

5
—H ILL m ak es yo u th in k o f soap .

—
6 SHO E suggests the weed
‘
r
.

7
—CO W sugg e sts m ac ar on i .

—
8 H IV E recalls rai si ns .

9
— AP E re minds yo u o f corn
—
.

Io WO O D S enables yo u to re member oranges:

You see no w ho w familia ity r with yo ur Co de Wo rds ‘

makes it fo r yo ur mind to go ro m o ne pIgeo nhole

easy f
to the nex t and in this way recall all yo ur errands .

An y I dea C an B e T h u s Fi l ed
Any idea can b e fi
led b y mak ing a co mb inatio n
p p
icture o f the igeo nho l e co de wo rd and the idea yo u -

desire to kee p in mind . So me

mbine mo re pi ctures co

naturally than o thers b ut yo ur p revio us training will mak e

,

i t easily p o ssible fo r yo u to fo rm the co mb inatio ns .

As I have b een care ul f to p o in t o ut to yo u, i t is essen

tial to develo p a s moo thly running imaginatio n so that
“

yo u can f m the unusual p i tu

or mbinati ns q ui kly
c re- co o c .

R ememb eri n g T en Erran ds

File th f ll wing
e o o ands m n tally b y p la ing th m in
err e c e

yo ur nex t seri es o f P icture P igeo nho l es I t i s surpri si ngly

-
.

easy to re member thi ngs when you proceed systemati cal ly .

 P i g eo n h o l e Erran d
T ID E . B uy a trunk
T IN See the P rinter
T E AM pp
D entist A o int ment
T IRE . B uy stamp s
HO TEL P ay light b ill
D I SH B uy glo ves
DOG R eserv e b erth
D O VE B uy b ook
T UB O rder flo wers
NO SE . . D ruggist

Asso ciate in pi
cture f
m the p igeo nho le and the item
or

that is to b e rememb ered Fo rm a p icture that will recall

.

the errand, the p la ce, o r the thing yo u wish to do .

Yo u p utting
are y ev er o ne o f these i te s, o r m errands,

away in a d fini t m n tal

e e e lo catio n . T he pig eo nho l es will

t hen recall yo ur errands, as:

TID E recall s buy a trunk .

T IN suggests pri nter .

T EAM re minds yo u o f denti st .

T I RE b rings b ack stamps .

HO T E L will recall li ght bi ll .

D ISH b rings up gl oves .

D O G is to reserve berth .

DO VE recalls the book .

T UB suggests o rder fl owers .

N O SE re minds yo u of druggi st .
 P age Fif teen

Having pl a
ced these asso ciatio ns in mind , rev iew the
pi ctures o nce o r twice . I f yo u hav e tro ub le in recalling the
fi
tho ughts led in o ne o rmo re o f the p igeo nholes yo u will ,

find that yo u did no t make the p icture definite eno ugh .

In such cases make more of an i mpressi on by f ormi ng

,

a l arger or more unusual picture, or by m

,
aki ng the o b
j ects

more ani mated .

T o C l ear t h e Reco rds

T he q uestio n isa sk ed f req uently whether the b utter wi ll
no t p ersist in being asso ciated with the HAT , and the

HEN with the sugar . T he f ear is ex p ressed that this will

inter ere with the ling o f o ther i tems in these igeo nho les
f fi p .

I t is quite true that in the b eginning the b utter and the

HAT are g g
o in to stick to gether fo r a while, as well as the
H EN and th e sugar or the HAM and the too th picks .

T his is due, ho wev er, to the fa ct that the metho d is a new

One fo r yo u and that yo u are mak ing a stro nger efl ort, and

rev iewing these fi

many times
rst pictu res .

Af ter yo u have p racticed with yo ur mental p igeo nholes

a few mo re times these p ictures that yo u no lo nger wish to
—
u se will p ass away q uickly the s l ate wipes i tself c
lean .

Even if the b utter p ersists in stick ing wi th the HAT fo r

a while, this do es no t inter f ere with using the HAT for
me time
'

o ther u
p p
r o ses at the sa

t T wo M o re P racti ce Li sts

F o r exa mple , here are two additio nal p ractice lists—the

M any
’
auto list and the day s schedule . students find it
 Lesson Two

easy to file lists lik e these in the sameseries o f igeo nholes, p

o ne f
sho rtly a ter the o ther, and wi tho ut co n usio n : f
’
Auto Li st D ay s S chedul e

I —B atteries I
— P ay life insurance .

—
.

2 —Clutch . 2 T elepho ne do ctor .

—G reas e 3
— Go to bank
3 . .

—
4 T ub es .
4
— O rd er sta ti o nery .

— B ask t 5
—T el ep ho ne W hi te
5 e . .

—
6 H o rn .
—
6 S cisso rs sharp ened .

— S p a k plug 7
—B uyg o l f b all s
7 r . .

—
8 Glo v es .
—
8 Sel ect f urniture .

— R o be — B u weddin p resent
g .
o y g .

Io —Wrench . Io — See tailo r .

File away the au to l ist by asso ciating b a t t e r i e s with .

HAT , c l u t c h wi th H E N , and gr e a se wi th H AM .

I n the me way co ntinue thro ugh the l ist W r e n c h

sa
—the last item—will b e p1ctured with WO O D S
,
.

R ecall these i tems in regular o rder then sel ect any

, ,

co de wo rd and see if yo u can recall the asso ciated ob ect j .

L ater in the day p ro ceed in the same way wi th the day s

’

schedule, filing th i t ms with y u fi st t n

e e o r r e co de wo rds .

P icture lif i n su a n
e and HAT d r ce ,
o c to r with
H EN , and so o n .

R ecal l Yo u r Asso ci ati o n s

T hen recal lm Y o u will find that while the two lists
the .

may co nflict at times i t is entirely p ractical to carry tham

,

in mind witho ut serio us co nf usio n .

If mo re than ten i te ms are to be fil ed at o ne t vi e,

Lesson Two

b egin wi th H AT and in regular o rder, use as many co de

wo rds as necessary .

Let us su pp o se yo u are thro ugh with o ne list and wish

to file
‘
away a new list in the sa me p ig onh
e o les yo u

have recentl y used, say HAT to WO O D S .

Be f o re starting o n the new l ist that yo u plan to file,

i t is well to run o v er yo ur —
p igeo nho les a few times thus
HAT , H E N , H AM , HAR E , H ILL , SHO E , CO W, H IV E ,
AP E , WO O D S . B y do ing this yo u will weaken the i m
p ressio n o f the p revio us l ist, and yo ur co de wo rds will be

ready fo r the new asso cia tio ns .

U se Yo u r O wn Li sts
P lease understand that these l ists are for p ractice o nly.

p actic is valuabl I t is n
B ut the r e e . ecessary, at first, to
tak simpl things su h as p hap s
e e ,
c ,
er , yo u nev er have to
b th with in d t b
o er m familia
,
o r er o eco e r wi th the p ro cess.

I t is no t intended that yo u sho uld retain these li sts

fo r any length o f time Y o u are to file them away fo r .

mpo rary
.
te use o nly If you have any lists of your own,
.

practice on
—
them either yo ur o wn list o f errands and en
a
g gements , o r any list that yo u my h
a ave o ccasio n to
rememb er .

Th i rty P i g eo n h o l es f o r M en tal Fi l in g
T he words HAT to D AI SI E S
.
f u nish y u with ene
r o

hundred mental pig eo nho les . Fo r m st p a ti al purpo ses

o r c c

the fi st twenty
r , or p erha s p thirty, are suffi cient . T here
fore , I urge y ,
o u to pay care ul attentio n to the f words
 Lesson Two

f o mHAT
r to M O O SE . T ake time to learn and to review

the m tho ro ughly .

Add Th i s M eth o d to Yo u r O wn
I t i s not my i ntenti on to develo p an fi
arti cial or mechan
ical memory f or yo u .

I do no t reco mmend that yo u discard as wo rthless

the mak ing o f memo randa ,
no r I wish yo u to
do
give up any helpf ul metho d o f rememb eri ng that yo u
may have wo rk ed o ut fo r yo urself B ut I do wish yo u .

to add to tho se metho ds the means I have suggested .

A S u re M eth o d
M any times during the day ,
o r, p erha ps,
mo re o f ten at
night, ideas may co me to yo u that yo u wish to nail do wn
tight . P erhaps y ou find it im p o ssib le to wri te them do wn
at the time, and so they are fo rgo tten .

No w I have sho wn yo u ho w to v isualiz e the idea and

p
lash i t, either tem o rarily o r ermanently, to the co de p
wo rd so that yo u can recall it at will, ev en tho ugh yo u have
no written memo randa .

H at O u r D ai l y Remi n der
H ere is a v al uabl e suggestio hfo r remembering the vari
o us things yo u may wish to do during the day
m l ty i
.

O ne o f my students had no di cu n making and filing

mental p ictures . B ut he needed so mething de finit e to
remind hi m to do things b e f o re he started fo r ho me .

I suggested that he mak e the hat he wo re re mind

him o f his co de wo rdsE v ery time he put o n o r took
. 0 3
his hat it made him think o f HAT , H E N, H AM .
 Lesson Two

R ecall themo ccasio nally and they will main with yo u re .

The mental fil e and code i s usef ul i n busi ness prof essi onal , ,

o r soci al li fe I t is used by p ub lic sp eakers sales man

.
,

agers, sto rek ee ers, and p by a ho st o f o ther p pl

eo e who
must rememb er quickly and co rrectly .

No t e T h i s I mpo rtan t Fact

11 unl i mited numb er o f ideas can b e sto red p ermanently
n every o ne o f yo ur p ig eo nho les .

You can file many things p ermanently with every co de

wo rd and there will b e no co nfusio nf T hese ideas will no t
‘
co nfl ict with o ne ano ther N either will they inter ere with f
my fil
.

o ther ideas that yo u a e te mpo rarily .

P ract i cal Appl i cat i o n s

The mental pigeonholes can be used i n every busi ness or
p f
ro essi on A gain. l et m e ma k e i t cl ear that I do no t exp ect
the student who is at times fl oo ded wi th details to sto re
, ,

them all away mentally T here are times when info rma
.

tio n b usiness engagements and many details may swamp

, , .

y o u .U nder suc h c ircu msta n ce s i t may b e advisab le to

make a written list o f these thi ngs .

M emo ry T rai n i n g D evel o ps Wi ll P o wer

p
B ut k ee this tho ught in mind : M ental filihg p racticed
regul arly is a great mind stimulant I t develo p s Wi ll
.

P wer
o .

T he mind does no t take kindly to restraint I t tries to

l east resistance—to take the easiest way
.

f
o llo w the p ath of

mm
.

M ake i t ob ey yo ur co ands .
 Fo rm M ental P ictures o n every o ccasio n and yo u will
acq ui re a firmness and ab ility to co ntro l the so urce o f yo ur

greatest po wer .

Understand clearly that the sim le p exercises lai d down

in these lesso ns mplish much more for yo u than a
acco
—
b etter memo ry they strengthen yo ur mind .

0 I
fy ou have a strong creati ve mi nd—an
,
i magi nati o n that
may be used at will the power of concentration the power of
, ,

l ogical reason and an accurate memory yo u are at all ti mes ,

Exerci ses Th at Wo rk Wo n ders f o r Yo u

T he val ue o f Lesso ns O ne and T wo canno t be o ver

esti mated . R ead them care fully and o f ten . Fo llo w every
exercise as o utlined .

By all means p acti

r ce M ental P igeo nholing with the
p ractice li sts o n page 16 as well with lists o f yo ur o wn
as .

Y o u can make this p racti ce entertaining as well as b ene

ficial . Show o thers ho w easily yo u can retain and recall

mple lists which they may give yo u
any si .

R ememb er al ways that this p ractice is giving that

mental co ntrol and will p o wer which is so necessary fo r
success in any field;

Yo u canno t run away fro m a weakness; yo u must so me

ti me fight it out o r perish, and if that b e so why no t no w
and where yo u stand
—R b
.

o ert Lo uis S tevenson .

P ag
e Twenty two - Lesson Two

S al es T alk s
A man canno t re er f to no tes when he is making a sales
talk . He must d p e end u o n p memo ry A salesman
his .

f req uently think s o f excell ent arguments af ter he has l ef t

his
“
p sp
ro ect .
”

In many lines o f b usiness the sal es man must be f ully

co nv ersant wi th sal es p o ints and s eci p fi catio ns . I nab ility
to learn these has retarded many a man s p ro gress
’
.

T he man who appli s th p in ipl s in th s l ss ns an

e e r c e e e e o c

l earn q uickly sale o s p ints and i nf mati n whi h w uld or o ,

c o

o therwise o v erwhel m him .

I n crease Y o u r E arn i n g P o wer

my students have i ncreased thei r abili ty and their
M any of ,

earni ng capaci ty by applyi ng thi s m

,
ethod of m ental pi geon

holi ng .

I f yo u need to l earn a sal es talk , ev ery sub ect sho ul d j

p
re resen t a de finit p i e must b e asso ciated with
cture, and

a co de wo rd . T hese are p ermanen t imp ressio ns and they ,

sho ul d b e recalled p
re eatedly to b e sure they are well fi xed

in mind .

I f yo u need in f or matio n of this k ind, and have b een

handica pp ed in the p astb ecause yo u co ul d no t fix
i t in mind ,
l earn yo ur H AT , H E N , H AM l ist o f wo rds .

T hen p racti ce p
igeo nholing and recall ing the p ints y u
o o

wish to retain . T his metho d o ff ers a wo nder ful pp tunity

o or

fo r the man with faul ty m m y

a e or .

If yo u are tho ro ughly f amilia wi th p a t f a talk th

r r o ere

is no need to use y u op ig n
rh l s f t
eohat s ti n
o e f i t or ec o o .
 P age Twenty three -

B ut yo u can always b e sure o f new p

to ics by asso ciating
them wi th the co de wo rds
’

C ertai n ty I nstead of U n certai n ty

M any men p resent their sales talk in a hit and missway - -
,

nev er f o llo w ng
i the same p resentatio n twice . There i s
always one best arrangement f or most proposi ti ons . A l ittle
tho ught will o utline the mo st lo gical and eff ective way .

Fix this arrange ment in mind b y linking the fi rst po in t

with HAT , the with H E N , and so o n
seco nd .

A good memory i s pri celess i n busi ness .

O ne studen t made q uick advance af ter co mpleting the .

l esso ns H e told me he had never tak en the time rev i

. p
o usly to do any planning . No w he uses a few minutes
f merly
or s ent p in rushing aro und, and arranges his
tho ughts, duties and calls syste matically . H e then men
tally p ig eo nhol es the m and
, ,
as a resul t, he has p ractically

do ubled his ca pa ity

c .

R ememb eri n g Wan ts

I t is o tenf mes necessary to carry in
co nvenient and at ti
mind i tems that sho uld b e o rdered When the numb er is .

limi ted the p igeo nhol e p lan can b e used Later the i tems .

may b e listed in the want b o o k .

p
T he igeo n holes are al so co nvenient at times fo r receiv
ing o rders when co ndi tio ns render it im o ssibl e to write
'
p
the m
pu b l i c S peak i n g
.

A b rie f o utline will sho w ho w the mental p ig eo nho l es

will serve the p ublic sp eak er, l awyer, minister , teacher,

b usiness o r pro fessio nal man .
 Lesson Two

Let me again emphasiz e this important fact

“

Thi s method f m ental i

pg
o eon hol i ng i s n ot de

si gned to take the place of any m eans you have used

success ully f heretof ore .

I f yo u can get alo ng wi tho ut the necessity o f igeo n p

holing, b y all means do so B ut if yo u have tro ub le In
.

re membering the things yo u wish to do o r say then , ,

yo u are ma k ing a great m i stak e if yo u negl ect this method .

A better i mpressi on i s always made by the speaker who

di spenses wi th notes Given so me time fo r p rep aratio n
.
,

there is little need fo r written memo randa T hey can be .

held in reserve for f

re erence if needed .

T his is p
es ecially advisable fo r the who has de man
p p
ended u o n no tes i n the p ast, and is no w b reaking himsel f
of this hab it .

No tes f o r a Fi ve M i n u te T al k
-

H ere are seven p o ints o f a f b rie talk o n a co mmercial

p ro duct . T hey are as diffi cul t to p i cture as any that we
meet o rdinarily .

I —E co no mical .

2 — Q
uick .

— Co nv enient
3 .

—
4 Well adv ertised .

s
— I nterchan ab l
ge e .

—
6 Service .

7
— Guaran teed .
Lesson Two

S u ggesti o n s
Follo wing are suggestio ns fo r the visual associatio n of

every to p ic , and fo r the pigeonhole:

I
— —
HAT E co no mical .

A picture o f so me o ne caref ully b rushing, cleaning

o r rep airing an o l d HAT to avo id the necessity o f
—
b uying a new o ne economical .

2
—H EN Q
—
4 uick .

S ee a H EN running . p
R ecalling this icture a few
ti mes will imp ress the idea o f quick .

3
—H AM —Co nvenient .

P icture of a hungry man with a HAM finding it

co nvenient to cut o ff a sl ice .

4
—H AR E — Wel l advertised .

See a H AR E si tting up and care ully f p e using a

r
—
large b illb o ard o r advertisement we
ll adverti sed .

5
—H ILL— I nterchangeab l e .

See a pa ty f t u ists ca efully changing positio ns

r o o r r

o n a steep H ILL o m untain t ail — int hang able

r o r erc e .

— —
6 SH O E Service .

\
P icture a SHO E that has given extra go o d service .

7
— CO W— Guaranteed .

P icture a f oo d ins p ecto r pasting a guaranteed

l ab el on a CO W .

No D ang er of Co nfus o n i
If you wi ll i mpress your pictures by recalli ng them a
sufl i ci ent number of ti mes, i nterrupti ons, questi ons, or new
thoughts will not make you l ose the thread of yo ur remarks .
P age Twenty si x -
Lesson Two

When yo u are thro ugh talking abo ut the co nv enient

featu that is asso iat d with HAM

re c e , yo u kno w yo ur nex t
pig nh l is HAR E T his b ings t
eo o e . r o mind the pi cture o f

the adv ertise ment ,

suggesting yo ur next the me: well adver

H o w to
'

R ememb er S to ri es
P eo le p usually fo get r sto ries as q uick l y as they hear
the m . T he sto ries were cl ear and im p ressiv e when heard,
and yo b elieved that yo u wo ul d always rememb er a few
u

o f the b est o nes Y et in a day o r two yo u o und i t im

. f
p o ssibl e to recall them .

The code words wi ll enabl e you always to keep i n .

mi nd a
go odly nu mber of stori es . T here is always a f eature o f every

sto ry that can be asso ciated wi th a co de wo rd .

By using this plan y o u can readily file away fif t en

e or

twenty anecdo tes . R ecall every associatio n a f ew times,

and yo u will have them al l ready fo r use when needed .

C o de Wo rds f o r S to ri es
When yo u hav e o ccasio n to use sto ries, a rev iew o f yo ur

co de wo rdswill iv i nsta n t a s s t th l anecdo tes,

g e c c e o e sev er a

fro m which
y o u ca n m ak e y o u r s el ec ti o n I n this l esso n .

we shall no t co nsider the actual memo riz ing o f the sto ry .

I f yo u hav e dif fi cul ty in this res p ect yo u will find Lesso n

Fo ur hel ul pf .

U se Yo u r C o de Wo rds
We shall no w see j ect o f the
ho w the p o int, o r the sub
sto ry can b e k ep t i n mind
,
— mo st o f us have no diffi cul ty
in telling the sto ry if we can recall the subj ect .
P age Twenty g
-
ei ht

T hat is as it sho ul d b e . When M r . S tradi vari us gets hi s fiddles

advertised in my paper under ten cents a line, yo u co me aro und

and let me k no w .

f fil f ming a
,

T he o rego ing sto ry can be ed away by or

m ntal p i
e cture o f a HE N playing a vi oli n
— a S tradi vari us .

C o n si d erab l e Efi o rt
A co untry man dri fted into a li ttle vi llage drug sto re in Geo rgia
’
and ask ed fo r a nick el s wo rth o f E ucalyptus T he clerk pro ceeded to
.

the custo mer, was tol d to charge

“
wrap i t up and, o n handing i t to
it What name? said
” “ ”
Ho neyfunck el , said the
the rk
cle .
“ ”

—
.

custo mer Whereupo n the cl erk remark ed,

“ ’
. T ak e i t I wo ul dn t
”
write E ucalyptus and H o neyfunckel fo r a nick el .

T he ab o ve anecdo te may b e with HAM by

asso ciated

f or ming an asso ciation o f a H AM Co vered wi th E ucal yptus .

P l easan t Nei g h b o rs
U ncl e h—
Jo s Here s a letter fro m Nephew Harry
’ ’
that s go ne to
within twenty his ho use there s a fam
’
Africa, and says that ro ds o f ily
of laughing hyenas
His Wif — W ll
.

e
“
e , I a mglad he s go t pl easant neighb ors
’
, anyway

that s so
’
mething .
”

T his sto ry b e ke t in mind by o rming a icture o f

can p f p
a HAR E b eing chased b y a f ami ly of laughi ng hyenas .

Vi ews o f H i s O wn
T icket Agent H ere are so me po st card views along o ur railro ad
-

l ine Wo uld yo u like them? ”

—
.

“
Cyni cal P atro n T hank s , no . Since I have go ne o ver the line
I have views o f my o wn on it .
”

T hi s b risk bit p
o f re artee c n a b e asso ciated with HILL
p
b y icturing yo ursel f viewing a railro ad f m th
ro e to p o f a
H ILL , or with a ca mera tak ing vi ews f
o your own .
 T hese five illustratio ns sho w the way in which sto ries
can be linked wi th any co de wo rd B y o llo wing this . f
plan wh n yo u h a
e e r sto ries yo u can recall many of them
later .

Constant use of I magi nati on, Vi suali zati on , and Associ a

tion wi ll work wondersf or your memory .

B i ts of Wi sd o m
T he f ollo wing e p ig ams can be k p t in mind by linking
r e

each o ne with a co de wo rd .

T he tro uble with the average memo ry is the inability to

b ring these tho ughts back when they are wanted .

T he co de wo rds enable yo u to carry in mind

/
a large
nu mber o f helpful suggestio ns T hese must be recalled
.

f ro m time to time B efo re lo ng these and similar tho ughts

.

will beco me as familiar to yo u as the alp habet .

System an d R egu l ari ty Wo rk Wo n d ers

Learn o ne of the fo llo wing eve y day R ecal l i t f e
r . r

q uently . E very day rev iew the previo us tho ughts and at
the end o f twenty da s
y y o u will have m astered tw en ty
hel pf ul sugg sti e o ns .

Great resul ts foll o w syste matic f

ef o rt . Yo u can see

ly that a fewminutes every day applied p ro p erly , ,

rich yo ur mental storeho use .

most o f yo ur time T he minutes that are lo st

.
’
P age Thi rty Lesson Two

Learn O n e B i t Every D ay
m l All men a e b o rn eq ua b ut that is where the eq uali ty ends
r l — .

2 T he man who 15 witho ut an idea has generally the greatest

himsel f
”
idea of .

I n the o rchard o f O ppo rtuni ty i t is better to pick the frui t

”
than to wai t fo r it to fall .

ml I t i s better to say a goo d wo rd abo ut a b ad fello w than a bad

”
wo rd ab o ut a go o d fello w .

5 T o day is the to mo rro w that yo u were wo rrying ab o ut yester

— ’
day and it didn t happen
”
.

6 When we sigh ab o ut o ur
’
tro uble
I t gro ws do ub le —every day .

When we laugh abo ut a tro ub le

I t s a b ubble—blo wn
’ ”
away .

7 — Smi le a while
“

And while yo u smile, ano ther smiles,

And soo n there s mi les and mil es o f smi les,
’

And li fe s wo rth while, b ecause yo u

’
mile
s .
”

makes yo u tired
’
8 I t s no t the lo ad, b ut thinking ab o ut i t that .

9 When yo u can find no thing to do , yo ur case is desperate .

”

10 When yo u find the b est way, ab oli sh all o thers .

”

l l — “
A li ttle of m
the s iling bl ufl
O ft pro ves to b e the wi nning stufl .

A li ttle laugh o r ho nest grin

H as pulled f ull many a pro spect in .

12 I t is no t eno ugh to k no w, we must al so apply; it is no t

eno ugh to wi ll , we must also do .
”

13 T here s
’
vast
di ff erence b etween havi ng a carlo ad o f
a miscel
laneo us facts slo shing aro und lo o se i n o ur head and
y getting
all mixed up i n transit, and carryi ng the same asso rtment

pro perly b o xed and crated fo r . co n venient handling and im

mediate delivery .
”
 Lesson Two

14 He that can take rest is greater than he that can tak e ci ties .

lS H e that speaks much is much mi staken .

I O— T b e humble to q
“
“ o supen o rs i s duty; to e uals, co urtesy ; to
”
interio rs, no b leness .

17 B reathe deeply, eat slo wly, be cheerful and go to sleep wi th

”
stro ng, heal thy tho ughts .

18 O ne to day is wo rth two to mo rro ws .

19
’
T is easier to suppress the fi rst desire than to satisfy all that

fo llo w it . e .
Frmkuv
20 T he eye o f the master will do mo re wo rk than bo th his hands .

O t her Appl i cati o n s

I wish to im p
p y u that the e a many th
ress u o n o r re o er

ways in which th se p incipl s an be app l i d ff tively

e r e c e e ec .

A littl ing nuity and p a tic will make i t asy and will
e e r c e e ,

h lp yo u pl asantly v
e many a diffi ul t ad A t st
e o er c ro . e

every day, si milar to the gro cery list, sti mulates mental
activ i ty .

M ental fili ng practi ced reg

ul arly bri ngs i ncreased m
,
emo ry ,

power that l ater enables yo u to re member detail s wi thout the

use o f the code words .
P age Thi rty-two Lesso n Two

A FINAL S U M M ARY
I —H ere i s a memo ry file in which to sto re ideas .

2 —Th e b asis o f this mental fil e is o ne hundred

wo rd -
pi ctures

—
.

3 F p or ractical use
'
i t is necessary to mak e mental pic

tures q uickly
—
.

4 P ractice to ward this end will dev elo p st ro ng i magina

tio n, co ncentratio n, and clear —
think ing a triangl e
of b rain p o wer that must win reco gni tio n fo r i ts
p o ssesso r .

5
- K no wing this co de o f wo rd ictures, we have o ne -
p
p
hundred igeo nholes in which ideas we wish to
re memb er can be sto red fo r ei ther temp o rary or

p ermanent use .

—
6 A q uick grasp o f at l east thirty co de wo rds is essential .

7
—I tems to b e rememb e red sho ul d b e v isual iz ed wi th the

co de wo rds i n regul ar o rder .

—
8 T o recall such l ists , start with the fi rst co de wo rd and
go thro ugh the series o f v isualiz ed pi ctures .

—
g Fo r tem p o rary use the v isual im p ressio ns sho ul d be
dismissed as so o n as their need is Fo r per
o v er .

manent reten tio n , mak e dee p , stro ng im ressio ns p

and rev iew the m regularly
—P
.

Io ractical appl icatio ns— sales talk s, p ubli c p

s eak ing

an d sto ries .
 P RACTICE C HART 2
f
R ecall yo ur picture asso ci ati o n s f o r the o ll o wi ng co de
o rds. f p
T o the l e t, wri te the wo rd which recedes the co de
o rd
—to the right, the wo rd which f o l l o ws the co de wo rd
.

o te ex a mpl e : —
Fi sh p recedes FI G Fif e f o ll o ws FI G .

Fi sh F ig Fish
C ar B o mb
B us J ail
C an Fi f e

Fo b B ush
Cab C ak e
Fan V ase
Lap Fi re
B ag S hi p
J m
a L ak e
C uff Fil e
B ell Fo o t
Li me
B ear Go o se
Lily
K i te
GO 3 1.
Lio n
B o at

B ee f
 P R A C T IC E C H A RT 3
D ai ly tests f o r ex erci se
,
F o rm pi cture a ssoci ati o ns b e
.

tween the f o l l owi ng wo r ds an d yo ur co de wo r ds a s i n di cated :

l st D ay 2nd D ay
H AT to WO O D S T I D E to N O S E
Co ff ee Wi re
Ledger S tone
R ub b er E uchre
P r eacher P o stage
S hipment General

3 r d D ay
WI N D O W to M O O S E
S tove F ro g
B adge B ank
H uron T o ast

Tr acto r H o n ey

5th D ay 6th D ay
T I D E to N O S E WI ND O W to M O O S E
B ark Cl erk P in
Chi na Garage S i ster I ll in o i s
Q uai l Mex i co B ubb l e
I ndi ana I nvo i ce B uck eye
T el egram C O D
. . . Mack enz i e
S ee ho w q u i ck l y yo u can f o rm and ho w co rrec tly yo u can recal l yo

pi ctu res
.

T hese i
ex erc ses q u i ck en yo u r vi su al iz ing and asso ci ative po wer .

D o no t mak e any attempt to sto re these pi ctures fo r permanent re

T hey are i ntended f o r exercise o nly C o nti nue tak ing tests si mi lar t
.
 Co p yri gh ; t 1 9 18
By
D AVI D M . R OTH

ri g hts reserv e
d l
i n c u di ng t h at of l
t r ans ati o n i nto f o rei gn

l g g l g
,

an ua es. inc u di n the S ca n di n avi an

TH M E M O RY C OU R S
A SI MP LE AN D SCIE N TIFIC M ET H OD
O F I M P ROV I N G T H E M E M O RY AN D
I N C R E A S I N G M E N T A L P O W ER

BY

D AV I D M . RO T H

T HE SE V EN L ESS O N S

O N E
FIFT YW
-
O RD F O UN DATI O N

T
’
wo
M E N T AL F I L I N G

T H RE E
NA M E S A N D F AC E S

U F O R
H O W T O R E AD A N DA B M M Y c E OR CODE

F IV E
N UMB ERS

S I x
M M YA
E OR UY IDS F O R S T D

S V N E E
P APP
R AC TI C AL LI C ATI O N S

flatm tllmn
atm mtin
DI V I S IO N OF BU SINESS ED U CATI O N
1 19 West F o rti eth S treet
N ew Yo rk
 LE S S O N T H R EE

H o w to R ememb er N ames
an d Fac es

Every O n e C an Acq u i re T hi s Ab i l i ty
Faces and na mes are the p
doo r lates and doo rknobs of
business and so cial success .

U ntil we can read the o ne and grap

s the o ther we are

shut o ff f ro m intimate interco urse wi th the very people it

is essential we sho uld meet, greet, and know amiliarly f .

D o ub tless yo u are acquainted with peo le who seemto p

have a gi t f o f re memb ering the names and faces o f those
they meet P erha p s yo u have fallen into the co mmon
—
.

erro r o f believ ing thi s ab ili ty is always a gif t a natu al r

acco mplishment . mistaken and I shall give

If so , yo u are ,

yo u,
in th e f o ll o wing l esso n so me val uabl e suggest
,io ns o n
the matter o f rememb ering names and faces so that you ,

will b e able to remember aswell asyo ur f riends and very ,

much b etter .

T his p redictio n is based o n my o wn exp erience I began .

b usiness life with an unusually p o o r ability to remember

names and f aces I set ab o ut o verco ming this handicap
.

with the resul t that when intro duced to fi ty or a hundred f

strangers at a b usiness o r so cial meetin I can call al ost
g -
m
every p erso n by na me .

Easy an d P racti cal

M any yo ung peo ple have excep tio nally retentive mem
b ut, as they gro w o lder, this natural ability leaves
o ries,

them, and they eel alarm f

ed o ver their loss of ental m
Lesson Three P age Three

p failing is easily co ected by f ll wing the

“

o wer . T his rr o o

si mple ,
p acti al p inciples by which I imp o ved my wn
r c r r o

memo ry .

Ho wev er, do no t ex ect ap miracle to happen Yo u have .

neglected re memb ering names so lo ng that yo u canno t

no w recall themat will Y o u will have to strive fo r gradual

.

imp ro vement If you will couple the desi re to remember

.

nam es wi th m y su ggest i on s a vast i mp rovemen t can be ma d e,

qui ck l y Y o u k no
. w th a t an ythi ng wo rth hav in g is wo rth
striv ing fo r .

When f
y il
oug t a nam e the
or em em o y is no t at f aul t, r .

I t is due t fa u
o o n yo u p a t tre b serve th p incipl s
r r o o e r e

by which the me co uld have been retai ned

na . Y o u do no t

p
ex ect a sta mp to stick witho ut mo istening it . Neither
will me stick witho ut so me effo rt o n yo ur part
a na to hel p
the memo ry .

Y o ur ab ility to recall f
the ace p ro ves that the applicati on

of the right metho ds sho uld enable yo u to retain the name .

T h e Ge heral Ru l es
If yo u wish to make q uick rogress yo u must be amiliar p f
p
with the rev io us lesso ns and o b serve the o llo wing rin f p
cipl es

I You must pay attenti on . Be sure yo u hear the na me

co rrectly I f yo u are no t certain abo ut it, ask to have
.

it re p eated Y o u canno t rememb er the name if yo u do

.

no t hear it clearly .
,

lI must observe closely the appearance of

You the p erso n

whom you are meeti ng .

 I II You must make some associ ati on of the name and the
app earance o f the p erson .

T hese are cardinal pr1nc1ples and sho uld always b e b o rne

in mind when yo u are intro duced to strangers .

At ten ti o n
Y o u have disco vered by o bserving the
'

.
p ples o f
ri nci

Vi suali zati on, I magi nati on, and Associ ati on, and by the
review o f yo words in Lesso ns O ne and T wo , that every
ur

p
re eti tio n makes it easier fo r yo u to see the i ctures yo u p
have created in yo ur mind s eye
’
. T his was do ne by p aying
clo se attenti on to every wo rd .

—
Y o u first heard the wo rd so yo u had a So und imp ressio n
up o n the memo ry T hro ugh the use o f i magi nati on yo u
.

created the j
o b ect that the wo rd p
re resented. T hen, by
the use o f vi suali zati on, yo u saw it in yo ur mi nd s eye
’
.

Every o ne o f the hundred words suggested a distinct pic

ture .

Now if yo u will pay attentio n and use yo ur i magi nati on,

yo u will meet ma ny eo l e who se nap p
mes w ill al so sugg est
so mething that yo u can grasp and p icture .

Endeavor to make the name you hear really represent some

di sti nct obj ect or i dea i n addi ti on to the mere s
ound as you

store i t i n your m em ory For i nstance

.

I —B ae r can be imagined and seen in

the mind s eye as a
’
b ear

2 —H ogg can b e imagined and seen in

the mind s eye as a
’
ho g .
thing ab o ut the a the i npp earance
dividual th a t wil l of

enab l e yo u to make a mind s eye icture that can b e lin p

’
ked
with the name .

T he f llo wing are a f w o f many p eople I have m t

o e e

who se app ea ance ga e a distinct cl ue to the name Al

r v .

tho ugh instances such as these areno t general yet they

’ ’

m m
o re co m o n than the unob servant erson wo ul d p
O

are far

b el ieve .

M r B aldwi n was bald

e , so the suggestion o f b al d o ne

was f rmed
o .

M rE yster had a fixed look in hiseyes

.
, minding me o f
re

e y e st a re .

M r Li pps had large thick lip s,

. suggesti ng l i ps
M r S harpe had a p ointed nose
.
, suggesting s h a r p
A P l easan t P asti me
A little applicatio n o f this p rinciple will give yo u much
enj oym ent and will so on b eco m e a p leasant p astim e Ij .

you w i ll combi ne your o bservati on off aces with w hat you

know of the character of the i ndividual you will , i n ti me,
become a good j udge of human nature .

M o st p eople say I “
can
’
t remember names b ut I seldo m ,

fo rget a face .
”

memory of the face is entirely

T his is no t strange, fo r
a vi sual imp ressio n which co mes to yo u thro ugh the eye
'

.
,

Yo u hav e learned that this is the strongest kind o f im

p ressio n T he name is registered thro ugh the ear ah
.
—
audi to ry imp ressio n .
L esso n Three P age S even

Yo u r M i n d s Eye
Use
’

I t is necessa y to b ing yo ur m
’
r i nd s eye into actio n to
r

make a v isual imp ressio n o f the meani ng o f the name .

I f yo u ead a sto ry o r hear a speech and the wo d pike

r , ,
r

ls mentio ned yo u readily see the pike in yo ur mi nd s eye

,
’
.

When yo u meet a M r P ike p robably no tho ught o f the

.

pi ke enters yo ur mind B ut the two w o r

.ds are iden tical
and have the same m eaning .

A name may co nvey mo re than o ne idea P ike suggests .

turn i
p ,ke a pike-
p o le, an d a pi ke-
fish .

M r P i ke
.
,
pii ctured
n yo ur mi nd s eye as i n th e acco m ’
~

anying ill ustratio n, will b e recalled easily T ry to see .

f
he ace and the entire illustrati o n as yo u lo o k away ro m f
he pag e.

To be successf ul i n re membering nhmes yo u must cultivate

 Lesson Three

the habi t of noti ngthe meani ng and of maki ngyour M IND

,
’
S
EYE regi ster f or you a picture of this meani ng .

Follo w this lan whenev er p p o ssible

. Convert the audi tory
i mpressi on you recei ve when
you hear me i nto a vi sual
a na

record, which i s more lasti ng

and more readily recalled .

Y o u will b e pleas d at the

e

nu mb er mes that can

of na

b e indelibly imp ressed in this

manner .

M r Shep ard is
. pictured
/
nere . T hink of this as shep
herd and fo m a mi nd s ey
r
’
-
e

p ictu e r . See how easily yo u

will recall his name when

f
the ace a pp ears later o n . Mr SH EP ARD
.

Asso ci ati o n
Associ ati on i s the f oundati on of all memory Witho ut .

associatio n o f som e ki nd there can b e no mem o ry When .

a nam e recurs to yo u witho ut efio rt on yo ur p art there

has b een asso ciation, al tho ugh you may no t realiz e i t .

Understand this tho roughly:

M emo ry isbased on several definite imp ressionsrecorded
in the mind at the same time, and in such manner that the
recall o f o ne im pression brings b ack the o ther . T his is
asso ciatio n .

Whenever one of two things that have been associated

Lesson Three P age Ni ne

in the mind recurs, i t tends to recall the o ther . T his is the

v ery memo ry
b asis o f .

T his is why you rememb er a name that flashes into yo ur

mind seemingly witho ut eff ort when yo u see the face
, , .

Asso ci ati o n of Face an d Name

T he vis
ual imp ressio n o f f
the ace, and the so und of the
na me reached the mind at th esame time and fo med a
r

de finit e asso ciatio n . The rea pp earance of f

the ace revived
—
its asso ciated imp ressio n the so und of the name
—
.

—
S uch associatio n the mo st simpl e and natural sort i s
no t sufficient for the recall o f mo st names Y o u must .

strengthen yo ur mental reco rds in o ther ways .

m
.

The strongest bond you co n f or i s to have an associati on

between the f ace i mpressi on and some p cture that the name
i

See them together in your mi nd s eye

’
suggests . .

T here are/o ther means b y which the memo ry o f na mes

and fac s can b
e e strengthened . T hese I shall treat in the
o rder o f their relative imp o rtance . Anythi ng done toward
associ ati ng the na me wi th somethingf amili ar to you wi ll be
f
o aid .

Y o u will b e able no w, ev en witho ut f u th

r er instruction,
to imp ro ve yo ur ability to remember names and faces If .

yo u will m a k e use o f the v ario us suggestio ns i n the suc

ceeding p ages the sub ject will b eco me mo st i nterestin and

g
hel pful .

T he f o llo wing sketch ill ustrates so me of the asso

ciatio ns that may be fo m d
r e when yo u meet a Mr .

Campbell .
P age Ten Lesson Three

Th e Natu ral M eth o d

As you exerci se and trai n your memoryy ou will find
p ower to retai n
i nf o rmati on greatly i ncreases I t may b e .

po ssib l e soon f o r yo u to remember many namesand acesin f

the natural way o
si mply by seeing the fa
ce and hearing
the na me p
s ok en . V ery f ew p ple p oss ss this natu al
eo e r

ab il i ty .

Fo r the p meeting strangers yo u must fol

resent, when ,

l o w my suggestio ns fo r rememb ering names .

R egul ar use o f these metho ds will develo p q uickly the

hab it o f rememb ering names as well as f aces .
Lesson Three

Yo u will find much of interest in the subj ect as all names ,

o ri gi nally had a m eaning .

A large p art o f them can b e ascribed to the o ccup atio n ,

residence and virtues o r im

,
p erfections o f o ur ancestors .

O thers have derived theii meaning fro m the names o f °

birds, b easts, co lo rs, lo catio n, seaso ns, o r accidental ci r

cu mstances that created a nickname that b ecame a per

manent family name .

The following p o em by James Smi th will give yo u an

, ,

i dea of many p eculiarities fo und in the sub j ect o f names

and faces:
M en o nce were surnamed fro mtheir shape o r estate
(Yo u all may fro m hi sto ry wormi t
T here was Lewis the B ulk y, and H enry the Great,
J o hn Lack land, and P eter the H erm it .

B ut no w, when the do orplates o f m i sters and dames

Are read, each so co nstantly varies
Fro m the o wner s trade, gure, a nd calling, surnames
’
fi
See n gi ven by the rul e o f co ntraries
f
.

M r B ox
. tho ugh pro vo k ed, never do ubles his fist,
,

Mr . B urns, in hi s grate, has no fuel ;

M r P layf air won t catch me at haz ard o r whist,
.
’

M r Coward was winged in a duel

. .

M r Wi se is a dunce, M r K i ng is a Whig,
. .

M r Cofiin s unco mmo nly sprightly,

.
’

And huge M r Li ttl e b ro ke do wn i n a gig

.

While dri ving fat M rs Golightly . .

M issJ oy wretched maid, when she cho se M r Love

, .
‘

Fo und no thing b ut so rro w awai t her;

She no w ho lds i n wedlo ck , as true as a do ve,
T hat fo ndest o f mates, M r Hayter . .

M rs D ri nkwater s apt to i ndulge i n a dram;

.
’

M rs Angel s an ab so l ute fury,

’

fi
.

And meek M r Lyon let erce M r Lamb

w
. .

T eak his no se i n the l obby o f D rury

‘

.
P age Twelve L esson Three

M r Chi ld, in a passio n, knocked do wn M r R ock

. .
,

M r S tone li k e an aspen leaf shivers;

.

M iss P o ole used to dance b ut she stands li ke a stock

,

Ever since she b ecame M rs Ri vers . .

M r S wif t hob bles o nward, no mo rtal knows how,

.

He mo ves as though co rds had entwined him;

M r M etcalf ran o fi upo n meeting a co w
.
, ,

Wi th pale M r Turnbull b ehind him

. .

M r B arker s as mute as a fish in the sea

’

j
.
,

M r M i les never mo ves o n a o urney;

.

M r E arly sits up till half after three,

.

M r M akepeace was b red an atto rney

. .

M r Gardi ner can t tell a flo wer fro ma roo t,

.
’

M r Wi lde with timi di ty draws b ack

j
.
,

M r Ryder performs all his o urneys o n fo o t

j
.
,

M r Foote all his o urneys o n horseback

. .

The sketches shown will also call yo ur attentio n to

names es ecially fitting, o r m
p o st ina ro riate pp p .

Mr . Lo ng Mr . P o or M r Ri ch M r
. . G l dd a en Mr . M dda en

Co mmo n Names Fu ll of M ean i n g

It wo uld b e easy to mention many o rdinary names that
suggest cl ear cut m i nd s-eye ictures A few such names p
’
.

are p resented here As yo u

. read this list pictu e ev r ery
P age Fourteen Lesson Three

O th er S u gg est ive Names

Names are interesting and o ten amusing A sho rt time f .

f
ago a oo tb all game was wo n b y the ki ck ing o f B ill B oo te .

T he news pape rwriter said T here must b e so mething in a

“

name a ter f all , since B ill B oo te, the b ig l ank y l e t hal f f

b ack twice lived up to his name b y b oo ting the b all o ver

the go al p o sts .
”

Ano ther b right scribe comments o n names as ollows f

T he Willys O v erland agent in P aris, T exas, named
-

B riscoe D o dge Chandler, o ught to go into artnershi p p

”
with A Fo rd Carr,
. of Chicago .

I nstances such as these are no t at all unusual . Names

m to have no limit T hey hav e b een drawn f mevery
.

see . ro

co nceiv ab l e so urce and are still co ming .

O rch ard an d Farm

Here are a few examples
Bal dwin suggests ap pl e . C rawf d sugg sts p a h
or e e c .

Hubb ard squash . M u p hy

r p tat o o .

An i mal s, B irds, Fi sh
meet —
them daily names like the f o llo wing

Fo x Wolf H ogg
B ear Lyo ns M artin
P artridge R o bbins Wrenn
Salmo n S turgeon Herring
Lesson Three

Co l o rs, Fru i ts, Fl o wers, M etal s

B ro wn B erry R o se Gold
Gray A ppl e Astor Silver
White Cherry Laurel I ro ns
Green M ello n Elder

T he mes o f seasons are q uite co mmo n as

na ,

S pri ng S ommers and Wi nter and even M r

, , ,
. Fall is !

enco untered o ccasio nally .

C h aracteri sti cs
N ames like the ollowing are heard o ten Y o u can im
f f .
o

p ress many such names u o n yo ur mind b y giving them

p .

mo mentary tho ught . T hey co nvey a de finite idea

Smal l O lds Early Y o ung
B iggs B est M eek Wo rst
B right Co y Strong Lucke
C lo se 1 Sly Swi t f
O ccu pati o n s, T rad es, P ro f essi o n s

There are many such names , b ut I will p resent o nly a

p
Gras the signifi cance in na mes of this kind, when
u hear them

B ak er C arpenter M aso n
B arb er D octor M iller
B utcher Fisher Sawyer
Co o pe r Gardner p
She herd

Mr Weaver s picture is sho wn

.
’
on the next pag e
.
 Lesson Three

Adverti sed Names

Many names can b e fix ed in the mind by linking them
with so mething
with wh ch i

u a w el l acquainted
y o re .

You have in yo ur mind a

large group of names which
have b ecome known to yo u
thro ugh advertisements Y o u .

are fam iliar with the name

and the articl e advertised
, '

with i t .

Fo rd suggests immediately
a mi nd s eye ’
-
picture of an

auto mobile When you read .

the name Gillette yo u p icture

f
a sa ety raz or .
M r WE AV ER
So when you meet a man
.

with a name that has b ecome well known to yo u thro ugh

adverti sing, m ak e use o f this f amiliarity .

P icture M r Fo rd with a Fo rd auto , o r M r Gillette using

. .

a safety raz or, or M r K ellogg hol ding a p ackage o f corn

.

fl akes .

We Kn o wn Arti cl es
l l -

The name of a f
well known articl e requently fl ashes into
-

yo mind up on
ur hearing a stranger s name Fo r exam le,
’
p
Mr Waterman may have
. re minded yo u o f the f o untain

pen .

As yo u are now paying mo re attention to names, simil ar

experi ences will o ccur mo re frequen tly A realiz atign of .
P age E i ghteen Lesso n Three

I f yo u meet by the me o f Clev eland, you

‘

a stranger na

can asso ciate him wi th the ci ty o f the same name If .

familia w
ith Cl r evel and, O hio , yo u can pi cture the man
in so me defini te p art o f the city Thes e geo gra hical
. p
re minders , howev er, do no t req uire yo u to k no w the exact

lo cation . T he fa
ct that yo u asso ciate the stranger with

so mething definite is o f great help .

D o no t f o rm the idea that yo u will b e f

co n used when

yo u recal l the name . A little p ractice with the p ro cess

describ ed in this lesso n will p ro v e o f much v al ue , regardless

o f any ex p
eyo u may hav e had in the p ast with an
i
er enc

o ccasio nal use o f similar metho ds R egular app licatio n and .

practice b rings resul ts .

Hi sto ri cal an d P o l i t i cal Names

Yo u f req uently meet strangers with familiar names such ,

as Li nco ln, Grant B ryan Wilso n o r many o thers that

, , ,

are well k no wn .

Im p ress u p on yo ur mind the fact that the stranger s

’

na me is the same as that o f the well k no wn p erso nage .

As yo u see the fa ec of the stranger, M r Grant fo r

.
, ex

ample , y r
o u mind s eye sho uld
’
fo m a p i tu f Gen al
r c re o er

Grant . T his p ro cess will fix the two f a s in y u mind

ce o r ,

and later will hel p to recall the stranger s na

’
me .

B ut yo u must b e alert and actually fo rm the mind s eye ’

picture o f the histo rical o r ol i tical p pe s nag

r o e at the ti me
when yo u see the stranger s ace
’'

f .
Lesson Three

H ere we hav e M r Lawrence . .

Yo u will meet himlater and

be asked to recall his naine .

O th er Names H ave a
D o u bl e R emi n der
C l e v el a n d ma y suggest

Cleveland, O hio , and f or mer

P resident Clev eland .

J a ck so n ma y su gge st ,

Ja ks n
c o ,
M ichigan , and also

My LA
. W R E N CE
S to newall Ja ks n
c o .

L i n co l n ma y su gge st
Linco ln N eb raska, and al so Ab raham Linco ln .

E very added mi nder o r link

re in yo ur asso ciatio n mak es
it easier to recall the name .

It is q uite p mes may co nv ey entirely

o ssib l e that these na
diff erent tho ughts to yo u Linco ln may b ring to yo ur mind
.

some f riend o r relativ e who se giv en o r family name may

be Linco ln P atterso n may remind yo u o f the p resident

.

o f the Natio nal Cash R egister C o m p any o r o f some ,

acquaintance by the same name .

The main thi ng i s to make names remind yo u of so mething

fi
de ni te and to pi cture the idea suggested Then yo u will have .

a known i mage i n yo ur mind associ ated with the f ace .

Fami l i ar Names
M any names will i mmedi ately bri ng to yourmind thef aces
ff
o ri ends or ac uaintances
q . Yo u can see the m clearly in
P age Twenty Lesson Three

yo ur mi nd s eye
’
, as the na mes are mentio ned . T his afio rds
yo u o ne o f the b est means you hav e f o r fi
x ing na mes in
mind .

Y ou may meet a stranger named J ohnso n T he name .

will remind yo u o f a J o hnso n yo u k no w T he act o f think .

i ng and p icturing the f amiliar J ohnso n while look ing at ,

the stranger l ink s the two names

,
.

In wo rds, yo u will hav e the two Jo hnso ns asso ci

o ther
’

ated in yo ur mi nd s eye T he next time yo u meet the new

’
.

Mr . J ohnso n ,
man by that name will p rob ab ly
the o riginal
b e recalled and giv e yo u the name .

Fo rm the hab i t o f associating the stranger with your

friends o r acquaintances who hear the same name Yo u
‘
.

will so o n emplo y this means with scarcely any co nscio us

mental effo rt .

T ran sf o rmi n g Names

There are many names in which a few imaginary changes
will p ro duce strik ing resul ts .

M r B o yle b eco mes M r B o il

. .

M r B arb o ur
. M r B arb er .

M r H o well . M r H o wl
.

M r N ayler . M r N ailer
.

M r C o le . M r Co al
.

M r H ollo day
. M r H o liday
.

M r Hyde . M r H ide
.

M r S tahl . M r S tall
.
 Lesson Thre<

Yo u can mi nders fo r all names I t all dep ends

find re .

p
u on the efl o rt and the imaginatio n yo u put fo rth .

T his is M r B auer . .

M erely readi ng the sugges

tio ns I hav e giv en yo u, with
o ut p utting th m int e o practi
cal use, will no t be suffi cient

to o v erco me apo m m y or e or

for nam s B ut th s p in
e . e e r

cipl s pl us p
e p th ught
,
ro er o

and app licati n will b ing o , r

ab ut a w nd f ul im
o p e o er ro v

ment .

—
J ust remember thi s always
make names suggest defini te Mr . BAUE R
i deas T hen yo u will find i t
.

p o ssibl e to rememb er many na mes that have b o there

yo u fo r years .

M ak e R emi n ders f o r th e Fo ll o wi n g Names

Wo o dward T o wnsend
Ferrin M cB ride
Walter Strickland
M ulford K oelb el

Fi rst S yll ab l e Remi n d ers

men recall names by the use o f the alphab et I
So me .

trying to recall a name they start with A a nd run thro u ,

the alphab et rapidly until they co me to the let

'

so unds familiar T hro ugh this letter they are ab le

.
the na me . T hi s metho d is crude and unreliable, tho ugh
pf ul at tim s
hel e .

Whil the fi st
e r letter IS o f aid, the fi rst syllable is a

stro ng re mi nder .

T ak e advantage of this
fact and y ou many
will find
app a ntlyre diffi cul t names
that can b e fixed in mind
readily .

T he first syllable f requent;

ly has a definite m eaning .

T his p ictu ed and

can be r

ass ciated wi th the f ace

o .

Fo r examp le hay the first , ,

syllab le will help mat ially

, er

to recall the name

Haydon .

M r W ALT E R
.

T his is a valuable rinci le p p

and sho uld be a pp li ed whenever possible .

O th er Fi rst S yl l ab l e R emi n d ers

Allison suggests Alice M endenhall suggests M end

B ernida B urn Noo nan No o n

Cherno ok Churn P itto ck P it
D ineen D in R aney R ain
Eato n Eat Sandvall Sand
Funsto n Fun T albo t T all
Grimshaw Grim Whipple Whip
Hegb erg Egg Lambert Lamb
T he ab o ve p icture is that o f M r Wal ter . . Use the first
syllable, wall , to assist in fixing the name in mind .
P age Twentyf our -
Lesson Three

Use th e M etho d B est Fi tted f o r Yo u r M emo ry

M inds differ . T ry the vario us means , and find tho se
b est sui ted memo ry I t is well always to link a
fo r yo ur .

nam e with so me o ne o r so mething yo u kno w T his mental .

eff ort tho ugh usually very slight will go far to imp ress the
, ,

name .

— —
R emi nders fo r names as yo u hav e already seen are a
valuable help P ractice o n names See what they will
. .

suggest M ak e reminders for them I t is quite easy with

. .

many names H ere are a few mo re illustratio ns Y o u can

. .

increase your ab ility to rememb er namesif yo u will analyz e

themin a manner similar to these .

Add i ti o n al Remin ders

Alb an suggests Albany
B ank enship B ank and Shi p
Co penhafer Co enhagen p
D issto n D istant
E shelman Ashman
Fo rek Fo rk
Gleaso n Glisten
Herz inger H urt Singer
Lask ar Alask a
M all o n M elo n
P adgi t P atch i t
R egno r R eck o ner
Sharman Charming
T hursto n T hirsty
Sackett Sack i t
Wolco tt Wall Co t
,
 Lesson Three

may p ro ve o f i nterest and o p en up a ne wlin e of tho ught

fo r you
O ri g i n o f Iri sh Names
I f yo ur name is M urphy i t means that yo u are superio r,
fo r that 15 the derivati on o f the word, j ust as Kelly came
fro mO K ell y, Ki ely, Keeley, meaning fo r war; O Co nno r
’ “ ’

fro m Co nno rs, Co nerty, meani ng helper; and D o ugherty

“ ”

fro m O D o herty, D o herty, D aughaday, meani ng

’ “
de
stro yer fi
N early all I rish names at the rst stage in their
fi
.

histo ry had 0 b efo re them, the rst change co nsisting o f

“ ”

“ ”
dro pping that O S ullivan was o riginal ly Sillifant and
q
.

S ulliv ant, meaning

“ ” ’
ui ck sighted ;
-
O D o nnell and
M cD o nnell and al l co mb inatio ns o f that name were D o nal d ,

D aniel , D o na, meani ng

“
M alo ney was
”
dark chief ;
O M ull o wney, M el o ney, M ull any, meaning tho ughtful ;
’ “ ”

M cCo rmack was O Co rmac, M cCo rmac, M cco rmi ck ,

’

m
“
eani ng
red ;
“
so ns o f the cro wn ;
”
Flynn was Flan n, meaning
Flannigan was Finnegan , meani ng D rui d ; B oyle
“

was B o yl an, B o land, B o lan, B o yli n, meani ng b enign ,

O B rien was B ryan, B ryant, B ri nes, Byro n, meani ng
’

“
autho r .

T his is M r M cB ride
. .

Fear of R i di cu l e S po i l s
a G o o d M etho d
Do no t b e af raid o f f o rm

i ng re mi nders b ecause yo u
may happ en to k no w o f cases
where l aughab le mistakes o c
curred by this metho d Fo r .

i nstance, calling:

Mr . H o rnb lo wer,B lowhard

Mr . Woo dhead ,
B lockhead
Mr . Cassell,
’

P al ace
Mr . S turgeo n, Fi sh
M r P hilbert,
. Nut Mr , MB
C RI D E
Lesson Three

S uch mistakes have happ ened T he tro uble was not .

with the metho d but with the lack of p ractice R egular

’
.

use o f the co mmo n sense method o f remi nders will soo n

-

o verco me any such d i fficul ty E very memory needs re .

mi nders .

B u si n ess Remi nders

A man s busi ness i s usually
’
easi er to remember than his
name .

T he b usiness or p fessi
ro o n suggests a definite idea, whil e
the na me frequently means no thing Names and o ccupa .

tio ns so metimes p resent humo ro us co mb inatio ns

’

T he following are o f this nature

M r S hearer
. and M r S haver
. o p e ate a ba b
r r er s o hp .

M r D rew and M r M cCash are in the

. . sa me bank .

M r B urns is a fireman
. .

M r Condi t isan electrician, suggesting conduit

. .

M r Fi tz is a clothi er
. .

M r Gallup owns a li very stable

. .

M r Heady is a barber
. .

M r K etchumis a truant officer

. .

M r Li ndsay is in the oil b usiness,

. suggesting li nseed o il .

M r Abel Crook is an
. attorney .

M rt S ei tz i s an —
attorney ci tes cases .

M r Wildhack
. sells auto mobiles .

While examples o f this nature are somewhat uncommo n ,

many similar comb inatio ns may o ccur .

 Lesson Three

T h e B u si n ess S u gg ests th e Name

T he ease with which a m ’
an s b usiness i s recall ed can
’
be
made the basis fo r rememb ering his name . T he f o llowing

illustratio ns sho w ho w such asso ciatio ns can be of hel p .

T hese are all p ractical a ppli catio ns that hav e b een made
by myself or b y students .

M r B ooth is the b uyer in a large co mpany H is little

m
. .

office, a booth, suggested his na e .

M r Cooley
. p
re resents an el ectric co mp any . He sells

electric fans that mak o ne e cool .

Mr .
‘

M ill is the p ublishe

err r o f a co mic p ap er . Co mic

M r Wal ker is a repo rter

. . I t is natural to think that a

re orter
p must be quite a walker .

M r M cLean is a city engineer

. . O ne o f the duties o f a

city engineer is to make lanes .

Mr .
—
B rown is a b ak er suggesting the tho ught that he
bakes nice brown loaves o f bread .

M r Cook was succeeded by M r Camp in the I cy Hot

. .

Co . T here is a natural asso ciatio n b etween cook, ca mp

and hot which was helpful to a student .

M r Furnas is an ice
. crea m manufacturer . T he name
was asso ciated wi th his b usinessby thinking that af urnace
is no place for ice c eam r .

I u
milar casesWhere a momentary
co ul d cite h ndreds o f si

tho ught fixed the name in mind The forego ing giv e yo u .

the idea Apply this metho d when p o ssible

. .
 M r Smith may no t suggest anything definite, b ut S ober
.

S mi th o r S mili ng S mi th may hel pt o describ e and identify

the individual .

D escri tive p re mi nders like the f o ll o wing may suggest

o ther ways in which yo u can fix na mes .

J o vial J ohnsto n B anker B lo ss

Co urteo us C ulb erso n S pa re Sp erry

Goo d Go rman Watchf ul Watt

R ememb eri n g In i ti al s
I ni tials are hard to k eep in mind than names T hey
er .

e p ess no thing as a rul e and o f themselv es f o m no defi

x r , ,
r

n i te p ictu e T here is ho wev er a simple way b y which

r .
, ,

they can b e fix ed in mmd .

I ni ti als that occur in al phabeti cal order, such as A B

. .

Carson, R S Thomas, G H I ngalls,

. . . . are easily re membered .

Wo rds f ro m I n i ti al s
I nitials and the fir st l etter o f the na me frequently spell
wo rds that mak e excell ent re mi nders . Fo r example

B ag
C . O B ranch Cob .

D . E Light D el i ght
M U D uncan . M ud
S . T Arndt
. S tar
Y . E S inclair
. Yes

may go even f urther and no te that B

You A Gr aham
—
.
, .

— —
B ag is q uite a talker a wind bag -
.
Lesson Three P age Thirty-one

George 0 Wi ldhack is an auto mo bile dealer in Indianap

.

o l is
. GO Wi ld H ack will b e k ep t in mind readil y .

G . W T ho mp so n suggestsGeorge Washington Thomp son

. .

Un certai n ty O verco me
O ne o f my instructo rs had in his class a fathe r and son

by the name o f Gafl ney .

T he fath r was a la ge man and his initials we e C

e r . r . B .

C suggested See, B suggested B ig

. H e was recalled as
—
S ee B i g Gaffney C . B .

T he
’
so n s ini tials were C L
. .
, and, as he was a smaller
man
'

,
he was designated as S cc Li ttle Gafiney .

An atto rne
y had two b ro thers as clients . T heir na mes
were G B arto n
. and L B arto n
. .

U p on meeting eithe r o ne i t was dif ficult for him to tell

whether it was G o r L . .

H e finally was able to distinguish them by no ting that

p
their occu atio ns suggested their ini tials .

G B arto n
. sold grain .

L B arto n
. sold l u mb er .

In i ti al R emi n ders
I niti als may also suggest phrases, as:
P age Thi rty two -
Lesson Three

O ther co mbi nati ons of i niti als may suggest fami l i ar ab

brevi ati ons, as

D o cto r
P . S P o st Scri t p
N .
J N ew J ersey
San Francisco
C E . C iv il E ngineer
B A . B achelo r o f Arts
P M . P o stmaster or Af terno o n
A M . Ante M eridian or M o rning
Na mes Asso ci ated wi th Appearan ce
M any people have promi nent f eatures or characteri stics .

Thi s gi ves the observant student a helpf ul meansf or associ at

ing the name . T he metho d req uires o b servatio n and prac

tice o nl y . It can be a pplied f t ne

o e r than yo u may think
po ssib l e .

If yo u meet M r S hort, and he isa short man, no te this

. fact .

Yo u may meet M r . B rown, and o b serv e that his hair is

decidedly brown .

M r Whi te may have whi te hair

. mo ustache o r have
or ,

blo nd hair, Which can b e made the means o f recalling the

na me .

T he f o llo wing are a few o f many illustratio ns that I have

no ted :

M r P ost is unusually tall, suggesting a large post

'

. .

M r B i ggar is also ab o ve no rmal height He is bigger

.
‘ .

than the o thers .

M r Long is very
.
—
tall a long man , j
and is the sub ect o f

many jokes because o f his name .

 Lesson Three

Co n trast Al so Effective
The appearance of the person i sf requently i n di rect contrast
to the i mpli ed meani ng of the name T his co ntrast, if no ted, .

m akes a orcible im ressio n u o n the mind

f p p .

Mr S mall is a tall man

. .

Mr S tout isslender no t sto ut

.
, .

Mr . Day is dark as night .

Mr Gay is decidedly solemn

. .

Mr Wi thers is
. sto u t, no t

withered .

Yo u will fin d many Oppo rtu

nities fo r asso ciatio ns such as

these, and the o nes to f o llo w .

Be alert and o b servant . Use

your imaginatio n and yo ur

”mi d 5
9
M r S P AR K S
.

C haracteri sti cs
The appearance or characteri sti cs of many people may be
suggestive of the na me .

We have all met a M r Youngwho lo oked old We have

. .

al so met M r Young who was young lo okin

.
g .

Mr S tern may have loo ked quitej olly

. .

Mr J olly may have looked stern

. .

Mr Frazier is cold looking suggesting f reezer

.
, .

M r Fri endly has a f ri endly appearance

.
'

.
—
Mr Hart is big and kind hearted hearty -
.
 M r K urtz is curt in
. p
s eech .

M r S auers is a scowling
.
, sour l oo k ing p e so n
r .

Mr .
—
Noyes is a lo ud tal ker n oi sy .

Ano ther M r N oyes may b e

. unusually q uiet .

.
—
M r B egg is p ro spero us lo oking do es no t beg .

Hanson and mes heard frequently T hey

Hansen are na . .

so und much l ike h a n d s o m e I f yo u will sto p and

ask yo urself I s he really handso me? yo ur ho ld o n the
“ a
”

name will b e q uite secure .

T he impo rtant thing is to

tak e a seco nd o r two and do
mething
so de finit e with the
name .

T his is M r Ferrin . .

Names Freq u en tly

S u gg est Jo k ing a
Remark
M r Younger may b e greet
.

“ ”
ed with Yo u surely look it .

M r Cross will be met with

.

Yo u seem leasant eno ug

p
Mr . FE R R I N
f
M r B aer requently hears
.

’ ”
H e s a b ear .

Asso ci ati n g Name an d P erso n al Appearan ce

While all p eo ple do no t lend themselves readily to as
sociation, opportuni ti es or f li nki ng names and appearance:
are abundant . Take advantage of them .
P age Thi y si xrt - Lesson Three

Every ill ustratio n used is an actual case f m life and

ro ,

therea re many mo re that co uld b e given . R ead them all

caref ully and fo rm a definite mental p icture o f each ill us
,

tratio n .

Asso ci ati n g Name, C o l o r, C o mpl exi o n , or

C h aracteri sti cs
The name in many instances is directly suggested b y the
app earance, such as M r Gray hav ing no ticeably gray hair
. .

Mr Cole, or M r Coleman, may b e dark , al mo st coal

. .

colo red M r D yer has black hair suggesting dye

. .
,

C o l o r Ill u strati o n s
M r B ai ley is unusually pale,
. suggesting p a l ey

M r Lei tz
.
—
is dark by co ntrast , l i gh t
M r Redfield has
. a sandy b eard, suggesti ng

a r ed f i el d of hair
.

Mr . Ruddi man p
has ink cheek s, suggesting

a ru ddy ma n
M r S chw
. artz has a dark co m —
plexion is sw a r t h y

B l emi sh es, S cars, an d Wri n kl es

M r P i erce has a deep scar, suggesting pi e r c e d
.

M r Ni cholson has a deep dimple, suggesting n i c k

.

M r Lyons has many wrinkles, suggesting l i n e s

.

B eard an d H ai r
M r B aldridge is b ald, suggesting a b a l d
. r i d ge
M r B ri stol has a b ristly moustache
.
,

suggesting bri st l e
 P age Thi rty ei ght
-
Lesson Three

M r K eane s b right
.
’
eyes, yo u .
may memb er
re him as

a pp earing k een .

C hi n , No se, an d M o u th
M r Fi scher has a ho ok
. no se, suggesting f i sher

Mr . Furman has a firm mo uth i r m ma n

Mr . Hi ll has a large no se, suggesting hi l l
Mr . M ontei th has go ld —
teeth mo n (ey) teeth
Mr . P hilli ps has f ull lip s, suggesting f i i p
u s ll
Mr . Wilson has a firm chin ,
suggesting w i l l

Ear Asso ci ati o n s

I t i s i nteresti ng to notice ears . T hey are excel len t means
f o r identificatio n No two p airs are alike T he co nfusio n
. .

o f mistaking strangers fo r acquaintances may b e avo ided

. by f
care ully no ting the ears .

Mr . Hurd had large ears, suggesting hea r d

Mr .
’
Turner s ears curled o ver, suggesting tu r n ea r

Mr . Fi nn had large ears, suggesting f i ns

Mr .
’
R odenbach s ears were far b ack —ro de , i n b a ck
Mr . Li ttl er had lafge ears, by co ntrast
—l i ttl er
Let me rep eat that these means canno t be used at all

ti mes . mething with which the name may

Lo oki ng fo r so

be asso ciated is o f great help I t imp ro ves yo ur po wer o f

”

ob servatio n and the ab ility to mak e asso ciatio ns

'

.
.

Do u bl e Asso ci ati o n s
When you f ormseveral associations i t wi ll gi ve you a better
hold on the name and f ace .
Lesson Three P age Thi rty ni ne -

Mr .
—
Lacy may app ear lazy o r energeti c ,
no t —
lazy and
his hair, eyelashes o r eyeb ro ws may suggest lacy .

Mr S ilver, a j eweler, may have silvery hair

. .

Mr B ell s face may be bell shap ed, and his v o ice as clear
.
’
-

as a bell ,

M r S tumpp is sho rt
. and sto ut, stu mpy , and his mo us
tache is cro pped off close ,
lo o k s stumpy .

D ismiss any idea that yo u may have o rmed as to the f

danger of mistaking names when asso ciated in this way .

M ak i n g Names S ti ck
Some p eople have a way o f making o thers remember
“

their na mes . A certain sales man always intro duces him

self :
“ —
My name is Cable no t a rope .
”

Ano ther i mpresses his name saying Cawthorne is my

“

—
,

nam
”
e just think o f Hawthorn .

A former student years ago met a man named B arfield

, , ,

whose name he could no t rememb er Fin ally M r B arfield . .

said,
“ ’
I ll fix it so you nev er can f o rget it My na me is
—
.

Ba fie d think f Ga fi ld Fro mthat day to this, he has

”
r l o r e .

never fo g tt n the nam

r o e e .

M r S tri ckland says T hink o f strychnine

.
“
.

Mr Harnecker imp resses his name by telling yo u

. to

Helppeople to remember your name, if necessary, by givi ng

themsome remi nder f or i t .

Thousands o fmy students have already imp ro v ed their

memories for names as well as faces by follo wing the sug
gestio ns in these lesso ns . The use o f the suggestio ns will

acco mplish wonders fo r yo u . It req uires o nly mo mentary

 thought u p on meeting strangers and the reward in satis
—i
,

—
faction no t to say anything ab out the b usiness val ue s

great .

M emo ry f o r Faces
To re memb er names you must o f necessity rememb er
p eople . T o rememb er p eople yo u must have a goo d mem
o ry fo r fa ces .

If f your ace- m
memory i s poor
u st observ e f a ces care , you

f ully T ry
. to no te ev ery f eature Lo o k aw ay f ro m the .

p erson for a moment and see if you can fo rma mind s eye ’
-

p ictu e o f the face

r .

T hen co mp a e thi s imp ressio n with the actual app ea

r r

ance o f the f ace Af te yo u have lef t the p e s n occasio n

. r r o ,

ally ecall yo u mental image of the f ace

r r .

Fo m this hab it o f ob serving ca ef ully and e alli ng the

r r r c

app ea ance o f p eo ple

r Use yo ur facul ties as th y sho uld
. e

b used and actuall y see faces and featu es Y o u im

e ,
r . r

p ment will be ma ked

ro ve r .

C o l l ect P i ctu res

I t is d pl t cut f p p fl
illustrati ons m th
m
a goo an o e ro
o e eo

better grade of agazi nes, and to use themf or practi ce In .

crease the siz e o f yo ur coll ectio n as yo ur ab ility im p ro ves .

P ut / the
.
na me on the b ack of the cli pping , and make
de fini t e asso ciatio ns .

R evi ew these pictu es f r req uently, es ecial ly p tho se with

which yo u ex erience dif cul ty p
So me o f my students fi .

hav e gradually enlarged their coll ectio nsto five hundred

p p
ictures, u o n which they ractice regul arly I n this way p .
P age Forty two -
Lesson Three

M any students carry a card fo r writing the names of the

p e p le m t
o e every day . At the clo se o f the day the mi nd s
’

eye image o f ev ery p erso n is recalled .

p
T his is exce tio nally go o d p ractice, and will wo rk wo h
ders fo r yo u in increased ab ility .

R ecal ling the name and ace is like meeting thef p erso n

many times . So o n such na mes and faces will be like old

f riends .
Lesson Three P age Forl y-three

S UM M ARY O F LESS O N T HREE

—
r T he v isual imp ssi n f th f
re is a st ng n
o o e ace ro o e. On
the o th erhand th imp ssi n f th n m
, e re o o e a e co ming
thro ugh the ear is a light o ne . By using the vario us

p rincipl es o utli ed n yo u can co nv ert the na me

impressio n into st o g
r n v isuali
-
mp ressio ns .

z —Names are so arbitrary and so widely different that i t

is necessary fo r yo u to strengthen the im p ressio n o f

the name in as many ways as yo u can;

—
3 B e sure to take advantage o f every metho d that may
hel p yo u to im p ress a na me . Add to the means I
have given yo u anv o thers that will b e o f assistance .

4
-
Rememb er that a mental pi cture will live lo ng f
a ter

meaningless wo rds have been f o rgo tten .

s
—When y o u hear a nam e al w ay s think w hether y o u have

ever heard o r read it bef ore T his q uickly b eco mes a .

helpful hab it .

6 —
B ear these principles well
“

in mind
a . Attentio n .

b O bservatio n
. .

c. Asso ciatio n .

d M ake me mean so mething

a na
—
. .

e. Last but no t least make the eff o rt .

P age Forl y our

Recall T h ese Names

T hese are the sixteen men you met in the course of the
lesson. Now cal l every o ne o f themby name If you have
.

associations
.
 P R A CT IC E C H ART 4

Write n ames o f fiv e q
ac ua i ntan ces
.
who se names have a mean in

Wri te five na mes f amil i ar thrbugh A dv er ti si n g .

Wri te fiv e na mes f ami l i ar thro ugh H i stor y or P o li ti cs.

Wri te fiv e na mes f ami l i ar thro ugh Geo gr aphy .

Wri te five na mes that ca n be asso ci ated wi th b u si n ess or a

pear an ce of the per so n .

What re mi nders f o l l o w i ng nam

GR E AS O N
B I D D LE
CARTE R
S P E LLMA
RE CT O R
ALLI S O N
GRE N O BL
ATKI N S
M ULD E R
B AXT E R
Mak e addi ti onal l i sts of yo ur o wn .
ri g h ts reserved , l
i n c udi n g h
t at of l
trans ati o n i nto
g
lan ua ges. i ncl udi n g the S candi n avi an
 L E S S O N FO U R

HO W to R ememb er W hat
Y o u R ead
Can yo u read a lo ng articl e, or a b ook , and re memb er it
f
to yo ur satis action? I f so , yo u are an exce tio n M o st p .

p p
eo l e find i t dif cul t fi
T he ailure is due o ten to light
. f f
and carel ess reading, b ut generally to no t k no wing how to
read
—ho w to v isualiz e and co nnect the acts and in cidents f
in o rderly fashi on .

T he tro ub le can be o v erco me . It must b e o verco me to

mak e the r1ght p ro gress . B o ok s are v al uel ess exce t p fo r
the te mp o rary interest they affo rd ,
if what yo u hav e read

i mmediately fad s away

e .

T h e Fri en dsh i p of B o ok s
B o ok s are cl o se f riends, mere acquaintances, o r entire

strangers .

T ho se of yo u who are b o o klo vers kno w what I mean

witho ut f u thr er ex planati on .

A b o o k is a go o d deal mo re than pap er and p rint sewed

t o gether an d b o und in b o ards It . co mes p retty clo se to

b eing a p erso nal i ty .

M o st readers real iz e that into a b ook , that iswo rth while ,

the author has p o ured his heart, and so ul. and a p a t of

r

his v ery li f e.

T ho se who wo uld cul tivate the hab i t o f reading will find

—
wa ting fo r them in
i —
the great wo rl d o f b o o k s a ho st o f
wo nderf ul f riends who will stand b v when all o rdinary

f iends fail
r .
 T here are al so acquaintances in b o ok s and pp
news a ers

that are interesting b ut no t wo rthy of the clo se study o f

the f riendly b ooks . And the strangers, o f co urse, are the
volu mes yo u do no t kno w at all .

mgoi ngto tell you how you can remember

I n thi s l esson, I a

that class of readi ng that i s worth all the ti me you can afl ord to

gi ve i t I am
. n o t go ing to sel ect any p art i cul ar b o o k s T hat .

may b e b etter lef t to yo ur o wn goo d j udgment and taste .

Lincoln had b ut few b o o k s . H is wo nder ul f

was greatly strengthened by mastering the few
r

that he had O ne go o d b o ok , well read, will giv e mo re

.

pl easure and p ofi t than a hund

r red sk i mmed hastily .

Few B o o k s Wel l R ead

A weal thy American who has trav eled all o v er the
wo rld in his yacht, tells the f o l lo wing sto ry

H e and his pa ty w
r ere fi shing o ff the Flo rida K eys T hey .

were hailed o ne day b y a middle aged man in a small b o at,

‘

who ask ed them fo r so me to b acco H e was inv ited o n .

b o ard, and his co nv ersatio n was so interesting that they

p revailed u p on him to stay a while .

D uring his visi t, he talk ed of the great l i terary figu res,

no ting Shak es p eare f reely . He p

s ok e familia ly f r o

M il to n, D ick ens , and Sco tt, and rec it d p assag s

e e

o m their wo rk s .

T he o ld fi sh man er ,
who lived on a s mall isl and nearby,

was a f req uen t caller a ft er that, and his wide k no wledge

of b o ok s b ecame a mystery to the pa ty r . Finally several

of the fishing pa ty r called o n the o l d cha p in his little

cab in, which co nsi sted o f o ne roo m , scarcely fu nish d
r e ,

wi tho ut a sign o f a b o ok .

P uz z l ed at this, o ne o f the gen tl men said to the old

e

man : \
“
P ardo n my curio sity b ut I , am wo ndering where

yo u k ee p yo ur l ib rary f ro m whi ch yo u hav e b een q uo ting

”
so interestingly .

“
Lib rary?
”
chuck l ed the O ld fishman
er Why I have.
,

no l ib rary . T he o nly b o o k I o wn is my o l d schoo l R eader ,

”
b ut I k now it by heart .

T he ol d sherman had time tofi read care ully, and f to

master ev ery wo rd and tho ught in that p recio us R eader o f
his . T he resul t was a thoro ugh k no wledge o f his sub j ect .

Simil ar reading i s b eco ming a lo st art .

There are many examples of great men who have obtai ned
all of thei r educati on f rom a f ew books well read .

Ho w to Rememb er Wh at Yo u Read
To member what you read confine your readi ng to what
re ,

i s worth rememberi ng R ap id and carel ess reading o f news

.

pap ers magaz ines and light literature is resp onsible

, ,

largely fo r the co mmo n f ailing o f fo rgetting what we read .

O ur f o refathers had much b etter memo ries than we hav e

,

T hey were o bliged to use and to cul tivate their memo ries .

Waste of T i me ,

M uch time is wasted in p fi

su er cial reading . T his hab it
has b een develo p ed by o ur q ui ck readi ng o f the daily
pa erp
s .

We read newspap ers to keep ab reast o f the times ,

b ut
they have made us careless in o ur reading .
P age S i x Lesson Four

Un derstan d Wh at Yo u Read
Understand what you have read bef ore turni ng
and recal l

the page Frequent auses, wi th a ra id mental review of

. p p
f
what has go ne b e o re, prevents the ading o f the im res f p
sio ns we have endeav o red to gain .

Fo llo w the plan o f recalling care ully f the sense o fpara

gra phs p ag s and
,
e ,
cha pt ers . Do no t le ave any p a ag aph r r ,

until yo u have the meaning clearly in mind .

I n this manner yo u will ex p erience a ra p id and su p rising r

im p ro ve ment in yo ur ab ili ty to re member what yo u read .

Use th e M i n d
’
s Eye
Y o ur p revio us exercises in mental pi cturing will help
greatl y i n rmemb ering what yo u read Many things will
e .

no w p resent p ictures to the mind with l ittle eff o rt T hese , .

p ictures will suggest themselv es to yo u auto matically .

An autho r has certain p ictures i n mind when he writes .

p
He conveys these ictures to yo u b y the use o f wo rds, care
f ully a rang d
r e ,
ei ther in p ro se o r in p oet y r .

You must use your mi nd s eye to ’

see clearly the pi ctures

or i deas that the wri ter had i n mi nd .

manner yo u will realiz e as never b efo re the

I n thi s -

, ,

beauty and the meaning i n many Selectio ns .

R eading caref ully and using the mi nd s eye gives a new

’

insight and an added interest to sub ects thatj p revio usly

were dull and meaningless .

R ead T h i s S el ecti o n
T he f o llo wing sel ectio n i s tak en f ro m “
Nature fo r I t
O wn Sak e,
”
by D r . J o hn C V an D yk e
. . R ead i t
Lesson Four

Sto pf req uently, and be sure that yo u pi cture the descrip

tio ns . See ev ery tree, as describ ed, in yo ur mi nd s eye ’
.

T he s p ruce, fo r instance, is a straight trunk ed -

tree that throws o ut b ranches that ride u pwa d r

lik e crescents, and b ear needles that hang do wn

ward like f ringes . I ts o utline, when seen in sil
ho uette against the sky, is yramidal ; its colo r is p
f
dark green, o ten blue green when seen ro m a -
f
distance, and at twil ight it is co ld -
p u pl
r e .

“
T he black o ak gro ws a strai h
g t withtrunk
limb s that sho o t o ut al mo st at right angles; b ut

the white o ak and the pine o ak are cro o ked and

twisted ; their harsh trunk s are o ten b ro k en wi th f

b o les, and their limbs may take angle l ines o r
p ro ng o ut like the ho rns o f a deer .

“
V ery dif f erent fromsu h an angulac r gro wth as

the o ak is the stately el m itslo ng limb sb ranching

,

f
and alling so gfacefu l
ly ,
the weep ing wil l o w that
thro ws i ts b ranches up and o ver l ik e the p
s ray

f ma f
ro o untain , the ro und, b all sha -
p ed ho rse
chestnut, o r the lo ng-ar med , whi te b reasted b irch
-

o f the mo untains .
”

Are yo u abl e no w to distinguish the difl erence in the

appearance o f every tree? If no t, go o v er the first pa a r

gra ph again, and sto p there until yo u can describ e the

p
s ruce tree . Co ntinue i n the Sa me way f m pa ag aph
ro r r

to p a ag aph
r r .

T h imp ssi
e re on will b e strengthened if yo u will tak e the
 Lesson Four

time to wri te, in yo ur o wn wo rds, a su mmary o f the sel ec

tio n yo u wi sh to rem em b er .

Letme agai n call your attenti on to the i mpor

tance f
o understandi ng every paragraph thor
oughly bef ore you pass on to the next .

Read Th i s S el ecti o n
No w
T he fo llo wing selectio n f ro mP aul Leicester Fo rd s intro
’

“ ”
d uctio n to Sayings o f P oo r R ichard afl ords go o d exer

fo r yo ur mi nd s eye R ead delib erately and see every

’
c ise .

a rticl e and scene describ ed Fo llo w the same lan in yo ur

. p
d aily reading and wherever p ossible fo m m ntal pictu es
r e r .

li ttl b o wn p amphl ts s
“
As o ne handl es the e r e , o

tattered, s mo k ed , and so iled, whi ch co nstitute so

large a p poro rtio n o f American colo nial literature,
it needs b ut s mall imaginatio n to carry o ne back
into the lo w-ceiled ki tchen, wi th i ts great, b ro ad
fi p la
re ce, aro und whi ch the whole family nightly
gathered—seated o n settl es who se high b ack s b ut
ill shut o ff the co ld dra ts that f entered at doors,
windo ws, and in the l ogs o r cla
the chink s p
—
b o ards their o nly li ght the fitful fl ame o f the
'

gr e at o refand b ack l o gs, ek ed o ut e

-
rha s by a p p
pin e k no t, o r in more pretentioUs ho useholds by a
tallo w dip sus p ended in i ts iro n ho lder by a hook o

i n the mantel , the mo thers and daughters k ni t

ting, spinning, o r sk eining, wi th an eye o n the

yo ungsters; the so ns making or mending their

fa ming t
r oo l s, o r cl eaning thei r rifles and tra s p .
”
P age Ten Lesson Fo ur

marvel . I t will make the peak speak . B ut do n t

’

let i t co me aro und while yo u are reading now,

I t will make this tale stale .

T o M emo ri z e P o etry
P o etry is naturally easier to learn than p ro se, b ecause
we hav e the assistance o f rhyth m and rhyme .

To memori ze ei ther poetry or prose the mai n ,

idea, or the
l ast word i n one l i ne or sentence, should be associ ated wi th
the fi st w
r ord, or l eadi ng i dea, i n the f oll owi ng li ne .

In additio n to v isual iz atio n, which yo u have already

used, no tice all p o ints o f si milarity o r co ntrast ,

o r anything

that will enab l e yo u to co nnect the ideas .

I n this manner tho ughts will f o ll o w i n regular o rder, and

a ft
er a f ew care ul f readings yo u can re eat p the exact wo rds
of the wri ter .

T hismanner o f memo riz ing is mo re certain and b ene fi cial

than mechanical rep etitio n We rememb er the meaning .

and no te resemb lances and diff erences T his metho d o f .

exercise i mp ro v es o ur mental f acul ties .

Re p etitio n al o ne, witho ut the use o f these o ther . fact o rs,

do es no t stimulate mental activ i ty .

Yo u C an L earn T h i s Qu i ck l y

T he tho ughts in the f ollo wing p oe m by J ean B roo ks

B urt co ver a wide range o f sub ects j . At fi rst reading

these seem difli cul t to re memb er .

, T his p oem may b e l earned q uick ly thro ugh the use o f

V isualiz atio n and Asso ciatio n N o te as yo u read, the pic
.

tures suggested by this p oem

Lesson Four P age Eleven

T H E T H IN GS D IV I NE
T hese are the thi ngs I ho ld divine N

A trusting child s hand laid in mine,

’

R ich b ro wn earth and wind to ssed trees, -

T he taste o f g a mes and the dro ne o f b ees,

A rhythmic gallo py l o ng une days, J
m
A ro se hedged lane and lonergfilays,
-

T he welco me s ile onn a ghh ors faces,

’
s

C oo l , wide hills nd o penp laces,

-
w
Breez e blo n fie s o f sily ems yer
The wi ld, swee o e of t c
Fresh spri ng sho wer and scent of b o x,
T he so ft, pale tint o f the garden phlo x,
Lilacs blo o ming drowsy-neon,
! :
A fli ght o f geese nd an autumn mo o n,
R o lli ng meadows a d sto rm wa shedgheights, -

A fo untain murmu o n summer n ights,

x

A dappled fawn in the fo rest hush,

Si mple wo rdS and the so ng o f a thrush,
R o se red dawn and a mate to share
-
!
Wi th co mrade so ul my gy psyi arer
A waiting fire when the twifighgends,
A gallant heart and the vo ice Of f riends .

R ememb er that yo ur mmd wo rk s nat ually by V isuali

r za

tio n and Asso ciatio n .

No w Appl y Th ese P ri n ci pl es an d

L earn t h e P o em
To co nnect the fi rst and the seco nd
‘
lines o f this p m
oe ,

no te the natural asso ciatio n o f tho ught b etween the wo rds

di vifieand tzusti ng . Also f ma p icture o f a trusti ngchild s
or
’

hand lai d i n mi ne .

Y o ur tho ught will pass qui ckly to thedifferent meanings

of the word mi ne . It means my own ,
and al so an excava

ti o n in the earth . T his suggests the tho ught o f ri ch bro wn

 Lesson Four

earth b eing tak en f m the mine

ro . S ee the wi nd tossed trees
beyo nd the hea p o f ri ch brown earth .

P icture clusters of gra pes hanging o n the wi nd tossed-

trees . f
See yo ursel tasting them T hi s gives yo u the . cue

to —
the next line the taste of grapes .

R eadily asso ciated and pi ctured with the grapes is the

next tho ught, the drone o f bees . See the bees and hear their
b uz z ing ab o ut the grapes .

T he drone of bees has a rhythmic so und whi ch will sug

ge st to yo u a rhythm i c gall op,
ro m whi ch yo ur tho ught f
p c eds T h tim f
ro e . e e o r a rhyth mi c gallop is l ongJ une days .

J un daysa the tim

e re e fo r ro ses, hence l ongJ une days will
give yo u the nex t tho ught, a rose hedged l ane . Fo rm the
picture .

Lo vers cause mile amo ng neighbo rs hence

many a s ,

l overs l ays wil l suggest a welcome smile on nei ghbors f aces

’ ’
.

We can also get the o pp o site tho ught fro m neighb o rs ’

faces namely cool faces T his gives you a start o n the

, ,
.

f ollo wing line

.

O pen places will suggest breeze bl own elds, which will fi

suggest the pl over flyi ng o ver the el ds
’
T he lo ver s cry fi . p
was caused, we may assu me ,
by the fresh spri ng sho wers .

T his sho ws ho w tho ughts can be asso ciated . E very

student sho uld f o l lo w fthe o rego ing plan f ,
or m his o wn
asso ciatio ns, an d le a n the p
r oe m .

Later, go b ack to T he M agic Letter, o n age 8,

“
p
and memo riz e i t b y using the same metho d See ho w easily .

yo u will b e able to link houses and pet, pest and pear, and

so o n .
Get the s p i it
r of it . T he -Wo rk is go o d p ractice, and

po m has an
e p
ins iratio nal message .

I T CAN B E D O N E

E dward Guest
So meb o dy said that i t co ul dn t b e do ne
’
.

B ut he, wi th a chuckl e, repli ed ,

T hat mayb e i t co ul dn t, b ut he d no t be o ne
’ ’

T o say so till he tri ed .

S o he b uckl ed right i n , wi th a bi t o f a gri n

O n hi s face—i i he wo rried he hid i t .

H e started to sing, as he tack l ed the thi ng

’
T hat co uldn t b e do ne, and he did i t .

w
S o meb o dy sco fl ed, O h, yo u ll never do that
“ ’

”
At least no o ne ever s do ne i t .

B ut he to o k o ff hi s co at, and he to o k o ff his hat,

fi ’
And the rst thi ng we k new he d b egun i t .

Wi th a bi t o f a grin and a li ft o f his chi n,

Wi tho ut
H e started
’
T hat co uldn t b e do n

T here are tho usands to tell yo u i t canno t b e done.

T here are tho usands to pro phesy fail ure .

T here are tho usands to po int o ut, o ne b y o ne .

T he dangers that wai t to assafl yon .

B ut j ust b uckle m, wi th a b i t o f a grin

T ak e o ff yo ur co at, and go tout
J
,

ust start i n to sing as yo u tackl e the thi ng

’
T hat canno t b e do ne and yo u ll do i t
, .

M ak e Yo u r R eadi n g a M o ti o n P i cture
F ol lo w the simp l e suggestio ns o utlined i n this lesso n .

Y o u will find that what yo u read with an idea o f

'

soo n

rememb ering i s truly a mental moving icture p

'

And b e .

cause yo u can re memb er the pi ctures, yo u can re memb er

what yo u read .
Lesson Four

P ut Yo u r M i n d i n T rai n i n g
B e del iberate and thoughtf ul i n your readi ng . Yo u can

thus exercise yo ur mind and b reak it of the b ad hab it i t

has acq uired o f f o rgetting
what yo u read . M ak e yo ur
eyes travel mo re sl o wly, and s eed up yo urp mi nd s eye
’
, as

yo u read .

A Wri t ten R evi ew

The great secret of a satis actory retenti on o
f f your rea di ng
—
i s wri te your thoughts .

Fo rm the hab it o f mak ing a b rief ab stract o f the gist o f

what yo u hav e j ust read .

M ake a conci se di gest i n your own l anguage T hen read .

the articl e o r chaptt again and co m are i t wi th yo ur o wn p

o utline E very time yo u will do b etter
. .

I kno w many men who se go o d memo ries are due to this

hab it o f ex p ressing in their o wn wo rds the gist of their
reading . Im p ress thi s idea u o n p yo ur chil dren,
p
o r u on

students wi th who m yo u may come into co ntact.

Ear an d M o to r M emo ry
There are a few p ple wh
eo o can re member b etter what
they hear than what they see T he ro ortion o f so-called
. p p
ear-
mi nded p peo le is small , and fo r that reaso n I have

p aid l ittle attentio n to the ear memory in these lesso ns .

B ut the memo ry can be o f help to all o f us esp e

ear ,

cially in reading and memo riz in R eading a l o ud i s o f

g .

aid b ecause o f the imp ressio n which is made o n the ear

memory M aking gestures isalso helpful because it helps

.

o ur mo to r memo ry .
 A LE S S O N IN P U B LI C S P EAK ING
In my high school and co llege days I was b ackward
ab o ut reci ting, or giv ing a talk . I t was with dread that I
lo oked f orward to my turn to sp eak my piece .

Analyz ingmy reticence, I f o und i t was due to two causes .

Uncertai nty o f rememb ering the sub ects fo r my talk , j and

the tho ught that I was no t intended fo r a s eak er p .

M emo ry O verco mes F ear

I have learned f ro m my o wn exp erience that any o ne

can develo p the ab ili ty to s p eak n aturally in p ubli c.

Nerv o usness in p ubli sp aking is usually du

c e e to th f a e e r

o f b eing unabl e t say j ust what y u want t

o o o say at the
right time .

The f actor that goes l argely to make up con dence i s the fi

abili ty to remember the tho ughts yo u i ntend to express .

Nearly all p ubli p

c s eak ers fa ce the sa me dif fi cul ty I
faced O nly . a few wi th unusual memo ry abili ty are f ree
f ro m this uncertainty .

Until yo u hav e inv estigated this subj ect yo u will never

\

k no w ho w much is o mitted by s eak ers o f what they had p

o riginally plann d t say e o .

So m sp eak s und th insp i ati n

e er ,
er e r o of the mo ment ,

have e —
th gif t f e p essi n b ut th s a
o x r o e e re the exce tio ns p .

P repari n g on S h o rt No ti ce
T he great, the success ul f p
s eak ers are al ways ab le to

pre are opn sho rt n o ti ce .

 Lesson Four

P racti cal R ememb eri n g P o i n ts

M ean s f o r
P ractical meansb y which any sp eak er can rememb er the
po in ts o f hi s talk will no w be co nsidered.

S o me s -
p eak ers use a wri tten o utline, and have the p oints
no ted o n a card . T here is harm in this, and i t may
no

p rev ent nerv o usness, as the o utl ine can b e re erred to if

,
f
necessary .

Howev er, I hav e seen so many emb arrassing si tuations,

p
due to de endence o n written no tes, that I advi se doi ng
without them .

I hav e watched p
s eak ers, who co ul d no t distinguish
their no tes, or who were unabl e to find the ‘

next p oint,

pawing o v er their cards o r a

p pers,
to the amuse ment o f
the audience and the disco mfiture o f the s p eak er .

M any go o d p
talk s are s o il ed in this way . I urge every

o ne to me o
m riz e hi s p o in ts if he has e i —
th t me and you
will see that my metho d req uires v ery li ttl e time;

T he efl ect o f any witho ut the use o f written no tes

talk
is so much mo re striking that I advise all my students to

p ractice p p
k ee ing o ints in mind by the use o f the igeon p
hol es, o r the A B C metho d, ex l ained in this lesso n p .

Usually ,
we hav e pl en ty o f advance no tice, and ti me
in whi ch to p pa re re a mental o utlines

D epen dabl e Way

An Easy,
I hav v l d an asy qui k and d p ndable way by
e e o ve e ,
c ,
e e

whi h su h utlin s may b fi d in mind T his metho d

c c o e e xe .

has s l v d th nly p b l m that was still v xing m n who

o e eo ro e e e
—
were k nown as o rato rs fo r their tho ughts wo ul d now and
then esca e p the min an embarrassing way .
 P age Ni neteen

I have b een ask ed f equ

r ently to assist students in
memo riz ing a talk j ust ab o ut the time they were to deliver
i t T he time was to o sho rt fo r them to learn the HAT
.
,

HEN , HAM series o f mental pig eo nho les, as taught i n

Lesso n T wo .

H ence the A B C M etho d, whi ch any o ne can learn and

app fly in ro m five to thirty minutes T his metho d is so .

simpl that e it is gras ped easily, and requires al most no

p pa ati n
re r o .

T he A B C Memo ry C o de
Every o ne kno ws hi s A B C
’
s . p
T he al hab et p resentsa

R eady M ade O utline . I t is necessary merely to take ad

vantage o f this o utl ine .

I hav e used the al phab et and sel ected wo rds that so und
lik e the l etters . fm
T hese wo rds suggest a iliar objects and
ideas, which are pictured easily .

A B C Wo rds
A — H ay
B — B ee
4
C — Sea
D —D eed
—
E E ase
F — E fl ervescent
G -
Gee (a term used
—
H H edge
I —E ye
—
J Jy
a
—
K K atydid
 Lesson Four

L (elevated railro ad)

-
L
—
M E m (a measure fo r type)
N —I nn
0 -
Owe (a b ill)
P — P eas
QQ— ueu e

R —Ho ur (clo ck)

S E sk imo
-

T —T ea
U — U b o at -

V — V ehicle
—
W D o uble U (do uble yo u) sto o p ing
—
X X ray -

Y — Y (Y M C A ) . . . .

Z —Z eb ra
T hese wo rdshav e b een selected with a great deal o f care .

You can l earn them in ten minutes b ecause the so und

o f ev er
y l p
etter o f the al hab et suggests the word to p
re resent

that l etter . And every wo rd in turn p resents a pi cture.

H o w to Learn th e A B C C o d e
Y o u must actually see in yo ur mind s eye a lo ad o f H ay
’
,

p
to re resent the l etter A .

You must see a swarm o f B ees to rep resent the letter B, .

S ee a sto rmy S ea to rep resent the letter C

,
.

S ee a man p resenting yo u with a D eed to rep resent the ,

letter
f
P icture yo ursel at E ase, in a co m o rtable o sitio n, to f p
t th id a f E as whi h will su est the l etter E — E
’
s
ge e e o e,
c gg .
P age Twenty two -
Lesson Four

A B C P i ctu res L earn ed Qu i ck l y

T hese wo rds may b e used as mental p ige nh l

o o es i n the
sa me way as the co de wo rds are used in Lesso n T wo . T he
advantage o f the A B C words is that they can b e l earned
q uickly .

T hese p ig onh
e o l es retai n, for instant f
re erence, any

ideas that i t wo ul d b e dif fi cul t to re memb er in any o ther

way .

A Val u ab l e M etho d
The i mportance f m ethod ca
onn ot thi s
be over esti mated -
.

P ractice is necessary to b eco me f amiliar with yo ur A B C

words Y o u must learn al so to f o rm and recall yo ur pic
.

ture asso ciatio ns q uickly .

E very A B C pi tu must instantly p p int y u

c re o o o r mind.

Yo u canno t gro p e f the wo d wh n y u ne d it

or r e o e .

T he main thing is to see q uickly in yo ur mind s e

ye the
’

pi cture that p
re resents the l etter .

M ental picturi ng requi res regular practice . By regular

p racticemean j ust a few minutes every day T hen pic

I .

tures fo rm themselves seemingly witho ut effo rt .

En j o yab l e P racti ce
Y o u can find real j ment in yo u p actice Ask some
en o y r r .

o ne to name ten o r fif teen o b j ects As eve y o ne is named . r

l ink i t wi th an A B C p ictu re
.

T he metho d is similar to that e pl ained in L esso n T wo x .

I t places the ob j ect o idea to b e rememb e ed in a definite

,
r ,
r

l o catio n .

T he A B C pi ctures afl o rd twenty
-
six finit
de e l o catio ns
Lesson Four P age Twen y three
t -

Su pp ose you wish t memb er a b o ok

o re a flag, a co llar,

and o ther i te ms .

B ook, the fi rst fi

i tem, i s put in the rst lo catio n, which is
hay . Fo rm a p icture o f a book and the lo ad o f hay .

Flaggoes in the seco nd p la ce, p

b y icturing a flag and the
swar m of bees .

Collar is fi
xed in the third plac e, by p ictu ing a la g
r r e

iollar and the sto rmy sea .

T he o ther i tems can b e plac d e , and recalled in regular

o rder, in the sa me manner .

T he A B C wo rds can be used in the sa me manner as

the co de wo rds fo r rememb ering talks , sto ries, and o ther

things .

T he metho d is intended p ri marily for p ubli sp c eakers

who have no t had the time to l earn the regular co de wo rds .

T he f o llo wing exa mpl e will illustrate cl early the use o f

the A B C wo rds .

H o w to P l an Yo u r T alk
Su pp o sing yo u are to mak e a talk co vering the follo wing
po ints in the o rder o utlined

r—O rganiz atio n .

2 — Co o p eratio n
-
.

3
— C o m p eti ti o n .

—
4 M anagement .

5
— D i strib u t i o n .

The wo rd organi zati on may suggest a g o up o f men en r

a
g ged in me p articular o ccupatio n I n this case organi
so .

zati on, b el ng the fi rst sub j ect must b e p ictured with the ,

lo ad of hay .
 Lesson Four

Yo u r P i ctu re Asso ci ati o n s

r
— If yo u will see this gro u p of —
men organizati on
unlo ading the hay, yo u have yo ur fi rst pi cture .

To so me minds ,
seeing an organ o n the l o ad o f hay wo uld
be fi
suf cien t to recall organi zati on .

2 —Co operati on
-
is the seco nd sub ect j . T his must be
seen in yo ur seco nd pi cture, which is the swarm o f bees .

See the bees o n the flo wers, gathering ho ney . T his sug

rati on
gests co ope -
.

3
— C o m p eti ti on i s a ss o c ia te d w i th s ea b y p ict ur i ng a ,

swimming race
—com p eti ti o n — i n t h e s to rm y se a .

4
— M a n a g e m e nt can b e re ca l l ed b y p i ctu ri n g y o u r sel f
receiving a large sho wy deed to a new ho m
,
e— a gif t f ro m

the management fo r yo ur services .

5
— D i stri b u ti o n i s y o ur l a st t o p ic S e e s o m e o n e a t. eas e ,

—
handing o ut advertisemen ts mak ing a di stri buti on o f
samples .

R ecal l Yo u r P i ctu res

I also direct yo ur attentio n to the i m p ortance o f recalling

the pi cture asso ciatio n o f the A B C wo rd and the to ic p .

B f
e ore f t mak a talk b as d n y u
yo u trust yo ursel o e e o o r

A B C w ds b su y u p i tu s will
or e m t y u ln
re o r c re co e o o

stantly and a u at ly R i w th m a suffi i nt numb

cc r e . ev e e c e er

of times until yo u are sure of the m .

T he A B C wo rds will give yo u a memo ry o n which yo u

p
can de end, and b e sel co nfiden t f -
.

Y o u can talk as l o ng as yo u wish abo ut yo ur first to ic, p

P age Twenty si x -
Lesson Four

of p
develo ing yo ur mi nd s eye I t is
’
. o ne o f the funda
mentals of o ral success in any line . I t is ab sol utely

necessary fo r the p ubli sp c eak er .

I f yo u have negl ected the drills in Lesso ns O ne and T wo ,

and are desiro us o f im p ro v ing yo ur ab ili ty to talk in p ublic ,

clo se this b o ok right no w . B egin againwith Lesso n O ne

and go thro ugh yo ur wo rds, care f ul ly o rm f
ing the mental
pi ctures acco rding to instructio ns .

A Go o d I n vest men t
T his p make yo ur mind q uick and keen
ractice will .

Y o u are mak ing an i nvestment o f yo ur time o n which

yo u w ill reap a sati sf acto ry return Wh ile merely readi ng .

these l esso ns will be o f v al ue, a little p ractice will add

greatl y to yo ur ab ili ty .

— —
N o te al so and this is imp o rtant the drills yo u receive
in fo ming p icture asso ciatio ns create the hab it o f remem
r

b ering things de finit ly and distin tly

e c .

Yo u wi ll be able soon to di spense with thi s

system of mental links and i n many i nstances
rem ember cl early accurately and auto m
,
ati c ,

ally because of the exerci se yo ur f aculti es have

,

had .

P i ctu ri n g Wi th o u t E ff o r t:
p
Y o ur memo ry will gras the tho ughts that yo u must go
to the co urt ho use, tel e ho ne M r Anso n , and k ee p
the . p
engage ment with yo ur atto rney, b y picturi ng wi tho ut ef
f o rt o n yo ur pa t
r , the co urt ho use, M r Anso n , o r his .

’
l o catio n , and the atto rney s o ffi ce .
 Y ou must no t form your o wn esti mate of the value of
these exercises . Understand cl early that these lesso ns are
no t the theoretical p ro duct o f o ne mind T hey are the
.

resul t of tried, p ractical , scienti fic , co mmo n sense appl i - o

catio ns .

The Val u e of Ab so l u te C o n fiden ce

O ne o f the first students to use the A B C metho d was a
man who had b egun recently to mak e pub lic talks He .

had always b een timid and afraid to sp eak i n p ublic H e .

was memo riz ing a sp eech, b ut, al tho ugh he had go ne o v er

it rep eatedly, he was no t sure o f it .

T he A B C metho d enabled him ,

witho ut any p rev ious

memory training, to learn his —

sp eeches a nd to a pp ear

f
be o re his audience wi th ab sol ute co n fid n e ce .

He now realiz es that we all have the Go d given o wer -

p
within us to master any task to which we assign o urselv es .

I n the past few yea s I hav r e seen many men ,

who had
believed it impo ssible fo r them to tal k in . p ub li c, b eco me
excellent s eak ersp .

H o w to B e a Go o d P u b l i c S peak er
N o t every o ne can b eco me a great o rato r, b ut ev ery o ne
who has a vo ice can develo p in to an earnest, co nvincing

p
s eak er If he so wills .

Knowledge f
o the subj ect i s half the battl e . K no wledge
b rings wi th i t sel fc
-
o nfidence .

E arnestness, knowledge, and sel f fi d

-
enco n
c e go ha nd i n
'

hand . T he earnest s eak erp i s always co nv incing .

 L esson F our

S ee thi ngs so clearly yo ursel f ,

that you can pi ctu re them
f or the audi ence to see . T he p ractice yo u hav e al ready had
in v isualiz atio n will b e o f great hel to yo u in making the p
o ther f ell o w see what yo u are seeing i n yo ur mi nd s eye
’
.

S peak D i sti n ctly

Clear arti culati on i s most n ecessary T his yo u . must prac
tice . P ro no unce yo ur wo rds care ully an d distinctly I f .

hav e f o un d i t goo d p
ractice to so und the l etters o f the al

pha b et i n regul ar o rder,

s eaki n g ev ery l etter cl ep
arly .

P ro no unce the so un ds sl o wly O en yo ur li s wide . p p as

yo u b egin , an d p ro l o ng the so und . T ak e at least two

secon ds fo r ev ery letter .

Fo rm the habi t of reading or p

s eak ing alo ud, and

p ro no un ce ev ery wo rd f
care ull y an d co rrectly . Do no t

say co men fo r co mi ng . P racti ce p

es ecially o n the en ding

-
i ng, an d o ther en dings many o f us slur that so .

C orrect enunci ati on i s an i mportantf actor i n publi c speak

N ex t co mes the p ro p er metho d o f deliv ery . I t is almo st

as great a fault t o b e to o sl o w as to b e to o fast .

Be D el i b erat e
T he b eginner usually mak es the mistak e o f b eing in to o
much o f a hurry I n o v erco ming this aul t do no t go to the
. f
o ther ex tre me and b eco me to o delib erate .

M y adv i ce i s to try yo ur talk o n o ne o r mo re friends o f

go o d j udgm n t e . T hey can so o n tel l yo u whether yo u talk
to o fast or to o slo wly .
 Lesson Four

Inexp erienced p s eak ers so metimes ramble on because

they canno t find a p p ro er sto pp ng plac
i e. Yo u can o rtif fy
yo ursel f against any su h dang c er b y having a few clo sing
tho ughts asso ciated with the A B C o r co de wo rds
—
.

Let this tho ught sink —

i n mak e o
y ru talk short and fi

they will wel co me yo u back . .

B revi ty i s the soul of wi t; this is o ne of the mo st imp o r

tant facts a speak er can learn . So me S
peakers never
l earn it .

Wh at C o n gregati o n s Like Best

A co nceited yo ung cl ergy man mo re,
celeb rated for the
l ength of his sermo ns than fo r their elo q uence, o nce ask e d
a a f mo us wi t what he tho ught o f the sermo n j ust p reached .

“
p assag
I l iked dingly w ll said th wit
o ne e excee . e ,
”
e .

I nd d! Whi h p assag was that?

”
ee c e

T h p as f t was th d y answer was that ”

sag I e e re er o, e r
‘

f m th p ulp it t th v st y m
ro e o e e r ro o .
”

Good stori es are always helpf ul . T hey b reak the ice at

the b eginning, an d they hel p to drive the p ints ho o me .

S to ries do no t
“
j ust happ en with mo st S p ak s e er . M uch
ti me is p
s ent in sel ecting and in p p aring the p p
re ro er

sto ries .

A f riend o nce co mpl imented M ark T wain up on the ease

with which he related an a pp p ro riate sto ry, an d re marked
that i t f
was wo nder ul to b e able to tell a story in such a .

manner .

said M ark, there was no thing easy about it.

“ ” “
Indeed,
I tol d myself the sa me story in twenty dif erent ways be f
f ore I f o und the way that suited me best .
”
 I t P ays to B e a Go o d C o n versati o n al i st
T he ab ili ty to way has carried
talk in an interesting
many men and women to so cial and b usiness success
‘

T hey may have had o nly a small p art o f the k no wledge of

so me o f tho se who m they p assed in life s race
’
.

When a man holds yo u sp ellb o und fo r half an ho ur o r

so by m
erely talking ab o ut o rdinary sub j ects; he co n

method to do it
scio usly or unco nscio usly uses a .

I n order that yo ur interest may b e aro used and held ,

the clever co nversatio nalist makes his po ints vivid and

clear .

A T rai n ed M emo ry Hel ps th e T o n g u e

M any men thi nk more interestingly than they talk o r
wri te .

Yhu can cul tivate the valuable art of co nversing by the

‘

same metho ds yo u have b een studying .

Y o u must make yo ur talk clear and vivid Yo u must .

dress ol d ideas p erhap s in new garments o f imaginatio n .

Yo u must use memory and asso ciated ideas .

When anything o f p articular interest happ ens to yo u ,

such fo r instance as a v isi t to a great: auto mo b ile factory

, , ,

yo u m ust v isual iz e i t to rememb er i t and mak e i t real again

in the telling M ake i t all a c o nnected series o f

. events

p
which yo u can resent in an interesting way .

I t is diffi cul t to tell yo u in detail exactly ho w to learn to

co nverse fl uently B ut if yo u will think care ully o f just
. f
what a real co nversatio n is, yo u will see that every lesso n
in this co urse can b e p ro fitably used to such an end .
 Lesson Four

Anecdo tes, p o etry or p ro se, q uo tatio ns and v al uab l e

data associated in mind by so me co de wo rd can all be

wo ven into a well ro unded co nv ersatio n .

P i ctu ri n g Ab stract Wo rds

T here is no limit to the use o f mental pi ctures . Any
wo rd can be made the b asis o f a pi cture by using the

imaginatio n .

T he acco mp anying sk etch sho ws that i t is p o ssible to

co nv ert any ab stract wo rds into pi ctures .

AWAKENING ENGAGEMENT

EFFICIENCY P ARADOX

S P EED MEMORY

CO NFIDENC E

DERMAMEMCE

REP O RTS S ECRET

P O INTS NO '
SY

“
O P P ORT UNlTY eg
g
l
;
!
M
‘
L
w

S U M M AR Y
I R ea dC aref ully 5 MMY P
ak e R eading 9 T he A BCC d o e
o ur
V l f C fid
°

Y
. .

2 Use M i nd 3 E ye
’
a o ti o n icture 10 a ue o on ence:

M W
. o ur .

3 I mpo rtance o f R ecall 6 ak e a ri tten R eview 1 1 I mpo rtant S ugges

Al d
. .
.

7 Read ng
i ou
“0 0 5
e ectio ns f o r
4 S l P rac
P bl S i
.

b Art o f Co nverse
T;
12
.
.

ti ce 3 , u ic peak ng
a
 C o p yri xht. 1 9 1 3
By
D u n) M . Ro m

Al l ri gh ts reser ved , l g h
i nc ud i n t at o f l
t ra ns ati o n i nto f o r-
sin :

l g
an uages. i ncld u i ng the S candi navi an
 LES S O N FIVE

H o w to R ememb er Fi gu res .

Be fo re xplaining the c
e metho d fo r figures I will call
o de ,

yo u r attentio n to a nu m b er o f ideas that m ay b e o f hel p

in keep ing figures In mi nd .

I t is hardly p ossible fo r the average p erso n to see numbers

in his mi nd s eye Or to rely up o n the ear imp ressio ns fo r
’
-
,

their recall .

fi
H owever, some gures may be remembered by observi ng a .

relati onshi p between the i ndi vidual di gi ts .

M etho ds Appl i cab l e O ccasi o n al ly

Fo r example co nsider numb er 2468 No te that there is
, .

a difl erence o f two between every o ne o f the digits . T wo

added to the initial figure 2 make it fo ur; fo u mak
two to r e

six ; two to six mak e eight— 2 4 68 . T he same app li s t e o

nu mbers I 3 57 and 3 57 9 .

T here are similar numb ers, such as 8642, 7 5 3 1, and 97 5 3 .

H ere again there is a diff erence of two b etween every

digit, in a descending scale .

T hen we have numbers like 123 6 and 13 48 . O bserve

here that the first two digi ts added to gether in each case
make the third, and that the rst three added to gether fi
make f
the o urth .

T he t l pho ne numb
ee er 7 28 1 suggested two s
g, since 7
and 2 are 9 as are also 8 and I .

Nu meri cal
Rel atio n sh i p
T he e isa ce tain mathematical relatio nship b etween the
r r

digits o f the fo llowing numb ers The mental process ih .

volved in observ ing f
these di f erences may be o f help to
so me persons .

—
1546 1 f o m 5 q ual s 4
r e , r and 5 equal 6 .

—
4519 4 f m 5 equal s ro I , 4 and 5 equal 9 .

—
17 86 I and 7 eq ual 8, I f om 7
r equals 6 .

I have met a few individuals who remembered numb ers

in this manner, b ut I do no t co nsider any o f the o re f
g g
o in m etho ds o f much general v al ue .

Figures like 10 , 12, and 25 are used requently, and, f .

because of o ur amiliarity with them, they are retai ned

f
with less efl o rt .

Fami l i ar C o mb i n ati o n s

Co mb inatio ns o f 12 im ress the memory readily because

p
12 is a numb er wi th which we are es ecially amiliar p f .

Gro u sl ik e 1236, 1248 , 1296, 3 648 , 2496 are more easily

p
retained b ecause they co m b ine mul ti les of 12 1296 is p .

12, and eight times 12 3 648 is three time .s 12 and fo ur . .

mes 12
ti .

Again, 3 256 is mp o sed o f 3 2 56 3 2

co -
. is four times
eight 56 is seven times eight

—
.
,

Also no te 547 2 : 5 4 IS srx t mes nine 7 2

i is eight times

A li ttle i ngenui ty on your part will suggest many other

operati ons by which your grasp on num bers can be strength
ened . .
 Lesson Fi ve

D o l l ars an d C en ts

Q m
ui te a nu
ber ofp p
eo l e remembe r i
fg ures a nd especi al ly ,

phon e numbers b converti ng themi nto dollars and cents as:

y , ,

2365 is rememb ered as

1489

Use this metho d if i t hel p s you to fix figu res in mind .

14 dollars is a de finit familiar amount; so is 89 ents

e, c .

T he co mb ination of th se two familia g up s is tain d

e r ro re e

mo re readily by the memo ry than the mere meaningless

figures 1489 .

S o me I n g en io u s M etho ds
ppli ati nsof ing n ousassociation to remembe figu s
A c o e i r re

can b e f und eadily o r .

A stud nt wishing t eetain the pho nog aph o d o r r rec r

T he M an with th H oe imp ss d i t as f oll ws

“
17 47 1 , e , re e o :

T he man with the ho e started at the age o f 17 . He used

4 hoes . H e was then 7 1 .
t

T he ph o ne nu mb er 483 8 suggested

Fo ur ate (4 o ne went away, then three ate

T he depa tments in many sto s are numb ed and th

r re er , e

num b ers a c mb in d f q
reuen tly to
o p esen t l
ea g re re r r er

figu s re .

F amp l
o r ex a d p a tm nt sto e,ffi ial r m mb
e r d th e re o c e e ere e

t l p h n numb
e e o 3 57 2 by b s
e ing that 3 5
er p es nt d o erv re r e e

th bo k d p a tm nt and 7 2 th j w l y d p a tment
e o e r e , , e e er e r .
 C o mmo n -
S en se M eth o ds
So me p o pl
e e think it ab surd to re memb er nu mbers in
such a way . B ut there is no thing ridiculo us in the use o f

these means . I t is j ust co mmo n sense . T hese nu mb ers

suggest distinct objects o r ictures in the mi nd s eye T his p ’
.

makes it easy and p ractical mbinatio ns of these

to use co

j
o b ects, o r de pa tments
r , as reminders fo r larger numb ers .

A B et t er Way
T he suggestio ns al ready o utlined may be a ppli ed o c

casio nally Bu t tho se desiring a reli able— an al mo st in

fallible m
.

eans fo r re memb ering numb ers sho uld learn the

nu mb er co de .

—
There i s a supreme confidence a j oy that comes wi th a
‘

knowledge of the code Ten orfif teen mi nutes of daily applica

.

ti on f or a f ew weeks are requi red to master i t You will then .

be able to carry i n mi nd figures of all ki nds stati stics phone , ,

num bers addresses dates and to accompli sh surpri si ngfeats

, , .
,
.

A Go o d S tart
Yo u have already go ne far o n the road T he exercises .

in Lesso ns O ne and T wo aved the way fo r yo u Yo u will p .

see no w how easy it is to co nvert nu mbers into pictu es r

and p ictu res into nu mbers .

T he man who
x
can remem b er figures witho ut the co de is
—
fortunate but nine o ut o f every ten need this metho d .

O nly the man with the excep tio nal memo ry o r the man ,

who do es no t care anything abo ut figu res, can afl o rd

'

to
igno re thi s pro cess .
 In teresti n g an d I n stru cti ve
Yo u will find the co de v ery interesting and instructive .

Unlike the o ther lesso ns, ho wev er, it will require more ap
li ati n to be of value to yo u
p c o .

T o tho se interested in rememb ering figures it will p rove

a revel atio n . Y ou will see how easy i t is to rememb er

figures by the number co de .

T o tho se no t interested in figures, I make the suggestio n

that they do no t devo te much time to the num
‘
b er co de
part o f thi s l esso n .

B ut remember that the drills and exerci ses i n this lesson

are a valuable sti mulus to your mi nd .

Why Nu mb ers Are D i ffi cul t

Numb ers, o f themselves, do no t co nvey clearly defined
'

pic tu red imp ressio na to the av erage b rain T here i s no th .

ing abo ut them to stimulate the imaginatio n .

T o b e sure, they are duly reco rded bo th thro ugh the

eye and the ear, b ut o rdinarily they register them selves

merely as numbers, which are difficul t to retain .

I t beco mes necessary, therefore, to devise some means

by which they may b ecome p ho tographed o n o ur me ntal

films in such a way that they will mean so mething as

'

definitely as does a word rep resenting an object .

P i ctu res Wi ll R ecal l Nu mb ers

We must find so methi ng that will p
re resent nu mbers
,

and then pr o ceed to fix these sub stitutes in o ur minds by

practi ce
. T hen, when a nu mb er a ppea s before us
r , we

shal l be enabled to recal l at o nce the picture which that

pa ticular numb
r p
er re resents.
P age Ei ght Lesson Fi ve

Co m pa e
r pictu
.
resthe ab o ve
and wo rds with the
’

o ne

hundred co de wo rds o n age I 8 p .

—
l

See that Tub is wo rd 19 , K i e s wo rd 7 1 hence the

t i

picture of a Tub and a Ki te p

re resents the co mbinatio n
—
19 7 1 .

p
Sim lici ty —
i tself when yo u kno w the o ne hundred
wo rds and their p
co rres o nding nu mb ers .

T h e B asi s of th e C o d e

T he co de is b ased o n the pho n eti c or So un d p

s ellin
g
i nstead o f the actual s elling o f p words .

Every wo rd is co mp o sed of v o wels and copso nants .

T he v o wels are a, e, i, o , u, and have no figu re values.

In additio n to —
the vo wels which have no fi u e val ues
g r

there are three co nso nants that figures, do no t re resent p

namely h, w, and y N o te that they o rm the wo rd why
. f
which is easily remembered .

T hese —
letters a , e, i, o, u, w, h, and y
—are not used
to re resent
p figu res .

T hey are used merely to hel p in fo ming wo

r rds . We can
co mbine themat any time and in any manner desired with
o ther letters witho ut al tering the
’

figu e val ue of theword

r ,

with o ne exce p ti
on .

H , by itself , has no gure value fi . I t, ho wever, hel p s to

f o rm the f
o llo wing co mb inatio ns: Ch, gh, ph, and sh .

T he figu re val ue o f these co mbinatio ns will b e ex lained p

later .
 P age 751inc

C o n so n a n ts Represen ti n g
T ep esen ts
r r
(C

T hese letters can b e co mb ined with vo wels to p

re resent

any nu mber . T hey have been sel ected b ecause they are

milar
si to the figure they p
re resent o r can be readily as

so ciated with it .

r
—T he figure p
1 is re resented by the letter T
—
.

S ugg sti n t has

e o I do wn stro k e .

2 —T h figu 2 is p
e re re resented b y the letter N .

—
S uggestio n n has 2 do wn stro kes .

3
—T he fi gure p r sented by the l
3 is re e etter M .

—
S uggestio n m has 3 do wn stro kes .

4
—T he figure 4 is rep resented by the letter R .

—
S uggestio n r is the f o urth letter in f o ur .

— p esented by the lett r L

‘

s T he figure 5 is re r e .

S uggestio n a p o und st l ing is ab ut 5

er ,
o do llars;
L also re resents p 5 0 in R o man numerals .
P age Ten Lesson Fi ve

—
6 T he figure 6 is rep resented by the l etter J .

u —
S ggestio n j rev ersed is a ro ughly fo rmed 6 .

7
—T he figu re 7 is re p resen ted by the letter K .

—
Suggestio n no te the two 7 s fo rming K in the illus
’

O ne o f the 7 s is up side do wn K
’
tratio n ab o ve . .

al so f o llo ws J in the al phab et .

8 —T he figu e 8 is p
r re resented by the l etter F .

S ugg estio n— and 8 b o th have two loops

f .

g
—T he figu e 9 is p
r re resen ted by the l etter P .

—
S uggestio n reverse the l oo p and we have 9
on p .

o — T he figu re 0 is re p snted by th
re e e l etter S .

— —
S uggestio n cip her means 0 think of it as sipher .

I n this way we asso ciate

—
0 with the S o f sipher .

Also no te that the two pa ts r o fS reuni ted as in the

drawi ng f or m0 .

T he illustratio n sho wn ab o ve will im p ress u p on yo ur

mi nd s eye a similarity b etween

’
certain letters and the
numb ers rep resen ted b y them .

D raw al l the letters, b eginning wi th t, f o llo wi ng my

suggestio ns .

Use these, o r any o ther means , to fix the letters and the

nu merals to which they co rresp o nd firmly in mind .

—
R ememb er cl early the fo llo wing letters have no numer
i cal value:

A E I O U —
W H Y
P age Twelve Lesson Five

g
—P and B having nearly the sa me so und ,
b o th are used

fo r 9 .

o
—C as in ice (sof t c) and Z are so unded as S . S Z . , and

rep resent 0 .

C o mpl ete Nu mb er C o d e
l — T and D, T n
i

—
5 L
—
6 J , S of t G, S h, Ch
—
7 K H ard G, H ard C
,

—
8 F and V
—
9 P and B

—
O S ,
Z , S of t C

I t i s necessary to be f amil iar wi th the so unds of the letters,

f or as you have al ready seen , the sound determi nes the gure fi
value .

C is either k or s viz : , C at city (sity) .

C in cat (hat) is hard c . I ts figuTe v al ue is 7 .

C in ci ty (si ly) is sof t c . I ts val ue is 0 .

—
G has two so unds as in age figu evalu
r e 6, and

as in a
g y, figure v alue 7 .

G in age (j )
a e is called so f g
t . I ts so und is similar to ch
much mash
.

in the wo rd ,
o r sh in .

J, so t f g, ch, and sh all have the figure val ue 6 .

Lesson Five P age Thirteen

Wo rds C o n tai n i n g S o f t G
Age (aje) 6, hinge (hinj) 2 6, rage (ra e) 46, ro uge (ruj) j
'

4 6. lo dg e s 6 , 1u dge (j ail 66, cage (ka ) 6, a e (

j 7 P g P l)a

9 6, G eo r e (
g j jo r ) 64 6 .

O bserve silent D in l o dge (lo j) 56, and udge (juj) 66 j .

p
I t will be goo d ractice to turn to a dictio nary and wri te
five o r ten o ther wo rds co ntaining sof t g .

No te that the sof t g so und is sim ly j J re resents 6 p . p .

there fo e soft g (j )
r is al ways 6 .

H ard G
Hard g is similarin so und to k, v iz : card (kard) , guard
(gard) .

P ro no unce card, guard, and yo u will no te that the so unds

of k and hard g are almo st identical Since k and hard .

c are 7, hard g, which is so unded almo st the same, also

has the gure fi value 7 .

Wo rds C o n tai n i n g H ard G

‘

Gar egg (7 ) dog mg fig bag

uard
g
Write five o r ten o ther wo rds co ntaining ha d g r .

Wo rds C o n tai n i n g S o f t C h
Ch al so has two so unds . So
f t, in chew hard, in ache

M uch match roach chai n chair

check (67) chi e f all co ntain so t f Ch .

Wri te five o r ten o ther wo rds co ntaining sof t ch

'
.
 Lesson Fi ve

T here are few words co ntaining ch so unded as K . Ch

nearly al ways has the figu re val ue o f 6 .

S u mmary
C (s) S of t C —o .

C ()
k —
Hard C 7 .

Ch S of t —6 .

Ch (k) H ard —
7 .

G (j ) S of t —6 .

G (gay) H ard 7 .

Let ters an d S o u n ds U sed O ccasi o n al l y

T he f o l lo wing l etters and so unds are mentio ned merely
fo r co mpleteness M ak e . p
no s ecial effo rt to learn them

no w :

Q is a co mb inatio n of k and w, viz Q uire (kwi ro) ,

Qi 7
s .

X (p ro no unced eks) is a co mb inatio n of K and S, and

there f o re stands fo r 7 0 . I ng, as in k ing, can be co n

v eni en tly used for 7 .

By using i ng to re resent p 7 yo u can f m mo re

or easily

words fo r nu mb ers like 4 57

—raili ng ,
8
9 7
— p aving, 68 7
shavi ng, —
69 7 shipp in g .

H ard ch, as in ache (ake) m (kasm)

and chas , haS the k
so und and re resents p 7, b ut is sel do m used .

Gh and h
p, as in ro ugh (ruf ) 48 , and ph o ne (f o ne) 82
have the so und o f f and re p resen t 8 .
P age S i xteen Lesson Fi ve

H o w to U se th e C o de
Having attentively follow d th
e e lesso n to this p int
o ,
it
will no t require much addi tio nal effo rt o n yo ur pa t
‘

r to
learn the wo rds rep resenting every numb er f ro m I to
t oo .

Yo u have, in fact , b een taught these wo rds in Lesso ns

O ne and T wo Y o u will now see why they hav e b een
. se

lected to designate the numb ers .

Let us begin wi th numb er 1 T his is rep resented by the.

letters t and d, f rom which we sel ect t .

To form a wo d r easily visual iz ed, we can sel ect any o f

the vowels, a, e, i, o , u, and the l etters w, h, and y, and

add the m to t .

Fo rmi n g th e C o d e Wo rds
Fo r o ur purpose we have tak en the letter h and the
v o wel a and co mb ined these with the letter t (I ) . Go mb in
ing h and a with t into the wo rd hat do es no t change the
figure value o f t (I ) , fo r h and a have no gure value fi .

I n this manner we fo m the w

r ord hat, which p
re resents

the figure val ue 1 .

T o change hat back to the numb er i t re resents we recall p

that h and a have no gure v al ue,
wh
‘
i chfil eav es t repre

senting

Numero us o ther wo rds co uld b e used for 1 , as ti e, hood,

hut, head, dough, toe, wet .

2.
—
Hen n is o ur co de letter fo r 2 . We have sim ly p
added h and e to make hen ,
who se figu e r val ue is 2 .
Lesson Fi ve P age S eventeen

3 .
—
H am m is o ur co de l etter fo r 3 . We have added
h and a, which hav e no figu re v al ue, fo rming the wo rd
ham, which has a figu re v al ue o f 3 .

4 .
—
Hare r is o ur co de l etter fo r 4 . We have added

h, a , and e,
‘

f or ming the wo rd hare

.
,
which has a gure val ue fi
of 4 .

5 . H ill -
l is o ur co de letter fo r 5 We have added I:
.

and i , and the addi tio nal l, which is no t so unded fo rming ,

the wo rd hi ll , who se figu re val ue is 5 .

6 .
—
S hoe sh in o ur co de is 6 . We have added 0 and e,

f ming the wo rd shoe who se figure val ue is 6

or ,
.

7
f

C ow
.
— c so unded k in our co de is 7 W
,
e have added ,
.

0 and w f o rming the wo rd cow who se figure v alue is 7

, ,
.

8 .
—
Hi ve v is o ne o f o ut co de letters fo r 8 We have .

added h i and e fo rming the wo rd hi ve who se figure value

'

, , , ,

is 8 .

9 A p p
e
.
— i s o ne o f o ur co de l etters f o r 9 We h av e .

added a and e f o rming the wo rd ape who se fi gure v al ue is 9

, ,
.

Io .
—
Woods d is l , s is 0 . T o these we have added the

lettersw , o, o , o r f mingthewo rdwoods who se figure valueis10 ,

.

C ro ss O u t th e Let t ers
No w list these fi rst ten wo rds, and cro ss o ut the l etters
that have no figu re val ue . T hen write the nu mb er that
the re maining co nso nants rep resent .

P racti ce Chart S i x will b e hel pf ul at this p o int . I t has a

co mplete list o f co de wo rds that can be used fo r p ractice .

C ro ss o ut the sil ent letters and vo wel s . C o nvert the re

maining letters into their co rres o nding nu p mbers .

P age E i ghteen Lesson Fi ve

No te that the wo rd snare is real ly 0 24 , b ut it is used to

p
re resen t 24 .

C o d e Wo rd s an d th e Nu mb ers T h ey
R epresen t
I
— H at 26
— H in ge sr
— L i gh t 7 6— Cage

2
— H en 27
— I nk
sz — L i on —
7 7 Cake
3
— H am 28
— K nife 53
— Lime
7 8—C uff
4
— H are 29
— K no b 54
—L a w e 79
— Cab
y r

s
—H ill 3 0
— M oo s e 55
—L ily 80 —Vase
—
6 Sho e — M u d 5
—
6 Lo d ge —
8 1 Fo o t
3 1

7
— Co w
32
— M oon 57
— Lake —
8 2 Fan
8 —
H ive 33
— M umm
y 5
—
8 Lo af —
83 Fo am
9
—A
pe 34
— H ammer
59
—L ap
—
84 Fire
— Woo ds — M ul e —
Oo Cheese —
8 5 Fil e
35
\

Io
— T ide 6— M at ch —
6 1 Sheet —
86 Fish
II 3
Iz — T in — Hammo ck 62 — Chain —
87 Fig
37
— T eam 8— M uff 6 —
3 J am —
88 Fif e
I 3 3
I4
— T ire 39
— Mo
p 64
—Ch ai r —
89 Fo b
—H o tel — R o se —
6s J ail — B u s
r g 4o 9 0

I6: —D ish 4I
— R at —
66 J udge 9 I
— B o at
—D o — R ain —
67 Check 9 2
— P ian o
I7 g 4 2

18
— D o ve — R am —
68 Chief — B o mb
43 93
I9
— T ub
44
— W a r rio r
—
69 Ship 9 4
— B ea r

20 — No se 4s
— R ail 7 o
— Goo se 9s
— B ell
2I — —
Windo w 4 6 R o ach 7 I
— K i te 9
—
6 B ush
22 — N un — R ak e 7 2
— C a n 97
—B ag
47
— Gno me —
8 R oo f 73
— C o m b 9
—
8 B eef
2 3 4
— Snare —Ro e 74
— Car
99
— P ip e
24 49 p
25 —Nail so —L ace 75
— Co al
P age Twenty Lesson Five

T hen trans p o se the nu mbers I to 1 0 into the co de words .

When yo u k no w the fi rst ten ,

p ractice o n every o ne of the
f o llo wing gro u ps of me manner
ten in the sa .

T hen p ractice wi th wo rds hav ing the same fi nal numb er

i n the fo llo wing manner :
I —Hat 5 I
— Li ght
I I —Ti de —
6 I S heet
2I
—Wi ndow 7I
—Ki te
3 I —M ud 8I —Foot
4I
—R at —
9 I B oat

P ro ceed i n the same way wi th the remaining co de words,

thus:
2 — 12 —22 — 3 2 etc
—
, .

3 23 — etc
33 , .

4
— 1 4
—2
—
4 34 , ete
_ 1 _2 5_3 5
5 5 r eta

Yo u C an T ran spo se Larg er Nu mb ers

Yo u can re memb er larger nu mb ers by co mbining the
co de wo rds . T o ill ustrate:

3964 IS 39 and 64, p

re resented by mop and chai r .

325 1 3 2 5 ,
1 moon li ght .

90 67 9 0 67 , bus check .

123 9 12 3 9, ti n mop .

7 95 7 95 ,
cow

994 9 94 , p
a e bear
.

I t is necessary o nly to f maor clear picture o f mop and

chair to re resentp 3 964 .
Lesson Fi ve

The danger of trans p o sing figu res, by recalling the pic

ture aschai r and mop64 3 9 ,
instead o f 3 9 64 , can b e avo ided
fi st bj ct la g than th s nd In th
by hav ing the r o e r er e eco . e

cas f 3964 p i tu e th m p la g than th hai

e o ,
c r e o r er e c r .

An th way t av id t ansp siti n f figu s is t s e

'

o er o o r o o o re o e

th bj e t
e o p s nting th fi st figu s ab v th bj t
c re re e e r re o e e o ec

p s nting th sec nd fi gu s F instan s the

re re e e o re . or ce, ee

mop o n the chai r

‘
. I f the nu mb er were 64 39 the chai r
wo uld b e pi ctured o n the mop .

I n t erest i n g P racti ce
Auto and car nu mb rs e ,
store, o i
fl ,ce and pho ne nu mbers
are excellent material fo r p ractice mwo rds fo r . At fi rst, f or

o nl y the fi rst two figures o f auto mob ile numb ers T hen .

tak e three fi gures and later fo rma single wo rd o r co mb ina

tio n o f wo rds for the entire numb er P ractice at fi rst o n .
,

fo rming wo rds without trying to rememb er any excep t

, ,

tho se that are o f es ecial p interest or v alue .

A F ew Addi ti o n al Wo rds Wi l l H el p Yo u
T he f
use o f the o llo wing wo rds in co mb inatio n wi th yo ur
co de wo rds will make it easier to co n vert many o f the

nu mbers b etween 10 0 and 1 1 0 0 into wo rds . Use o ne o f

these wo rds fo r the fi rst digit and the co de wo rd fo r the

last two figu res .

l — Ho t
—
2 Ni w
3 — My
—
4 H ai ry -
P age Twenty two
-
Lesson Fi ve

—
S Y el l o w O i ly
—
6 Ash y H u ge
7 — G ay Weak
—
8 H eavy Few
—
-

9 H appy Buy
—
l o D iz z y H i d eo u s

B ecome thoroughlyf amili ar wi th at l east one of these words,

‘

fo r ever
y n m
u be r
f ro m I to 10 ,
and use i t regul arly when the
combi nati on wi ll permi t . Yo u can co mb ine these with yo ur
co de wo rds to p
re resent nu mb ers b etween 10 0 and 1 1 0 0 .

Familiarity wi th this list and wi th the co de wo rds gives

yo u a firm gri p on mo st figures .

S o me Il l u stra ti o n s
—
l 3 8 Wh i te mu ff —
6 18 Wash do ve
—
165 H o t j ai l —
666 H u ge j u dge
—
263 New j a m —
7 3 8 G ay mu ff
—
292 Wi n pi an o —
7 99 Weak p i pe
—
3 43 Ai m ra m —
8 29 H eavy k n o b
—
3 7 4 M y car —
83 9 Wave mo p
—
44 1 H ai ry ra t —
9 3 5 Wi pe mu l e
—
47 6 Wi re cage —
9 7 3 B u y co mb
—
5 44 Y el l o w warri o r —
10 18 D i z z y do ve
—
5 62 0 i ch ai n
—
10 7 9 H i d eo u s cab

Now see ho w interesting the j

sub ect o f figu res can be
made by p icturing every o ne o f the ab o v e co mb inatio ns .
 Lesso n Five

26 —E nj o y 5 r—O l d 7 6— Ho ggish
27
— Ink
y 5 2
— Lean 77
— Coo k
28
— E no ugh 53
—L a m e 7 8 — G iv e

zg
— N obb y 54
—L o w e r —
7 9 Gabby
3 0 — M ess y 55
—L o y al 80 —Fuz z y

3 r
— M udd y 5 6—L a sh —
8 r Fat
— M ean 57
— Le ak y
—
8 2 Funny
3 2

33 M-
a im 5 8—Leafy —
83 Fo amy

3 4
— M o r e so
—L eap —
84 Fiery

3s
— M a i l —
oo Cho ice —
85 Full

3 6 — M a s h —
6 I Jet —
86 Fishy
— M k —
6 2 Shiny —
8 7 Foggy
37 e e

3 8— M o ve —
63 Chummy —
88 H eave o ff

39
— M ob —
64 Cheery —
89 F0 ppy
4o
— R o sy —
65 Chilly go
— B usy
—
4 r R ed
—
66 J ewish 9 I — B ead y
4 2
— R ain y
—
6 7 Shaky 9 2 — B o ny
43
— Warm 68 -
Shav e 93
—B um
4 4
— R are
—
69 Cheap 94
— B are

45
— Ro
yal yo — Co z y 95
— B l ue

4 6—R ich 7 I — Gaudy 9 6—B u shy

47
— R o ck
y 7 2
— K een 97
—B is
—
4 8 R o ugh 73
— Calm
9 8— B eel y
49
— R uby 7 4
— Gra y
—
oo B aby
s o — L acy 75
— C o o l

T his list will pr

o ve hel pf ul fo r f
re erence . I t is not

necessary to learn it, but yo u will gradu ally acq uire many
o f these wo rds and add o thers o f yo ur o wn
,
.
 C o de Wo rds U sed as Verb s
mail match mop and many
T he wo rds nail , hi nge, knife, , , ,

of the co de wo rds can b e used asverbs Fo r example: .

Nai l a b o at 2 59 1 Mop ,
a ro o f 3 94 8
H i n ge a f an 2 68 2 R am a car 43 7 4
Knife a warri o r 2 844 Gu lf a j u dge 7 86 6
M ai l a pear 3 594 Fan a l awyer 8 2 54
M a tch a t i re 6
3 41 B o mb a j ai l 6
93 5
Yo u can or f ma p ictu re o f every o ne o f these co mp osite
ideas . D o it no w .

M all
p a p
earl amay
nati n req uire ex o , al tho ugh i t is
simp le See yo u self sti king a p o stage
. r c sta mp p
u on a

p ea and d opping it into the p o st offic

r, r e .

Inmilar manner mail can be co mb ined with many o f

a si

the hundred co de wo rds to designate numb ers b eginning

with 35 , as:

M ai l a di sh 3 51 6 M ai l a mu fi 3 53 8
M ai l a k nife 3 528 M ai l a ch eese 3 560

O n e New Wo rd In stead o f T wo C o d e Wo rds

B y this time it isdo ub tless clear that yo u have the cho ice
of two metho ds in trans p o sing larger nu mbers:
1 . Yo u can use two co de wo rds, or

2 . Yo u -can fo m on
r e wo rd to p
re resent the number .

T he usual and mo st satisfacto ry co urse i n the beginning

is to mb ine yo ur co de wo rds Later yo u will graduate
co .

into the single wo rd class almo st auto matically P ractice

-
, .

will soo n make yo u p ro ficient .

 Lesson Fi ve

947 1
T he b eginner will p
re resent 947 1 b y the co de wo rds
bear (94) and ki te Later he will reco gniz e fo r 9 4 7
- - -
r

the so unds pv k t - - —
or p r k d - -
, or b r-k t,
- -
or diff erent co m
b inatio ns o f these t so unds .

—
T he wo rd bracket may suggest i tself the ck so unded k
has the v al ue o f 7, no t 77 .

I f 947 1 were a pho n e nu mb er , and yo u o nce cl earl

'

y as

so ciated a bracket with the p e son

r or place , yo u wo ul d
have no diffi cul ty in recalling the nu mb er .

84 1
T ak e the nu mb er 841 . C o mb ining the co de wo rds fo r
the numb ers 8 and 4 1 wo uld give us h ve rat
i -
.

I t will hel pyin trying to orm a single wo rd fo r 841

ou f
to write the co rres o nding l etter b elo w each numb er
p .
.

8 4 l
f or v r t or d
I nserting the vo wel 0 we have the wo rd f ort to p
re resent

841 .

Ford, Fri day, f rei ght, f rui t, and avert also stand fo r 84 1 .

32 1
mb er 321 wo rd fo r 3 is ham,
°

T ry nu . O ur co de

wi ndow .

To mak e o ne wo rd we p ro ceed

3 2 1
m n t or d

Inserting the vo wel i we have the wo rd mi nt .

P age Twenty ei ght -
Lesson Fi ve

Larg e Nu mb ers
In f or ming wo rds fo r the l arger nu mb ers yo u may find
it co nv enien t to div ide so me numb ers as fo llo ws
1 94 1
— p
re resented b y wh i t e b i rd
1 9 4 1
-

2 94 2 — 2 -
9 4 2 n ew b arn
16
— 0 16 h i re stage
40 4
-

—
61 42 6 -
1 42 h u ge t rai n
—
7 83 5 783 5 -
gay f a mi l y
—
83 62 8 3 62 -
h eavy mach i n e
T his giv es yo u the cho ice o f re resen ting 1 94 1
p by whi te
bi rd, as ab o v e, o r o f co mb ining yo ur co de wo rds fo r 1 9 4 1 , -

—
which are tub rat .

1 94 1 can b e designated also by hot bread, whi te beard,

wet board, and many o ther co mb inatio ns .

Taboret, depart and tapered al so stand fo r 1 94 1 .

2 94 2 can be p
re resented, in additio n to the co de word
co mb inatio n ,
—
knob rai n , as

no brai n , new born, own a ron p .

I t will give yo u valuabl e and i nteresting p ractice to or f m

as many co mb inatio ns as p o ssible fo r the ab o ve numb ers .

Yo u will understand that the o b ect o f this exercise j is

to give yo u familia ity with th us r e e of yo ur co de . In
actual use u ne d f m nly n mb ination fo r any

m
y o e or o o e co

nu b er .

Add i ti o n al I l l u strat i o n s
11 -
3 o — D ead mo o se 47
-
7 0 1
— R o ck y co ast
13 -
47
—T eam wo rk 9 9
4
-
1 4
— P o o r b utter

15 6—T all b ush — D amp cellar

54
-
9 139 0-
Lesso n Fi ve P age Twenty n ine -

18 35
- —
D eaf mule 1 43 -
5 2 6—T ri ml aunch
2 2 67
- — Unio n Jack 1 47 -
0 14 —D ru sto re g
35
-
77
—M ul e k ick 43 4 95
-
1
— Armo r pl ate
40
-
18
—H o rse thief 80 1 machine
-
3 6 2 -
Fast
43 6 —Army ship —
846 3 5 7 Fresh milk
-
‘

9
-

0 —
5 43
—Laz y ram 9 2 1 -
2 62 —P aint
69 -
74
— C heap car 9 4 8 -
99 5
— B rav e
— —
:

7 75
1 -
G o o d co al 950 -
43 1 P leage remit
- —
8 1 7 o Fat go o se 9 57
-
73 4
— B l ack mera ca

- —
84 5 1 Free light
‘

2 6- 43 - 42
—N ice warm rain
95 3
-
8—B l ue m u ff - —
69 4 1 8 2 Cheap red fan
-

97 4 8
-—B ig ro o f 94 7 5 1- — P ure co ol water
-
4
Co nsider these wo rds care ully nderstand why they f . U
p
re resent the n umb ers Go o ver them sev eral times
. .

Change them into wo rds witho ut f

re erring to the l ist .

Y o u will find additional mbers o n

nu P racti ce Chart S even .

D i ffi cu l t Nu mb ers
T here .
are so me numbers b etween 10 0 and 1 0 0 0 that
canno t be p
re resented by a single wo rd . Fo r o ther n u m
b ers i t may b e dif ficult especially fo
,
r the b eginner, to fo rm
a word .

I f yo u wish a nu mb er fo r 126 and canno t think o f o ne

word q uickly, co mb ine the co de wo rds fo r 1 and 26

H at and Hi nge .

V isual iz e a large H at hanging o n a H i nge, which p

re t e

sents 126 .

Single wo rds fo r 126 are

D ani sh, ti nge, tonnage, di ngy

P age Thi rty Lesson Fi ve

242 can be p
se arated into 2 and 42 . You can co mbine
yo ur co de wo rds H en (2 ) and R ai n p ictu ing a r H en
in the R ai n, for 242 .

O ther co mb inatio ns may suggest the mselv es fo r 2-4 2 ,

such as

N ew ho rn No r ai n

New yarn H en ra n

O wn i ro n Wi n h ero i n e

A single wo rd fo r 242 is
Neuron

Always bear in mind that the co de is based so und .

f
No te the ollo wing:
2 62 —nati on (nashun) .

—
862 vi si on (vi shun) .

Ti on and si on are so u nded shun hence , 62 .

Yo u C an R ememb er P ho n e Nu mb ers
T o illustrate the p ractical v al ue o f o ur co de we wil l ,

apply i t to tel ep ho ne numb ers T here are p rob ably no

.

figures yo u are mo re f requently called up o n to remember

than these .When yo u need themyo u need them at once .

R ememb ering pho ne numb ers need no t tro uble yo u fo r ,

the co de lends i tself remarkably well to the mental fil ing

of such numb ers .

We translate the numb ers into wo rds and asso ciate them
wi th the name o ffi ce residence o r place o f b usiness o f the
, ,

wi th wh m w e desire to co mmuni cate

per so n o .
P age Thi rty two -
Lesson Five

4
—T he Li m
p n
a sto re, having b een asso ciated with the
lace de p a tment sugg st d 5 0
r e e , the cue fo r the numb er 5 0 00 .

F u r th er Appl i cat i o n s
A few a ppli catio ns o f the numb er co de as used by stu
dents in re memb ering telepho ne numbers will b e hel pful .

—
A rail road p ho ne numb er 17 84 .

l , 7, can be p
re resented b y the l etters t, k, f ,
r
.

Fro m these are f or med the wo rds take f ar .

The mind readily gras s p the asso ciatio n b etween a

railroad and the tho ught that i t will take yo u f ar . There
f
a ter the p a tir cul ar rail ro ad will instan tly refl ect the
tho ught take yo u f ar, o r take f o r, which, co nv erted into
figures, is 17 84 .

Appro pri ate Asso ci at i o n s

I t i s better to f ormappropriate phrases when possible, b ut
until yo u have had so me ractice wi th the numb er co de p
yo u may hav e to de p end ,in many instances ,
p
u o n co m
binatio ns of yo ur co de wo rds, such as dog fire fo r 1 7 84

instead of take f ar .

—
A bank p ho ne numb er ,
7 19 1 .

A class memb er co nv erted the figu res 7, l , 9 , 1 into the

wo rds get pai d m sure yo u real iz e the ease with which
. I a

this asso ciati o n b etween bank and get pai d is k ep t in mind .

I t is a pp p ro riate and readily recalled .

—
A n ewspaper pho ne nu mb er 55 10 .

A studen t suggested the ph as r e li e l ots to re resentp the

ph o ne nu mb er 5 5 10 . Li e is 5 , l ots is 5 1 0 . P o ssibly this
Lesson Fi ve

parti cular n ews a er pp was p

re resen ted co rrectly by the
thought li e l ots . You can see that such a ph ase
r ,
when
o nce asso ciated pap e w
wi th the r, o uld b e recalled readily .

—
A hot l telepho n
e e, 20 68 .

I tel e ho ned to a certain ho tel several times, and every

p
tim e was o bl iged to re er to the f p
ho ne b o ok , as I had
fo rmed no wo rds fo r the numb er, which was 2068 .

I then co nv erted this into the wo rdsni ce chef and o rmed f

. p
a mental icture o f t he hotel and a ni ce chef I shall n ev er .

fo rget this asso ciatio n, ni ce, 20 , che f , 68 .

p
A f ri end, tele ho ne, 4802 .

I fixed the ph o ne nu mb er 480 2 in mind by the wo rds

rough son ; p
This descri tio n was an apt o ne, as the family
had a b oy Who was indeed a rough son .

I have used ph o ne nu mbers to plain

ex the p ro cess,

because o f their universal use .

Understand that the me meansare at yo ur command

sa

to fix any k ind of figures in miggowith certainty .

Exampl est i ri nL esso n S even

’
Addi ti o n al
Lesson Sev en mples o f the ap
co n tains additio nal exa

li ati n f the co de in rememb ering p ho ne numb ers T he

p c o o .

exchange is usually no t tro ubl eso me b ut that lesso n will ;

sho w ho w the exchange can b e added to the mind p ictures

and recalled .

Nu mb er C o d e Appl i cati o n Un l i mi ted

Your watch wi ll no t keep ti me unless you wind i t . Neither
will the number code serve you until you a l
ppy i t .
P age Thi y o ur
rt -
f Lesson Fi ve

I co uld
giv e yo u th o usands o f ill ustratio ns o f the use o f

the numb er co de, b ut the im o rtant thing is to urnish yo u p f

wi th the metho d I t is fo r yo u to put i t into actual
. p rae
“

tice on tho se numb ers yo u wish to k ee in mind p .

T h e C o d e M ak es K n o wl ed g e C ertai n
You canno t co n use f 9 8 and
99 , b ec ause 9 8 is beef , and
9 9 is pi pe T hey . p resen t two en ti rely distinct ictures, p
y et 9 8 a nd 99 merely co nsidered as nu mbers are readily

f
co n used .

As an illustratio n of this I ci te a recent ex p erience . I

have o ccasio nal use for —
the address 12 99 t h S treet .

Un certai n ty O verco me
When I tried to recall the street I was uncertain whether
i t was 9 8th o r 9 9 th T hen my men tal icture came to my
. p
rescue . fi
I had x ed 12 and 99 in mind by the use o f the
co de wo rds fo r these two nu mb ers ,
pi cturing a large tin
i
pp e i n f ro nt o f the ho use . T his pi cture co nv erted into
figures gave me 12 and 99 .

Ad dresses an d O t h er Fi g u res
Addresses, mnumbers catalogfigures bank or business
roo , ,

— —
stati sti cs pri ce li sts any and all ki nds of figu res can be
,

fi xed i n mi nd by the nu mber code .

A memb er o f o ne o f o ur N ew Y ork classes said that he

had tried rep eatedly to carry in mind the address 63 4 West
i 67 t h S treet I t was the ho me o f a f riend in the restau
.

rant busi ness .

P age Thi rty si x -
Lesson Fi ve

Addi ti o n al U se of P i g eo n h o l e P ri n ci pl e
L esso n T wo gav e us an insight into the use o f o ur co de
wo rds fo r remembering errands, the o ints o f a s eech, p ‘

p
sal es talks, b usiness engage ments , and any i tems o f im
po rtance .

I n additio n to enab l i ng us to re memb er these details , the

metho d creates a mental hab it which is b ene fi cial .

It al so instills a s p i it
r o f en oy j ment might into what
o therwise b e drudgery, and gives us a new hol d o n many

things diffi cul t to retain .

Code Wo rds C reate P o wer

O ur co de wo rds, as we have seen, fix nu mb ers in mind .

T hey also enab le us to

—
do amaz ingfeats thingsfar b eyo nd
the av erage mind . T hese can be acco mplished o nly

thro ugh the use o f the co de

. .

T here is no l imit to the startling things yo u can do .

T hen, in additio n to the entertain men t f eature, there is

the mo re imp o rtant o ne o f mental gro wth Y o u are im .

—
p roving while at p lay co mbining entertainment and im
p ro vement .

Y o u will see the wo nder ul f p owe r yo u p o ssess, when

o nce k no w yo ur co de wo rds,
yo u and can interchange the
wo rd and i ts numb er .

Kn o w Yo u r C o de Wo rds
B y this time yo u sho uld k no w the wo rds H at to D aisi es
Y o u will find them eq ually
’
as yo u k no w yo ur A B C s .

use f ul as lo ng as yo u l iv e and think .

Lesson Fi ve

must b e i dentified wi th i ts corresp o nd

Every co de wo rd
ing numb er I t sho uld instantly suggest the numb er i t
.

rep resents E very numb er sho uld also immediately recall

.

the co rres ponding w o rd .

A S tri k i n g F eat
If yo u kno w yo ur co de wo rds yo u can no w er o rm a p f
p
seemingly im o ssible eat f f
A ter having heard b ut once
.

a list o fmb ered items yo u can instantly assign all items

nu

to their p ro p er p laces and recall them at will

, .

Supp o se so me o ne were to read to yo u the fo llo wing

twenty numb ered wo rds:

Twen ty I tems T o B e Rememb ered

1
— S no w —
8 Carp et 15
— Clo ck
2 —
Apple 9
—M arble 16
— B o ok
3
— P encil to
—B ank 17 — D esk
—
4 T able 11
— B arrel 18
— C hair
5
—Au to 12 — M elo n 1
— P aste
9
—
6 Flo ur 13
— B oy zo
—Lamp

7
— S trap 14
— P aint

Yo u n o w have twenty i tems, ev ery o ne b earing a m

nu

ber, to file away . Y o u do this easily b y using yo ur mental

— plain
“

i eo nho les the co de wo rds, as ex ed b elo w Yo u

pg .

can also recall these i tems at will .

Fi rst T wen ty C o d e Wo rd s
l — Hat —
4 H are 7 — Co w
—
2 H en —
5 Hi l l 8 — H i ve
—
3 Ham —
6 S ho e —
9 Ape
P age Thi rty ei ght -
Lesson Fi ve

10 —Wo o ds —
14 T i re
1l —T i de —
15 H o tel
—
12 T i n —
16 D i sh
l3 — T eam 17 —D og

Y o u will no w fil e the twen ty i tems b y f or ming a p icture

asso ciatio n o f every o ne with i ts co rres p o nding p geonhole
i .

1 —S now is asso ciated wi th

'

Ha t . P icture a H at full of

S now, or the H at rol ling in the S n ow .

2
—Apple is asso ciated wi th H en . I t is no w easy fo r
yo u to f or m such a p icture .

3
— P encil p
is ictured with H a m: See a P enci l sticking

in a H am .

4
— Tabl e is co mb ined wi th H a re . See the H are i n yo ur
mi nd s eye j ump ing o n
’
a Tabl e;
N o w go thro ugh the l ist . Fo rm these pi cture co m
b inatio ns
1
— H at and S now 11
— T i de and B arrel
2 — H en and Appl e 12
— Tin and M elon
— Ham and P enci l
— T ea m and B o
3 13 y
— H ar e and Table 14
-
T i re and P ai nt
4
— Hill and Auto 15
— H o tel and Cl ock
5
—
6 S ho e and Fl our 16
— D i sh and B ook

7
— C o w and S trap 17 — D og and D esk
—
8 H i ve and Carpet 18
— D o ve and Chai r
9
— A p e an d M arbl e 19
— Tub and P aste

1o
— Wo o ds and B ank zo
— No se and Lamp

M ake clear pi ctures . I magine as much moti on in them

as p ossib le . E xaggerate the mall
s o b ectsj . See a huge
T i re , f
as req uently depicted i n advertisements ,
and see the
P age Forty Lesson Fi ve

pi cture yo u may hav e fo rmed o f H i ve and Carpet . So yo u

k no w with certainty that the eighth wo rd is Carpet .

No w to recal l , say the wo rd o pp o site nu mb er 15 . Y o ur

fif t eenth co de wo rd is H o tel . T his will suggest yo u r pic

ture, —
H o t el Cl ock ; f
there o re Cl ock is o pp o si te nu mb er 15 .

pp
N ow su o se yo u wish to k no w where B ank is l o cated .

p
Yo u will recall yo ur icture o f the B ank and the Wo o d s
'

Wo o ds is the tenth co de wo rd so Bank isi temnumb er 10 -

.

— —
P aste recal ls T u b co de wo rd numb er 1 9 therefo re
P aste is the nineteenth i tem .

I n this same way yo u can recall the wo rd o pp osit e every

nu mb er , or tell the nu mb er if the wo rd is mentio ned .

T ak e M o re T ests Li k e T hi s
If, at fi rst, yo u fail ed with mo re than o ne o r two i tems,
tak en ten at a ti me until yo u can recall themwitho ut erro r .

Then increase the numb er to fif teen to twenty o r to as , ,

many as yo u wish .

Yo u can do this al o ne, b ut i t is hel pf ul to have so m n eo e

calll ists to yo u I n a day o r two o . ast nish yo u f iends r r

co mb ineentertainment with ro table drill p fi .

Y o u will also find that i t is no t necessary to hear the

wo rds in regul ar o rder .

Su pp o se fi rst yo u had b een told

nu mb er 9 is M arble . You need

merely recall yo ur ninth co de wo rd ,

Ape , and pi cture Ape and the

Marbl e .
Lesson F i ve P age Farty one -

T hen , if the nex t i temgiven yo u were numb er 1 6, B ook

co de wo rd nu mb er —
16 is D i sh see the D i sh and the B ook
to gether i n yo ur m i nd s eye i n
’
a cl ear pi
cture .

I n yo ur nex t test, hav e the wo rds given to yo u at rando m

i nstead o f in regular o rder, and as every numb ered wo rd is
giv en to o
y ,u recall yo ur co de wo rd fo r that nu mb er , and

f m a co mpo site p icture of the o bj ect and the co de wo rd

or .

P racti ce wi th thi s method every day, tak ing a new list of

j
o b ects every me
ti minutes regularly devo ted to
. A f ew
these exercises will mean q uick imp ro vement T ests such .

as these are t he b est k ind o f memo ry to nic .

o
Wh i ch Is Easi er ?

I k no w that no t o ne no r mal mind in a tho usand can

retain figu res wi th the me ease and certainty asthat o f

sa

my students . B ut o ccasio nally so me b eginner who has no t

learned the co de will p
ex ress the tho ught that he can

re memb er figures j ust as readily witho ut the co de .

T he answer is b est given by co mparing the numb er co de

with sho rthand T he b eginner can write lo nghand far
.

mo re readily than shorthand If a few wo rds o nly are to .

be recorded, he wri te them in lo nghand, b ut if given

can

dictatio n at the ordinary rate he is lost until he masters

sho rthand .

To carry o ut the co mparison ,

if yo u hav e a f ew numb ers

to memb er it will p erhap

re s b e easy fo r yo u to do thiswith

o ut the co de, B ut few p ple can emember a mass of

eo r

figu es with accu acy

r r .
P age Forty two
-
Lesson Fi ve

Fi gu re S ho rth an d
nu mb er co de will enable yo u to retain and recal l
any a mo unt of figures with certainty. A little regul ar

practice o n this Fi gure S horthand will make you a master

of this sub ject p
which is bo th im ortant and fascinating .

M any a pp licatio ns o f the numb er co de givenare

i n
Lesso n Seven . Y o u will find theminterestingand practical .
 P R AC T I CE C H AR T 5

W ri te the numb ers rep resented by W ri te ll w

the ette rs r ep resen ti n
ll l
the f o o wi n g etters
. the f o lo ing nu mb ers .

T S 4

J C H H ard

GH

G H ard
C H

C H H ard

C H ard
 P RACT IC E C HART 6

C ro ss o ut the sil ent l etters, vo wels and l etters whi ch have

0 fi gure v al ue i n the f o ll o wi ng wo rds
. Wri te the figure
al ue o f the re maini ng co nso nants
EN H AR E — P IP E
o w
oo
UB DOVE
N UN N AI L
M AT C H
'

INK
MUD
MOP TIRE C H AI N
R AT LI O N GO O S E
SH E ET
L AP J AI L
‘

B E LL
JA M
C AN
C AR C AGE CHI EF
C AB
F AN F O AM — L AI R
FI G
FO B
B US
B AG FI S H
H AT WI N D O W
tAP E H AM M E R .

f
irm FI FE
M
E U L E
 P RAC T IC E C HART 7

Change the f o l l o wi ng nu mb ers i nto co mbina

tio ns:

47 3 1

697 1

N o w transl ate the f o l l o wi ng numb ers i nto

“
a si ngl e wo r
o r w ord c o mb i natio ns
 C o p y ri gh t, 1 9 18
BY
D AVID M . R O TH

ri gh ts r eserved , l h
i n c udi n g t at of l
tran s ati o n i n to f o rei gn

l g g
an ua es. i ncld g
u in the S ca nd i navi an
 LE S SO N S I X

H O W to R ememb er Spel l i n g
”
D o Yo u S pell b y Ear ?

A teacher, af ter labo ring with J o hnny, asked in disgust,

Johnny, how in the wo rld do yo u sp ell ? ”

“
Well ,
”
p ond ered J ohnny I guess I sp ell j ust the same
,
“

as sister play s the p iano — by car .

”

’
And the b oy, witho ut kno wing it, hit the b ull s eye O f

po o r p
s elling .

p
T here are two ways o f s elling O ne is by ear, and the .

o ther is by eye . p
E ar s elling is uncertain E ye spelli ng i s .

accurate . p
P o o r s ellers are usually ear s ellers, mo re s the
’
p
i t
p y, b ecause eye p
s ell ing isthe easier .

En g l i sh a Co mpo si te Lan g u ag e
Tho sewho hav e a so und knowledge of Latin, Greek ,
French, German , and the E nglish Of Chaucer have l i ttl e
difficulty in p
E ngl ish wo rds, fo r E nglish is b uil t
s ell ing Of

f
words co ming ro m all these languag es .

So me mbdern instructo rs teach chil dren to s ell by eye

’

p
—
by visualiz ing the wo rds b ut many u ils ersist in s ell p p p p
ing as they hear the wo rds And b ecause they . o ft en hear
p
wo rds mis ro no unced they miss ell them p .

T his b eco mes

”
a hab it, which, in a ft er years,
l eads to
emb arrassment and regret . P eo pl e o f ex cel len t educatio n
and address are O ten f plac d in awkwa d p
e r o si tio ns b ecause

o f so m mi
e serab l e mistak e in spell i ng .
P age Two Lesson S i x

B eg i n T o d ay to S pell b y Eye
— —
Sp elling by eye and b y that I mean b y bo th the real
eye and the mi nd s eye ’
,
v isual iz atio n— do es no t mean that
yo u must discarde very hab it yo u have fo rmed o f sp elling
b y the so unds O f wo rds . M any wo rds are spelled exactly
as they so und .

Ev ery o ne who is no t a go o d spel l er has so me pet

p mistakes that he alwaysmakes Wo rdsare learned
s ell ing .

o ver and o v er again o nly to b e missp elled the nex t tim

, e .

And there are new and unfamiliar wo rds cropp ing up all .

the time that giv e tro ubl e .

T h e T rai n ed M i n d
’
s Eye
Tro ublesome words can be mastered through vi suali zati on .

T rain yo ur mi nd s eye to see the wo rd so cl early that you r

’

hand can wri te i t o r yo ur l i s can s el l i t p p .

To read a wo rd f
care ully and study the letters as they
app ear i n the p p ro will fix that word in yo ur
er seq uence

mind . I t will stand o ut l ike chalk marks o n a blackb o ard

when yo u need to use i t .

When you find certai n l etters f

o words are troublesome,
make use of exaggerati on . Wri te the wo rds p p
ro erly and

exaggerate the l etters causing diffi cul ty . M ake m

the
much larger than the rest O f the letters in the wo rd .

I give a few illustratio ns that will Sho w how to ro ceed p

with many o ther wo rds that b o ther yo u ro mti e to time f m .

P ri vi l eg e
Fo r exa mp le ,
tak e the wo rd pri vi l ege, O ten inco rrectly f
p
s elled priv el ege . Write the wo rd co rrectly and enlarge
P age F o ur Lesson S i x

p encils . Im p ress wo rd thus written by gaz ing at i t

the
mo ment Shut yo ur eyes and see in yo ur mi nd s eye
’
a .

the wo rd thus al tered .

A l i ttl e ingenuity in studying wo rds will make yo u a

go o d s e ll ep
r S tuden tswho
. co nsi dered themsel v es ho e p
l ess s p ell ers hav e made wo nder ul f strides by using such

metho ds .

S o me S tu mbl i n g B l o ck s
A co mmo n stumbling b lock -
is the use O f i and e, in
wo rds such as niece, f riend, receive, etc .

Y ou can master these wo rds . R ememb er this

Ei al ways o llo ws the f letter c

Ceiling C o nceive D eceive

C o ncei t D eceit P erceive
Ie usually f o llo ws the o ther letters:
B el ieve Chi e f N iece Siege
B elie f Friend P iece Sieve
B rie f Grie f R elie f Thie f
R ules i n spelli ng, as a general thing, are not as help f ul as

are a l i ttle care, o bservati on, and the use of vi suali zati on .

T he tro uble with all p

s elling rules is that there are so many
exce p ti o ns .

H ere is o ne p
s elling rul e that will hel py ou

I be f o re E, exce p t af ter C,
O r when so unded as A

As in nei ghbor and wei gh .

I adv ise y u
o to paus
here a mo ment if yo u have tro uble
e

with wo rds o f this so rt Understand this rul e tho ro ughly

. .
Lesson S i x P age F ive

No te care ully f the ab ove l ists . S ee that c is f o llo wed

b y ei . M o st letters , such as l , n , p
, f
s, are o llo wed by i e
i be f o re e . C is f o llo wed b y ei .

T his rule will serv e as a gui de, al tho ugh there are a few
exce p ti o ns .

T he wo rds sei ze and lei sure are exce p ti o ns to the rule .

Appl y Yo u r C o mmo n S en se
T he co rrect s elling O f p
many b o therso me wo rds can b e
fixed fi rmly in mind b y co mmo msense means .

S tati onery and stati onary are tro uble mak ers J ust re .

memb er that a stati oner sells statio nery T his suggests .

the e .

Yo u recall this easily . I t will serv e as a guide to the

S p elling o f the other wo rd, of the same so und, statio nary,

meaning fixed immo vable , .

B usy or B u i sy ?
B usy is o ccasio nally p
s elled b uisy or b usey . J ust think
Of it as a busy wo rd, with no ti me to put i n any ex tra
l etters . Write it a few times wi th this tho ught in mind .

Wo rds like n ecessity and recollect can b e co nquered if we

p ro no unce them in p ractice as no ccssity and re collect ,
- -
.

T he div isio n O f the wo rd into syllabl es will imp ress the

singl e c .

R eco mmen d
I nev er hav e any tro ub l e wi th the wo rd reco mmend . I
have f or med the hab i t O f p
se arating i t i nto syllables, and,

as I write i t, p ro no unce i t re—

co mmend .
P age S i x Lesson S i x

p
T his lan is a mo st eff ectiv e aid to go o d s p elling . Yo u
can use it f req uen tly .

I f yo u fix the co rrect S elling p Of necessi ty in mind ,

necessary can b e l ink ed with i t .

R epeti ti o n
Repeti ti o n is also a p u l er
zz—it is f f req uen tly misspelled
repi titio n . Asso ciate re eti ti on
p wi th re eat p . T here is no

danger O f p
s ell ing re eat, repi at p . When yo u fix clearly in
mind the si milarity b etween p
re eat an d re eti tio n ,
p yo ur

tro ub l e is ended .

P i ece, a wo rd that tro ub les many ,

can b e associated with
a pi ece of pi e . T his will so l ve the p rob le m ,
since i
pe
p
re resen ts the fi rst three letters O f pi ece .

T here are many b o therso me wo rds that are o verco me b y

making a st iking app eal r to the mi nd s eye ’
.

Fo r exam le, expense issp p ll d p n by many p s ns

e e ex e ce er o ,

p ro b ab ly b ecause Of th i f amilia ity wi th f n

e r df n
r e ce, e e ce,

etc .

H ere is a sim l e, sure and p p ractical way to fix the co rrect

s p ell ing in mind :

E xpense is usual ly a matter o f do llars and cents T here .

f o re, write or p ri nt the wo rd i n the fo llo wing manner

EXP EN tE
M erely enlargi ng the S is al so effectiv e .

ex p en se
mo st
~

Gauge is o ne O f the tantaliz ing wo rds in the dic

tio nary, and i t is f o rtunate that we do no t meet it fre
q uently . I t i s usually p
s el led i nco rrectly .
P age E i ght Lesson S ix

S eparati ng a word that troubl es you into syll abl es i s f re

ently all that i s necessary to h t ra h the ro er o utli nes
q u p o og p p p
upo n the mi nd . Fo r exa mple :
Ac m mo date
-
co - -
Ab b re - -
v i- ate

R e co m mend
- -
A -
mend

Wo rd s En d i n g in -a n
t an d - en
t

Few wo rds gi ve mo re tro ub le than tho se ending i n .

a nt and out po n these.

,
at timU
es,
the mo st expert s ellers p
will tri p .

T hey so metimes spel l ab undant ab undent ; co nsistent

co nsista n t, and so o n . T hese wo rds yiel d to si mpl e treat

ment .

First, take the wo rds hav ing the su ffi x ant, such as the
f o llo wing:
Ab undan t Assistant De f endant

Acco un tant Attendan t O b servant

Arro gant C lairvo yant Recreant
Assailant Co mb atant Re p entant

Write every wo rd several times with the large A as

ab undAn t

U nderlining the a will also mak e a stro ng i mp ressio n on

the mi nd s eye ’
.

Any o ne O f these metho ds will serv e to p la ce the wo rd

p
i n yo ur mind ermanently, if yo u will do yo ur part Y Our .

p a rt i s to wri te yo ur wo rds daily f o r two o r three days,

i n
acco rdance wi th the instructio n given .

—
P racti ce do no t be satis ed with readi ng the words fi .
Lesson S i x

B ell i g eren t
I n the case O f wo rds endi ng with ent, use a si milar
metho d . T ake, as an exa mple ,
the wo rd belli gerent .

Write the wo rd in the usual way, exce p t in th e case o f

the E , which yo u sho uld mak e extrao rdinarily large

b elligerE nt Use a scri t E
. p
M ak e a big ca ital E that . p
will stand o ut with sufficient p o min
r ence to co mp el yo ur

a tten tio n .

Wo rk o ut the follo wing list Of wo rds having the suffix

cut as directed :
fi
Co n dent E q uival ent P eni tent
Co nsistent Excellent P ersistent
C o nvalescent I nde p endent P recedent
Co rres pond nt e I nsistent Su p erin tendent

O th er T ro u b l eso me Wo rds
O ther wo rds that cause tro uble, b ecause of the so und
A, are the f o llowing

Accessible Im p o ssibl e P o ssible

Audible I ndelible R es ponsible
Co ntem tible p I ndigestible Sensible
E ligible I nexhaustible p
S usce tible
Fo rcib le P erce tible p T errible
H o rrible P lausible V isible
Y o u will find all that is necessary to im p ress such wo rds
co rrectly is to dot the l etter I wi th an extrao rdinarily

large do t, as

P O ss1 b l e

R un thro ugh this list fo u r or five times . Add o ther

 Lesson S i x

wo rds with which yo u have dif cul ty fi . Wri te every wo rd ,

and do t the I as has b een suggested .

M ake the letter that causes the tro uble stand out cl early and
gi ve an account o f i tself .

D o u bl e L et ters
T o fix do ub le l etters in mind , the b est metho d is to
undersco re the letters do ub led .

H ere, fo r instance, is the wo rd abbrevi ate .

U nde sco e the double b with two lines

r r ,
and a ter f i t,
i n p arenthesis w i te ( b s) in this fashio n
’
,
r 2

)
’
AB BRE V IAT E (2 b s

T he wo rd acco mmodate has two sets o f do uble letters .

Wri te it this way :

AC CO M M O D AT E (AC CO M M O D AT E ) - -

P ro no unce the wo rd, p

se arated into syllabl es, every

time yo u wri te i t . So und every l etter . S y a co

a c-
m mo -

date .

In co mmittee there are three sets o f do uble l etters

CO M M I TT EE
Fix the wo rd in yo ur mind thus:

C O M M IT T E E

(2 ms
’ ’ ’
,
2 t s, 2 e s )

Wo rds En d i n g in f or fe
S till ano ther class O f tro ub leso me wo rds are tho se ending
in f or f e, which, u p on ex tending to the pl u al
r ,
dro p the
P age Twelve Lesson S ix

Apply to f
the o rego ing lists any O f the means thus far
gi ven that are mo st resul tf ul .

Wo rds En di n g wi th Y
Such words as cry, try, etc , ending in y, O ten co n use f f
‘

p
ev en accurate s ellers when they desire to add i ng T hey .

are uncertain when they sho ul d retain o r re ect j the y .

Write thi s l ist a few ti mes making a ,

l arge, heavy Y
C arry . . CarrY ing H urry . . H urrY ing
C ry C rY ing P ity P itY ing
E nvy . . Ba ing S tudy . . S tui ng

Fry F rY ing T ry T rY ing

I n sho rt, i t is im po rtant to re memb er that wo rds ending

in y, p receded by a co nso nant, retain the y when i ng is
added .

B ut when ed isadded, instead O f i ng, the y is changed to i .

P ractice on the f ollo wing l ist, p

se arating the I b y hy
h ns n i th sid F rming the I wi th a bl ue o r red
p e o e er e o .

pencil will assist the memo ry and mak e k eener i m p ressio ns .

C arry . . C arr I - -
cd H urry . . H u r I cd
r - -

C ry Cr I- -
cd P ity P it I
- -
ed

E nvy . . E nv I - -
cd S tudy . S tud-
I -
cd

Fry Fr I- -
cd T ry Tr I - -
cd

Wo rds En d i n g i n E
Wo rds ending in e, p receded by a co nso nant, dro p the

e when i ng is added .

Arrange b eco mes arranging . Lo ve b eco mes lo ving .

C hange changing M ak e making .

 Lesson S i x

C harge b eco mes charging . Mov eb eco mes mo ving .

C ure curing . O bserv e o b servi ng .

D eceive deceiving . P lace p la ing

c .

D ivide dividing . P lunge plunging .

Freez e f reez ing . R ule rul ing .

Give giv ing . S mo k e s mo king .

H av e having . T ak e taki ng .

\
Ho p e p
ho ing . Use using .

I mp ro ve p
im ro vi ng
Wade wading . .

Lo se lo sing Write . wri ting .

TO emphasiz e these changes the student may write the

wo rds as f o llo ws

HO P E ing Writ E ing C harg E ing

striking o ut with a cro ss the su erfluo us E p in the manner ‘

sho wn . If yo u can get al o ng wi tho ut these negative ideas, .

do so .

T he exam les giv en, p and o ther wo rds o f the sa me class ,

sho uld b e written daily fo r a ti me until yo u are f amiliar

with them Use the means yo u find best

. sui ted to fix the
p
co rrect s ell ing in mind .

Wo rds En d i n g wi t h a S i n g l e C o n so n an t
O ne class o f wo rds i n everyday use, and O f much im o r p
tance, co nsists o f v erb s ending wi th a S i ngl e co nso nant , .

p receded by a single v o wel . Wi th these many have diffi

cul ty

R un, Fo rget, Whip , etc .

In carrying such wo rds i nto their seco nda ry —

fo rm o n .

to state the matter dif f erently, in co nverting the m into

 P age Fo urteen Lesso n S i x

p resen t
—
participles we must do uble the final co nso nant,

thus:
—
Fo rget F o r g e t t i n g —
R un R u n n i n g
M any O f fail t f us o o l lo w this rul e, and, as a resul t,
,

inexc usab ly missp ll a e very si mple wo rd .

In carrying such wo rds i n to their third, or past pa ticiple

r

f m
or ,
the sa me rule applies ,
as:

—
B eg B e ggi n g — b e gge d
—
S lip S l —
i p p i n g sl i p p e d

B elo w are several exa mples O f verb s O f this class Write .

this list daily fo r

few days a .

p p
T he rule, sim ly ex ressed, is: I n adding i ng o r ed to
verb s ending wi th o ne co nso nan t receded by a vowel
,
p
t doubl e the con sonant . T hus:
‘'

C ut . C ut ting
Fo rget . Fo rget ting
Get Get ting
Let Let ting
R un . R un ning

B l ur . B lur ring . B lur red

C o mmit . C o mmit ting Co mmi t ted
D ro p D ro pp
ing D ro p ped
K nit K nit ting K nit ted
Re f er f
R e er ring Re f er red

S tir S tir ring Stir red

Wrap Wrap ping Wrap ped

T O ill ustrate the rul e fu th
r wo rds pat and
er, take the

p art . P at is a S ingl e syl lab le wo rd ending in a si ngl e co n

P age S i xteen

o f any wo rd O f which yo u are uncertain . At the same time

learn the meaning O f the wo rd .

T he dictio nary, if p p
ro erl y used, p ro vides an educatio n .

K eep a list of your words , and revi ew themf rom ti me to

ti me .

Ho w to Rememb er H i sto ry, S ci en ce, Law ,

an d O th er S u b j ects
The natural tendency of the mi nd i s to associ ate and to
compare N early everythi n
.
g tha t o cc urs i n o ur li e re f
mething else T his is the unco nscio us exer
'
rninds us O f so .

cise O f the associative f acul ty S O essential to go o d memo ry, .

I t is this f act that makes memo ry imp ro v emen t p o ssible .

T raining o f the memo ry is guiding and directing the as

so ciative p o wer alo ng co rrect lines .

T he p erso n who real iz es the reso urces O f h is mind and

the v al ue O f memo ry instinctiv ely seeks the thing that will

fix the incident in mind .

H el pf u l H i n ts
I Shall
- no w giv e yo u a f ew hints that will ro v e hel u l . p pf
Every o ne p
O f them re resents a large class o f mem o ry

p robl ems . p
Ada t them to yo ur
‘ '

needs as they arise and

you p
will so o n ro ve their value .

I have p revio usly i ndicated ho w easily the nautical

ter mport is asso ciated with lef t ,

b ecause the wo rds co ntain
the sa me numb er O f letters . T he co lo r o f po rt wine fixes
in mind the red co lo r o f the p o rt l ight .

Sim le p m ans like th s many

.

e e e will aid yo u i n solv ing

 P age S eventeen

v exing p ro b l e ms of memo ry . Be on the l o o k o ut at all

times fo r such helps .

O ft n a littl
e e hint f ro m the instructo r will b e O f hel p in
o v erco ming difficul ties .

A P ract i cal S u ggesti o n

So me high scho o l students were p erplexed in trying to
-

remem b er that amyl ose is a p ro duct o f digested starch .

T he teacher finally sugg st d e e

Amy loses her co rnstarch p udding .

I n this manner amylose and starch were indel ibly link ed

in the students
’
minds .

T he distinctio n b etween chy me and chyl e is hard to

re memb er .

Chyme is the resul t O f digestio n in the sto mach . Y o u will

O b serve that chy Me and tO M ach each co n tain the l et
'

ter M .

H av ing thus asso ciated c hyme and sto mach i t will be

easy to re memb er that chyle is fo rmed in the i ntestines .

T he tricuspid val ve is o n the right side O f the heart . T he

suggestio n— try (tri) to —
do ri ght fixes the p pro er lo catio n
—the right side .

No tewo rth y C o i n ci d en ces

Frankli n P ierce was o ur F o urteenth P resident . No te that
the initials F . P . stand fo r b o th Franklin P ierce and

Fo urteenth P resident . No te also that there are f ourteen

letters in the na me Franklin P ierce .

H e was elected in 18 5 ,
2 o r 5 2 . T his is an easy date to
remember because there are 5 2 week s i n the year .
P age Eighteen Lesson S ix

When Ab raham Linco l n was elected the fi rst ti me ,

Hamlin was cho sen Vi ce- P resident

O b serve that the na me Abraham Li ncol n co n tains, in

regul ar o rder, the letters fo rmi ng the na me H amli n :
Ab raH AM LI N CO l n -

Increased use O f O b serv atio n will suggest many ways in

w hich fa cts wo rth re memb ering can be sto red away .

I n i t i al i n g
I n itial ing i s an o rderly arrange ment of the fi rst letters of
words or poi nts we wi sh to carry i n mi nd . Facts arranged
i n this way are recall ed readily .

T he fi rst p
minent feature o f a wo rd I t
letter is the ro .

i s the o ne that b eco mes the mo st clearly imp rinted in the

mind . Giv en this fi st l
r etter we can usual ly recall the en

t ire wo rd .

I had o ccasi n h to co mmt micate with the fo llo wing men

Sisso n
M errill
I reland
Lenno n
E ato n
Arranged in the abo v e o rder, the fi rst letters f md
or e

S M I L E
- - - -

This gave me an easy and sure way to kee p thes five e

na mes in mind .

This is an interesting and v al uab l e p rinci pl e. Yo u can

a pply it ind finit ly e e . I t is es p ecially use ul f to the student,

a nd has a wid app li e cation i n b usiness and so cial li fe .

P age Twenty Lesson S i x

E v ery o ne O f these letters is used as an i nitial letter Of a

wo rd . T hese wo rds are then f or med into the fo l lo wmg

sentence :

E very Go od B oy D eserves Favors

T wo o ther sentences that serv e to recal l the no tes

G, D , A E B , F , , and ill ustrate the metho d ,
are

GO D o wn And E at B l ue Fish
and

Go o d D o gs All E at B ad Fo o d

A l ittle i ngenui ty i n i ni ti ali ng creates an added i nterest

i n stud ies At the sani e time i t af o rds an easy way to
. f
learn many diffi cul t subj ects .

—
M o st O f us rememb er the o rder O f the planets M ercury ,

V enus, E arth, M ars, J up it

and er .

There are th o th
ree plan ts that f quently gi
er e re ve us

t ro ubl e to re m mb
e — Satu n U anus and N p tun
er r ,
r , e e.

T his dif fi cul ty is o v erco me by no ting that the i ni tials

Of these three p lan p
ets s ell SUN

S —Saturu
—
U U ranus
—
N N eptufi e

T he cab inet O f Charles I I , Ki ng o f E ngland, a f o rds a f

go o d exa mple O f the val ue O f ini tialing I n remem b ering
histo rical data
m
.

T he five men co p ig os n the cab inet o f K ing Charles

were :
L esson S i x P age Twenty o ne -

—
C Cliff o rd
—
A f Arlingto n
—
B B uckingham
—
A Ashley
—
L Lauderdale

Yo u will no te the first l etters taken

f m the wo rd
or

C AB AL

T his was evidentl y a mo st app ro p riate wo rd to apply

to that distinguished co terie, since cabal means a gro up
Of p erso ns b ro ught to gether to intrigue o r co ns pire .

I n the study or p ractice O f law initialing will p ro ve o f

val ue .

At o ne time a yo ung student was tro ubled by the hrase p

M inerals Under The S urface
He was engaged in compiling references and data t o b e
used in mining litigatio n .H e co uld no t remember the
exact wo rding Of the ph as
r e until he o bserve d that the
fi rst letters s p elled :

M UT S
—
M M inerals
—
U Under
T —T he
S —Surface
pp p
Initialing a lies, in a ractical way, to the study O f the
o ld E nglish law . f
T he i tems that o llo w can be mastered
i n their o rder b y l aw students .
 Lesson S i x

T he T wel ve P ri n ci pal M eth o ds b y Wh i ch

T i tl e to T h i n g s P erso n al C an
B e Acq ui red o r Lo st

—
A Administratio n —
S Successio n
B — B ank rup tcy —
O O ccu ancy p
C — Co ntract —
F Fo rfeiture
G — Gif t o r Grant —
T T estament
—
M M arria e g J —J udg m en t
C —Custo m P
‘

—P rero gative

Acce ted merely as l etters, these initials hav e no s eci al

p p
fi
signi cance I f we use a little ingenuity we can readily
.

tie them to gether into a gro u o f wo rds that will remain p

in the memory .

J P is the abb rev iatio n fo r J ustice Of the P eace . T he

letters M , C , S , O , F, T suggest the surna me M C SO FT .

Let us co nsider M C SO FT a J ustic e Of the P eace .

T hen add the i nitials A, B , C , G and we hav e

A B . . .
—
C G M C SO FT J . . P .

I n yo ur mi nd s eye ’
,
p ictu e that nam app ea ing upon
r e r

a co urtro o m do o r .

A B c G M cSo f t,
. . . .
J. P .

No w I do no t say that all yo u hav e to do i s to read this

list o nce or twice . I t is necessary, in o rder to fix this

gro u p ing in mind t o review the p ro cess a nu mb er o f times .

M emo riz ing the list by p

straight re eti tio n wo uld not

require much time b ut o n the o ther hand i t wo uld make

, , ,

such a Slight imp ressio n that i t wo uld b e fo rgo tten q uickly .

 I nitialing was used to re member the following difficult
name:
S avings Unio n B ank and T rust Co mpany
T hese fi st l ette s sugg sted
r r e

S U B T easury r

T he letters S U B served to recallS avings Union Bank

which had b een a stumb l ing blo ck b e ore f .

In i ti al s as Appl i ed to An ato my
T he do cto r and the student O f anato my will find initial
i ng use ul f . M any students are o bliged to use i t, particu
l arly in the study O f my
anato .

At o ne time I tested the memo ry O f a number o f doctors

co ncerni ng the o rder O f p ai s of cranial nervesthe twel ve r .

E v y m di al student learns them b ut I fo und only a few

‘

er e c ,

O f th p acti tio n s wh
e r had etained them T hose who
er o r .

w ere abl to recall them had

e riginally learned them o

by ini tialing .

C ran i al Nerves
cranial nerves in their co rrect order

0 “
Ol factory
O -
O p tic
—
M M o to r O culi
P -
P athetic
T —T rifacial
—
A Ab ducent
F -
Facial
—
A A udi to ry
Lesson S ix

—
G GIO S O pha yngeal
é
S r

P — P neum gast ic o r

S — Sp inal Accesso y r

—
H Hyp glo ssal o

These first lette s in their p o p e o rder

’

r , r r , suggest

sentence

0 , O , M amma! P a pa T o o k A Fo rk
And Gav e P o ny So me H ay .

B o n es of th e Wri st
The bones of the wrist are :

—
S Scap ho id
—
S Semilunar
—
C Cuneifo rm
P — P isif o rm
T — T ra p ez i um
—
T T rap ez o id
—
O O s M agnum
—
U U ncifo rm
The first letters suggest the sen tence

Silly Sammy Carelessly P ut T he T rap but Unset .

The same plan can b e applied eff ectively to many o ther

m
ter s in anato my and to facts in o th er studies .

C h emi cal an d O th er Fo rmu l ae

Engineering, chemical , and o ther f mulae are usually
or

hard to l earn T he studen t sho ul d at all times exercise

‘

his v isual memo ry to imp ress the app earance o f the desired
fo rmul ae p
u o n the mi nd
p
eye .
P age Twenty six
'
-
Lesson S ix

A yo ung student in chemistry, who se memo ry was ex

cellent in mo st resp ects fo und i t imp o ssib le to recall
,

che mical fo rmulae H e had much tro uble with o ne in

.

pa t r i cul ar :
4H P 0 3 .

I sti mulated his imaginatio n b y suggesting to him a

certain pi cture . I t asto nished him I t was entirely new,
‘

and a radical de pa tu r re fo r him . With asto nishing success

he a ppli ed the metho d I o utlined . He sub stituted fo r the
f mula
or this sentence:

4 H igh P riests, O ! O ! O !
T he letters H , P
’

, O , signi fied n o thing, exce p t hyd ogen

r ,

ph sph
o o rus, and o xygen , which, to this beginner in
mistry meant C o mb ined i nto wo rds as abo ve
'
'
che ,
li ttle .

they co nveyed the im p ressio n o f li f e and actio n . B y such

e mphasis the memo ry can retain the m .

Of co urse, the p ro cess was o ut of the o rdinary, b ut i t

serv ed the pu p r o se .

I do not urge the use o f unusual methods when si mple

means wil l answer . As long as the method serves the purpose
i t is good .

f
T he o llo wi ng are a nu mber o f ways by which students
have o b tained go o d resul ts

T he f mula f
or or f lpetite is
(P C D 2 3 (C as 4)2)
(P ca
0 /

O ne o f my students o f ingenio us imaginatio n re mem

b ered this by
Calves 2 Ate 3 Cab b ages Thrice (while) P o o r O x Fo raged
(4 g )
a ed T w ice -
P age 1
°

Twenty oi ghi -
Lesson S i x

P resi d en t s o f the U n i t ed S t a tes

I t is a re mark ab le f act that v ery few American ci tiz ens
p
can re eat co rrectly the na mes o f o ur P residents .

We learned them in o ur scho o l days b y p

re eti tio n , and,

as a co nseq uence, hav e f o rgo tten the m.

As a matter o f p ride we sho ul d all be familia with the

r

na mes . T hro ugh the use o f the v isual o r ini tial metho d
we can learn them q uickly .

T he f o llo wing are the n a mes o f the P residen ts, and the
key wo rds b y which they can be re memb ered :
T he na mes app ear in heavy typ e ,
and the lines in light
f ace ty p f u nish th
e r e sto ry o r j ingl e

Wash i n gto n Ad a ms J eff erso n M ad i so n

Washingto n And J ff
e erso n M ade
M o n ro e Ad a ms J ack so n V a n B u re n
M any A J o ke . V an B uren
H arri so n T yl er P olk T ayl o r
H ad T ro ub les P lenty To
F i l l mo re P i erce B u ch a n a n Li n co l n
Find P oo r B ugles . Link
J o h n so n G ra n t H ayes G arfi el d
J o hnso n Gav e H ayes General
Ar t h u r C l evel a n d H arr i so n C l evel a n d
He C leared
’
Arthur s Cigar .

M c K i n l ey R o o sevel t Ta t f Wi l so n
M cK inley s
’
R o ad To Washingto n .

S imilar sto ries can be f or med to carry o t er h lists in

mind . T he p ractice i s b eneficial .

A ppli cati on i s essenti al .

Lesson S i x

M erely reading and understanding metho ds and

these

l ists is no t fi
suf cient m o rder to master them .

H o w to R ememb er Fo rei g n Vo cab u l ari es

’

I n Lesso n T hree yo u were sho wn o a h w an unf miliar

name, ; such as H arnecker, can b e recalled b y asso ciating

i t with a familiar idea such as arni ca We describe .

this p ro cess by sa yg
i n arni ca isa reminder fo r Harnecker .

T his same p rinci pl

mi nders is applied to advantage
e o f re

i n learning fo reign wo rds M any o f these like names o f . ,

,

p eo p l e ar
,
e en ti rely unf amiliar B y co mp aring them w i th
.

wo rds that are familiar and that serve as remi nders fo r

,

them we are applying the p rincip le o n which memory is

,

fo unded .

T he student familia r wi th sev eral languages can trace

the derivatio ns o f wo rds and acq uire o ther languages in a
scientific way .

T hemaj o rity who must dep end up o n their knowledge

,

o f E nglish may learn f o reign wo rds easily and p erm

, anently

by usingremi nders fo r tro ubleso me wo rds .

C o n n ecti n g Li n k s
T hese re mi nders serve as co nnecti n gl i nk s b etween the

E nglish and the f o reign wo rds . T hey re mind us o f the

f o reign wo rds b ecause o f similarity in so und . T he f o llo w

ing wo rds scarcely req ui re ex planati o n, b ut l et us tak e the

—
first wo rd amusi ng .

T his reminds us o f di verti ng, which, in turn, reminds us

of the similar so unding wo rd di oertido .
P age Thirty Lesson S i x

Several years ago I no ted that the S panish w o rd fo r .

E nds is Acaba

T he tho ught o ccurred to me that at the end o f every

car l ine there is a car b arn . A car barn is similar i n so und

to Acaba .

No w, if I wish to recall the Spanish wo rd fo r ends, I

’

recall the tho ught asso ciated with the end o f the li ne
a car barn
—acaba . T he p ro cess is instan taneo us .

T he student usually learns f o reign wo rds by lab o rio us

p
re etitio n . N o te the sav ing o f time in learning the f o llo w

ing Sp anish wo ds
r

E ngli sh R emi nder

Amusing D i vertiug
’

Alo ne . So litude .

Ancient Antiq ue
Car Co ach .

Change . M utatio n
Church . E cclesiastic
C o m el p . O blige
C o ld F rigid
D ark . O b scure
D oor . P o rtal
D rink . I mb ib e
E asy . Facility
E nds . A car b arn
F inger D igit
Fo llo w
Glad . Co ntent
Go away . D isp erse
 Lesson S ix

tial to him . H e had

gi t f o r l an uno
a f
g ges b ut made ro g p
f
ress where so many ail , b ecause he used imaginatio n and

p
asso ciatio n instead o f de ending entirely u o n re eti tio n p p .

A C u mb erso me M eth o d
E arly wr1ters o n memo ry advo cated a chal u o f remi nders
f ro m o ne wo rd to ano ther Fo r example in p ro ceeding
.
,

f ro m the E ngl ish wo rd spear to the Latin eq ui valen t

Izasta, the f o l lo wi ng series o f re minders is given

spear— —
thrust quick — —
mo ti on hasty hasta
T his metho d is awkward and im p ractic al , and has o ten f
b een ci ted as an exa mple of memo ry metho ds . I t illus
trates o ne way of p
s o il ing a go o d idea b y e mplo ying
i t to an unreaso nab le ex tent .

La t i n Wo rd s
T he exam les o f S p p anish w ds giv n mak or e e clear to yo u
ho w the p rin c ipl may b appli d t th mast
e e e o e ery o f wo rds
in any language . H ere are a few ill ustratio ns of .
Latin
wo rds:
E ngli sh R emi nder
C ro wn . Co ro natio n .

Canine .

. D istill
. P aternal
. Acre .

. Lib erate .

. C ap .

. E q uine
 P age Thirty three-

R emi nder Lati n

D o micile D o mus
T errito ry . T erra

R a to p
Acid . Acer
Co gitate . . Cogito
B elligerent . B ellum
Aq uatic Aq ua
Writer Scrib e . Scriba
T he studen t o f f o reign languages usually has tro uble
with the grammar, p
es ecially the declensio n of no uns and
‘

the co njugatio n o f verb s .

T ermi n ati o n s
Learning terminatio ns is usually acco mplished o nly

thro ugh much rep etitio n .

We canno t go into this subject thoro ughly here I wish .

merely to p oint o ut a few helpf ul suggestio ns fo r fixing

terminatio ns in mind .

T he Latin endings in the indicative and sub unctive j

moo ds , first, seco nd, and third p erso n p lu al
r , are :

mus ,
ti s, nt
M any years ago my attentio n was called to the sen

tence‘
M i ssed Hi s Aunt
T his me to retain these terminatio ns
enab led while
thro ugh disuse many o thers were fo rgo tten .

I n Sp anish we meet with the endings

o, a, amos ,
an .
 Lesson S i x

Fo r examp l e
—
Hablo I sp eak
—
.

H abla he sp eaks
—
.

H ablamo s we sp eak
—
.

Hablan they sp eak .

Here is how an ingenio us student quickly fixed in mind ,

by means o f pictu ing the endings

mental r ,
o , a, amos an
, .

A small b oy sp aking r p lit ly b wing

’

e o o e o , saying:

0 h, ah, Amos and Ann

“ ”
.

as he passes Amos and his gi l r , Ann .

Use your i magi nati on when you study f orei gn l anguages .

Fo r P o stal C l erk s
The material which p o stal cl erk s must
'
l earn can be
re membered easily by the use o f associ ati on and vi sualiza
ti on .

Here is an exa mpl e o f these p rinciples as applied by o ne

of my Western students in learning a series o f statio ns , as

f ollo ws:

M an sfiel d an dWen atch ee M ai l S cheme

H o ward M ansfiel d Hop ewell S t Germain
.

D yer Waco Waterville Allsto wn

Jameso n A ppl edale P alisades
D o uglas D el R io Lamo ine Rex
S p enser Leahy Farmer
Nelso n Alameda Withrow
H e made a sto ry linking the reminders fo r these statio ns .

I ngenio us methods l ike these can be applied to save tim e

P age Thi rty-si x Lesson S i x

where the Hazelwood Factory no w stands in

Kennydale .

T his student received o ne o f the marks in the

highest
e xa minatio ns as a resul t o f using these and o ther metho ds

o f association and v isualiz atio n in learning his p o stal

routes .

T he M i n d M u st B e U sed P ro perl y
“ ”
D r Swain in Ho w
.
, to Study, says:

I mpo rtant i t is singular

“
as i t is to learn ho w to study,

most students do
’

that no t learn it, and that l ittle efiort is

made to teach i t . I t is assumed that children k no w hO W
"

to study b ecause they have b rains . P ro b ably a large

maj o rity o f o ur college students to day have no t learned

ho w to study pro perly, and find it difficul t o r i mpossible to

t ake up a new study and master it T hey have o nly learned
.

ho w to do certain ro utine things in a mechanical way .

”
They have learned b y ro te.

Every Facu l ty S h o u ld B e Empl o yed

In o rder to study p ope ly it is nec ssa y t

r r e r o use all the

f acul ties .

O bservati on, Vi sualization, I magination, and the use o f

l ogical associ ati ons create i nterest in any task and develo p
c oncentration . T his means an im p ro ved mind and a b etter .

memo ry .
 O b servati o n
Ah
.
Sco tch pro fessor asked his students to observe
old

himclosely He put his finger into a j ar co ntaining a vile

.

smelling chemical, then placed a fi nger in his mo uth .

Requesting his students to do what he did, every o ne o f

themregretted it fo r the taste o f the liquid was sickening .

T he canny p ro fessor then explained the mystery o f his

immunity Yo u did no t observe me clo sely, fo r if yo u had,
.

o u wo uld have seen that the finger I put into m mo uth

"
y
w as not the sa me o ne I put into the j
ar .
”
y

Clo se ob servatio n resul ts in d eep imp ressio ns . Im p res

'
Sio ns well recorded are easy o f rec all , and it is fo r that
reaso n that most o f the treati ses o n memo ry devo te much
p
S ace to observatio n tests and exercises based p
u o n o b,

serv atio n .

I do no t say that these exercises are no t valuable, b ut

they do no t reck o n with human nature . Few pe ple are
o

so co nstituted in these days o f rush and bustle that they

will fo llow a tedio us p rogram .

C o n cen trati o n
O bservatio n demands co ncentratio n and few p ople
e

reall y k no wh w t o o co ncentrate . Co ncentration req uires

attentio n, which in p
turn is b ased u o n interest . T here
fo re o bserv atio n and co ncentratio n resul t from making
things interesting
M y co urse has b een prep ared wi th that p oint always in
v iew . I t is always interesting and easy . Fo llo w it step
p f
'

by ste and understandingly and i t will urnish yo u with

a new interest in every sub ect j .

 Lesson Si x

G reat C hange
A
O ne of my students a p ro minent architect
, , said re

cently, K illing time never b o thers me mo re

any .

Fo rmerly, when obliged to wait fo r a train, minutesseemed

l ike ho urs No w ho urs seem like minutes, b ecause o f the
.

many interesting and helpful things I can do in exercising

my mind T his course has added years to my life
. .
”

H e e are a few p ractical interesting and resul tf ul tests

r , .

T hey will imp ove yo ur ab ility to ob serve and will rep ay

r

yo u well fo r every mo ment devo ted to them . Make a

ga me o f these tests and invi te

. yo ur f riends and family to
jo in in the f un .

P i ctu re T est
S o far as I k no w, the f ollo wing test has never b een
describ ed b efo re I t is an excellent educato r for yo ung
.

and o ld Use any drawing o r p icture large eno ugh fo r all

.

to see .

Sel ectme o ne obj ect shown in the p icture but do no t

so

mentio n it J ust give the l etter which b egins the name o f

.

the i tem .

Fo r example if the itemselected is a rose the letter to

, ,

b e mentio ned is r T he first p erso n giving the co rrect

.

answer has the p rivilege of making the next sel ection .

C hildren taught o b servatio n in this way will use their

eyes to far better ady antage all through li fe .

T he O b servati o n T est
T his test or ga me can be played in many ways . T he
most interesting plan is to put abo ut thirty dif erent f
P age Forty Lesson S i x

Fo r exa mple ,
the lo wer p o rtio n o f

the S tate of M ichigan rese mbles an

o ld hunched -
man with he1 hands
up wo

in a shawl trying to k eep warm Al so .

no te the to pk n ot on her head .

I n t eresti n g O u tl i n es
T he o utl ine o f I taly cl o sely rese m
b les a high heeled b o o t drawn b ack to
-

k ick a sto ne o ut o f the way . T he sto ne being the island

of Sicily .

With a little imaginatio n the o utline o f E ngl and and

Wal es may resemble an o ld man riding a hobby ho rse .

T heco ntinent o f So uth America look s like an elephant s

’

head and trunk .

France, S pain ,
and P o rtugal b ear a clo se resembl ance to
a p ig s h ad with th
’
e e sno ut ma b uck et .

D rawing lines b etween the ci ti es i n the states in which

yo u are interested will aid the mi nd s eye in
’
fi xing their
l o catio n as well as the outli ne o f the state
Bymaking these o utlines a few times yo u will get deep
i mp ressio ns o n the mind and readily dev elo p a geo grap hical
memo ry .

P u z z l e M aps
T he mind is al so aided by the use o f p uz z le o r j 1gsaw
map s . T hese map s are usually mo unted o n wo o d o r heavy ,

cardb o ard, which is then cut al o ng the state l ines . I t is

go o d p ractice to assemb le the v ario us states into their

pro p er lo catio n .
Lesson S i x P age Fo rty- one

T his makes an excellent ga me fo r the children and val u

able p ractice fo r elders . T he map s can b e ob tained a t
p
b o o k , to y, o r de artment sto res as a rule, b ut if yo u are
unable to o b tain them l o cally, s eci c i n o rmatio n will b e p fi f
fu nished
r o n req uest .

Games T ha t I mpro ve th e M emo ry

T here many interesting games which no t o nly im
are

p ro ve the memo ry b ut are educatio nal and help ful T hey .

are o f aid to children and to the entire family .

P arents sho uld give a l ittl e a ttentio n to this subj ect

i

P ro p erly directed eff o rt will mak e all the diff erence between
a disco n tented and a happ y well co nducted f amily , .

I dl eness is the cause o f all mischief

“ ”
No student o f .

this co urse needs to b e idle . T he b rain req ui res change o f

o ccup atio n— no t idleness .

T he tired b usiness man a ft

er a day of intense mental
strain will find co mp lete rest and recreatio n i n these
lesso ns .

S pel l i n g G ames
I learned this game when a bo y and have taught i t to
p pl
eo e o f all ages . j oyable and helpf ul game
I t is a mo st en .

E v e y o ne o f the p arty is given p ap er and p encil

r A .

wo rd is then selected and the p erso n fo ming the lo ngest r

list o f wo rds made up f o m the lette s o f the selected wo rd

r r

wins the game .

Fo r exa mple : B ridges ,

 Lesson S i x

Fo llo wing are so me o f the wo rds which can be f or med

by using the l etters b r i d g e s

B ride B id Gird R ide

B ird B ig Grid R ig
B red D ie R ed R ise
B ed D ig R ib Sir
B rig D ire R id Sire

f
N o letter may b e used o tener than i t o ccurs in the
selected wo rd T here is one E in bridge T here o re wo rds
. . f
like breed, cider, and deer canno t b e o rmed ro m bridge f f .

S canno t be used to f m plu als

or r
‘

. B ride and brides, bi rd

and bi rds are co nsidered as the same wo rd .

T he educatio nal v al ue o f this game is increased when

simpl e definitio ns o f every wo rd must al so b e given p ro v ,

ing that the meaning o f ev ery wo rd is understoo d O f .

co urse, fo r yo unger children this need no t b e do ne .

A dictio nary may b e used fo r reference ,

b ut sho ul d no t

be co nsul ted while the lists are b eing written .

G ame
An Ed u cat i o n al
T his game is a wo nde f ul educato r I t fi
r . xes the co rrect
p
s elling o f many wo rds in mind and also increases the
v o cab ul ary .

U nk nown wo rds a e f eq u ntly unco vered Fo r e

r r e . x

ampl e to the su p ise o f every o ne g ide and e g will b e

,
r r ,
r r

rev eal ed as real wo rds .

So me o ne may
i nsist that dyer is spelled di er . T he
k no wledge gained in this way is well learned .
P age a y f our
F rt -
Lesson S i x

S UM M ARY

r—T he M ind s E ye in Sp elling

’

2 —Use o f E xaggeratio n
— Impressin th T ro ublesome Letter
3 g e

4
— Co mmo n Sense M ethods
-

— Su ti f Study
5 gges o ns o r

—
6 Ini tialin g

7
—Fo reign V ocab ularies

—
8 Aid fo r P o stal Clerks

9
— D evel o p ing O bservatio n

ro —Games T hat I mp ro ve the Memory

 L ES S O N S EVEN

P rac ti cal U ses o f the R o th

M emo ry C o u rse
T his lesso n co ntains a nu mb er of a pplicatio ns o f the
p pl
rinci es yo u hav e learned in the p revio us lesso ns . You
p
will find all these exam l es wo rth yo ur attentio n and hel p
f ul in b usiness o r f
so cial af airs .

M any students say these exercises have made them feel?

twenty years yo unger . All studen ts who f o llo w these
l esso ns secure i ncreased fid n
co n e ce and ab ility . T hey
acq uire a new intere st and add d pe o wer in their endeavo rs .

to reach the to p .

T he mental drill inv o l ved in l earning and p f er o r ming

’
the K night s T o ur, the C ard Feats, M ental C al endar
Numb er T ests, and o ther applicati o n s is a great stimulant .

T h ree T h i n g s Are Necessary

r — You must know your number code .

2 — Yo u must make proper associ ati ons .

Y u must evi w th s associ ati ons unti l they becomefi xed

3 o r e e e

I will give yo u a few instances o f the use o f the co de .

T el epho n e Nu mb ers
In Lesso n Five yo u were sho wn ho w tele ho ne numb ers
p .

can b e rem emb ered by using the nu mb er co de .

few ill ustratio ns sho wing ho w the name

"

Here are a of

the exchange can b e asso ciated with the numb er .

P age Two

Names of T el eph o n e Exch an ges

In many cities the name o f the exchange is suggested b y
'

the district in which the ho ne is l o cated p

Whenev er .

necessary yo u can use re minders fo r the exchanges .

A Few R emi n ders f o r Exch an g es

Co rtland C o u rt R ecto r Wreck
C helsea S h el l s Barcl ay B ark
Leno x Lean O x Harriso n . . H ai r
Gramercy . . G ran d ma Schuyler . Sky
M ain M an e D o uglas Gl ass
T ab o r T aper West V est
East Y east Sutter B u tter
Beaco n Li gh th o u se B ryant B ri n e

P hone numbers and exchanges are link ed wi th the person

‘

thro ugh associ ati on T hi s associ ati on can b e either vi sual

.

or asso ciatio n o f tho ughts wi tho ut any pictures .

I shall give yo u a few examples of each.

Vi su al M etho d
Mr . B aer
. T ele ph ne numb M adi so n S q ua e 47 13
o era r .

Madi son S quare suggests the reminder MAD .

47 13 is
represented by the co de words R ake, Team B aer . natu

rally suggestsB ear .

To fo ma pictu e combining these facts visuali

r r ze

A MAD B ear with a Rake chasing a Team .

P age Four

I can gi v e yo u tho usands o f exam l es o f the numb er p

co de as f
used by mysel and students in xin
g tel e ho ne fi p
and o ther nu mb ers in mind . I k no w i t is b etter to ci te a

f ew illustratio ns that will be cl ear to yo u a ter f f

care ul

c o nsideratio n .

The i mportant thi ng i s f or you to understand

these examp l es and to app yl the pri nci pl es to

those numbers f
o your own whi ch you wi sh to
keep i n mind.

A Few Add i ti o n al Exampl es

R o th M e mo ry I n sti tu te Class R oo m . T el Greel ey
.

25 8 2 .

25 8 2 is re p resented by O nly Fun .

G reel ey suggests the re mi nder R E ALLY .

T he follo wingl tho ught ho l ds this in f mation in mind

or

T he memory classes are R EALLY only f un . (No hard

wo rk inv o lved ) .

M aj esti c H o tel . T el C o l u mb u s 190 0

. .

f
Fi th Avenue busses p ass this ho tel , so I f rm d
o e the

f ollo wing asso ciatio n :

The busses CALL at the M aj esti c .

C ALL is a re mi nder fo r C o l u mb u s .

The is r, busses is go o , there f o re the busses is 1900.

A C o al C o . T el C api to l 3 27 7
. .

T he f o llo wing served as a re minder:

Lesson S even

'
T he C o al C o . s C AP ITAL is in a M i ne and the co al

f rms c ke
o o .

M i ne i s 3 2 , coke is 77 . M i ne coke is 3 2 77 .

A D o ck C o l T el El l i o t t 50 3 1
. .

T his in f mati
or on was retained by the f o llo wing tho ught

T here is usually A LO T of l oose mud ab o ut a do ck .

S o me minds may p f re er to f m a picture of

or a do ck
surro unded by loose mud—A LO T of it .

A LO T is a mi nder fo r Ell i o tt
re . .

Loose is so mud is 3 1 Loose mud is 5 0 3 1

’

. .
,

Do no t
‘

p ass this illustratio n until yo u understand it

H arper an d B ro s . T el B eek man 3 900

. .

I had o ccasio n to call this nu mber and the line wasbusy .

p
I ke t the nu mber in mind readily by the following as
so ciatio n :

T hey are B O O K M E N and may possess the facts I want .

mi nder
‘

BOO KM EN is a re fo r B E E KM AN .

M ay is 3 , p ossess is goo . M ay possess i s 3 9 00 .

P ri ce Li sts
To l earn lo t nu mb ers and p rices, co nvert m into the

wo rds by means o f the nu mber code . T hese words must

o ciated
then b e ass .
 Lesson S even

T he f ollo wing ill ustratio n will make this clear

Lot Na . P rice Associ ati on
3 1
0 $7 51 . cl oud

3 0 2 works
3 0 3 tal l tree

3 4
0 holds
3 0 5 I 0
47
3 0 6

3 0 7
3 0 8 1

30 9 I 3 95
3 10

Expl an ati o n
T he fi st l
r mber 30 1; is rep resented by the letters
o t nu ,

m s t Fo r these fo rm the wo rd mist

. .

T he p rice o f this i tem is fo r which we have the

so unds k l d -
We co mb ine these into the wo rd cloud
-
. .

T he asso ciatio n M ist cloud -

co nverted into figures repr e
~

sents

Lo t numb er 3 0 1, mi st; i
p ce
r cloud.

I n the me way M ason works designates:

sa -

Lo t numb er 302 mason ; p rice works , .

T he metho d will now be clear to yo u .

T he nex t tabl e illustrates ho w a student in the

busmess made use o f the nu mb er co de .

H e wished to kee p in mind f

the ollo wing figures
P age E i ght Lesson S even

Wei gh t P er Fo ot
‘
of Ro u n d B rass R o d

D i ameter i n 1/8 s
’
P ounds p er Foot

. 0 45 7
2

I 1 81 5

~
40 74
4 18 ~
7 43
2

al l? 2 4 1 8

9 13

etc .
,
wr1t1ng them
8 1 , 82 , 83 , 84 , 87 , co nv erted these into the
p
co rres o nding co de

T hese were wo rds re p resenting the

p f figu
'
o und per oot res,

Di ameter soci ati on Lbs per Foot .

(8 1 ) Foo t . 0 45 70
2

(8 2 ) Fan 1 81 1

(83 ) F .
40 7 4
(84) F 4 2 43

( 7) g
8 Fi nati ve

(89) Fop M uch j oke

To rec all the weight fo r any given diameter, as for

exa mple 1 18 inch, rev erse giv ing the figu res 81 .

T he co de wo rd fo r 8 1 is Foot .

—
Foot suggests the asso ciated p icture sore lynx -
.

l
S ore yn
-
x—s r l n k s —co-
nv e
-
rted
-
i n
-
to n
-
umb ers giv es us

0 45 7
2 0 .
Lesson S even

p
T he ex l anatio n o f these metho ds takes mo re time than ‘

the actual ro cess p .

Use this plan fd r

P ri ce Li sts .

Catalog Fi gures .

I nsurance R ates .

S tati sti cs of all ki nds .

T his metho d will b e easy a ft er yo u kno w yo ur co de .

S to p P aymen t C h eck s
B ank tellerSo ten find i t a serio us
f p ro ble m to rememb er
'

the check s o n
(
which p aym nt has b
e een sto pp ed .

T here are Several ways i n which this difficul ty can be

o vercome p , de ending o n lo cal co nditio ns .

I n many large b ank s i t is custo mary to cash no check

dated mo re than two days b ack I n thrs way the teller .

has to k eep in mind the sto p p ayments o f two days o nly

-
.

If a check o f earlier date is p resented, the paying telle r

f
re ers to reco rds sho wing o l der sto p p aym nts e .

U se V i su al i z ati o n
T he vario us p rincipl es o f vi sual iz atio n and associatio n

can b e appl ied to rememb er current sto p -

payment ch ks ec .

means emplo yed by each teller e e

T he r e d p nds la g ly on
the kind o f memo ry he has .

A teller with a stro ng visual memo ry is able to see i n his

mi nd s eye the check s o n which p ayment has b een sto pp ed
’
.

H e visualiz es the amo unt and the signature which is ,

usually a f amiliar o ne .
 Ano ther go o d metho d which may b e used when the in
d ividual who drew the check is familiar is to visualiz e the
,

p erso n s a
’
pp earance . T his serves as a remi nder that he
has o rdered a check sto pp ed .

M ak e Wo rd s f o r Amo u n ts
O ne o f the b est metho ds fo r the student who k no ws the
nu mb er co de ,
is to mak e wo rds fo r the amo un tsOf the vari
o us check s o n which p aymen t has b een sto pp ed and to ,

associate these wo rds wi th o ne ano ther o r with the issuer .

T his is o f p
s ecial v al ue in plac swh many pay h ks
e ere c ec

issued by o ne o r two
a re r e o e la g c mp ani s I n such cases
.

many check s may have the same signature .

A mental pi cture can be f md p

or e re resen ting the issuer
of the check and the j
o b ect designating the amo unt . T he
f o ll o wing exa mpl e will ex plain in d etail .
'
A teller in a b ank which did a large b usiness wi th a

mining co mp any had co nsiderable tro uble wi th the checks

which were lo st each mo n th by careless miners .

Finally he p ictured the engine shed o f the mine and put ,

the o b j ects rep resenting the amo un ts o f the check s o n the

roo f ,
in the do o rway, attached to the flywheel of the
engine, etc .

T he fi rst check o n which p aym nt was stopp

e ed was for
He pictu red a large fish tai l hanging
-
f om the
r

ch1 mney .

Fi sh tai l p
re resents

He was nex t to l d to sto p paym nt e o n a check for

and he pictured the engineer si tting o n a b right new desk .

Desk designates 1 0 7 .
 As S i mpl e as Ad d i t i o n

B ut the cal endar is really as si mple as a sumin additio n .

I t is also a wo nder ul f co nvenience and can be made

fu nish
r a lo t of fun . I t is as easy to k no w what
January 1 , 2 0 1 6, will fall up o n as to l earn what day t
first of the co ming mo nth will be . It is a mere matter
addi ti on and di vi si on .

K ee p a cal endar be f o re yo u as I explain the basis an

yo u will f o ll o w me readily .

I t is the odd day o f each year and the odd days o f

month which mak e the cal endar co mp utatio n app ear d
cul t .B ut when yo u go at it systematically yo u will se

that i t is quite easy .

M o n th Val u es an d Y ear Val u es

O ur cal cul atio ns b as d up n
are t in m nth valu
e o cer a o e

and certain year values .

T he month values re p resent the sum o f the o dd days l e t f

o ver f ro m the p revio us mo nths . Ja n u ary, b eing the fi rst

mo nth ,
has no o dd days to inheri t f ro m the p revio us

mo nth ,
so i ts month value is 0 .

J anua y its lf r has 3 o dd days and

e an even nu mb er of

weeks . I t is the three odd days which mak e the diff erence
in day b etween an ydate i n January and the same date
in Feb ruary .

T here f o re F eb ru ary has the v al ue o f 3 .

I f yo u will lo ok at yo ur cal endar yo u wil l see that any .

date i n F ebruary f alls three days l ater i n the week than the
sa me date i n J anuarv .
 U se of th e C al en dar
Look again at yo ur cal endar and —
yo u will no te unless
t b e l ea p ear
— the dates in M arch fall up the sam
y on e

o f the week as in Feb ru ary . T his is b ecause Feb

y has f o ur even weeks . N0 odd days accu mul ate i n

M arch also has the val ue o f 3 .

M arch agal n has 3 o dd days which , , added to the 3 o dd

(1, giv es a to tal of 6 which has

ccu mulated up to A p ril .

Apri l there fo re has the v al ue o f 6 .

A p ril , in turn, has 2 o dd days which, added to the 6

ready accu mulated ,
i
g ves us 8 o dd days .

Since 7 days equal a full week and have no e f ect u o n f p

l ts we seek , we sub tract 7 ; which leaves 1 as the
of M a
y .

D o es No t C han ge Resu l t
’

even S u b tracted
Lo ok at yo ur cal endar and yo u will see that 1 and 8
and the 8 th
— always fall u onp the same day .

M ay has 3 o dd days, which, added to the 1 o dd day

ro ught o ver f ro m April , gives us a val ue o f 4 fo r J u n e .

June has 2 o dd days, which, added to the 4 b ro ught

‘

ives us a val ue o f 6 fo r J ul y
’

has 3 o dd days, which, added to the 6, gives us 9 .

p
dro 7 and have remaining as the value o f
u gu st , 2.

'

August has 3 o dd days, which, added to the 2, gives us

val ue o f 5 fo r S ep temb er .
 p
Se temb er has 2 o dd days, which, added to the 5 , giv e
us 7 .
1T hi s we dro p and giv e O c to b er a v alue o f 0 .

Look at your calendar and you wi ll see that 7 , added to 0

,

taken f rom any date, does not change the day o f the weekl
O ctober has 3 o dd days . T his gives No vemb er a v al u

m
of 3 .

Nove ber has 2 o dd days, which, added to the 3 , g1ve

us 5 as the D ecemb er v al ue .

I have taken yo u thro ugh these gures to indicate fi

method You wi ll not have to go through this process every
.

ti me . T he resul ts are found in the following tabl e .

T ab l e of M o n th Val u es
f
In the table whi ch ollows, the first letter o f each
mo nthly co de word indicates the ini tial letter of the mo nth .

T he last co nsonant o f each co de wo rd indicates the v alue

of the month , as fo r instance:

T he code wo rd fo r J anuary is Jo ys . J stands for

J anuary and S for 0 .

M onth Value Code M onth Val ue Code

January 0 J o ys J uly 6 J udge
Feb ruary 3 Fo am August 2 An n
March 3 M u mmy S e temb er
p 5 S eal
Ap ril 6 Ash O ctob er 0 O h ! S ee
May 1 M ate Novemb er 3 No me
J une 4 Ju n i o r D ecemb er 5 D o ll

Thesemonth values never change -

they are the same every

year .
P age S i xteen L esson S even

tt v c 7
L

Y ea r
i il;
vg
R e mi n d er Y e ar
ig
Fs; R emi n d er

re . 1 94 2 3 H ome R ain
Weary H o tel 1 943 4 H ai ry R am
S howy D ish 1944 6 H uge Warrior
Wi se D og 1 94 5 0 I cy R ail
Whi te D o ve 1 946 1 Whi te R o ach
New T ub 1 94 7 2 N ew R ak e
Wi re N o se 1948 Ai ry R oo f
H oly Windo w 1 949 5 O ily R o p e

19 5 0 6 S howy Lace
Wi se Gno me 1 95 1 0 S ee Light
N ew Snare 195 2 2 Wan Lio n
H 0 me Nail 1 9 53 3 H ome Lime
Wi re H inge 1 9 54 4 Weary Lawyer
Yell ow Ink 1 9 55 5 Yellow Lily
S aw K ni f e 19 56 0 Wi se Lo dge
White K no b 1 9 57 1 Wide Lake
N ew M o o se 1 9 58 2 N ew Lo af
M y M ud
Yellow M o o n 1960 5 Yellow Cheese
S how M ummy 1 96 1 6 . H uge Sheet
Use IH ammer 1 9 62 0 I cy Chain
White M ule 1 9 63 1 H ot Jam
H ome M atch 19 64 3 H ome Chair
Weary H ammo ck 1 9 65 4 Wi re J ail
Yellow M uf f 1 966 5 J
O i ly udge
H uge M o p 1 9 67 6 H uge Check
Whi te R o se 19 68 1 H aughty Chief
A nnoy R at 1 969 2 N ew Shi p
Lesson S even

ean i educ l ’

j
t

Y ear R e mi n d er
F ig
ar o
R e min d er

1 970 3 Ai m Goo se 1 9 85 1 H ot File

1 97 1 4 Ai r K ite 1 9 86 2 AnyFish
197 2 6 Ash Can 1 987 3 M y Fig
1 97 3 o Whosq Co mb 1988 5
1 974 1 Whi te Car 1 9 89 6 S howy Fob
1 97 5 2 N o Co al 1 99 0 0 Use Bus

197 6 4 Wi re Cage 1 99 1 1 Wet B o at

1 97 7 5 Yellow Cak e 1992 3 H ome P iano
1 978 6 Wash C uff 1 9 93 4 Ai r B o mb
1 979 0 Whose Cab 1 994 5 Yellow B ear
1980 2 N ew Vase 1 99 5 6 Hush B ell
1 98 1 3 M y Foo t 19 96 1 Odd B ush
Air Fan I n B ag
”

1 98 2 4 1 99 7 2

1 9 83 5 Yellow Fo am 1 99 8 3 H ome B ee f
p
'

1984 0 H ouse Fire 1 999 4 Ai r P i e

N ote: T he l ea p y a s a indi at d by h avy typ

e r re c e e e

T he code wo r d p s nts th y a ; th fi t W d gi
re re e e e r e rs or ves

the figure val ue o f that year .

Fo r exa mple ,
S ew S hoe

T he co de wo rd S hoe p
re resents the year 6 , in o ther

wo rds, 190 6 .

l v es yo u the figu re v al ue o f this e — 1 90 6

S ew g y ar

which is 0 .

her ef o re S ew S hoe, co nv erted i nto figu res, meaas

—
Fi gure value 0 year 19 0 6 .
P age E ighteen Lesso n S even

Ru l e
To fi nd the day f the w
oeek f or any date,
add together the

year figu re, fi

the month gure, and the date D i vide by seven . .

The remai nder gi ves the day of the week, as ex pl ai ned bel ow .

p
A few exam les will mak e the wo rking o f this rule clear .

I t is exceedingly sim l e p .

T o find the day o f the week fo r D ecember 2 5, 1 9 8 1

—
Y ear figure 1 9 8 1 My 3
M o nth D ec . D oll 5
D ate 25

33
D ivide 3 3 b y 7 .
— —
T he remainder 5 rep resents Friday ,

the fif
th day a ter S un f
day as per the f o llo wing table :

D ay Val u e of Remai n der

When dividing the to tal by 7 , if there is no remainder,
the day is S u n d ay . T he o ther days are indicated by
remainders as fo llo ws
1 M o n d ay . T h u rsd ay

2 T u esd ay . Fri d ay

3 Wed n esd ay . S a t u rd ay

Y o u have no idea ho w easy i t is to figu re the day o f the

week until yo u try i t a few ti mes .

B egin wi th dates 1n the years 1 9 1 7 , 1 9 1 8, and 1 9 1 9 .

All yo u need to carry in mind are the figure value o f the

P age Twenty Lesson S even

T he su m is 2 4 , which, divided by 7 , leaves a mainder

re

of 3 —Wednesday .

Val u e f o r O th er C en tu ri es
T he year figu s gi n f th
re ve years 1 90 0 to
or e 1 9 99 can

a l so b e used in o ther centuries b y the addi tio n o f a cen tury

figure f
as o llo ws:

1 8 th Century (r7 o o
’
s) — 4
l gth (1 80 0
’
s) — 2

(
’
—
2 1 st 2 0 0 0 s) 6
p
E xam l es
August 1 2 , 1 7 55

C en tury gure fi
Y ear gure fi
yell o w -

—
M o nth figure Anu
D ate

23

D ivide 2 3 b y 7 and yo u have a remainder o f 2 . T he day

Tuesday .

O ctober 2 2 , 1 865

C entury figu re

Y ear figu re —wire

—
M o nth figure oh!
I) ate .

28

D iv ide 28 by 7 . T here is no re mainder ,

hence the day
i s S unday .
 P age Twenty one -

J une 2 0 , 20 18

C entury gure fi
Y ear gure —whi te fi
—
M o nth figure j unior
D ate

3 1

D ivide 3 1 by 7 and yo u h ave a re mainder of 3

— Wed

N o te that in —
the 1 8th century the
’
r7 oo s, o ur co mp u
tatio ns go b ack o nl y to 1 7 53 . T his is b ecause there was a
change in the cal endar in 1 752 .

Y o u will find an interesting histo ry of the calendar in

the E ncyclo p edia B ritannica . T his is wel l worth reading .

O ne mo re po i nt and then yo u will hav e the co mplete

metho d . You m ust understand the lea pya
-
e r rule .

Leap - Y ear Ru l e
In figu i ng dat s i n
r e J anuary or February f
o l eap years
always deduct 1 .

Examples:
J anuary 1 1 , 1 9 20

C entury gure fi
—
J anuary j oys
D ate

D educt
P age Twenty two -
Lesson S even

D ivide 1 4 by 7 . T here is no mainder

re , hence the day is
S unday .

F ebruary 2 9 , 1 844

C entury gure fi
Year —huge
M o n th 0a m .

D ate

D educt

D ivide 3 9 b y 7 . T here is a re mainder which

nifies Thursday .

J anuary 1 5, 20 0 0

C entury figu re .

—
M o nth j oys .

D ate .

D educt .

20

D ivide by 7
20 T here is a remainder o f
.
—
6 S aturday .

T he year 2 0 0 0 will b e a lea year 1 7 0 0 , 1 80 0 , p . and 1 9 0 0

were no t lea pyas e r .

M en tal C al cu l ati o n
With a li ttle p ractice yo u can figure any date mentally .

This is excellent exercise in many ways See if yo u can .

 Lesson S even

Y o u will b e able to re memb er the o rder o f every card

in a deck .

T his is a memo ry p f
er o r mance and no t a card trick .

Y o ur co de wo rds enabl e yo u to k ee in mind the lo catio n o f p

every card as i t i s called .

I t is p
n ecessary to re resent every o ne o f the fifty tw o -

cards i n the dec k by a sp ecial wo rd . T hese wo rds yo u can

f or m yo urself .

T he cards i n every sui t are n u mb ered fro m 1 to 13 the

Ace b eing 1 , and the K i ng b eing co nsidered as 13 .

Let S b e o ur symb ol fo r S pades S will b e the . fi rst l etter

in thirteen co de wo rds p
re resenting the thirteen S pade
cards . T he last so und in each o f these wo rds will re resent p
the numb er o f the card ,
this l ast so und b eing b ased u o n p
the numb er co de .

S pad e S ymb o l s

T hus the ace o f S pades will b e p

re resented by wo rd
any

b eginning wi th S to de5 1gnate S pades and ending with

p
T o r D re resenting one T he wo rds S ot, S oot, S ui t, S od,
.

S ud will designate the ace of Spades . We will use the wo rd

S ui t .

Any o f the wo rds S on, S un, S i gn, S ei ne will ro erly p p

stand fo r —
the deuce of S pades, S fo r S pades and N fo r 2 .

We select S un .

T he wo rds S eam, S i am, S am,S wi m will mean the three

o f S pades . We cho o se S eam .

“ T he wo rdsS ore, S ewer, S eer, S our, S ire will represent the

f o ur o f S pades . We will tak e S ewer .

 S y mb o l s f o r O ther C ard s

I n the me way wo rds can b e fo rmed

sa to designate the
C l ub cards, every wo rd b eginning with C to stand fo r Clubs,
a nd co ntaining the letters to re resent the num ber o f thep
card .

A similar list is made F

o r the H eart cards b eginning with

H , designating Hearts, and fo r the D iamond cards b egin

ning wi th D , fo r D i amonds .

T he f o llo wi ng l ist co ntains a na me fo r all the cards in

the deck . As yo u have seen, there are many o ther wo rds
which can b e used I f yo u p ref er yo u
. can p pa
re re y r
o u

own l ist .

C ard Wo rds
S pades H earts Clubs D iamo nds

Ace S ui t H ut Cat D ude

2 S un H o ne C ane D en
3 Seam H o me Co mb D am
4 Sewer H air C ar D oo r
5 S eal H ail Co al
6 Sash H ash C ash D o dge
7 S o ck Ho ok Coo k D uck
8 S afe H oo f C ufi D ive
9 S o ap H o op C ape D upe
10 S uds H eads C o ts D ates
J S tatue H o oded Cadet D o tted
Q
.

S to ne H eathen C o tto n D ayto n

K S team Hay time Coy dame D iadem

W hen yo u are familiar with these words it is an easy

matter to m m i
e th p s
or z eitio n
e o foeach ca d i n a deck r

as they are call ed o ff to yo u .

For actual entertain ment p urp o ses it is b etter to use

o nly thirty
-
two cards, as it tak es less time, making the
 Lesso n S even

feat all the mo re i nteresting . Fo r pa

r ctice use the enti re

pa k c .

T h e M etho d
Fo r exa mp le ,
l et us say the f i rst card i n the pa k is th
c e

(fi
ve o f Cl ubs, which is re p resented b y the wo rd Coal . Y o ur
fi rst wo rd is Ho t and yo u
co de merely make a pi
cture o f

a f
H at ul l o f Coal .

T he second card may b e the ace o f H earts, which is

p
re resented b y the wo rd H ut . Co mb ine this in a pi cture

with yo ur seco nd co de wo rd, H en .

The thi rd card may b e the six of Cl ubs, which is desig

mat ed b y Cash . M ake a pi cture o f H am and Cash .

T he f ourth card by way o f illustratio n is the seven o f

S pades . See the H are and S ock to gether .

T he fif th card is the J ack of S pades . Asso ciate H i ll

with S tatue .

Asso ci ate C o d e an d C ard Wo rds

I n the sa me way p icture each card word in o rder with
the co rres p o nding code word .

B e caref ul not to di sarrange the order o f the cards . f

A ter
y o u hav e f or med al l yo ur asso ciatio ns hand the pack to
so fy th mas y u name th m
me o ne else to veri e o e .

T call the fi st a d yo u
o fe to y u fi st co d wo d
r c r re r o r r e r ,

whi h is H t
c T hisw ill recall y u p icture o f Hat and
o . o r

C al whi h ep s nts th fiv f Clubs

o , c r re e e e o .

Hen will suggest yo ur second card word, the Hut, which

stands fo r the ace of H earts .
selected . mpanying diagram and
N o te the acco see that

the squares are numb ered f ro m 1 to 64 .

T he illustratio n sho ws the mo ves o f the K night b egin

ning with sq uare 1 . T he K night has a p eculiar mo ve ,

go ing two squares in o ne directio n and o ne in the o ther,

as sho wn by the line drawn f ro m1 to 1 1, 1 1 to 1 7 , and

so o n .

O b serve that the K night sto p s at Ev ery o ne o f the 64

sq uares, o nce o nly .

T his f eat can be p f med

er o r in p ubli c by using a large
blackb oard o r sheet o f cardb o ard on which are drawn
the 64 sq uares p
re resen ting the 64 sq uares of the chess
b o ard . T hese are nu mb ered f ro m1 to 64 .

Y o u stand wi th yo ur b ack to the black b o ard As yo u .

call every m o ve o f the K night a line is drawn b

y so me
 P age Twen y nine
t -

ne else co nnecting the sq uare j ust lef t and the new sq uare
ccupied .

Any student o f these l esso ns who wishes to p e f m this

r or

ectacular f eat and call the six ty -

f o ur moves in their
ro p er o rder f ro mmemo ry can do so if he has learned his
nu mb er co de .

T h e M o ves of th e K n i h t g
O bserve yo ur diagram and see that the mo ves are
o llo ws

35
2 59 8 27 45 24 9 54
12 49 23 44 3 0 39 3 6°
6 34 40 3 8 13 5 6 20 50

16 55 28 62
19 21 5 33
31 25 61 3 6 43 5 2 15 18

T hese mo ves are ke t in p mind by learning the fo llo wing

wo rds, which as y u
o will see rep resent these num
,
b ers in
“
their co rrect o rder .

I n learning this series o f wo rds co mbine vi sualizati on

and l ogi cal associ ati on . T he fi st

r —
three wo rds toe ,
toad,
and —
toga have a si milar
will aid yo u
so und and this .

No te also the likeness o f sound in j amlamb,leap reap, - -

weary dreary, and mule rul e

- -
.

Easi l y Learn ed
Go thro ugh the list and see ho w easily it is learned Use .

p p
any rinci le that will assist o u
y A l so as so ciate the last .
wo rd, to ugh, wi th the fi
rst Wo rd ,
to e
. T hen yo u wil l have
an endl ess chai n . This is necessary to p f
er o rmthe K night s
’

T o ur, as yo u must al ways return to the starting po int .

I —T oe 10
— D oz e —
4 6 Ri ch
—
5 8 Laugh
11 —T 0 ad 29 — U nhappy
17
—T oga r4
— D rea ry 35
— M ul e

2 — N ew —
8 Waif —
4 5 R ul e
12
— T own 23
— E n emy 3 0
— M essiah — H o m
3 e
—
6 Sho w 4 0 — R o u s e 1 3
— T o mb

16 — T ea ch 55
— H a lle l u j ah 2 8 — E no ugh

3 1
— M ad —
6 r Sho ut 43
— R oo m — T o il
—
4 8 R o ugh 37
— H ammock 2 —M o ne
3 y
—
63 Jam 57
— L a k e 2 2 — N oo n

53
— La m b 42
— R ain 7
— G a y
27 — I nk 24 — N ero
44
— H o rr o r 39
— Im p
—
34 M o re 3 8 — M o v i e 5 0 — I az y .

— — —
21 Anno yed 62 Shine 33 M ummy
25
— I nhale 3 6 — H o m a g e 5 2 — L io n

When yo u k now the wo rds and are ab le to co nvert them

q ui ckl y in to thei r resp ec tiv e numb ers
yo u may all o w any
o ne to choo se any sq uare on the bo ard as a starti ng lace p .

I t is no t necessary to begin wi th nu mber 1 .

Fo r exa ,mpl e
if 44 is sel ected as the sq ua re ro m whi ch f
the K night is to start , in yo ur seri es the wo rd horror
p
re resents 44 , so yo u b egin wi th horror and cal l up the next

wo rd, whi ch is mo vie .T his gives yo u 3 8 as the next mov e .

In this way p roceed thro ugh the li st un til yo u reach the

last wo rd to ugh,
, 18 . To co mplete the ci rcle yo u must
 The E uropean War began
J uly 2 8 1 914

mh
,

J uly is the seventh o nt ,

so J uly 2 8, 1 9 1 4, is repre

sented by 7 -
2 8 1 4.
-

We need no t b o ther ab o ut the figure 1 9 as we k no w the

date was 1 9 1 4 , no t 1 8 1 4 .

W e new co nv ert the figu res 7

-
2 8- 1 4 into wo rds .

Fo r 7 2 8 we hav e gun o f .

Fo r 14 we use dire .

We fix this 1n mind with a sentence , as

T he G reat War was caused by an assassin who sho t a.

gun o f with di re resul ts . T he exact ph asr eo l o gy is no t

imp ortant . T he things to asso ciate i n the mind are:

—
War Gun — D ire
o fi

Ano ther no tewo rthy fa ct

The openi ng of the P ana ma Canal

August 1 5 , 1914
— 8 -
1 5- 1 4

T he gate of the P a n a ma C an al is a heavy toll

H eavy, 8 ~
Toll , 15 D oor, 14

Russia stopped the sal e of i ntoxi cants

August 20 ,
1 91 4—8 - —
20 1 4

Fancy R u ssi a do ing such a thing . Water will be their

beverage .

Fancy, 8 20 Water , 14
 The B alti morefire
February 7 , 1 90 4—2 -
7
-
04

T he B al ti mo re fire l —
b urned fierce y no geyser co uld

extinguish it
.

No is 2 Gey ser, 7
-
0 4

The North P ole was di scovered by P eary

p
A ril 6, 1 90 9 — 4
-
6 09-

P eary reaches u p and plants the Unit d States flag e

the N o r th P o l e

Reaches, 460 Up, 9

The Uni on P acific Railroad was opened

M ay 10 ,
—
1 869 7 5 -
1 0 - 69

T he b uilding of the U n io n P aci fic thro ugh the

was a j ob .

Wilds , 5 1 0 J ob, 69 .

The B attl e of Waterloo

J une 1 8, 181 5—6 -
18 -
81 5

At Wa terl o o were shot of withf atal results.

'
canno n

S hot of , 6 1 8 Fatal , 8 1 5

’
P resident Lincoln s assassinati on

A p ril 1 4 , 1 865—4
-
14 -
65

O ur dear Li n co l n was killed by a shall ow knave.

i
O ur, 4 Dear, 1 4 S hallow, 65
 B oston Tea P arty

D ecemb er 1 6, 1 7 73 —1 2 1 6 73 - -

‘
T hey threw the T ea down in the di tch as they ca me .

D own, 12 D i tch, 16 Came, 7 3

.

P ostal B anks establi shed i n the Uni ted S tates

J anuary 3, 191 1 —1 -
3
-
11

T he establishing o f the P o stal B an k s was no tame deed .

Tame, 13 D eed, 11

The S an Franci sco fire

A p ril 1 8, 1 0
9 6 — 4
-
1 8-0 6
T he S an Fran ci sco fir e co vered a wide area, and was a
tough si ege fo r the inhab itants .

Area, 4 T ough, 18 S i ege, 6

”

By f oll owi ng method systematically fo rmi ng go od

this ,

asso ciatio ns and reviewing them regularly any dates o r ,

statistics may b e fixed in mind .

C h emi stry
Ato mic weights are easy for ro v e so me students -but p
difficul t to o thers If yo u need hel use means like the
. p
following:
—
Al uminum ato mic weight 2 7 .

Alumi num is essentially a Yankee metal .

p f
If yo u re er to use a mi nd s eye icture yo u
’
p visualiz e
an al u mi num cup filled with i nk .
,

Yankee and i nk b o th p
re resent 2 7 .
 Lesson S even

Th e B o o k s of th e B i bl e
‘

M any o f my studen ts hav e j

en o yed learning the orde
o f the B o ok s o f the B ibl e, and the nu mb er o f p
Cha ters in
each b oo k . T his is do ne easily and p
is go o d ractice i n
the nu mb er co de al so in mental p icturing and asso ciatio n .

T he B o ok s, their o rder and the nu mb er o f cha p ters in

each, can b e l earned q uickly by mak ing use o f the co de
and asso ciatio n T he reminder fo r each B ook and the
.

wo rd p
re resen ting the nu mb er o f chap ters are linked with
the p p
ro er co de wo rd .

Bo ok s an d C h apters of O l d T estamen t
T he .

f o ll o wing tab l e will b e understo o d readily by ev ery

student who has fo llo wed the p rinci pl es o utlined in the

p revio us l esso ns
Lesson S even P age Thirty seven
-

Remder
’
Code
T IN
T EAM
T IR E
H O T EL
D I SH
DOG
D OV E
T UB
’

N O SE
WIN D O W
N UN
GNO M E
SNAR E
NAIL
H IN G E
I NK
K N I FE
K NO B
M O O SE
M UD
MOON
M UM M Y
HAM M ER
M ULE
M AT CH
HAM M O CK
M U FF
MO P
 Lesson S even

Bo ok s an d C hapters of New T estamen t

— R emder
’
No . B ook Chp. Code Chp .

i M atthew HAT M at
o
t M ark H EN M ark D itch
o
b
Luk e H AM Lucky Winner
h- J o hn HAR E J oi n Net
M Acts H ILL Axe K ni f e

R o mans SH O E R omans D utch

N
O
I

\ I st Co r . CO W Corn D ish
O
O 2 md Co r . HIV E Corn T o mb
O
\
Gal at . AP E Gay Jo y
O p
E hes . WO O D S Fashi on Sho w
P hilli p T ID E H urry
Col o ss . T IN War
I st T hess . T E AM H aul
2 nd T hess . T IR E H o me
I st . T im . H O TE L Chew
2 nd T im . D I SH Ti mothy R aw
T i tus DOG Ti ed Ham
P hil em . DO VE White
H eb rews T UB Brews Steam
Jam s e NO SE Games H o wl
I st P eter WIND O W B eat her Yell
2 md P eter N UN Repeat Hymn
I st J hn o GN O M E J ohn H ello
2 md J hn o SNAR E J ohnny Ahead
3 drJ hn o NAIL J o in Hut
J ud e H IN GE D ude T ea
R ev el . R ebel U nion
 Lesson S even

U se T h i s P ri n ci pl e i f I t H el ps
Y o u hav e do ub tless l earned f m pe i
ro ex r ence the val ue
of rhy mes in fi ing fa ts in mind
x c . Al most every o ne

de p ends o n th f ll wi ng b it f dogg
e o o o erel to re member the
nu mber o f days in the mo nth:
T hirty days hath Septemb er
‘

J
.

April , une and N o vemb er .

So uthey, the p oet, wro te the f o ll o wing as a memo ry aid

fo r his daughter :

A co w s daughter is called
’
a cal f;
A sheep s chil d a lamb
’
.

M y darling must no t say I “

are,
B ut al ways say
“
I a m .
”

Here are a few exa mples which may p ro ve o f

adul ts and to children . T hey have b een of p

hel
teachers in driving these acts ho f me .

Ni n e P arts of S peech
T hree l ittl e wo rds yo u o ften see
Are arti cles a, an and the .

A no un s the name o f anything,

’

As school o r garden, hoop o r swi ng

j
.

Ad ectives tell the ki nd o f no un ,

As great, small , pretty, whi te o r brown .

I nstead o f no uns the pro no uns stand

H er head , hi s face yo ur arm, my hand
,
.

V erb s tell o f so mething to b e do ne

T o read, count, si ng, l augh, j ump o r run .

H o w thi ngs are do ne the adverbs tell , ,

As sl owly, qui ckly i ll o r well . .

C o njunctio ns co uple wo rds to gether,

As clear and co ld but pleasant weather
Lesson S even P age Forl y
-
one

N i n e P a r ts o f S peech — C o n t i n u ed

T he prepo si tio n stands b efo re

A no un , as i n o r thro ugh a do o r
, .

T he i n terj ectio n sho ws surpri se ,

As O h! ho w pretty, Ah! ho w wise .

T he who le are call ed Nine P arts o f S peech,

Which reading wri ting, speaki ng teach
,
.

Ho w t o Learn t h e P i an o K eys
All the G and
A k eys
Are b etween the black threes;
’ ’
And tween the twos are all the D s;
T hen o n the ri ght side o f the threes
Will be fo und the B s and C s;
’ ’

B ut o n the l ef t side o f the threes

Are all the F s and all the E s
’ ’
.

S h arps an d Fl ats
J
A M A O R key three sharps wi ll tell ;
-

T he M I NO R A i s natural ;-

And A fl at-M A O R all wil l say,

-
J
With f o ur flats ever we must play .

With M AJ O R B five sharps are sent ;

-

B -M IN O R is wi th two co ntent ;
J
T o B -fiat- M A O R two flats place;
Wi th B -fiat-M INO R fiveflats trace .

T o pro ve o ur maxi m plain and true,

J
C -M A O R key we natural view .

O n M I NO R C three flats attend ;

-

And C-sharp-M INO R f our b efriend .

J
T he M A O R -D two sharps do th crave;
T he M IN O R -D one flat must have;
With D -fiat-M A O R five are to ld ; J
Wi th D -sharp-M INO R si x b ehold
\
.

Wi th M AJO R E f o ur sharps we ll
-
’
o wn ;
T he M IN O R -E has o nly o ne;
J
T o E -fiat-M A O R three flats fix ,
As E -flat-M IN O R must have si x .
P age Forty-two Lesson S even

S h arps a n d —
F l a ts C o nt i n ued

J
F- M A O R k ey has o ne po o r flat;
T he M I N O R F hasf o ur times that ;
-

J
Fo r F-sharp M A O R si x sharps sco re;
-

T o F-sharp M I N O R three—no mo re
-
.

J
G-M A O R k ey with one sharp make;
G M I NO R k ey two flats will tak e;
-

- -
J
To G sharp M A O R five sharps name;
And G fl at M IN O R si x flats clai m
- -
.

T he B o o k s of t h e O l d T esta ment
In Genesi s, the wo rl d was made,
'

B y Go d s Almighty hand ;
’

In E xodus, the H eb rews marched

T o gain the pro mised land .

Levi ticus co ntains the law,

H oly and j ust and go o d ;
Numbers reco rds the tribes enro lled
All so ns o f Ab rahams blo od
’
.

M o ses in D euteronomy
R eco unts Go d s mi ghty deeds;
’

J ’
B rave oshua, i nto C anaan s l and,
T he ho sts o f I srael leads
J
.

I n udges their reb el lio n o ft

,

P ro vok ed the Lo rd to smi te,

B ut Ruth reco rds the faith p f o ne
Well pleasing in H is sight .

I n Fi rst and S econd S amuel ,

J ’
O f esse s so n we read
’
.

T en tribes, i n Fi rst and S econd K i ng s

R evo l ted fro m his seed .

T he F i rst and S eco nd Chronicles

J
See udah captiv e led,
B ut Ez ra leads a remnant b ack
’
B y princely C yrus aid .

The city walls o f Z io n ,

Nehemi ah b ui lds again,
While E sther saves her peo ple
Fro m the plo ts o f wick ed men .
P age Forty f our-
Lesson S even

T he Bo o k s o f t he O l d T esta me n t —C o n ti n ued

M alachi was the last who to uched

T he high pro phetic cho rd ;
fi
I ts nal no tes subli mely sho w
T he co ming o f the Lo rd .

T he B o o k s of th e New T estamen t
M atthew M ark Luke and
, ,
J ohn
T ell what by C hri st was said and do ne
A cts b o th o f the Apo stles tel l,
And ho w the H o ly Spi ri t fell .

Romans, Cor i nthi ans and Gal ati ans,

H ard by E phesi ans tak e their statio ns .

T hen the P hi l ippi ans hand i n hand ,

With the Colossi ans take thei r stand

B y Thessal oni ans; each and all ,
C laim fo r thei r autho r great S t P aul , .

Who next writes twi ce to Ti mo thy ,

T hen Ti tus and P hil emo n see

Whil e H ebrews the last letter claims
J
.

N ext co mes the E pi stle of S t ames

J J
.
,

Whil e P eter, ohn and goo d S t ude .

With Revel ati on bo th co nclude .

T he Nu mb er T est
T his is an im p ossible f
'

eat fo r any o ne who has no t .

l earned the number co de . I f yo u hav e mastered yo ur co de

i t is easy . I t is excellent p ractice and creates i ntense ln
terest in p ublic or p rivate entertai n ment .

T he foll o wi ng twenty nu mb ers and their lobatio ns can

b e remembered thro ugh the use o f the co de wo rds:

6 42 n 49 I6 34
I 39
2 28 7 63 12 94 17 74
3 5 2 8 55 13 3 2 18 82

4 29 9 48 14 60 19 3 6

5 4s 10 69 I s 84 20 73
Lesson S even P age Forty ve

T hese numbers are now changed into their co rres p onding

co de wo rds and associated as o llo wsf
1 39
H at associated with M o p
2 28

Hen asso ciated with K nif e

3 5 2

H am asso ciated with Li on

4 29

H are asso ciated wi th K nob

S 45
‘

Hi l l asso ciated with R ail

6 42 .

S ho e asso ciated with Rain

'

7 63
C o w associated with J am
8 55
Hi ve asso ciated with Li ly
9 48
Ape associated wi th Roof
10 69
Wo o ds asso ciated with S hip
11 49
T i de asso ciated with R ope
12 94
Ti n asso ciated with B ear
13 3 2

T ea m asso ciated with M oon

P age Farty-si x

14 60
T i re asso ciated with Cheese
15 84
Ho tel asso ciated wi th Fi re

34 16

D i sh asso ciated with Hammer

74 17

D o g associated wi th Car
18 82
D o ve asso ciated wi th Fan

36 19

T u b asso ciated with M atch

73
20 .

No se asso ciated with Comb

B eg i n wi th Hat an d Yo u can Recall Every

P i ctu re Accu ratel y i n O rd er
T he Ha t b rings to mind the pictu re o f the Hat b eing
used as a
t

‘
M op , or whatever pictu re o f these two o b ects j
yo u may have fo rmed .

M op is yo ur co de wo rd fo r 3 9 . Hence 3 9 is the numb er

which is o pposit e I .

H en recall s K nif e, the co de wo rd fo r 28 . T hus yo u

kno w that 28 is o pp o si te 2 .

H am gives yo u Li on, the co de wo rd fo r 5 2 . T here fo re

!y
o u kno w that 5 2 is o pp o site 3 .

In the me manner
sa p roceed right thro ugh the list and
P age Forty ei ght -

Add i ti o n al C o d e Wo rds
Co n f usi on in rememb ering the smaller nu mbers can be
av o ided b y learning the f o llo wing l ist of suppl ementary

words, re p resenting nu mbers I to 20

I
— Tie I I
— D ude
2 -
H o n ey I 2
— D en
— H o me — D o me
3 I3

— Arro w 14
— D eer
4
5
— Wal l 15
— D oll
—
6 Wa tch I6
— D i t ch

7
-
K ey 17
-
D u ck
—
8 Ivy I8
— D i ve
— P ie 19
— D epo t
9
Io —T o es 20 —News

These wo rds do no t tak e the pla ce o f yo u r co de wo rds,

but are o f use to represent nu mbers . If 5 were given yo u
as the nu mber to be p laced o pp o si te I , yo u wo uld no w

associate H at and Wal l .

If yo u used yo ur co de wo rd Hi ll to p
re resent 5 i n this
instzi nce and asso ciated H il l yo u might beco me
H at and

f
co n used . Later yo u wo uld no t kno w whether thi s icture p
was intended to p
re resent l o pp o site 5, or 5 O pp o si te 1 .

T o Fo rg et
M any p pl eo e say that they wish to f o rget, rather than
remember . j okingly
T his is o ten f said ,
b ut at ti mes there
are things that we all wish to f o get r .

Yo u hav e seen that every ti me yo u recall a mental

Lesson S even P age F arty ni ne -

record i t b eco mes stro nger an d mo re fi r ml y i m

p ressed in
the mi nd . Y o u hav e al so l earned that by denying any
atten ti o n to yo ur tem p o rary men tal ictures a ter they p f
hav e serv ed their pu p r o se, they will p ass o ut o f yo ur mind .

I n this way yo ur co de wo rds are ft f

le ree f or filing o ther

f acts .

D i rect Yo u r T h o u gh ts
This sam p in ip l an b us d t
e mr c e c e e o re o ve disturb ing
th ughts
o R fu th m any att n ti n
. e D se e e o . O no t dwell on

the m . E v ery time yo u recall the circumstances yo u im

p ress them mo re dee ly o n yo ur mind p
T here o re driv e . f
these tho ughts away b y denying the m admission .

When these tro ub l e so me tho ughts p resen t the mselves

shu t them o u t b y think ing o f so mething el se . I n thi s way
yo u can reduce the k eenness o f many tro ubles and actually
f o rget o thers .

M i n d i s S u p reme
Yo u can bring yo ur mi nd un der such co n tro l that it can

dwell o n any sub ect j yo u pl ease . Y o ur co de wo rds and

o ther lists in these l esso n s are inv aluable f o r acq uiring thi s

f reedo m Of men tal actio n . B y dev o ting a f ew minutes

daily to these l esso ns, yo u will gain no t o nly a b etter
f
memo ry, b ut an ab ili ty to o rget, and a mind under co ntro l .
 Lesson S even

S UMM AR Y

I ~
Applicatio n of the Number Co de .

2 —Three Things are Necessary .

3
—T l p h n N
ee um b s a
ond E
e h an g s er xc e .

4
—P i Lists and B usin ss Statistics
r ce e .

5
-
Sto p P ayments o n Checks .

6 —C o nvenient M ethods .

7
-
P er p etual Calendar .

—
8 C ard Feats .

9
—T h e . Chess K night s T o ur
’
.

ro —Hi sto ry D ates .

rr —Ch mist y Aids

e r .

12 —H lp s f B ibl Stud nts

e or e e .

13 —M emory R hymes .

14 —Numb er T ests .

15— T o Fo rget .