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MEMORY SYSTEMS
NEW AND O LID
IBY
A. E. MIDDLETON
AUTHOR OF “MEMORY AIDS AND HOW TO USE THEM,” ETC.
FIRST’ A.M.E/PICA V EDITION FROL}ſ THE SECOND ENGLISH
EDITION, I: E VISED
º ENLARGED, witH
BIBLiography of MNEMONICs, 1325-1888.
*...*
; : BY
G’ S. FELLOWS, M.A.
ON SALE AT EVERY BOOKSTALL AND NEWS-STAND
NEW YORK
G. S. FELLOWS & CO.
1888
CopyRIGHT, 1888
BY G. S. FELLOW S
TRow'8
PRINTING AND BOOKBINDING COMPANY.,
|NEW YORK,
CONTENTS.
PREFATORY NotE, . . . . . . . . . 4
PART I.--ALL ABOUT MNEMONICS.
1. PRINCIPLES OF MNEMONICs, . tº tº © © gº . 5
2. HISTORY OF MNEMONICs, . tº e g jº gº º 10
3. MoDERN MNEMONICAL SYSTEMs, . g e & . 25
4. THE UTILITY OF MNEMONICs, . Q gº de e g 62
5. How TO PRACTICALLY USE MNEMONICs, ge * * . 67
The Key, . te ſe tº & tº e © e 67
The Memory Table, . & e º e - e. d . 68
English History, . {e tº de & e ge & 69
Geography, e e e e g * * e . 70
Music, e ſº º º & tº tº e & e 71
Grammar, & © e º & tº * & . 72
Poetry and Prose, gº © © e & tº © 73
Lecturing and Reporting e tº o © e . 75
Languages, . wº • * * g e c gº dº 75
6. MNEMONICAL FEATS, . e tº gº • ... • & . 77
Mental Calendars, © gº e ſº tº © o 78
A Perpetual Calendar, º © © o © © . 79
Blindfold Chess and Draughts, . º o © & 81
Whist, te ſº * tº e e © o © gº 82
Repeating Numbers, . © º ge tº e º 84
Repeating Thousands of Figures, . & º ſº . 84
The Knight's Tour, e e & e • • . 85
Dominoes, e ſe gº © de gº tº © . 87
Playing Cards, { } g º gº e e
Mental Addition and Subtraction, . tº c cº . 88
How to Forget, e wº
7. A PLEA For MNEMONICs, . e gº g o º . 90
PART II.-LATEST MEMORY SYSTEMS AND THEIR CRITICs,
WITH BIBLIOGRAPHY.
Latest Memory Systems, . . . . . . . . . . .96
The Case of “ Loisette’’ vs. Fellow8, . gº { } & º ... 107
Bibliography of Mnemonics, . e * e e e . 115
INDEX, O ſº tº tº & * • • o { } . 141
PREFATORY NOTE.
PART FIRST of this little work, under the title of “All
About Mnemonics,” has already passed through two edi-
tions in England.
PART SECOND explains the suppression of “Loisette Ex-
posed,” giving in full the injunction granted by the New
York Supreme Court, together with extracts from the affi-
davits presented in the case of Loisette vs. Fellows.
Special attention is called to Loisette's agreement and
the balance-sheet.
The Bibliography of Mnemonics gives titles in full, and
in this respect is superior to the Bibliography appended to
“Loisette Exposed,” which gave, in most cases, only ab-
stracts of titles. -
Every student of the “Loisette” system is requested to
send his address to the publisher, together with his opinion
of “Loisette” and his system. Students of the Pick, White,
and other systems will confer a favor by doing likewise.
WASHINGTON, D. C., September, 1888.
CHA PTER I.
gºssºmsºmºmº-sº
PRINCIPLES OF MINEMONICS.
truth compels me to add that, generally, the faculty
is treated in much the same manner as are those
stiffly bound, carefully-ruled annuals that deluge the world
in January. As a rule the entries in these diaries are
hurriedly scribbled in pencil, easily read and understood
at the time of writing; but when required to be afterwards
referred to are found to be blurred and unintelligible. It
is true that some make their entries elaborately and care-
fully, converting the diary into a tasteful specimen book of
beautiful penmanship—but that is all. So with our mental
diary—we hurriedly and carelessly imprint our best thoughts
ºn Memory's tablet, trusting it to preserve them intact,
inevitably to be disappointed ; and, on the other hand, we
just as frequently take the greatest pains in burdening it
with things of little or no value. Those who are neither
careless nor inattentive in matters memorial, are, as a rule,
compelled by the hurry and scurry of a busy life to rely to
a great extent on what is proverbially a wayward and treach-
erous faculty, and are thus perpetually learning only to
forget. The man who possesses a good healthy memory is
so scarce as to be almost a phenomenon, and when found
is regarded as one specially gifted.
In a little work” published a few years since, Dr.
Mortimer Granville very appositely compared memory to a
phonograph—once in action it receives every impression
conveyed to it; though the record may be dormant yet it is
Mº may be termed the diary of the mind; and
* The Secret of a good Memory. London: Bogue.

6 Principles of Mnemonics.
indelible ; and under suitable conditions the recorded im-
pression can be reproduced. Brain substance is capable of
being impressed by mental or nerve force as the tinfoil of a
phonograph is impressed by physical force ; attention and
interest deepen the impression; and a healthy brain will
take in and register a great number of such impressions.
The secret of a good memory is in one word—attention.
The object should be to obtain a vivid first impression of the
idea or fact to be remembered by perfectly and intelligently
understanding it, noting its most important particular, and
associating it with other vivid impressions. Attention to
this principle, with a constant and moderate use of the
faculty, will be found to materially strengthen a weak
memory, and to develop a good one. Thoroughly look
after the little details and the chief points will take care of
themselves.
The cause of a bad memory is mainly the want of method
in storing ideas. Memory's food is supplied through the
channels of sight and sound, and the mode of “taking in "
differs greatly with different persons. Some persons can
better recollect an idea or fact by means of a sound im-
pression associated with it, than they can by a mental picture
or sight impression of the idea or fact itself. In a similar
manner others, and they form the larger proportion, recol-
lect best by mental pictures orimpressions conveyed through
the eye. In the little work referred to, Dr. Granville
brings out this point very clearly, and suggests a test by
which any one can readily ascertain whether his memory
is dependent on impressions received through the eye or
through the ear. He suggests that an independent person
should write out plainly some sentence which the one who
wishes to apply the test has not previously seen. The
latter should then read it carefully once, lay it aside, and,
after an interval, write the sentence from memory. To
test his sound memory, he should get a friend to read to him
distinctly once, a different sentence, which, after an interval,
should also be written out. By repeating this, and lengthen-
ing the interval between the hearing and seeing and the
writing out, he will be able to judge, from the comparative
correctness of the results, whether it is by sound or by
Principles of Mnemonics. 7.
sight he can better recollect. If by sound, the object
should be to associate the things to be recollected with
sounds which are familiar to him, as notes of music, rhyme,
jingle of bells, language, and any familiar form of sound.
If, as is generally the case, the memory is chiefly dependent
on sight, vivid mental pictures should be made of the
objects, facts, and ideas—ideas can be symbolized—which
it is desired to recollect. A good deal of stress is often
laid on the importance of reiteration—the frequent rep-
etition by writing out, reading, or speaking of the thing to
be remembered, and this method obtains very largely in
schools. Dr. Grey, in his “Memoria Technica,” recom-
mends frequent repetition, as by it the most uncouth sounds
become familiar. Another writer says, in respect to writing
out what is to be learnt, that the act of writing itself dis-
tracts the thoughts, and adds that what is read twice is com-
monly better remembered than whatistranscribed. Frequent
repetition of language does certainly deepen the impression,
particularly if the aid of rhyme or rhythm is added.
The term “artificial memory” is now used as a synony-
mous term for mnemonics (from the Greek mneme, memory),
the art of memory ; but this term no more applies to
mnemonics than it does to the science of optics or acoustics.
Just as a proper knowledge of optics frequently enables one
to perceive an object more clearly, so does a knowledge of ¥
mnemonics and the application of method enable one to
perceive more clearly the impression stored in the mind ;
and although artificial objects may be utilized to assist a
methodical arrangement, they in no way affect the natural
principles of the science itself. *
Memory consists of remembrance and recollection.
Remembrance is passive memory—to remember without
effort; recollection is active and requires effort, and may be
described as seeking for the different ideas which are likely
to recall, by association, the desired idea. The fundamental
principle of mnemonics is therefore association—to associate
or link together one object, idea, or fact with another, so
that to recall the one is to recall the othed This principle
is well illustrated in the fairy story of the prince who sought
*
*
to release a beautiful princess kept captive in a dark and
8 . Principles of Mnemonics.
*====
deep cave, the condition being that if he could find her,
release her, and discover his way out, he should marry her.
All who had previously attempted the feat had lost their
way in the dark cave and never returned. This prince,
warned by the failure of others, sought the aid of his fairy
godmother, who gave him a bag of beautiful white stones,
which he was to drop as he went along, so that after
releasing the princess he could find his way back by
re-collecting the stones. Similarly, by method, many a bright
thought buried in the cave of forgetfulness can be released;
but care must be taken to have the links indelible. Those
who, like the children in the story book, who when going
into the forest to gather flowers strewed the way with bread
crumbs to guide them home, use evanescent links, may find
that they, when wanted, like the children's crumbs, have
disappeared.
Remembrance, it should be observed, is distinctly
different to recollection, the former being the power of
retaining ideas, and the latter the power of recalling them.
Some persons possess a good retentive memory, but
experience great difficulty in awakening it into action or
recollection ; but if we note the fact that some ideas are
more easily retained or recalled than others, we shall be
able, with a little thought, to considerably improve the
power of both retention and recollection. It will be found
, that ideas produced by sensation are always more easily
retained and reproduced, and we may thus guard against
relying too much upon one abstract idea to suggest another.
If we desire to recollect an abstract idea, we should carefully
associate it with one of sensation, and we shall invariably
find that the one connected with the senses will more
effectually “jog the memory,” than the other. Although
the memory of some persons depends mainly on sensation
impressions conveyed through the ear, yet those conveyed
through the eye will, as a general rule, be found to be more
vivid and lasting. It is, however, for each individual to
ascertain for himself the weak and the strong points in his
memory, and to use the stronger in such a way as to improve
the weaker. In carrying out the principle of association it
will be found that if one idea is not quickly and very closely
Principles of Mnemonics. - 9
connected with another and that an interval takes place, be
it ever so slight, there is a tendency of irrelevant ideas to
spring up in the mind, interfering with those which it is
desired to connect. Just as, by the law of similarity and
contrast, Coleridge's mackerel reminded him of gooseber-
ries, and the gooseberries of a goose, and the goose of a swan,
so will the same law mix up the original idea with others
foreign to the subject. The closer, therefore, the ideas are
brought together, and the quicker they are connected with
each other, the stronger will they be associated and the
greater will be their power of reproducing each other. And
it may be added that the more familiar the ideas are the
better.
It should be noted that a solitary idea cannot remain in
the mind ; it will either associate with some other idea or
disappear. No idea can be recalled except there be another
by means of which it is recalled. Ideas associate themselves
together by virtue of a natural law—the law of mental af-
finity. Place two ideas, and two alone, together before
the mind and they will naturally combine, and will exclude
foreign ideas. The strength of the association depends
upon the strength with which the ideas first came to the
mind, and upon the connection which exists between them.
Ideas which have no natural connection with each other
may be associated by means of intermediate ideas which
have some connection or properties in common with both
the others. Ideas should be brought as closely as possible
together so as to allow comparison, and only two ideas
should be associated at one time. -
These remarks on the principles of mnemonics are merely
prefatory to the details which are given in the succeeding
chapters. All the efforts of mnemonists, ancient and mod-
ern, have been directed to the formulating of systems
which would do away with the arbitrary character of
numerals, and render more easy the labor of association
and retention ; and all the many systems that have been
produced are more or less based upon the principles just
detailed. - -

CHAPTER II.
HISTORY OF MINEMONICS.
ways been more neglected than any other, attention
has from the earliest times been directed to devising
methods to assist it. As one of the earliest instances of
such aids I may cite the erection of memorial stones to the
children of Israel, described in Exodus xxviii., v. 9 to 12,
and in Joshua iv., v. 1 to 24. Others will readily occur to
the Biblical student. The numerals of Pythagoras were
purely mnemonical. “They were,” says Porphyry, “hiero-
glyphical symbols, by means whereof he explained all ideas
concerning the nature of all things.” Among the Jews it
was the practice to abbreviate words, and also to form
words of the initial letters of other words, as memory-aids,
as Rambam for “Rabbi Moses Ben Maimom.” The Jews
also made use of natural words to represent numbers, sim-
ilar to the Roman numerals, and used them for the purpose
of dating their Bibles. At the corner of the veil used in
the Jewish synagogue during prayer were strings, each with
five knots to suggest the five books of Moses, from which,
perhaps, has been derived the old-fashioned custom of tying
a knot in a handkerchief, or a thread round the finger as a
reminder. “When this you see remember me,” is another
memory-aid, generally used as a ring-posy, and we find it
thus used in 1673, by the Rev. Giles Moore, who records
in his diary the fact that he presented Ann Brett with a ring
bearing this inscription. In the 14th, 15th, and 16th cen-
turies the custom was also common, and is thought to have
()". to the fact that the faculty of memory has al-
History of Mnemonics. 11
originated with the Romans, who gave their lady-loves
gems with “Remember” and other mottoes cut upon them.
The earliest attempt to assist the memory by a methodical
system was made by Simonides, the Greek poet of Cos, who
flourished about 500 B.C., and who invented what is termed
the topical or locality memory. Simonides was engaged to
recite a poem at a banquet, given by one of his patrons,
and after doing so the room fell in, burying all in its débris,
and disfiguring the bodies so as to render identification
impossible. Simonides, however, had noted the position
each guest had occupied, and was thus able to point out the
remains of each. Cicero and Quintilian both refer to his
system and advocate its use ; and we may add that it is the
basis of many modern methods. Simonides found that to
fix a number of places in the mind in a certain order was a
great help to the natural faculty. His plan was to form in
the mind a building divided and subdivided into distinct
parts arranged in a certain order. The order of these parts
was to be thoroughly learnt. As many words as there
were parts were then symbolized by the images of
living creatures, and when a number of things were to be
committed to memory in certain order, mental images rep-
resenting them were to be placed regularly in the several
parts of the building. Thus, the porch, the hall, parlor,
rooms, walls, and objects in the building were arranged
consecutively, and objective images, representing persons
and things, were connected with them. From this system
we are said to take the phrases used in dividing a discourse
—“In the first place,” “in the second place,” &c. -
In the middle ages various attempts were made to
systematize the powers of memory, the earliest being by
Roger Bacon, the learned monk, who wrote a treatise on
the subject. This was never published, but exists in MS.
at Oxford. The next attempt was made by Raymond Lully,
the “illuminated doctor,” who originated what was termed
the “Lullian Method” of teaching. This method was
developed in a work published at the time by Lully. By
his system, “anyone was enabled mechanically to invent
arguments and illustrations upon any subject.” The system
is described as “a general instrument for assisting invention
12 IIistory of Mnemonics.
in the study of every kind of science. For this purpose,
certain general terms which are common to all the sciences,
but principally those of logic, metaphysics, ethics, and
theology, are collected and arranged according to the
caprice of the inventor. An alphabetical table of such
terms was provided ; and subjects and predicates taken from
these were respectively inscribed in angular spaces upon
circular papers. The essences, qualities and relations of
things being thus mechanically brought together, the
circular papers of subjects were fixed in a frame, and those
of predicates were so placed on them as to move freely, and
in their revolutions to produce various combinations of
subjects and predicates; whence would arise definitions,
axioms, and propositions, varying infinitely, according to
the different applications of general terms to particular
subjects.” The use of Lully's method, it is said, would
enable any person to argue for a whole day upon any
subject without knowing anything of it. Morhof in his
dissertation on the subject gives an elaborate account of the
system; Athanasius Kircher, in 1669, devoted a book of
five hundred pages to an exposition of Lully's method ;
and a few years previously Jean Belot, in his “L’Oeuvre
des Oeuvres,” published what purported to be an enlarge-
ment of Lully's art of memory, which was said to be
superior to the original. Jordano Bruno, in 1582, at-
tempted to perfect Lully's art, publishing several works on
the subject; and in 1653 a work on memory was written by
one Saunders, who dealt mainly on Lully's art. The subject
is also treated in Enfield’s “History of Philosophy,” from
which the particulars given above are taken. -
Another MS. on the art of memory was written by
Thomas Bradwardin, who was proctor of Merton College,
Oxford, in 1325, afterwards confessor to Edward III, and
one of the most enlightened ecclesiastics of his age. His
“Art of Memory” consists of three and a half small pages,
and is an attempt to form a topical system. The MS. is in
the Sloane collection.
About 1470, Jacobus Publicius, a Florentine, published
his “Ars Memorativa incipit feliciter” and other tracts on
memory. This is a curious and scarce book, and is said to
History of Mnemonics. 13
be the earliest with wooden cuts that was printed with
movable types. The volume consists of fourteen leaves,
printed in the Gothic character, and with so many and
complicated abbreviations as to make it difficult to peruse.
It treated of the arrangement of places and the combination
of images, several woodcuts of the most rude and grotesque
description being used to represent the alphabet by symbols.
This work suggested the publication of others, one being by
Peter of Cologne, whose system resembles that of Publicius,
and who also used woodcuts to represent images of
particular objects, as a carpenter by a hammer, a cobbler
by a shoe, &c. -
In 1491, Peter Ravennas, a Paduan professor, termed by
his contemporaries “Petrus a Memoria,” published a work
entitled “Foenix.” In this he paid the goddess of memory
(Mnemosyne, who married Jupiter, and who was the mother
of the nine muses) a compliment by choosing the most
beautiful maidens his mind could conceive to symbolize the
alphabet. Such fair symbols, he considered, were best
calculated to excite the memory. He was probably not far
wrong. About this time (1492) Conrad Celtes, a German
poet, published a system in which the alphabet was sub-
stituted for the places used in the old topical method; and
in 1515 two other works elaborating the system of Ravennas
were published. In 1523 Laurenz Fries issued at Strasburg
a German work entitled “A Short Advice: How Memory
can be wonderfully Strengthened,” in which he prescribes
roasted fowls, small birds or young hares, and other de-
licious things for dinner, with apples and nuts for dessert.
The disciple is allowed to enjoy good red wine, but other-
wise he must be sober and moderate.
John Romberch de Krypse, in 1533, issued “Congesto-
rium Artificiosoe Memorios.” It abounds in woodcuts of a
curious character. Taking Simonides' plan as a base, he
divided a wall and a series of rooms into separate spaces,
each marked with numerical, literal, and symbolical alpha-
bets, one of the alphabets being represented entirely by .
birds. A figure of a naked man was used to teach grammar
by symbolizing the singular number, each of the cases being
placed on certain parts of his body. The plural number
14 History of Mnemonics.
was represented by a clothed man, the cases being similarly
disposed. The rooms were each devoted to distinct sub-
jects. Three chapters are dedicated to gaming, explaining
the application of the art to dice, cards, and chess.
Gulielmus Gratarolus published a work on the art of
memory in 1555, and in 1562 an edition of it, “Englyshed
by William Fulwood,” and published under the title of the
“Castel of Memorie,” was printed in London. In the
dedication and preface Fulwood drops into verse, which in
the main dwells on the importance of memory, and on the
merits of his book. He asks—
For what helps it good bookes to read or noble stories large : ,
Excepte a perfecte memorie do take thereof the charge 2
What profits it most worthie thing to see, or else to heare,
If that the same comes in at one and out at the other eare ?
And, speaking of his book, he says—
Hee that hath lost his memorie,
By mee may it renewe ;
And hee that wyll it amplifie
Shall finde instructions trewe.
The “Castel of Memorie” consists of seven chapters deal-
ing with what memory is, the chief causes whereby it is
hurt, the principal “endamages” of the memory, particu-
lar helps, medicinal remedies for increasing its powers and
rules of remembrance, the last chapter being devoted to
local or artificial memory, in which the topical system of
previous writers is elucidated. The translator concludes
with the following admonition—
MEMORIE SAYETH.
To him that would me gladly gaine
These three precepts shall not be vaine.
The first is well to vnderstand
The thing that he doth take in hand.
The second is the same to place
In order good and formed race.
The thirde is often to repeat
The thing that he would not forgeat.
Adioning to this castell strong,
Great virtue comes er it be long.
History of Mnemonics. 15
In 1583 Thomas Watson, a London poet, published a
Latin treatise on the art of memory. In it he detailed a
variation of the topical method. Instead of a house he
used a spacious wall, which he divided into numerous com-
partments, each representing a certain object. What he
wished to remember he connected with these objects. He
dwells strongly on the importance of “connection ” or
association.
1602 saw the publication of two works on memory: One,
“Ars Reminiscendi,” by Baptist Porta, who exchanged
letters and numerals for symbols, and treated on the topical
system ; and another by Marafortius, who devised a system
of grouping all necessary reminiscences around forty-four
images associated with the backs and palms of the hands.
About this time mnemonics received an impetus by
some remarkable public exhibitions in Germany by Lam-
bert Schenkel, and a few years later a number of works
were published professing to elucidate his system. The
“Gazophylacium Artis Memorioe” was the most important
of these. Schenkel is the first, of whom there is record,
who succeeded in getting mnemonics recognized as a
science by educational authorities. He was the original of
the many “professors” who have come after him ; and, if
he taught what he professed to teach, he was certainly the
best as well as the first. He travelled through Germany
and France teaching his art at the universities, and win-
ning golden opinions as to its merits from all classes. His
pupils were prohibited from imparting the art under
a severe penalty. One of his pupils, Martin Sommer, was
authorized by Schenkel to teach his system through the
continent under the same conditions. Sommer was equal
to his master in elucidating the system, and in a Latin
work published at Venice, in 1619, he advertises it very
effectively. “A lawyer,” he says, “with the assistance of
my mnemonics may impress his causes so strongly on his
mind that he may know how to answer each client in any
order and at any hour with the same precision as if he
had just perused his brief. And in pleading he will not
only have all the evidence and reasonings of his own party
at his finger ends, but all the grounds and refutations of
16 History of Mnemonics.
his antagonist also | Let a man go into a library and read
one book after another, yet shall he be able to write down
every sentence of what he has read many days after at home.
The proficient in this science can dictate matters of the
most opposite nature to ten or thirty writers alternately
After four weeks' exercise he will be able to class twenty-
five thousand disarranged portraits within the saying of a
paternoster: aye, and he will do this ten times a day with-
out extraordinary exertion, and with more precision than
one ignorant of the art can do it in a year !” The course
of study was completed in nine lessons of one hour each,
and half-an-hour's daily exercise thereafter was enjoined.
Most of Schenkel's feats consisted of repeating discon-
nected words, numbers, and sentences in a certain order,
backward and forward. Arnold Backhusy published de-
tails of Schenkel's system in 1643 with a key, but the lat-
ter is unintelligible except to the initiated. This key is
reprinted in a work on Feinaigle's art of memory pub-
lished in 1813. A German translation of Schenkel's work
was published in 1804. Carl Otto Reventlow, a Danish
mnemonist, describes Schenkel's method as nothing but the
pictorial system of the ancients. Details of this system may
also be found in a French translation published in 1623,
entitled “The Magazine of Sciences, or the true Art of
Memory by Schenkelius, translated by Adrian Le Cuirot.”
In 1610 a work was published under the title of “Simoni-
des Redivivus,” by Dr. Brux. In this he gave a mnemoni-
cal dictionary; and also devoted a good deal of space to
the ars oblivionis—or the art of forgetfulness—the author
rightly considering this art to be more valuable than
remembrance.
The topical system found, in 1617, another exponent in
Martin Ravellin, who treated the subject in much the same
way as did Thomas Watson previously noticed. In the
same year Fludd, the alchemist, published a volume on
memory, attempting to combine Lully's system with the
old fashioned topical method. Fludd's work, from the
fact that it contained an excellent portrait of the great
chemist, with a number of mystical woodcuts, has become
extremely rare.
History of Mnemonics. 17
The following year, 1618, saw the publication of other
works on this subject, including a useful compilation of
the works of previous authors by Adam Naulius, and
another work by John Willis. The latter was translated
into English by a bookseller named Sowersby in 1661, and
it now ranks as a curious and somewhat rare work. Willis
admits that he has “diligently collected ”the contents of
his work “out of divers learned men's writings.” He
commences with rules for remembering common affairs,
next words, then phrases, afterwards sentences and long
speeches, by means of notes and writing. In the second
book he treats of remembering without writing, which, he
says, consists of “reposition and deposition.” As a
preliminary he advises the student to first “drown all
unnecessary thoughts in oblivion ”—by no means an easy
task. Reposition he defines as “the manner of charging
the memory with note-worthy things”; and advises a
thorough acquaintance with the subject to be remembered,
and the observance of a perfect logical method in its
treatment. “Deposition” pertains somewhat to the art of
forgetting, referred to by previous writers. It is the art,
says Willis, of “discharging ” the mind of things which
we desire no longer to retain. Willis writes rather vaguely,
but he evidently intends to convey the idea, that having
once committed to memory a certain thing, further trouble
need not be taken—it has been impressed on the memory,
and may be recalled at any time. The mode of “re-
position ” is further elucidated by the suggested use of
extempore verses, and a series of twenty-two questions,
which should be applied to subjects that it is desired to
remember. The questions are as follow :— º
If 2 who 2 what ? whose ? to what ? whether ? why 9 about what ?
How 2 what fashion ? how much 2 by, of, in, and from what ?
How long 2 how often ? how manifold * whence came that ?
Where 9 when how many ?
These questions are, the author says, “ of excellent use to
invent, retain, as also to recall to minde things of great
concernment and worthy memory in urgent affairs.” In the
third bºok he elaborates a system of local memory. A
18 History of Mnemonics.
building of two rooms is divided into spaces, in which he
mentally places symbolic objects, their consecutive order
being denoted by color: gold, silver, black, blue, red,
yellow, green, purple, white, and cinnamon, representing
one to ten. By way of illustrating the use of his system
Willis instances a person visiting a town who wishes to
remember that he is to inquire the price of barley, to engage
a man as haymaker, to buy some spices, to consult a lawyer, .
and to buy some velvet. By the mental picturing of a man
measuring barley into a bushel with gold handles, a hay-
maker sharpening a golden scythe on a whetstone; a grocer's
shop with the articles required associated in different ways
with silver; a lawyer in a black gown ; and a piece of black
velvet, the order of the things required is impressed on the
memory. Rules are also given for the better recalling of
ideas, which consist of the application of a series of questions
relative to kind, subject, quantity, sight, and attributes. The
volume concludes with a treatise on the art of cherishing
natural memory, dealing in a large measure with the ques-
tions of health, diet, and medicine.
From 1620 to 1680 a number of works were published on
the art, but of these only one was in English—that by Henry
Herdson, a Cambridge professor, entitled “Ars Memorioe:
the art of memory made plaine.” Feinaigle's compiler
describes this work as scarce and rare, and reprints it. The
method partakes to a great extent of the topical arrange-
ments advocated by Willis and other earlier authors.
Consecutiveness in the arrangement, and the remembrance
of figures were obtained by placing in position symbols rep-
resenting numerals, “for 1 a candle, a fish, a staf, a dart,
&c.; for 2, a swan, a duck, a goose, a serpent ; for 3, a
triangle, a trident, or anything with three legs; for 4, a
quadrangle, a die, or any four-square thing ; for 5, a foot
of a man, an hand, a glove, a sickle, a peircer, a shoemaker's
knife; for 6, a tobacco pipe; for 7, a carpenter's iron
Square, a raizer bent thus 7 ; for 8, a pair of spectacles, a sea
crab, twin apples, &c.; for 9, a burning glass, ariding stick
(twisted at the upper end thus 9), long peares, &c.; 10, 20,
30, &c., to a thousand, may be formed from these figures,
taking anything round for the ciphers, 000, as an orange, a
* History of Mnemonics. 19
ball, &c.; for a candle run through an orange is ten, a swan
with an orange in her mouth is twenty.” In a brief chapter
devoted to “shorthand writing,” he details an ingenious
method of reading by ideas, although it would be difficult to
imagine the utility of it. “There is,” he says, “a kind of a
Short-hand writing in this Art, by the Ideas of letters ob-
jected to the eye of the fancy, as the Alphabet is objected
to the sight of the bodily eye. Now for brevity sake, using
colors instead of vowels, the eye of a nimble fancy will read
anything by Ideas thus figured, as readily as if it were
written in a book, and will retain what thus is written. Now
the Ideas of this alphabet be these, and such like as your
fancy best pleaseth to make choice of; A, a pair of Com-
passes so made ; b a Lute, B, a Bow bent with an arrow in
it ; C, an Horn, &c., and so in like manner take instruments
or any kind of Ideas for the rest of the letters which be like
the letters, and instead of vowels use these colours—A for
white, for E blew or green, for I red, for O black, for U
yellow.” The volume is a small one, and nothing but the
barest suggestions of the system are given. As, however,
he advertised that he might be consulted on the subject
“at the Green Dragon, over against Saint Antholin's Church,
in London,” he probably had good reasons for his brevity.
A further attempt to facilitate the remembrance of
numerals was made in 1648 by Stanislaus Mink von
Wenussheim, or Winckelmann, who published at Marburg in
a paper entitled “Parnassus” the particulars of a new art of
memory. Besides using the pictures and localities of his
predecessors, he gave as a “most fertile secret” a method
of combining letters with figures to express numbers by
words. As this is the earliest record of what now forms the
basis of most modern systems, Winckelmann's key will be
read with interest. It is as follows:—
1 2 3 4 5 6 7 8 9 0
B C F. G. L. M N R S T
P K V
W Z
The vowels and aspirate were used to form words—the
phrase “apeo imo agor" denoting 1648. I may mention as
20 History of Mnemonics.
an interesting fact that out of twenty-four systems published
since 1830, the keys of eighteen are merely re-arrangements
of Winckelmann's alphabet given above.
Leibnitz, the great German philosopher, also wrote on
mnemonics, a MS. by him being preserved in the Library
of Hanover.” The MS. claims to reveal a secret how
numbers, especially those of chronology, &c., can be
conveyed to the memory so as never to be forgotten. His
*The Baron Aretin in his “Systematische Auleitung zur Theorie
und Praxis der Mnemonik,” 1810, refers to this secret as follows:–
The following treaty (from Leibnitz's own hand) is to be found in
the Archives of Hanover, and I received it from the kindness of
Court-Councillor Feder : — *
A Secret by means of which all numbers, and specially those used in
chronology, and a great many others, can be committed to memory,
remembered without any torture of the mind and never forgotten. . . .
. . . . If you will remember without any torment for your memory and
your mind many numbers, it is only necessary to use some help : some
have tried it in various ways, but without any particular success, not
till somebody invented this process and by many experiments per-
fected it. -
The elements of the alphabet are 24, and are divided into vowels
and consonants.
The vowels only offer us a secondary utility, but the consonants a
primary one. The consonants are the following: B, C, D, F, G, K,
L, M, N, P, Q, R, S, T, to which are added W and Z, W.
We have the numbers: 1, 2, 3, 4, 5, 6, 7, 8, 9, 0.
If larger numbers are given, they are composed out of these, such as
1 and 2 make up 12; this is very clear. But as nothing tortures so
much memory as a thing reported in numbers, which it is, however,
exceedingly important to know and commit to memory, you will use
the following means, which is very useful and conducive to memory.
Place the consonants in this way and think which are the numbers,
and you will easily extricate yourself:
1 2 3 4 5 6 7 8 9 0
B C F G L M N R S D
P Q V T
W K
Z
1657. e
Die Sundflüth geschah unter dem Baiimlein.
(The Flood took place under the small tree.)
1402,
BaGalſDoC discovered.
History of Mnemonics. 21
method was virtually the same as Winckelmann's, the keys
being alike. Consonants represented numerals, and were,
with the vowels, used to form words.
Another work was published in English in 1683, en-
titled “The Divine Art of Memory; or the Sum of the
Holy Scriptures Delivered in Acrostic Verses,” being a
translation by Simon Wastel, a Northampton schoolmaster,
of the Latin work of the Rev. John Shaw, at one time vicar
of Woking. The Bible is here epitomized in a series of
verses, the first letter of each verse running alphabetically.
The following is a specimen —
ABRAHAM sends; the Servant prays,
Asks Water of the Maid :
Gives gifts, brings home to Isaac her,
On whom his love is staid.
Y Ketwr Abraham had more Sons:
He dies, and Isaac prays:
Two twins do strive : Birthright is sold,
And Jacob Pottage pays. f
CANAAN promised, Famine sent,
His Wife he sister calls: yº
The King reproves, he rich, digs wells:
Sons Wives him grieves and galls.
Another curious work, of which a second-hand copy may
at the present day be occasionally picked up, was published
in 1697. It is entitled “The Art of Memory. A Treatise
useful for all, especially such as are to speak in Publick,”
by Marius D'Assigny, B.D. The book, which is dedicated
to the “young students of both Universities,” Smacks of
the pulpit and is rather heavy reading. Twenty-two pages
are devoted to the dedication ; eighteen more to a dis-
quisition on the soul or spirit of man ; and about seventy
pages to the subject proper, the major portion of which is
abstracted from the “Castel of Memorie,” previously no-
ticed. A chapter is devoted to particulars of things likely
to assist in comforting the memory. These things are
liniments, an ointment, sneezing powders, and plasters.
D’Assigny, like many other old writers, dwells largely upon
the ill effects of “the ill fumes of the stomach "ascending
22 History of Mnemonics.
to the brain to memory's detriment, and the object of all
the nostrums described appears to be to prevent this. Here
is what he pleases to term an “experiment’:-“Take the
seed of Orminum, and reduce it to Powder, and every
Morning take a small quantity in a Glass of Wine. And
they say that the Shavings or Powder of Ivory produce the
same Effect, namely, the corroborating of the Brain and
Memory; as likewise a Grain of white Frankincense taken
in a Draught of Liquor when we go to Bed, dries up the
offensive Humours of the Brain. And it hath been ob-
served, that the Application of Gold to that Sutura which
divides the Seat of Memory from the other Closets of the
Brain, strengthens the Weakness of the Head, drives away
all Pain, and hath a wonderful Effect upon the Faculty of
Memory.” The most valuable part of the work is the fol-
lowing rules for aiding the memory:—
“1.—Mind the order in which those things were first entered into
our memories; for the things that precede will oblige us to .
think upon those that followed, and the consequences of
things will refresh in our fancies that which went before.
It becomes us, therefore, to record them in order with a con-
nexiºand a mutual dependence, and this order will direct
our mémories, and help them to find out such things as were
lost and defaced by forgetfulness.
*2.—For the better remembering of things, we ought to compare
them with those things with which we are familiar, or best
acquainted, and that have a resemblance with them, either
in syllables, in quantity, in office, employment, &c. For
this similitude will certainly imprint the thing or person so
in our mind, that if we do casually forget, we shall the more
easily recover the lost idea.
“3.—We may imprint in our minds, and fix things in memory by
thinking upon their contraries or opposites. He that remem-
bers Hector cannot forget Achilles; he that thinks upon a
Goliath will also mind a David.
“4.—If we desire to mind things of importance, we ought to imprint
all the circumstances in our memories of time, place, persons,
causes, &c. And such circumstances will scarce be effaced
if they are recorded in our memories by the assistance of the
eyes. -
“5.—We may think upon things and remember them by their prop-
erties and qualifications. A gross and fat man may be
remembered by thinking of King Dionysius.”
History of Mnemonics. 23
Rule 6 is a repetition of the fourth rule, rule 7 running
as follows:—
“If we have several things to record in our memory, note exactly the
number of them, with the first letter of every such thing which
may casually make up some name or word, which, being fixed .
in our mind, will quickly direct us to every particular thing
that we design not to forget. For example, I desire to
remember sugar, almonds, prunes, oil, and raisins, I will,
therefore, take the first letter of each word, and I find they
make sapor, which, being fixed in the mind, will direct me
the sooner to the things which I design to remember.”
D’Assigny also advocates careful repetition and frequent
meditation. After alluding to the topical system of pre-
vious authors he describes the following adaptations of the
topical plan — -
“Others have chosen such beasts as answer to all the alphabetical
letters in the Latin tongue, and instead of rooms have assigned
their several members for our fancy to fix our ideas there, and
place them for our better remembrance. These are the names
of the beasts—Asmus, Basiliseus, Canis, Draco, Elephas,
Faunus, Gryfus, Hércus, Juvencus, Leo, Mulus, Noctua,
Ocis, Panthera, Qualea, Rhineroceron, Simia, Taurus, Ursus,
Nystus, Hyena, Zacheus. Every one of these they divide into
five parts or places, into head, fore-feet, belly, hinder-feet, and
tail, for this is the order that nature itself directs, neither can
our imagination be disordered in reckoning or telling them
over. So that by this means the fancy may have one hundred
and fifteen places to imprint the images of memorable things.
* tº e sº But if this way of remembrance be
beneficial, 'tis best when the places where we design to leave
and commit our ideas be more known and familiar to us; as
for example the town where we live, or the city that we are
best acquainted with ; our mind must, as it were, enter by the
gate and proceed to the several streets and quarters of the city,
marking the publick places, churches, friends' houses, &c., by
this means we may have an infinite number of places to com-
*mit our ideas.”
The volume concludes with a series of rules for the
symbolizing of ideas and things, and to facilitate their
association with a series of consecutively arranged places,
natural association and vivid mental picturing being
advocated.
In 1719 a work on Artificial Memory applied to History
was published in Paris, the author being Claude de Buffier.
24 History of Mnemonies.
Dialogue and verse were employed by the author to aid the
memory. The following is a specimen of his versification:—
THE FIRST AGE COMMENCING FROM THE DELUGE,
Le petit fils de Cam et qui fut fils de chus
Est prince à Babilone et Nembrod dit Belus,
Quand se forme sons l'état de l'Assirie,
Vienent ceux des Chinois d'Egipte et de Scithie.
Nineve avant deux mille est en Assur fondée,
Et pour roi Sicion choisit Egialée.
Besides history and chronology, the author dealt with
geography. A second volume was devoted to this subject,
verses being employed to simplify the system.
In 1730 Dr. Richard Grey published his “Memoria
Technica,” the only work out of the many printed previously
to 1800 that has been re-published and extensively used.
As an edition of this book was published as recently as 1880,
it will be noticed with other modern mnemonical works.
In 1747 a work by Morhoff, a German professor, was
published dealing with Lully's art of memory; and in 1781
Feyjoo, a Spaniard, issued a work on the subject, the
topical system and medicinal aids to memory being fully
treated.
In this historical sketch of old works on memory refer-
ence has only been made to those possessing more than
ordinary interest. Most of these old works show little
originality, the greater part being reprints or adaptations
of the better known works, and of others little beyond the
titles is now known.
Nº. | § º º tº: -
§§§.Sººº.
º: º 22: ... 3
G º sº 3:? - *
g ſº
ſºº. . .







CHAPTER III.
MODERN MINEMONICAL SYSTEMS.
. DR. GREY.
supposed to possess any great merit was the curi-
- ous little work written by Dr. Grey, entitled,
“Memoria Technica.” . The fact that it was published by
a scholar occupying a high position, and that he applied
his system to matters most difficult to recollect, caused it
to have a large sale, and for many years it was the only
work of the kind in existence. Previous works had dealt
in generalities. Grey was most profuse in details, and
with Latin scholars his book was for a time very popular.
When the Rev. Richard Grey published his book in 1730,
he was rector of Hinton, a village in Northamptonshire.
He was afterwards a Prebend of St. Paul's, London, and
died in 1771. The third edition was published in 1737.
Dr. Grey attempted, in his system, to grapple with the
difficulty in learning history caused by the arbitrary char-
acter of numbers. Numbers convey no idea to the mind.
The one good quality they possess, consecutiveness, often
tends to confusion. We may desire to recollect numbers
in connection with a certain fact, but owing to each number
being inseparably associated with that preceding and fol-
lowing it, we generally have a difficulty in recollecting the
one apart from the other. Dr. Grey changed numerals
PA"; a hundred years ago the only work on memory

26 Modern Mnemonical Systems.
into letters, vowels, and diphthongs, but fell into the error
of replacing arbitrary characters by others almost as arbi-
trary. His key was as follows:—
a e i o w aw of ei ou y
1 2 3 4 5 6 7 8 9 0
b d t f l s p k n z
*
a and b stand for 1, e and d for 2, and so on, either of the
two letters being used. This arrangement, he says, will
enable one at pleasure to form a technical word to repre-
sent any number, or to change a word already formed into
one expressing a number. To obviate the repetition of
cyphers g was made to represent hundreds, th thousands,
and m millions. This arrangement, the Doctor is very
careful to impress on his reader, is to be perfectly learnt.
The reader is then “to exercise himself in the formation
and resolution of words in this manner:—10, az; 325, tel;
381, teib ; 1921, aneb ; 1012, bybe ; 7967, pousoi ; ” &c.
To this intricate system Grey added the abbreviation of
words, apparently making confusion worse confounded.
“Dorbterboid-aze-poul” represented the diameter of the
orbit of the earth (D-iameter ORBitae TERrae), 172,102,795
miles! “Crothf Deletok Abaneb Exafna Tembybe Cyruts,”
similarly expressed “The Creation, 4004 B.C. ; Deluge,
2348; Call of Abraham, 1921 ; Exodus of the Israelites,
1491; Foundation of Solomon's Temple, 1012; Cyrus, or
end of the Captivity, 536.” In a similar manner the sys-
tem was used to learn historical dates, astronomical dis-
tances, the value of coins, and ancient weights and meas-
ures. Geography was taught by simple abbreviation. We
are told that “SCOTLAND is divided into Two general
Parts: North Scotland, or Highland, beyond the River Tay,
containing 13 Counties, among which are STRATHnavern,
CAITHness, SUTHerland, Ross, LOCHabar, MURray, BRAIDalbin,
P-erth. South Scotland, on this Side the Tay, containing
22 Counties; some of which are ARGyle, Fife, LOthien,
MARCHe, GALloway.” To learn this one had only to commit
to memory the “memorial line ":—SCOT=Strath-Caith,
S-uthRos, Loch-Mur, Brai-P; Arg-Fi, Lo-March, Gall”
The above is sufficient to show the complicated nature of
Modern Mnemonical Systems. 27
this system. The principle upon which it was based was .
in itself good ; but in riding his hobby Grey lost control
over it, and his steed consequently bolted with him. Grey,
however, was not alone in this respect. Others not only
became infatuated with his system, but were at considerable
pains to elaborate it, by applying it to matters not treated
upon by Grey. Later editions contain an appendix, origi-
nally issued as a tract in 1737, by Solomon Lowe, a Hammer-
Smith schoolmaster, under the title of “Lowe's Mnemonics,”
which gives further applications of the system to various
numerical tables. The last edition was published in 1880,
from stereotyped plates. In 1876 an adaptation from Grey,
under the title of “Grey's Historical Lines, arranged for
general use" had reached its ninth edition.
Grey's system forms the basis of one of “Weale's Rudi-
mentary Series” (No. 105) now published by Crosby Lock-
wood & Co., London. The work is entitled “Geometry,
Algebra, and Trigonometry in easy Mnemonical Lessons,”
the author being the Rev. T. P. Kirkman. The contents
take the form of a series of conversations. Each lesson is ,
compressed into from one to six memorial lines, rhythm and
rhyme being used whenever possible. Mr. Kirkman con-
demns the system of Feinaigle as cumbrous, and extols that
of Grey. He terms the latter an ingenious device, and adds,
“with this device he combines most skilfully cadence and
contraction.” These qualities, however, do not seem very
apparent in the examples given. To recollect 3.14159265-
3589793 the pupil has merely to retain in his memory the
word “tafaloudsutuknoint l”
Lately, Grey's system has fallen into disrepute, other and
better systems taking its place. As a curiosity the “Me-
moria Technica” is worth perusal. A copy of the third
edition can generally be bought of a second-hand book-
seller for about eighteenpence. *
FEINAIGLE.
In 1807, Gregor von Feinaigle, a native of Baden, visited
Paris, and delivered lectures on his “New system of mne-
monics and methodics.” These lectures were very successful,
28 Modern Mnemonical Systems.
/
and were followed by the public performance of remarkable
mnemonic feats by his pupils. Feinaigle visited England
in 1811, and lectured at the Royal Institution, London, and
in the provinces. Feinaigle's course of instruction consisted
of fifteen or sixteen lectures, for which he charged a fee of
five guineas. His system differed in some respects from the
methods that preceded it, and in its application embraced
a wide range of subjects. So far as can be ascertained
Feinaigle never published his system in any form ; but in
1811 one of his pupils published particulars of it in German,
and in 1812 another pupil published anonymously complete
details of the system in a work entitled “The New Art of
Memory, Founded upon the principles taught by M. Gregor
Von Feinaigle,” to which was added an account of previous
mnemonical systems. This work is probably the most
complete, ever issued in the English language upon this
subject. In 1810 a very exhaustive work on mnemonics
had been issued in Germany by the Baron Aretin, and
Feinaigle's pupil evidently aimed at publishing a work
in English equal to it. The compiler was certainly an en-
thusiast, for he spared neither pains nor expense to make
his book complete. The volume extends to nearly 500 pages,
and is embellished with a portrait on steel of Feinaigle,
and five other large plates in elucidation of the text.
Two hundred pages are devoted to Feinaigle's system, the
remainder being occupied with details of other systems.
Feinaigle's compiler gives long extracts from the older
works on memory, in some instances reprinting them in
their entirety. In this respect the volume, like that of
Aretin, has been a most valuable one to all later writers on
mnemonics, and in compiling the present work the author
has not hesitated to dip a little into its pages.
Grey in his “Memoria Technica” simply substituted let-
ters for numerals, in a perfectly arbitrary manner, and as he
used both vowels and consonants for this purpose the result
was unintelligible, and could only be retained in the mind
by constant repetition. Feinaigle likewise substituted let-
ters for numerals, but he adopted the more intelligent sys-
tem, originated by Winckelmann [vide page 17] merely
re-arranging the order of the consonants.
Modern Mnemonical Systems. 29
Feinaigle's key was as follows:—
1 2 3 4 5 6 7 8 9 0
t n m r l d k g q & b w w p f s a 2 &
. hard c h soft c
To assist in readily learning this key, we are told that
the letter t was selected to represent 1, on account of its
being formed by one stroke ; m for 2, being formed of two
strokes; m for 3, being formed of three strokes ; r for 4,
being found in the word denoting four in most European
languages, as the English four, the French quatre, and the
German vier; l for 5, from the Roman numeral for fifty, or
five tens; d for 6, the written dresembling a 6 reversed; k for
7, resembling two sevens joined together at top—g, q, and
hard c also used as belonging to the guttural class of k ;
b for 8, from a certain amount of resemblance, w for the
same reason, and v as the half of w ; p for 9, from similarity,
and also f, from being united with p in the word puff, which
proceeds from a pipe shaped like figure 9 ; and 8, a, or z
denoted 0, because it resembles in its roundness a grindstone,
which gives out a hissing noise like these letters. Some of
\'
the reasons given are not very logical, but they were no
doubt useful in helping the student to fix the representative
letters in the memory. All the letters of the alphabet not
employed in representing figures were to be used in combi-
nation with the key-consonants to form intelligible words.
The consonants being exclusively employed as number-sym-
bols, all the vowels were at the service of the student to form
words—a method that allows syllables and words signifying
certain numbers to be formed without much difficulty. The
number 12 can be readily expressed by the words tin, ton,
tiny, eaten, oaten ; 20 by nose, onya, moose ; 47 by rook, ark,
rake ; 547 by lark, lyric ; and 1605 by tidy-seal. This
system has been condemned, probably unjustly, as the most
complicated of any. It has defects, of which more anon ;
but its chief merit was its tendency to stimulate the inventive
faculties of the studeut in forming appropriate words to
represent the numbers desired.
With this system Feinaigle combined the plan of dividing
a room into fifty consecutive places, and indelibly associating
30 Modern Mnemonical Systems.
a mental image or hieroglyphic with each compartment.
In forming this chain, he appears to have lost sight of
the possibility of using words which would immediately
suggest the numbers represented. His chain of symbols is
formed chiefly of striking objects, their consecutiveness being
ensured by the position they were supposed to occupy in
each room. Thus, the first compartment was supposed to
contain an image of the Tower of Babel. To fix the date of
the Norman Conquest, he formed a mental picture of a willow
tree with a piece of deadlaurel hanging on it, and associated
it with the first space. The willow suggested William ; laurel,
the conqueror ; being in the first space made it William I. ;
and the consonants in the word “dead" gave the number
66, which, with the thousand understood to be dropped,
made 1066, the date of the Conquest. The main defects
in the system were the difficulties caused by two or
more consonants of the same character being employed to
represent two numerals, and two or more others of opposite
natures being used to denote one ; while the combined ch,
th, sh, and other double consonants, which are so largely
used in the formation of English words, formed almost no
part of the system. Thus, the explodent consonants t, d,
and p, b, and the continuant consonants.f, v, were each used
to denote different numerals; and b, v, consonants of an
opposite character, were employed to represent the same
numeral, viz., 8, and similarly p, f, represented 9.
The system was applied to teaching chronology, geo-
graphy, history, and language, rules being given for the
committing to memory of prose and poetry, and arithmetic.
Appended to the work is a section devoted to instances of
remarkable memories, in which a good deal of interesting
matter is given respecting Jedediah Buxton, Zerah Colburn,
and other prodigies. This work is in the British Museum
and a copy can occasionally be bought for about 5s.
CoGLAN.
What was designed to be an improvement on Feinaigle's
system was published by Thomas Coglan, in 1813. Coglan
was well known as a lecturer on memory, but his system was
Modern Mnemonical Systems. 31
**—
never very extensively used. His improvement consisted of
a key, which allowed a greater selection of words to represent
numerals, and the formation of a series of words, expressing
1 to 100. For the latter, Coglan chose the names of gods,
goddesses, animals, and human beings. The list is a
curiosity in its way, but of little use except to a classical
scholar. The key was as follows:
1 2 3 || 4 5 || 0 || 7 || 8 || 9 || 0
7° !
Q)
k;
To suggest the couples representing each numeral they
were converted into the words—Quit, Noah, magi, raze, jail,
dove, cook, bow, puff, and ser. The pupil had to be guided
by the spelling, not by the sound. The system was applied
on the locality plan to various branches of knowledge, in-
cluding multiplication. The following objects pictured on
the wall would give “Seven times”—Equery, Hat, Howe,
Mule, Iron, Rope, Lady, Dog, Keys, Cake, Bear—represent-
ing 14, 21, 28, 35, &c. Coglan's book, Vol. I., was published
at 9s., and is now scarce. The whole system was intended
to be comprised in three volumes, but only the first one
was published.
G. JACKSON.
In 1817, Mr. G. Jackson published in London, “A New
and Improved System of Mnemonics, or Two Hours Study
in the Art of Memory,” 4s. He used as a key ninety-nine
symbols located in a Gothic window. The alphabet was
as follows:— ‘.
1 2 3 4 5 6 7 8 9
B I) (; J L M P - R T
C F H K N Q S V
Z
The ninety-nine symbols were arranged so that the initials
of each denoted the serial order, 1 to 10, being as follows:
—1, Babel and Company; 2, Doctor Faust; 3, Greyhound;
32 Modern Mnemonical Systems.
4, King's Jester; 5, Elephant; 6, Magpie; 7, Penn, the
Quaker; 8, Rich Sailor; 9, Tired Veteran ; 10, Boy and
Hoop. Any fresh ideas were associated by mental pictures
and the symbols. The book was cheap, and the system,
was at the time considered a good one. 9.
AIMſ. PARIS, BENIowsKI AND GourAUD.
The publication of the details of Feinaigle's system re-
sulted in the art of mnemonics being further perfected.
Feinaigle was able by his alphabet to use intelligible words
to denote numbers, but in the main he relied upon the
locality method to assist the memory. M. Aimé Paris, the
next eminent mnemonist, introduced a most important
improvement by arranging the consonant alphabet on a
phonetic basis, and thus removed the defects in Feinaigle's
numerical key. Further, instead of pronouncing each con-
sonant in the usual way he added the vowel e to each, M
for 3 being termed “Me" instead of “em,” and so with
the rest. This method was found to greatly assist the
student in the selection of suitable words to represent
numerals. His alphabet was as follows:—
1 2 3 4 5 6 7 8 9 0
Te Ne Me I'e Le Che Ke Xe Pe Se
De Je Gue Ve . Be Ze
The fact or idea to be remembered was woven into a
phrase, the final word of which expressed the date. To
mnemonize the date of the death of Socrates, the sounds
representing 400—re, Se, 2e, were used to suggest the word
rassise, the phrase running—“La mort de Socrates pré-
céda de peu de temps l'époque oil la haine contre lui fut
rassise.” Aimé Paris applied his system to the usual range
of subjects, and taught it with considerable success in
France. The topical method, so much used by Feinaigle,”
was to a great extent discarded. M. Aimé Paris published
his numerous works in the French language; his first book
bears date 1823. Carl Otto, a Danish mnemonist, afterwards
simplified the system of Paris, and taught it in Germany.
Modern Mnemonical Systems. 33
In 1832, Major Beniowski, a Polish refugee, became a
pupil of Aimé Paris, and about 1840 established himself at
8, Bow Street, Covent Garden, London, as a teacher of
mnemonics. Beniowski lectured at the Royal Adelaide
Gallery, Lowther Arcade, Strand, and for a time had a
great many pupils, but he gradually gave up lecturing and
advertising, and at the time of his death he was doing but
little in this way. Beniowski is said to have been able to
speak eighteen languages. He published several small
works, the chief one being entitled, “A Handbook of
Phrenotypics for Teachers and Students,” 1842, 4s. . He
adopted the system of Aimé Paris, with a slight modifica-
tion of the alphabet, which was as follows:– -
1 2 3 4 5 6 7 8 9 0
d n m r l h k: fu b c
f sh ch Q ph p s
th. J Toh C | hard ” 2
g (soft) g
Q?
Beniowski claimed to have discovered the “principles of
familiarity and proximity,” as applied to memory; and his
system was used to develop these principles. He divided
all ideas into familiar and unfamiliar, and gave a series of
rules to connect these ideas together in such a way as to
impress, or “print ’’ them on the brain. Two familiar ideas
were associated without the intervention of a third, so that
at the mention of one the other would spring up in the
mind without effort. To connect a familiar idea with an
unfamiliar one both were associated with a third, so that
one would suggest the other two... The alphabet was used
with vowels to form words to denote dates and numbers,
the words being associated with the matter to be remem-
bered. By what he termed the localization of ideas, which
was simply the topical method used by Feinaigle, and others,
he ensured the consecutive order of chronological and other
matters. The principle of sproximity was thus defined:—
the shorter the distance or time between two given ideas
the more rapidly and strongly will they be connected. The
system was applied to the usual variety of subjects.
3
34 Modern Mnemonical Systems.
In 1845, a similar mnemonical system was published in
America, by Francis Fauvel Gouraud. According to his
own statement a study of Feinaigle's system suggested to
his mind an improvement in the alphabet. While, however,
on a visit to France, he attended a lecture given by Aimé
Paris, and was surprised to find that he had been anticipated
in his improvements. Gouraud afterwards delivered lectures
on the subject in New York, and published a couple of works
on mnemonics. One was entitled, “Phreno-mnemotechny,
or the Art of Memory: a series of lectures,” and the other,
“The Phreno-mnemotechnic Dictionary, a Philosophical
Classification of Homophonic Words.” Both works were
published by Wiley & Putnam, of New York, and, there
being no English edition, the books are rather scarce in
this country. By the publication of this work the system
taught by Aimé Paris became widely known in America;
and Beniowski’s efforts had a similar result in England.
Gouraud adopted a method previously used by Aimé
Paris, a series of adjectives and substantives respectively
representing units and tens, the initial letter denoting the
numerical order. They were as follows:— -

1 || 2 | 8 || 4 5 6 7 || 8 || 0 O
tight new merry round long cheap great |fair pious
tie name mount roof life jewel game fire weapon sound
N
By combining one of the adjectives with a substantive an
equivalent word expressive of both would result, and this
word would give the numerical order of a fact or idea with
which it was connected. 49, for instance, would be repre-
sented by the words “round weapon,” which would sug-
gest “shield,” and the latter word would be connected
with a fact occupying the 49th position in a chronological
list. In this way this system was applied to learning the
succession of events, dates, &c.
The elder Fairchild is said to have been a pupil of
Beniowski; and most of the professional mnemonists who
have flourished since 1842 have been indebted to the work
Modern Mnemonical Systems. 85
of the three men—Paris, Beniowski, and Gouraud—grouped
together in this chapter. In 1844, one of Beniowski's pupils,
Mr. T. F. Laws, published at Manchester, a work on
“Phrenotypics" (demy 8vo, 72 pp). It professed to be
“an expansion and improvement on Beniowski,” and is
more comprehensive than the work issued by the Major.
At the present time half-a-dozen or more systems, in the
main identical with Beniowski, are being taught under
various names. Only one is published under the title of
Phrenotypics; and is the work of one of Beniowski's pupils,
Mr. F. C. Woollacott, Chesterfield Street, King's Cross,
London. Mr. Woollacott has been teaching Beniowski's .
system for some time, but it was only in 1882 that he pub-
lished details in a sixpenny pamphlet, entitled “Phren-
otypics, or the Science of Memory.” Mr. Woollacott has
taught the art very successfully, and recently one of his
pupils repeated before a public meeting from memory the
head lines of each paragraph in a copy of the Globe news-
paper a few hours after publication, a feat which he has
frequently performed.
GAYTON.
In 1824, Mr. I. R. Gayton lectured on memory in Lon-
don, and in 1826 issued a work, entitled “Memoria Phi-
losophica.” The work appears to have been suggested by
Feinaigle's volume, and in some respects resembles it. The
key was as follows:—
1 2 3 4 5 6 7
L N M H E D J
T R Z. R. W. B
P
;
:
0
C
W
A table of 100 symbols was used locally, and further
assistance was given by rhymes and maps. The latter were
most ingenious, England and Wales, for example, being
represented by a figure of John Bull riding a bull. The
work was published at 10s., but a second-hand copy may
occasionally be bought for three or four shillings.
36 . Modern Mnemonical Systems.
CASTILHO.
Under the title of “Recueils de Souvenirs de Cours de
Mnemotecknie,” M. de Castilho published at Saint Milo
in 1831 a very complete memory system. He published
another work in French in 1835, and an edition in Portu-
guese in 1851. Castilho travelled in France teaching his
system, among his pupils being the Abbé Moigno. Among
the contents of his work is a very complete card memory,
and also a system for learning the multiplication tables, &c.
CARL OTTO REVENTLow.
The publication of Carl Otto Reventlow's (better known
as Carl Otto) work marked an epoch in the history of
mnemonics. Dr. Pick derived the greater part of his
knowledge from Carl Otto, and many other mnemonists
are indebted to him for ideas. Reventlow's work was en-
titled “Mnemotechny after a New System,” and was pub-
lished at Stuttgart, in German, in 1843. The alphabet key
was as follows:—
0 1 2 3 4 5 6 7 8 9
L T N M R S B F H G.
Z D Y W G Sch. P Pf J K
X C soft Ph C hard
The alphabet was used initially. He applied the system
to the learning of the Latin nouns, mental calendars, and
a great variety of other subjects, many of his methods
being copied by latter-day professors. . The following is
Reventlow's rule for associating the name of a person with
the individual:— &
“You will give your attention to the moral impression which the
person you meet makes on you in relation to the physiognomy,
the deportment, and his whole manner; or you will compare
him to another person, or you will look somewhere for some
physical sign, which you will connect with the name of the
person.” - -
Modern Mnemonical Systems. 37
PLINY MILEs.
Contemporary with Gouraud was another American
mnemonist, named Pliny Miles, who lectured on the sub-
ject in the United States and Canada from 1844 to 1848.
He termed his system “Mnemotechny,” and published, in
1845, a couple of volumes on his art, one being a 40-paged
pamphlet entitled “Elements of Mnemotechny,” and the
other a large volume under the title of “Mnemotechny.”
In 1849 he visited England and Ireland, and in the follow-
ing year he issued an edition of his works in London,
Miles appears to have studied the system of Aimé Paris,
his alphabet being similar to that used by Beniowski.
The only difference was that the latter used w and h to
represent numerals, whereas Miles discarded these. The
key was as follows:—
1 2 3 4 5 6 7 8 9 0
T' N M R L J K F. P. C.
J) C V B S
- Sh G (hard)
2h Z
Letters possessing similar sounds represented the same
numeral. Sound alone was the guide. The numerical
consonants, with the aid of vowels, and h, w and y, were
used to form words to denote figures. To ensure uni-
formity in pronunciation, Miles adopted the plan of
Paris in adding an e to each consonant, which was found
to facilitate the work of translating words into numbers.
Miles, instead of using the topical method, arranged what
he termed “nomenclature tables,” which consisted of a
series of words, chiefly nouns, representing 1 to 100.
These tables had to be thoroughly learnt, and as the name
of each word instantly denoted its number, the student
would have in his mind two hundred consecutive objects,
each conveying a distinct idea ; and with these could be
associated facts or dates, or anything that it was desirable
to learn in a certain order. These tables, under various
names, have been used by all later mnemonists. Miles
38 Modern Mnemonical Systems.
used his tables for learning the order of the reign of Eng-
lish and French sovereigns, the Presidents of America,
prose and poetical extracts, &c. A valuable idea devel-
oped by Miles, and largely used by latter-day mnemonists,
was what he termed “Homophonic Analogies,” or the
method of representing difficult or unknown words by
terms that are more familiar. In the list of modern bat-
tles, the names, for example, of Fontenoy, the Nile, Co-
runna, Quatre Bras, and Warsaw, are suggested by the
homophonic analogies of “Funny boy, a nail, a cow run-
ning, a quart of brass, and a war of sorrow.” The latter
terms being more easily remembered, rapidly suggested
the proper name, and could be more readily associated
with a word that would express the date of a battle. In
this way the phrase “a funny boy admires a pretty girl.”
would suggest Fontenoy, 1745, the word “girl” expressing
“745,” the thousand omitted being understood. Miles
applied this principle to a list of remarkable persons, giv-
ing the date of their death and age ; and to latitudes and
longitudes, populations, lengths of rivers, specific grav-
ities, language of flowers, value of coins, &c., &c. A
second part was devoted to a mnemotechnic dictionary,
containing about 10,000 words and the numbers repre-
sented by them.
Kothe.
Dr. Hermann Kothe, a German mnemonist, has issued
several works on the subject in German, the most notable
being one entitled “Lehrbuch der Mnemonif oder
Gedachtni Kunst,” Hamburg, 1848. This work is an ex-
cellent treatise on mnemonics, and contains the earliest
examples of what has recently been termed “correlations”
—the association of two disconnected words by other
words common to each other. In this way the words
“Wine—Jacob’’ were connected thus:–4° Wine—cellar—
staircase—ladder—Jacob.” This is identical with the meth-
od used by Pick, and more recently by Loisette. The sys-
tem was applied to the usual subjects, including an ingeni-
ous chess memory. In 1853 Kothe published other mnemon-
ical works dealing with Greek, Latin, and the Scriptures.
Modern Mnemonical Systems. 39
WILLIAM DAY.
A curious little work on mnemonics was issued in 1849
under the title of “The New Mnemonical Chart and Guide
to the Art of Memory.” The author was William Day, and
it was published by him at Beverley, and in London by
Charles Gilpin, 5, Bishopsgate Street Without. The author
adopted Beniowski's key, and elaborated the topical method
to the extent of locating one thousand consecutive objects
in ten rooms. The ten rooms were named respectively—
the Index Room, Dame's Room, Nurse's Room, Model
Room, Riding Room, Library, Chapel, Conservatory, Wait-
ing Room, and Portrait Room. The initials of each room
represented the numerals 0 to 9. Each room had ten
divisions, and ten objects were located in each division, the
principle of allowing the initials to denote the number being
followed throughout. The first room, for instance, would
have ten divisions, under the titles of Dame, Nurse, Music,
Rosebush, Lamp, Gentleman, King, Fireplace, Painting (re-
presenting 10 to 90); and each of these would be associated
with ten other objects, having some connection with them.
40 to 49 would thus be represented by Snowdrop, Daisy,
Narcissus, Mignonette, Redbreast, Lily, Hyacinth, Grass,
Violet, and Primrose. The other rooms were similarly used
to represent 100 consecutive ideas. Two hundred woodcut
illustrations are given, and with the aid of these the author
assures his readers that the series can be quickly learnt
and easily retained. The book is one of the curiosities of
mnemonics, and is somewhat scarce.
REv. T. BRAYSHAw.
In the same year (1849) was published another work
which, although superior to many on the subject, is now
but little known. This was the system elaborated by the
Rev. T. Brayshaw, who was for some time head master
at Keighley Grammar School. Before his appointment
Feinaigle's system had been partially used at the school,
*
40 Modern Mnemonical Systems.
º
and Mr. Brayshaw applied himself to the task of improving
upon the German's system. He entered upon the work
with enthusiasm, and being a facile rhymester he produced a
work under the title of “Metrical Mnemonics,” that in its
way is unique. Discarding Feinaigle's key as arbitrary, he
adopted that used by Jackson in 1817, in which the
consonants are used in their alphabetical order to repre-
sent the numerals, and used them in conjunction with
the vowels to form words. The key was as follows:—
9
2 3 8 0
R T W
V X.
D G.
F. H.
}
}
St represented two cyphers.
He then wrote a series of rhymes embodying 2,300
facts and dates in connection with chronology, history,
geography, astronomy, &c. In most of his verses the
second, or the second and third, words expressed the date or
number. The following is a good example of this system:—
SOWEREIGNS OF ENGLAND, .
1066 By men, near Hastings, William gains the crown :
1087. A rap in Forest New brings Rufus down.
1100 Gaul's coast first Henry hates, whose son is drowned ;
1135 Like beagle, Stephen fights with Maude renown'd.
1154. A cloak, at Becket's tomb, sec’nd Henry wears:
1189 And brave first Richard oft Saladin dares.
1199 John's act at Runnymede England pleased avows:
1216 His face, in Parliament, weak third Henry shows.
1272 How duped is Wales by Edward first so tall ;
1307 Edward, go weep thy fate in Berkley's hall.
1327 With head up, Edward third to Cressy hies:
1377 And happy Pomfret hears second Richard's cries.
1399 Lollardian agitate fourth Henry’s hours:
1413 Gallia such glory on fifth Henry showers.
1422 Mourns jaded Henry sixth his Norman lands: §
1461 Printing 80 mice fourth Edward’s thanks demands.
1483 But 8ore, ah, yes, fifth Edward's fate was sore ;
1483. Like surge third Richard Bosworth's field rush’d o'er.
1485 Now, surely, Henry seventh the Roses twines:
Modern Mnemonical Systems. 41
1509 And low, to Henry eighth, bow Rome's divines.
1547 Next lisp we young sixth Edward's holy deeds;
1553 Martyrs allege 'gainst Mary's rage their creeds.
1558 Elizabeth, all our Scots for Mary sigh;
1603 And now go men, and James's Bible buy.
1625 Fair model did first Charles, when martyred, give,
1649 How misty men like Cromwell ought to live.
1660. With moan, we Charles sec'nd's plague and fire bewail;
1685 But in real truth James second’s absence hail.
1689 By merit, William third the crown obtained ;
1702 And pawed proud steeds, when Anne fam'd Blenheim gained.
1714 Scots quick revolt in our first George's day;
1727 But paid up sec'nd George at Culloden's fray.
1760 Oh, pay now well third George : for Brussel's plains.
1820 Louis refix, through gay fourth George's pains. -
1830 Now rage we much, urged on by William's Bill:
1837 Lastly, our hope rests on Victoria's will.
The geographical extent of England—364 miles north
to south, and 282 miles east to west—the 57,960 square
miles it contains, and its population in 1841—15,925,626–
were expressed in the couplet:—
Homes fired and families undone
Lo / quit now | bloated London.
Throughout the geographical lessons similar couplets were
used—the first two words denoting the measurement north
and south and east and west ; the first portion of the second
line giving the area in square miles, and the last portion the
approximate population. The name of the capital of each
country formed part of the couplet.
Mr. Brayshaw's work is now out of print, and a copy is
rarely to be met with.
FAIRCHILD, STOKES, AND PICK.
The efforts of Messrs. Fairchild, Stokes, and Pick have
done not a little to popularize mnemonics in England.
Fairchild, I believe, taught mnemonics as early as 1833.
He was, I am informed, a pupil of Beniowski, but until
42 Modern Mnemonical Systems.
recently no particulars of his system were published. In
1874 his son issued a little handbook, on “The way to im-
prove the memory,” in which the key was as follows:—
1 2 3 4 5 6 7 8 9 0
T' I, H M R N K G P S
B W. O JD Y V C I' X Z
J
This key, however, bears evidence of hasty construction,
and in use would be found confusing. The elder Fairchild,
I am inclined to believe, used Beniowski's alphabet, and the
fact that Fairchild's pupils use Beniowski's system strength-
ens this belief, Fairchild applied the system to the acqui-
sition of languages, and the usual subjects, and only im-
parted it under a pledge of secrecy. His fee for lessons in
mnemonics was six guineas, and an additional fee of six
guineas for twelve practical lessons in French.
William Stokes has, for above thirty years, been one of
the hardest workers in the cause of mnemonics. Lessons
are given only on condition that they are not to be divulged,
a fee of five guineas being the ordinary charge. He is a
man of wonderful energy, is a ready speaker, a facile
rhymester, and has a genuine love for his work. He lectured
in the famous Colosseum from 1861 to 1863, afterwards at
the Polytechnic till it was closed a few years ago, and
thereafter at the Westminster Aquarium. At the Polytech-
nic, Stokes and his “wonderful boys” were always a most
attractive feature, and Stokes's career as a mnemonist has
been singularly successful. Among his pupils have been
Sir Stafford Northcote, George Cruikshank, Dr. Lees, and
others, including Charles Marvin, who, a few years ago,
when a Government writer, made himself famous by stealing,
by a feat of memory, an important dispatch which he after-
wards communicated to the press.
Mr. Stokes has published numerous works on memory,
the most popular being that known as “Stokes on Memory,”
a shilling book of which over 80,000 copies have been sold.
“Stokes on Memory,” however, dwells more on Stokes than
Modern Mnemonical Systems. 43
on memory. The book is a tremendous advertisement of
the five-guinea course of lessons, and other Stokesian
specialities; and as may be supposed does not enlighten
the reader with details of the system. Stokes, as I have
said, is a ready rhymster, and when to this qualification is
added that of a disreputable punster, some idea may be
formed of his rhyming productions. Most of his notions
are, however, spiced with a good deal of common sense,
and many of his little works deserve to be more widely
known. His “Pictorial Alphabet,” “Rapid Reading,”
“Rapid Writing,” “Rapid Arithmetic,” “Rapid Music,”
“The French Genders in five minutes,” “German Genders
Simplified,” the “Mnemonical Globe,” and other cheap
labor-saving mnemonical ideas are all excellent in their
way, and go to show that apart from teaching mnemonics
privately, Mr. Stokes has done not a little to render the
pathway to knowledge more easy and pleasant.
His system of mnemonics is similar to that of Pliny Miles;
the figure alphabet or key being identical. The system of
nomenclature tables, used by Miles, is adopted by Stokes,
as is also the idea of homophonic analogies. In using
the latter, however, Stokes's rhyming and punning abilities
enable him to form happier phrases. Added to this is a
system of linking the key words with a series of intermediate
words. This idea is an elaboration of the principle taught
by Beniowski, in linking three or more words together.
Stokes terms this system the “Post and Chain Method.”
A similar system is taught by a later mnemonist, under
another name. Stokes applies his system to almost every
branch of knowledge.
Dr. Edward Pick, who was a pupil of Dr. Carl Otto,
taught the latter's system in Germany in 1853, and there-
after lectured on the subject in London, preceding Stokes
in his mnemonical entertainments at the Polytechnic.
In 1848, Dr. Pick published a work in German, entitled
“Mnemonics and its application to the Study of History,”
and in 1863 he published his English work on “Memory
and the Rational means of Improving it.” The most
valuable portion was that devoted to the principles of
memory. In associating ideas he contended that the first
44 Modern Mnemonical Systems.
impression was always the strongest, and to ensure strong
impressions he gives as a rule that no more than two
ideas should be placed before the mind at the same time.
Attention being given to two ideas alone the mind would
then make its own natural association, by comparison. This
natural association would always be found to be the strong-
est, and consequently would be the easier to recall.
Pick defined the laws of association as follows:–1.——
Analogy: similar ideas reproduce each other, as tree and
branch, bookseller and paper. 2.-Opposition : opposite
ideas recall each other, as light and darkness, fast and slow,
&c. 3.-Co-existence : ideas that have previously existed
in the mind together will recall each other, as Cain and
Abel, Epps and cocoa, &c. 4.—Succession: ideas that
have previously succeeded each other in the mind will
recall each other, as Plague—Fire of London. Analogous
or opposite facts or ideas were remembered by comparison,
noticing where they agree or differ, taking care to compare
two only at a time. The words “England, navigation,
steam, railway, telegraph, electricity, thunder, storm, &c.,”
were presented to the mind in couples, as–“England—
navigation ; navigation—steam ; steam—railway; railway—
telegraph,” &c. Ideas that were neither analogous nor
opposite were associated with an intermediate idea. This
rule is best explained by Pick's method of associating the
following disconnected words:—“Garden, hair, watchman,
philosophy, copper, cloth, workman, apple, eclipse, dream,
coal, balloon.” These words were to be compared in the
mind as follows:—“Garden—plant—hair of plant—hair;
hair—bonnet—watchman ; watchman—wake—study—phil-
osophy; philosophy—chemistry—copper; copper—cover—
cloth ; cloth—tailor—workman ; workman—gardener—gar-
den—apple ; apple—earth or moon—eclipse ; eclipse—dark
—night—dream ; dream—nightmare —suffocation—coal ;
coal—gas—balloon.” Pick's method, based on Dr. Carl
Otto's system, is a thoroughly practicable one, and is now
largely used. Loisette, rather curiously, is the only
mnemonist who condemns Pick by name, and yet adopts
Pick's methods of association.
Modern Mnemonical Systems. 45
REv. J. H. BACON.
In 1861, the Rev. J. H. Bacon, of St. Bees College, Cum-
berland (now of Great Gonerby, Grantham), a pupil of
Dr. Pick, published a small work on the “Science of
Memory.” In many respects it resembles the volume
issued by Pick, but Mr. Bacon discarded a large
amount of the padding which predominated in that work,
and otherwise made better use of his space. After a short
historical sketch of mnemonics, Mr. Bacon gives a logical
and intelligent resumé of the principles of memory. He
emphasizes the fact that a solitary idea cannot remain in
the mind—it will either associate with some other idea or
disappear; ideas associate themselves by the natural law of
mental affinity, and the strength of the association depends
entirely upon the vividness of the first impression. He re-
peats the rule of Dr. Pick that no more than two ideas
should be placed before the mind at once. Rules are
thereafter given for the association of familiar and un-
familiar ideas in a manner similar to the method advocated
by Beniowski. Mr. Bacon applied his system to the study
of languages, a large portion of the book being devoted to
rules for rapidly acquiring a knowledge of Latin and
French. For remembering dates, &c., Mr. Bacon used an
alphabet differing but slightly from Beniowski's, and a sys-
tem of places and prompters so much used by other
mnemonists. His alphabet was as follows:—
1 2 3 4 5 6 7 8 9 0
T' N M R L P F H Q S
D Ng - B V Sh, K. Z.
Th W Ch G
J
Mr. Bacon's book has long been out of print, but I under-
stand that it is probable that a revised edition may shortly
be issued.
46 Modern Mnemonical Systems.
Lyon WILLIAMs.
Mr. B. Lyon Williams in 1866 published a volume
entitled “The Science of Memory fully expounded ”
(London: Nisbet & Co.). The subject was treated in a
scholarly manner, and the work was in many respects
superior to other books on this subject that were issued
about this time. The rules for associating ideas resembled
those given by Pick, special stress being laid upon the im-
portance of associating only two ideas at a time. His key
for the conversion of figures into words (termed “arithmo-
logues”) was as follows:
1 2 3 4 5 6 7 8 9 0
R I) F G. G. C.
% ºf iz M L N R } %, 3
St W Ch. K Z
Th Sh
One hundred prompters were arranged on the topical
plan, each prompter expressing its numerical order. A
vocabulary formed an appendix. Some useful hints were
given to public speakers, and the work also contained a
few hints on the method of remembering the contents of a
book in one reading. The latter were very similar to the
intructions given by Mr. Loisette for the same object.
Lyon Williams' rule is as follows:—
“To aid the retention of the contents of a book the chapters must be
associated together by selecting the primary or leading ideas
of each, and to each of the latter, again, a few further sug-
gestive ideas in the chapter may be joined. The number of
ideas that should be selected from each chapter will depend
on the nature of the subject, the degree of sequence or rela-
tionship between the parts, and the completeness with which
it is desired to be remembered.” -
T. MACLAREN.
“Systematic Memory,” by T. Maclaren, published by F.
Pitman in 1866, was the first shilling book on memory
which gave in a condensed form the instructions embodied
in the various five-guinea series of lectures. Maclaren
claimed the credit of originating his system, but it bears a
Modern Mnemonical Systems. 47,
wº- —ºw
strong family resemblance to the other systems then in
vogue. The alphabet was very similar to Bacon's, the only
alterations being t and d instead of f and v for 7; f and v
instead of l for 5 ; and l instead of t and d for 1. A
nomenclature table of 100 words similar to that used by
Miles and Stokes was termed a “memory table,” the words
serving as pegs on which to hang facts. A third edition,
enlarged and improved, was issued in 1869.
THOMAS A. SAYER.
Messrs. Virtue & Co., London, published in 1867 a work
entitled “Aids to Memory,” by Thomas A. Sayer (principal
of the Mnemonic Institute, Ramsgate). The work is
divided into ten sections, and deals with the association
of ideas, an alphabet for figures, and the topical system,
the whole being arranged in a series of exercises. The
key is that used by Beniowski. The locality system consists
of ten places, with ten objects in each, arbitrarily arranged,
the tenth object being a substantive supposed to suggest
the number of the locality. A tree represented the first
locality because its initial represented 1 ; a boat the second
from its having two oars; a parlor table third because it
has three feet; a horse with four legs represented four; a
student with five fingers denoted five; a church with six
windows, six; a piano with seven notes, seven ; a loaf
denoted eight because it was made to be ate ; ninepins
denoted nine ; and an arrow in a target represented ten.
This arrangement appears to be a mixture of Herdson's old
system with Stokes's Pictorial Multiplication Table. The
locality system was used by Sayer for the purpose of asso-
ciation ; the ordinary figure-alphabet being retained for
learning history dates and numerical tables.
Sayer's work is out of print, and is now but little heard of.
REv. ALEx. MACKAY.
With the exception of that of Brayshaw the various
systems published from the time of Aimé Paris to that of
48 Modern Mnemonical Systems.
Maclaren showed little originality. In 1869, however, the
Rev. Alex. Mackay, of Edinburgh, published a work
differing somewhat from the other works on memory in its
method of treatment. The volume was entitled “Facts and
Dates,” and was intended to simplify the study of
chronology. Mr. Mackay was to some extent a copier of
Brayshaw. He used the same key or alphabet, but instead
of forming words with it in conjunction with vowels to
represent numerals, in the manner adopted by Brayshaw, he
simply used the key initially after the method of Mrs. Slater
in her Chronology. To denote the date of an event he
formed a phrase that would suggest the event, the initials of
the words expressing the date. “C-ourageous R-aglan
L-amented L-ies,” would in this way denote the date of
Lord Raglan's death—the intials C, R, L, L, representing
1855. A great many of these mnemonical phrases were
particularly happy, and, therefore, easily remembered; but
others were too vague and arbitrary to be of any value.
The volume dealt with the leading events in sacred and
profane history, facts in chemistry, astronomy, zoology, &c. -
GEORGE CROWTHER.
Under the title of “Crowther's Mnemonics,” Mr. Geo.
Crowther, of Carlisle, published, in 1870, a work devoted to
English History. “Crowther's Mnemonics” appears to have
been suggested by Mr. Mackay's similar work, on “Facts and
Dates,” the method adopted in using the key being the
same. Mr. Crowther, however, considerably improved on
Mackay by choosing a key that would allow a wider selec-
tion of phrases. The key is as follows:—
1 2 3 4 5 6 7 8 9
A B C. D. F. G. H. I. J K P
10 11 0
T E. LMNR
The key is remarkably easy to learn, and is used by forming
phrases, the initials of which denote a date. The fact to be
Modern Mnemonical Systems. 49
remembered is always embodied in the phrase. The system,
viewed educationally, is an excellent one. Most of the
phrases consist of at most three or four easily remembered
words, and those given by the author are exceedingly appro-
priate, not only readily recalling the date, but by including
Some suggestive word bringing vividly to the minds the facts
to be remembered. For instance, the sentence “G-ather
H-errick's D-affodils,” not only, by the initials, gives the date
when Robert Herrick, the poet, was gathered to his fathers,
but reminds the student that Herrick was the author of the
lyric addressed to “Daffodils.” In a similar way the phrases
“Hope, Hohenlinden, Hope,” “Hornbook's Farmer poet,”
“Heber's Indian Coral,” “Here's Irish Moore,” and
“Faerie, Faerie comes” give respectively the dates of the
birth of Campbell, Burns, Heber, Moore and Spenser.
Mr. Crowther has also issued a sixpenny pamphlet, giving
details of his system, and recently a series of twopenny
leaflets for the use of schools. He has likewise applied the
system to a biographical dictionary of literary celebrities,
an exceedingly useful work to literary men and students.
F. APPLEBy.
In 1880 Mr. F. Appleby, C.E., Rusholme, Manchester,
published a little book on memory that has been singularly
successful, the tenth edition appearing this year (1887).
The book, although small—being designed for the waistcoat
pocket—is handy and compact, and contains a mass of
mnemonic information useful alike to the student and man
of business. The key, which was at one time made popular
by the teaching of Mr. Courtley, is as follows:—
1 2 3 4 5 6 7 8 9 0
T II M Y V B G W P S
D N R L J K I' G Z
Sh Ch Q
Cº.
In the latest edition, Mr. Appleby has added a table of
logarithms—1 to 99—and other fresh matter. The mode
4
50 Modern Mnemonical Systems.
of using his system is shown in the following portion of his
memorization of logarithms:—
No. Symbol. Log. Prompter.
1 Day ... 0.000000 sissy is easy I see
2 Ann He 0.301030 is amused same as I
3 Ma . . . 0.477121 is our cook dainty
4 Ray . 0.602060 is by sun I say boys
5 Ale tº º 0.698970 So boys quaff quick
6 Boy ... 0.7781.51 is a cheeky witty lad
7 Oak .. 0.845100 so freely do use
8 Fee 0.903091 , | I suppose I may so get
9 Pie 0.954243 is apple you hear me
10 Days 1.000000 Do so easy use us
11 Toad 1.041393 Desire it may go ma
12 The Dane i 1.079181 Dies a cheap defeat
13 Adam 1.113943 Did Adam pray ma
14 Dear 1. 146129 I do adore a boy to hug
15 Tool 1.176091 Do take each boy a spade
16 Dish 1.204120 These are tins
17 Duke . . | 1.230449 at home is a year ago
18 Deaf 1.255.273 Do annoy all even a chum
19 Tug ... 1278754 at once if I call you
20 House ... | 1.301030 Tom is at same as I
21 Aunt .. 1.322217 To my aunt Ann he took
22 Nanny .. 1.342423 I admire a hairy one ma
23 Ham . . 1.361728 Do my boy take enough
24 Hair 1,3802.11 Tie my way is netted
25 Nelly ... 1.397940 Do me quick a purse
26 Nab tº 1.414979 Try,to trip up a chap
27 . Niece 1.431370 Dear maid may I kiss .
28 How Now | 1.447158 Dare you each to laugh
29 Hag ... 1.462397 Do you be home quick
30 Miss 1.477121 Try a couch to night
Mr. Appleby, in 1887, issued a series of lessons on
“Natural Memory.” The lessons have been written by
qualified mnemonists, and embrace a widerange of subjects,
the appointed teacher being Mr. Pivernau, 17, Wharton St.,
London, W.C. They have been issued for the avowed
purpose of spoiling the business of empirical professional
teachers, who charge extortionate fees for what is generally
a re-arrangement of some old systems. Mr. Appleby
Modern Mnemonical Systems. 51
charges 15s. for the whole course of seven lessons—a very
moderate charge. The system can be used with any key,
the greater portion of the lessons dealing with matters
which do not require a figure alphabet. The application
of the system to the study of foreign languages forms a
prominent feature ; and among the other subjects are
Shorthand, British M.P.s, First Impressions, Whist, Mental
Calculations, &c. The lessons throughout are exceedingly
good, and are certainly the best that have yet been issued.
The work is a philanthropic one, as Mr. Appleby desires
no profit, and simply desires to enable those who wish to
learn a good reliable system thoroughly to do so, without
expending five or ten guineas on self-styled professors who
gain what little knowledge they possess from my own and
other handbooks.
JoHN SAMBROOK.
Sambrook's system of mnemonics is one of the few that
can justly claim the merit of originality. Gouraud, the
American mnemonist, in giving rules for remembering the
ratio of the diameter to the circumference of a circle, used
the substantives wand, tooth, tree, for one, two, three, but
until Mr. Sambrook, of Lincoln, taught his system about
eight years ago, no one appears to have made use of this
principle of similarity in forming a mnemonical system.
Mr. Sambrook noticed that of the ten numerals, eight
produced a distinct sound, the only resemblance between
any being five and nine, both having the long & sound,
and four and the cipher 0, commonly called “naught" or
“nothing,” with the short o. He also noticed that these
eight distinctive sounds were the most common in the Eng-
lish language ; and he thereupon arranged a mnemonical
system with these and other common (listinctive sounds as
the basis.
ONE was expressed by all words or syllables having a sim-
ilar sound, as gum, Son, come, com, and all words and
syllables with the short, broad, blunt sound produced
by a, o, ou, and u, in conjunction with n, m, mp, ng,
as can, con, Tom, hum, lamp, lump, bang, &c.
52 Modern Mnemonical Systems.
TWO by syllables and words governed by the sound of i,
and 66, as you, Jew, crew, boot, nude.
THREE by syllables and words governed by the sound of
3, as in free, feet, peat, street; and by i and y, when
pronounced as Č, as in beatitude” and “fury”; by
short éined only, as in “edited,” by él, as in “elevated,”
“label ”; and by le, when used as a termination.
FOUR by syllables and words in which r is the governing
sound, as in for, error (signifying 44), cur, are, and in
every case in which r is preceded by a single o as in
77.07%2.
FIVE by syllables and words sounded with the long 7, as
in thrive, hive, might, time, the only exception being
tne, as in pine, sign, in which case it represents 9, on
account of the close resemblance. Five is also repre-
sented by the diphthong of as in join, toy.
SIX by syllables and words with the guttural sound of g
and k, a and q, as in Sick, fig, rag, mia!.
SEVEN, by syllables and words governed by the for v
sound, as in drift, raft, and also by sh and ch, as in
dish, rich, wretch ; by the s and z sound, however
spelt, as in is, has, buzz.
EIGHT, by syllables and words in which the long a is the
principal sound, as in gate, weight, day, stake, and by
all words and syllables in which t is the principal
sound, as it, got, mat.
NINE, by syllables and words in which the short or é is
joined to m or m, as in hymn, hen, pin, ink, sink, limb,
timber, (94); and by the long 7 when it is followed by
n, as in dine, mind.
CYPHER, by syllables and words governed by the long a
Sound, as in note, boat, oat, toes, so, stone, groan, dome,
pole.
As the principle throughout is similarity, the rules will
be found very easy to learn, and it will be difficult to make
a mistake. | º
Modern Mnemonical Systems. 53
It should be borne in mind that the pronunciation is the
sole guide, and that where the pronunciation is doubtful
another word should be selected. 0 to 9 may be expressed
almost without thinking by
Mole, Gun, Jew, Key, Door, Hive,
0 1 2 3 4 5
Brick, Muff, Plate, Wine.
6 7 8 9
As the similarity between words and numerals almost
ceases after 9, 10 is pronounced “one-6 ;” 11, one-one ;
12, one-two; 21, two-one ; 82, eight-two ; and so on. The
similarity is then found to apply as strongly to all numbers.
Thus, 10 can be expressed by banjo, Sambo, or other similar
words; 11 by common, onion, &c.; 12 by canoe, manhood,
Dunoon, &c.; 21 by Stewpan, mewsman, &c.; and 82 by
daybook, outlook, pothook, &c. Once learned, this system will
always be found the most natural and the simplest to use.
Mr. Sambrook uses the topical method with nomenclature'
tables, and also homophonic analogies in teaching history.
His system is applied to the usual range of subjects, and is
taught privately for a fee of one guinea, or by correspond-
ence for 10s. 6d.
*e
MoIGNo.
The Abbé Moigno, like Leibnitz, is better known by other
works than those which he wrote on memory. Moigno was
a clever French scientist, the translator of Tyndall's works,
and the editor of a well-known scientific journal. His works
on memory are very complete, and, being in French, may be
recommended to the attention of those who may be learning
that language. He published three books on memory, the
best being the “Manuel de Mnemotechnie.” The other two
books are entitled respectively “Latin for All" and “Ger-
man for All.” They can be obtained from a French book-
seller for about 3s. each. Moigno was a pupil of Castilho,
and the system elucidated in his manual is very much the
same as that taught by Aimé Paris.
54 Modern Mnemonical Systems.
J. H. Noble.
A few years ago three or four brochures on memory were
issued by as many different persons, each claiming to be
the originator of the system. Mr. J. H. Noble, of Leeds,
did most to popularize it, and it is now best known in
connection with his name. It is published at 1s., and now
includes a supplement on “Blindfold Chess,” &c. The
key word is :—
P R O F I T A B I, E
1 2 3 4 5 6 7 8 9 0
As will be seen, it very much resembles the “private-mark”
word used by most retail tradesmen, and any word composed
of ten different letters, as “Chimney-pot,” “Consumable,”
“Blacksmith,” &c., would answer equally as well. The
alphabet is used in a similar manner to that adopted by
Mackay and Crowther. For the purpose of recollecting
things in a consecutive order, a table is formed of words
to express 1 to 100, in the following manner:—0, Obelisk;
1, Pipe ; 2, Rat; 3, Ox; 4, Fox; 5, Ivy; 6, Top; 7, Ark;
8, Bag ; 9, Lamb; 10, Painter's Easel; 11, Paint Pot;
12, Pipe Rack; 13, Perched Owl.
DALZELL.
Under the title of “Mnemonics applied to History”
Mr. Allan Dalzell, of Stirling, issued, in 1882, a couple of
pamphlets. The author deals with English and Scottish
historical dates from the Roman period to 1872. The
key is similar to that adopted by Stokes and others, and is
used in the ordinary way to convert numerals into words.
Instead, however, of associating the facts and dates with a
list of consecutive words, he uses a sentence of suggestive
words to indicate their order. Some of the sentences are
very apt and easily remembered ; but others appear awkward
and difficult. The little books are neat and handy, well
got up, and remarkably cheap.
Modern Mnemonical Systems. 55
LoſsETTE.
About four years ago Loisette, an American lecturer on
mnemonics, commenced business in London, teaching what
he termed “instantaneous memory” and “the art of never
forgetting.” The system subsequently received the ap-
proval of Dr. Wilson and Mr. R. A. Proctor, the astronomer.
The fee for a complete course is fifteen guineas, five
guineas being charged. for imparting the system proper;
and additional fees of five guineas each for “a whist
memory” and the “cure of discontinuity.” A reduction
is made for classes. Having received repeated inquiries
regarding the merits of this system, I have taken the
trouble to carefully compare it with other systems, with
the result that I certainly cannot endorse either the Pro-
fessor's claim or Mr. Proctor's testimonial to its originality.
Mr. Loisette advertises that he uses “none of the keys,
pegs, links, or associations of mnemonics;” and Mr.
Proctor says he believes it is unlike all other systems. Both
these statements are incorrect. It certainly differs in some
respects from other systems, inasmuch as what are known
to other mnemonists as “keys and associations” appear
here under other names. The greatest point of difference,
however, between Loisette's system and others is that he
does not now use what Miles terms a nomenclature table,
a list of words representing 1 to 100, a very useful arrange-
ment for learning a series of facts or dates. This, in my
opinion, is the greatest drawback in Loisette's system, as
the labor of learning a list of serial events by his method
is increased tenfold. Any one who doubts this statement
is invited to compare Loisette's method of learning the
“Accession of English Sovereigns” with the ordinary
mnemonical mode detailed on page 67. A comparison of
Loisette's mode of learning the figures expressing the ratio
of the circumference to the diameter with Miles's fraction
### reduced to a decimal will likewise show the advantage
of the nomenclature table. After a careful comparison of
this system with that of Dr. Pick, Miles, Beniowski, Stokes,
and others, the conclusion I came to was that, while it in
56 Modern Mnemonical Systems.
some respects resembles all of them, it is inferior to any
one of them. af
In 1886, a very exhaustive exposure of Mr. Loisette's
claims to originality was published in a pamphlet by Mr.
F. Appleby, entitled “Loisette's Art of Never Forgetting
compared with Mnemonics.”* In this the principal
features of Mr. Loisette's system are detailed, and innu-
merable instances are given in support of Mr. Appleby's
contention that the Loisettian system is neither original
nor different from what is known as mnemonics. I may add
that Loisette's figure alphabet is similar to that used by
Aimé Paris, Beniowski, Stokes and others. He originally
used a series of one hundred words, but has latterly dis-
carded it, and now “correlates’’ or associates in a manner
similar to the example given in the notice of Dr. Pick's
system.
A. P. HEDLEY.
Mr. A. P. Hedley, of Ipswich, recently issued what he
termed a system of “Natural Memory.” The “system "
was written on four pages of foolscap for which he charged
10s. 6d. The whole of the system was based on the first
lesson, which ran as follows:—“Choose a time when the
mind is perfectly at ease and commence to think, no matter
of what, the first person, place, or thing, which presents it-
self to the mind. From this let the mind drift on without
interruption to other thoughts. The mind must not be
forced along, but allowed to drift naturally. When the
pupil has been thinking in this 'way for about two minutes
he must stop and commence going back again to the point
from whence he started, taking care to recall every little
thought passed on the way forward.” The other lessons
repeat this rule, and suggest that words, figures, sentences,
and paragraphs may be “worked in the thoughts” and re-
called in like Lænner. Pupils were required to sign an
agreement not to divulge this remarkable system under a
penalty of twenty pounds !
* London: F. Pitman, Paternoster Row. Price 6d.
Modern Mnemonical Systems. 57
^.
CHAUVAUTY.
The Abbé Chauvauty, of Lourdes, known in England best
by a testimonial which he gave to Loisette, issued in 1886
a memory system which is very popular in France. After
giving his famous testimonial he made the acquaintance of
the celebrated Abbé Moigno, and he then found that the
Loisettian system was anything but a new discovery. He
thereafter withdrew his testimonial, and, in a pamphlet pub-
lished in France, denounced “Professor’’ Loisette and all
his works. The Abbé has since perfected his system, and
in connection with it has published a monthly “Revue de
Mnemonique,” the contents being mainly devoted to mne-
monical exercises.
MISCELLANEOUS.
In addition to the various modern mnemonical systems
detailed in the preceding pages, there have appeared a
number of systems under different names that deserve a
passing notice.
Dr. Grey's system has always found imitators, and at the
early part of this century it appears to have been very
popular. A schoolmaster, named Needham, in 1813, issued
a work founded on Grey's system, entitled “Reminiscentia
Numeraris,” a rather bulky volume. The most valuable
portion was the annotations, in which he gave a great
number of interesting facts pertaining to chronology, in-
ventions, &c.
In 1828, T. S. Peckston published a “Chronological Chart
of the Patriarchs,” based on Grey, to which he added an
essay on memory. -
In the following year (1829) appeared “A View of the
World,” by W. R. Goodluck, in which he used a figure
alphabet initially. The book was one of 310 pages, the
author adopting a narrative form, weaving in the memorial
lines as he proceeded.
Under the title of the “Calendar of Memory,” a very
useful book by Professor Snooke, was published in 1830.
It is more useful to almanac makers than to the general
58 Modern Mnemonical Systems.
student. The rules given are concise, and are readily im-
pressed on the memory by the author's rhymes. The
following is a specimen —
To find the dominical letter with ease,
Take units and tens of the date, and to these
Add leap years within them, and two add beside;
Find what the sum wants to make 7 divide ;
The number that's wanting will plainly bespeak,
In the alphabet's order, the letter you seek.
Snooke also gives an epitome of Grey's method.
In 1838, Grey's system was condemned by Doctor Valpy,
who issued a “Poetical Chronology,” in which he dealt with
English history in the following manner:—
“In sixteen hundred eighty-eight, behold,
Th’ invited fleet in triumph’s gallant pride,
Fraught with new stores of wealth and freedom, bears
William of Orange o'er the German tide.”
The book at the time of publication was much used in
schools.
In 1838, “Aids to Memory,” by Mrs. Jukes appeared.
This contained a series of short mnemonic sentences in
which were embodied the principal facts of the Old Testa-
ment. The plan adopted was that which was afterwards
popularized by Mrs. Slater.
A Mr. W. T. Imeson figures as a teacher of memory in
1843, and as the inventor of what he termed “Ideatypics.”
In that year he published a small card at 6d., entitled
“Phrenotyphonicon,” and in 1844 and 1851 he issued
other works. There was, however, nothing particularly
novel in his mode of treatment, and his productions are
now only known as curiosities.
A novelty in memory books was published in London in
1841, when a Frenchman, Gustave Adolphe Bassle, issued
his “Systeme Mnemonique” in French. It is probably the
only French work on memory that has been published in
England. The system is that of Aimé Paris, and there is
a strong family likeness between Bassle's work and that of
Abbé Moigno. à
Modern Mnemonical Systems. 59
In 1839, the Rev. R. R. Knott published anonymously
(“By a Cambridge M.A.”) the “New Aid to Memory,”
which was devoted to English history. In 1842 he re-
issued this work in his own name, and added three other
volumes. These consisted of adaptations of Feinaigle's
system to Scripture history and to the history of England,
Iłome, and Greece, and were illustrated with a number of
fanciful engravings.
Robert Pike and William C. Pike, in 1844, published at
Boston, U.S.A., a work entitled “Mnemonics applied to
the Acquisition of Knowledge; or the Art of Memory.”
. Other works on this subject were published about this
time by J. W. Cannon, and Lorenzo D. Johnson, but their
works have long been out of print, and copies are scarce.
From 1853 to 1866 other works on Grey's system ap-
peared, one being by the Rev. J. G. Cumming, entitled
“A Chronology of Ancient History” (London, 1853); and
one by E. D. Girdlestone, “Memory Helped, or Dr. Grey's
system explained ’’ (London, 1866).
In 1864, an American book, entitled “Mnemeology,” by
Chase, appeared, but is little known. A copy will be found
in the British Museum.
In this year also appeared Mrs. Slater's “Sententiae
Chronologicae.” This is a well-known work, and has long
been popular. The key is used initially, and the work is a
useful one.
“How to Remember Sermons and Lectures” formed the
subject of a little pamphlet by the Rev. John Jones, Kirk-
dale, Liverpool, which was published in 1863. The system
is entirely topical, the objects being arranged in columns.
Each symbol is supposed to recall that on the right of it,
and vice versa. The ideas to be remembered are to be
associated by phrases to the objects in their order. No
figure alphabet is used. Another edition was published in
1866.
In 1866, Haney’s “Art of Memory” appeared in New
York in the form of a fifty-paged pamphlet. The greater
portion is copied from McLaren’s “Systematic Memory.”
The late Mr. William Hill, of Patricroft, about 1870,
used the topical system as the basis of a somewhat elaborate.
60 Modern Mnemonical Systems.
but ingenious arrangement, which he termed the “Local
Suggester.” This consisted of dividing the interior of a
room into 50 spaces, and arranging a series of alphabetical
words in each. To these words were connected the idea or
fact to be remembered Music, French, Quadrilles, &c.,
were taught by this method, rhyme being also used as an
aid. Mr. Hill's first work entitled “The Educational
Monitor” was published in 1847; and in 1852 the fifth
edition of his “Memory of Language” appeared.
An excellent mental almanac appeared in 1873, the
author being Mr. William Relton, of Liverpool. In this
Mr. Relton epitomizes the methods of the Venerable Bede
and Professor de Morgan. Aimé Paris's key is used for
retaining the figures, and brevity is the key-note through-
out. The chief merit of this sixpenny pamphlet is that it
is absolutely reliable. It can be obtained from the author,
at 25 Mount Street, Liverpool.
Another excellent work on memory was published in
1873, viz., “Memory Helps in British History,” by James
Macaulay. The key is similar to that given in Chapter W.
of this book. Macaulay's book deserves to be better
Known, the associations being particularly happy, making
the acquisition of historical dates a pleasant task. It was
published by Porteous, Glasgow, but appears to be now
out of print.
In 1875, W. H. Courtley, a clever mnemonist, lectured on
mnemonics and taught a system privately, the fee being 21s.
Courtley was a pupil of Mr. F. Appleby, and the alphabet
is the same. The French genders were ingeniously asso-
ciated with the Queen's head on a penny piece in a some-
what similar manner to that adopted by Fairchild.
In 1877, William Begg, of Cincinnati, published a pon-
derous volume entitled “A Centennial Book: Mnemonics
or a System of Aids to Memory.” The plan adopted much
resembles Grey, and the book is little known in England.
“How to Remember" was the subject of a half-a-crown
pamphlet in 1877, by J. H. Younghusband, who had
previously published a “Chronology of English History,”
and a “Perpetual Mental Almanack,” both of which appear
to be included in this pamphlet. The key used is that Óf
Modern Mnemonical Systems. - 61
Aimé Paris, and the associations and arrangement through-
out are exceptionally good. §
“Statutes by Heart,” by F. W. Head, was published in
1877, and aimed at memorizing the particulars and numbers
of various statutes. The key differs but slightly from that
used by Beniowski and others, but is only used initially--a
sentence suggesting the statute, and the initials giving the
number. The sentence, “Mutilating Ledger Intending
Robbery,” in this way suggests the “Falsification of
Accounts Bill,” and the initials “m, l, n, r,” give the
numbers, 38, 24. Many of the sentences are suggestive
enough, but others would, without a good deal of study,
apply to anything. -
Under the title of “The Whole Art of Memory,” Thos.
Laurie, in 1880, published a cheap pamphlet, but beyond
a re-arrangement of Beniowski's key, and a consequent
change in the list of consecutive words, it differed but little
from other systems.
Another pamphlet, “How to Improve the Memory,” by
Charles Hartley, appeared in 1880. In it various systems
are epitomized, a rather full account is given of Grey's
method, and various hints for assisting the memory added.
The latest addition to mnemonic literature appeared in
1886, when Gustavus Cohen, known best as an evangelist
and phrenologist, published “Memory : How to Secure and
Retain it.” A large portion of the pamphlet is made up
of extracts from Levison and Fowler, and considerable
space is therefore devoted to Phrenology and the cultivation
of the perceptive faculties.

CHA/? TER IV.
UTILITY OF MNEMONICS.
decry the use of what they have been pleased to term
artificial aids, recommending instead the moderate and
constant use of the faculty, and specially impressing on their
readers that all that is necessary to develop a good memory
is a healthy brain, and careful attention to the idea or fact
to be remembered, and in the case of arbitrary characters
frequent repetition. This advice, however, is better in
theory than in practice. Later writers take a broader view,
and admit that something more than mere attention is
required to develop a good memory. The following four
rules for improving the memory are sensible and suggestive:
—1.—The habit of fixing the mind, like the eye, upon one
object. 2.-The application of the powers of reflection.
3.—The watchfulness of the powers of understanding,
known in a good sense as curiosity. 4.—Method.
Professor Godwin, in his “Intellectual Principles,” re-
marks on the same subject:-‘‘Much is forgotten, but much
is remembered ; and more might be remembered, and re-
called more readily and correctly, if the laws of memory were
properly known and used. tº e The power
of memory is increased by exercise. It is generally stronger
in youth than in old age. ū. three most desirable qualities
of memory are—facility, retentiveness, and readiness; and
all these are improved by practice. The first and second
F has long been the custom for writers on memory to




Utility of Mnemonics. * 63
depend much on the attention given to what is to be
remembered ; the third on the number, variety, and
arrangement of associations by which it may be re-called.
There are minds on which most impressions are so slight
that they are soon forgotten. Others who have learnt and
retained much, do not remember things at the right time.
Few have memories so quick, retentive, and ready, as not
to need some special culture; and there are none whose
memories may not be improved by attending to what is
most important, and forming associations to aid recollection.
Arbitrary arrangements to aid in recalling dates, words, and
facts which have no natural connection, are occasionally
of use for a time; but natural connections are more lasting,
and are on every account to be preferred when attainable.
There seem to be some variety of memory—a special
aptitude for remembering words, or numbers, or facts, or
arguments, or voices, or faces. There is some difference in
natural susceptibility; but most of the differences in memory
are to be attributed to the degree of attention given to
various objects, and to habits of observing and thinking.”
After reading a book or an article, or an item of information
from any reliable source, it is a good plan, before turning
your attention to other things, to give two or three minutes'
quiet thought to the subject that has just been presented
to your mind; see how much you can remember concerning
it; and, if there were any new ideas, instructive facts, or
hints of especial interest that impressed you as you read,
force yourself to recall them. It may be a little trouble-
some at first, until your mind gets under control and learns
to obey your will, but the very effort to think it out will
engrave the facts deeply upon the memory—so deeply that
they will not be effaced by the rushing in of a new and differ-
ent set of ideas; whereas, if the matter be given no further
consideration at all, the impressions you have received will
fade away so entirely that within a few weeks you will be
totally unable to remember more than a dim outline of them.
The chief use of a system of mnemonics is to induce a
person to pay the utmost regard to the natural laws of
... memory. With persons differently constituted no particular
system can be expected to suit the requirements of each ;
tº.
642 Utility of Mnemonics.
but if the principles upon which a system is based agree
with the natural laws of memory, there is no person who
may not benefit from a study thereof. The result of a
thorough course of exercises in mnemonics is a knowledge
of the value of first impressions, which leads to the giving
of greater attention ; a knowledge of the powers of associa-
tion, enabling ideas to be more readily recalled ; and the
gradual acquisition of a method in storing the mind. It
also has the effect of curing mind wandering. This common
defect is caused by a want of concentration and purpose.
The will is weak and the mind wanders aimlessly from one
idea to another without a why or a wherefore. A course
of mnemonical exercises leads to the habit of arranging the
ideas, condensing, analyzing, and classifying them ; and this
ensures a rivetting to and concentration of the powers of
the mind on the subject under attention. - -
It is often urged that a system of mnemonics is useless
for every-day life. This is to some extent true. The chief
object of a good system is to direct how the natural powers
may be used and developed, and those who thoroughly
study such a system will find that this object is attained,
whether or not the details of any particular system be
applicable to matters of every-day life.
There are, however, few persons who have not, at some
time or the other, used mnemonical aids. Who has not
had to recite the rhyme “Thirty days hath September,” &c.,
to find the number of days in a month? and every schoolboy
will recollect—
“Conjunctions couple words together,
As clear and cold but pleasant weather.”
Also the Latin prepositions :—
“A, ab, abs and absolue de,
Coram, clam, cum, ex, and e
Tenus, sine, pro, and prae.”
What is termed the “monthly letters” are represented
by the initials of the very old lines :—
At Dover Dwell George Brown, Esquire,
Good Christopher Finch, And David Frier.
Utility of Mnemonics. 65
Then there are the old syllogistic symbols so dear to the
logician, which were arranged as a memory aid as follows:—
Barbara, Celarent, Darii, Ferioque prioris.
Cesare, Camestres, Festino, Baroko, Secundae.
Tertia, Darapti, Disamis, Datisi, Felapton.
Bokardo, Ferison habet, quarta insupur addit
Bramantip, Camenes, Dimaris, Fesapo, Fresison.
The fact that smoothrhymes strongly impress the memory
has always been taken advantage of. This fact suggested to
Brayshaw his mnemonical system ; and Stokes remarks that
he prefers rhyming to being prosy.
Southey, the poet, was not above writing the following
doggerel as a memory aid for his daughter:-
“A cow's daughter is called a calf;
A sheep's child a lamb.
My darling must not say “I are,’
But always say “I am.’”
Rhyming “Books of the Bible,” “Parts of Speech,” &c.,
are common, and have often been found useful. The
following on the Zodiacal Signs is not so well known :-
“The Ram, the Bull, the Heavenly Twins,
And next the Crab the Lion shines,
The Virgin, and the Scales,
The Scorpion, Archer, and Sea-Goat,
The man who holds the watering-pot,
And the Fish with glittering scales.”
Another instance of the utility of mnemonics may be
adduced. When, in February, 1870, the Government took
over the private companies' telegraphic systems, they had to
provide for the inevitable increase of work by immediately
teaching telegraphy to an enormous number of learners.
At this juncture some quick process was needed, and a
mnemonical arrangement was adopted for the rapid learning
of the telegraphic symbols. The Morse alphabet, as is well
known, is composed of dots and dashes. To simplify the
learning of the symbols they were divided into groups—One
group, T M O Ch, was represented by one to four dashes
respectively, and to fix the order of these four letters in the
5
\
66 Utility of Mnemonics.
learner's memory, the mnemonical phrase, “Turnips Make
Oxen Cheerful,” was invented. A W J U W were similarly
associated with “A Wet Jacket's Uncomfortable, Very !”
The other sentences were “Earwigs Infest Summer Houses,”
“No Difficulty Baffles Great Zeal,” “Rememberl Law
Preserves Freedom,” and “Kindness Conciliates Youth
Xtremely Quickly.” &
Several other mnemonical arrangements are also used in
telegraphy, such as abbreviated words, to save time in
transmission ; a two or three letter symbol to denote every
telegraph office in the kingdom (as GW for Glasgow, LV for
Liverpool, TS for London, &c.); and the substitution of
letters for numerals. To facilitate the transmission of the
exact time a message is handed in, the letters A to M are
used to represent 1 to 12 (J being discarded), the same
letters being also used for each of the twelve periods of five
minutes which make up the hour. The intervening minutes
are represented by the letters R S W X, expressing
respectively 1, 2, 3, and 4 minutes. A B It would thus
express 1.11; B A S, 2.7; K G W, 10.38; and G G X,
7.39. The value of this system will be seen when it is
mentioned that upon the time of reception depends the
priority of transmission. Numbers are each expressed by
five dots or dashes, or a combination of both. To save
time these are abbreviated to a, 1 ; u, 2.; v, 3; e, 5; b, 7 ;
d, 8; m, 9; and t, 0. It will thus be seen that in the
busiest and most extensive Government organization mne-
monics find a prominent and constant place.

OHA PTER V.
HOW TO PRACTICALLY USE MNEMONICS.
remembering ideas, facts, and dates, it is essential
that the principles should be intelligently understood;
and that the alphabet, or key, and the table of consecutive
words should be thoroughly learnt—so thoroughly that they
may be uttered without the slightest hesitation. Sambrook's
system is as good as any, but the following key is more
generally used and widely known, and I, therefore, adopt
it :— -
B”. a mnemonical system can be used for
º
1, t and d ;
2, n and prefix con ;
3, m and prefix com ;
4, r ;
5, l ;
6, ch, sh, j, and tion ;
7, k, g, c (hard), q, and termination ng ;
8, f, v, and prefix fl;
9, p, b, and prefixes pl, bl, pr, br, and termination ble ;
0, s, c (soft), and 2. -
The consonants are to be joined with vowels to form
words to represent numerals. Double letters, as in utter,
folly, mummy, to be taken as single ; and the sound, not
spelling, to be the guide. A little exercise will soon renote.
the student familiar with the key. 36
y

'68
How to Practically Use Mnemonics.
The following table shou
ld then be thoroughly mastered:—
0
Hoes
1 11 21 31 41 51 61 71 81 91
Wheat Tooth Hand Mayday; Hart | Lad | Cheat | Gate | Feet T Putty
2 12 22 32 42 52 62 72 82 92
Hen | Dine Nun Hymen Horn Lion | Chain Gun Vein | Pano
8 13 23 33 43 53 63 73 83 93
Home | Time | Name Mama | Army Lamb | Sham Comb Fame | Bomb
4 14 24 34 44 54 64 "4 84 94
Hair Tower | Owner | Mare Warrior Lair Chair Hawkcr | Fire Bier
5 15 25 85 45 55 65 75 85 95
Oil IDell Nail Mill Royal Lily Jail Coal Vial Bell
6 16 26 36 ° 46 56 66 76 86 96
Shoe Ditch | Hinge | Image Arch | Lodge Judge | Cage Fish Preach
7 17 27 37 47 57 67 77 87 97
Hook | Duck Ink Mug Rock Lake Jockey | Cake Fig Book
8 18 28 38 48 58 68 78 88 98
Fly Dove Knife Muff whart | Leaf shave coffee | Fife | Brief
9 19 29 39 49 - 59 69 79 89 99
Bee | Tabby Knob | Mob | Rope | Elbow Ship | Cube | Fable | Pope
10 20 80 40 50 60 70 80 90 100
| Daisy | Hyenas Muse Race | Wheels | Chess | Eggs | Vase Pies Diocese



It will be seen that each of the words expresses the
The whole series can be readily learnt
number above it.
=" How to Practically Use Mnemonics. 69
t
*-*.
by 'ssociating in couples. Care should be taken to present
but two ideas in the mind at once. “Hoes” will readily
associate with “Wheat”; “Wheat” with “Hen”; “Hen”
with “Home”; “Home” with “Hair" or “Hare”; “Hair.”
with “Oil,” &c. The mind should be allowed to make its
own association, and the connecting idea should always be
a natural one. By going carefully through the list associating
each word with that preceding and following it, the order
of the whole will be impressed in the memory; and an oc-
casional repetition, forward and backward, will be sufficient
to render the impression permanent. If one word at any
time should not suggest the word that follows it, the
numerical order will generally suggest the word, or, if this
fails, a recapitulation of the list backward will bring it to
the mind. This list should be learnt so thoroughly that it
can be repeated as quickly as the ordinary numerals.
ENGLISH HISTORY.
The quickest way to learn historical dates is to use a
suggestive word to represent the fact and to link this with a
key word (when the consecutive order is desired) in a terse
sentence, the final words of which express the date. The
list of English Sovereigns, in their proper order, with the
dates of their accession, may be learnt in a few minutes by
this plan. The words “What, When, Whim, and War”
may be used to represent the four Williams. The initials
suggest William, and the second consonants indicate 1, 2, 3
and 4. The eight Henrys may also be denoted by the words
“Head, Hone, Him, Hour, Hill, Hash, Hag, and Hoof”;
the six Edwards by “Eat, End, Emblem, Err, Eel, and
Edge”; the three Richards by “Road, Rain, and Roam”;
and the four Georges by “Got, Gone, Game, and Gore.”
|Unless some such device is used, confusion as to which is
the one referred to always ensues. Adopting this plan the
following associations will be found to readily recall the
order and date of accession of each sovereign:—
Key-word. Sentence. Date.
Wheat WHAT a wise judge 1066
Hen WHEN hens are saving 1087
70 How to Practically Use Mnemoni, *S.
sm---
Home Home, sick with a HEAD disease ... 1100
Hair Here steps STEPHEN with his diadem low 1130
Oil Oil a HONE for a dollar 1154
Shoe Shoes for the ROAD suit a tough boy 1189
Hook Hook a Jack and let it hop up 1199
Fly Fly HIM with any dodge 1216
Bee Bees EAT much when winning honey 1272
Daisy Daisies to the END show a white mask 1307
Tooth Toothache, EMBLEM of a maniac 1327
Dine Dine in the RAIN with a demagogue 1377
Time Time in a HOUR glass may peep 1399
Tower On the HILL is a tower dim, 1413
Dell Delightful HASH, a meaty re-union 1422
Ditch Ditches, if you ERR not, may be crossed dry-shod 1461
Duck Ducks catch EELS and tear off home 1483
Dove A dove may ROAM o'er water foam 1483
Tabby Tabby may cause a HAG to revile 1485
Hyenas Hyenas HOOFS are always up 1509
Hand Hand-sewn EDGES denote good tailoring 1547 .
Nun None thought MARY a holy lamb - 1553
Name Named Good Queen Bſess] of the loyal hive 1558
Owner An owner of JAM won a juicy ham 1603
Nail Nail up CHARLES the genial 1625
Hinge Hinge CROMWELL to the helm 1653
Ink Incautious CHARLES took no heed of judges 1660
Enife Knives JAMES took to shave all 1685
Knob A noble WHIM to chaff a foe 1688
Muse Amuse or quiz Anne 1702
May-day May-day's GOT on her gay attire 1714
Hymen Hymen's GONE a queening 1727
Mama Mama likes a GAME of Chess 1760
Mare Mare's GORE is venous 1820
Mill A military WAR may make us famous w 1830
Image Imagine a queen good and meek 1837
Other historical dates may be committed to memory in
a similar manner. If it is desired to learn them in an
particular order, the table of consecutive words should be
used, as shown above.
GEOGRAPHY.
There are various mnemonical aids that will be found
useful to the student. The political maps that appeared a
few years ago were, in their way, exceedingly useful in
impressing the mind with the geographical situation of
Turkey, Russia, &c. Gayton's work on Memory, published
\

How to Practically Use Mnemonics. 71
*
tºº
in 1826, contained a series of maps, the outlines of which
were represented by animals, &c. (see page 33). Mr. E.
G. Pickering, of Harrington, an old mnemonist, has de-
signed a clever outline sketch of England and Wales.
The outline represents and old man riding a hobby horse.
By merely filling up the outline with the names of the
counties and principal towns, and committing to memory a
few metrical lines, the geographical situation of each place
is readily retained in the mind. The resemblance of Italy
to a lady's boot is an aid of this character; and there can
generally be traced some resemblance, fancied or real, be-
tween a portion of a map and some familiar object. Stokes's
mnemonical globe is also of great use. Geographical dis-
tances are best remembered by converting the figures into
a word and associating the word with the name of the place.
The following express the distances, in miles, from Lon-
don:—Edinburgh's embayed (391); Thievish (186) Leeds;
Birmingham ideas pay (109); from Liverpool now sail (205),
&c., &c. The heights of mountains, lengths of rivers,
populations, &c., can be similarly expressed. Where the
names of places do not readily associate, a suggestive word
may be used, as “A mountebank is usually a tall boy,” for
Mont Blanc, 15,900 feet. For latitudes and longitudes
two distinct words or phrases should be used. .
MUSIC.
There are various mnemonical aids that may be found
useful by the musical student. “GooD AlB and Beef' " is
one of the best known phrases for suggesting the flat and
sharp keys in their proper order, the capitals giving the
sharps if read forward, and the flats if read backwards.
The following may also assist :-
A-MAJOR key three sharps will tell ;
The MINOR-A is natural ;
And A-flat-MAJOR all will say,
With four flats ever we must play.
With MAJOR-B five sharps are sent;
B-MINOR is with two content ;
To B-flat-MAJOR two flats place ;
With B-flat-MINOR five flats trace.
72 How to Practically Use Mnemonics.
To prove our maxim plain and true
O-MAJOR kºy we matural view ;
On MINOR-0 three flats attend ;
And 0.8harp-MINOR four befriend.
The MAJOR-D two sharps doth crave ;
The MINOR-D one flat must have ;
With D-flat-MAJOR five are told;
With D-sharp-MINor six behold.
With MAJOR-E four sharps we'll own ;
The MINOR-E has only one ;
To E-flat-MAJOR three flats fix;
As E-flat-MINOR must have sta.
F-MAJOR-key has one poor flat ;
The MINOR-F has four times that ;
For F-sharp-MAJOR six sharps score ;
To F-sharp-MINOR three,—no more.
G-MAJOR key with one sharp make ;
G-MINOR key two flats will take ;
To G-sharp-MAJOR five sharps name ;
And G-flat-MINOR 8:a: flats claim.
HOW TO LEARN THE PIANO KEYS.
All the G and A keys
Are between the black threes ;
And 'tween the twos are all the D's ;
Then on the right side of the threes
Will be found the B's and C’s ;
But on the left side of the threes
Are all the F’s and all the E's.
GRAMMAR.
The following “Parts of Speech,” in rhyme, is so readily
learnt by children, and epitomizes so well the character of
each, that I make no excuse in giving it here :—
Three little words you often see
Are Articles—a, am, and the. ,
A Noun's the name of anything,
As school or garden, hoop or swing.
Adjectives tell the kind of Noun,
As great, small, pretty, white or brown.
How to Practically Use Mnemonics. 73
Instead of Nouns the Pronouns stand—
Her head, his face, your arm, my hand.
Verbs tell of something to be done—
To read, count, sing, laugh, jump or run.
How things are done the Adverbs tell,
As slowly, quickly, ill, or well.
Conjunctions join the words together,
As men and women, wind or weather.
The Preposition stands before
A Noun, as ºn, or through a door.
The Interjection shows surprise,
As Oh I how pretty ; Ah! how wise.
The whole are called Nine Parts of Speech,
Which reading, writing, speaking teach.
PoETRy, PROSE, &c.
There are two methods of learning poetry. Short pieces
can be readily learnt with a little care. Take, for instance,
Longfellow's—
ARSENAL AT SPRINGFIELD.
This is the arsenal. From floor to ceiling,
Like a huge organ, rise the burnished arms;
But from their silent pipes no anthem pealing
Startles the villagers with strange alarms.
Ah ! what a sound will rise, how wild and dreary
When the death angel touches those swift keys I
What loud lament and dismal Miserere
Will mingle with their awful symphonies
I hear even now the infinite fierce chorus, &c.
There are twelve verses, but the above will serve to illustrate
the method adopted. First get twelve slips of paper, and
copy the first verse plainly once. Carefully note the pauses
and the sense. Next read the verse aloud once or twice
very distinctly, slowly walking up and down, and taking
particular notice of the rhyming words, and the rhythm.
Repeat from memory, and, if any defects, re-write the line
in which the defects occur. Treat the second and third
verses similarly, noticing any alliterative peculiarity as “loud
lament,” “dismal Miserere,” “infinite fierce chorus,” and
the “When,” “What,” “Will,” commencing the last three
lines of the second verse, all of which aid the memory.
74 How to Practically Use Mnemonics.
Then link or associate the word “alarms ” in the last line
of first verse with “sound" in the first line of second verse;
“awful symphonies” in the second verse with “fierce
chorus” in third, and so on all the way through, linking the
last line of each verse with the first of the following in such
a way that the one will readily suggest the other. If a poem
is difficult, and stronger links are desired, the mnemonical
table can be used, one word to each verse in regular order.
Good poetry, however, is never very difficult to recollect ;
bad poetry is not worth learning. In learning actors'
“parts,” endeavor to grasp the character of the person
represented, picture each scene in the mind, and take in the
sense of each situation. Carefully link the “cue” with the
matter following, and depend more upon the loud, distinct
repetition of the part, walking slowly up and down while
reading it. Puns, rhyme, easy metre, and alliteration ar
all aids, and every adv
Proverbs, being generally alliterative, are as a rule easily
recollected.
Respecting the best mode of committing to memory long
poems for recitation my friend, Mr. Ransome Corder, of
Malvern, has favored me with the following rules:–I.—
Never make a task of committing to memory. II.—Select
poems that you like, and that are really worth learning.
III.-Read the poem over carefully aloud several times.
This you will do in any case if you like the poem. After
the first reading striking expressions, sometimes couplets,
or even whole stanzas, will linger in the memory, and each
succeeding perusal will deepen the impression and multiply
them until you have landmarks, so to speak, from all parts
of the poem implanted in the mind. Giving the poem as
a public reading, emphasizing all points, will assist, and by
occasionally going over it while walking, or at night, if
wakeful, you will discover where weak, and the gaps can
be filled up. When perfect recite the poem in public, and
it will then, in all probability, be a possession forever.
Prose may be committed to memory in a similar manner.
Apart from the fact that the work of learning will be more
a pleasure than a task, this method is an excellent natural
way of strengthening the memory.

How to Practically Use Mnemonics. 75
\
LECTURING AND REPORTING WITHOUT NOTEs.
To lecture or preach without notes, it is essential that the
subject-matter should be methodically arranged. A lecturer
who has a good subject, apd who is thoroughly acquainted
with it, will need little help. He would merely require to
decide on the order in which he intends to treat each
portion, and mentally link or associate the parts in regular
order, each with the following one, or each separately to the
consecutive key-words. The lecturer who is not thoroughly
acquainted with his subject should not lecture on it, one is
apt to say, but he should certainly make himself acquainted
with its salient points. He should analyze it, arrange the
matter in proper order, and condense the sense of each
paragraph into one or two words, linking these mentally
whh the key-words. To report without taking notes, the
mmemonical student should carefully follow the speaker's
remarks, and as soon as he hears a word germane to the
subject which is likely to suggest the sentence or two
preceding and following it, that particular word should be
immediately linked mentally with the first word in the
mnemonic table, and a second appropriate word with the
second key-word, and so on in the same manner. A little
practice will enable this to be done momentarily. The
object should be to condense the sense of every paragraph
into one suggestive word, which he should immediately
“pigeon-hole" in his mental cabinet. To learn the contents
of an ordinary book in one reading the same plan may be
adopted. *.
LEARNING LANGUAGES.
In learning a foreign language mnemonics is useful in
assisting the student to form a vocabulary, to make lists of
exceptions to certain rules, and to learn the rules themselves.
To show fully how this is done would occupy too much
space, and I must content myself by referring the reader to
works on the subject. Dr. Pick published excellent works
dealing with the French and German languages, which may
be perused at most of the public libraries; the Rev. J.
H. Bacon, in his “Science of Memory,” devotes a large
76 How to Practically Use Mnemonics.
portion of his space to Latin, and the simplest way of .
acquiring a knowledge of it; and the Abbé F. Moigno, a
wonderful mnemonist, was the author of a little-known work
entitled “Latin for All.” Bacon also deals with French, and
his book is the best I know on this subject. By it the rules,
lists of exceptions, and vocabulafies can readily be learnt.
This book is at present out of print, but a new edition is
talked of.
MISCELLANEOUS.
A system of mnemonics, once thoroughly mastered, is
always more or less useful, even in business. A customer's
ledger folio can generally be readily associated with his
name. Very often an appropriate word already exists in ,
Some word or syllable in the customer's name or address.
A mnemonical almanac (given in “Mnemonical Feats”) is
always useful, and saves both time and trouble. It is not
always necessary to translate numerals into words to ensure
their being recalled. As already pointed out, a course of
mnemonics induces the student to closely examine all that
he would remember ; and this leads to the exercise of
attention and method, and a natural strengthening of the
memory. .

§§

§§§º:
SSR º º
Q-a Yºsë {} 3º 4}. <º
OHAPTER VI.
MNEMONICAL FEATS.
systems on the ground that their propounders had
more in view the exhibition of apparently difficult
feats of memory than the application of the art to matters
of real value and importance. Regarding such feats, Lord
Bacon said he esteemed them no more than he did rope-
dancing or acrobatic performances, and characterized one as
being the abuse of the bodily, and the other of the mental
powers. But just as acrobatic performances often have
the effect of encouraging the practice of healthy gymnastic
exercise, so does the performance of mnemonical feats have
the effect of directing the attention to the powers of the
memory, and leading to a profitable study of it. The world
must be amused and entertained ; and just as kindergarten
teachers play to teach, so the mnemonist may amuse to
instruct.
In the examples which follow, the object has been to give
sufficient illustrations to allow the mnemonical student to
suitably entertain an evening party, for example, with feats
both varied and interesting. It must be premised, however,
that before attempting to exhibit his “marvellous memory”
before a critical audience he should first thoroughly know
the principles of the system he has adopted. He should
note, also, that the key, without which little can be done, is
to replace the numbers 1 to 100, and he should know it so
()": has been taken to various mnemonical
78 Mnemonical Feats.
perfectly as to be able to recite it with ease, and to remember
the equivalent of any number without hesitation.
z
MENTAL CALENDARs.
Mnemonical calendars for any year are easily constructed,
quickly learnt, and are always useful. All that is required
is the date of the first Sunday in each month, from which
other dates can be calculated. In the following, these dates
are suggested by words possessing some similarity to the
month and dates:—
1887.

DATE OF FIRST SUNDAY. SUGGESTIVE WoRDs
January 1, Oct. 2
Octogenarian's tooth
Feb., March, and Nov. 6
Feebly mark novel music
April, July 3
A jolly apple tree
May 1 May's wonders
June 5 Tuneful hive
August 7 An August event
Sept., Dec. 4 Deceptive ford
1888.
January, April 1 . Jennis happily won
February 5 Valentine's wive
Nov., March 4 Nobly march forth
May 6 May-pole fix
June 3 Juniper tree
July 1 Julia won
August 5 A gust drives.
September, December 2 Deception's hue
October 7. Rocky Devon

Mnemonical Feats. * 79
It will be seen that the words given readily suggest the
month, and 'by similarity, the date. In the use of these
calendars, Monday is termed One-day; Tuesday, Two-day;
Wednesday, Three-day; Thursday, Four-day; Friday, Five-
day; and Saturday, Six-day. To find the day of the month
upon which Christmas falls in 1888, let “Deceptions hue.”
suggest December 2, and then calculate by sevens—2, 9,
16, 23—the 25th is two days after, or Tuesday. The phrase
“Apjohn's Nose’’ may be used to suggest April, June,
November, and September, the four months with only 30
days, the rest, February excepted, having 31. Those who
know Stokes's key, or that detailed in Chapter W., can use
the following sentence as an almanac for 1887.* It con-
tains 12 mnemonical consonants in their proper order:-

No judge . Jan. 2, Feb. 6, March 6
May tell April 3, May 1, June 5
My curs July 3, August 7, Sept. 4
Injury Oct. 2, Nov. 6, Deer. 4
A similar sentence for 1888 is:—“Tailor—teach me—
to line—a crown.” By dividing the sentence into four
parts, one for each quarter, as above, the date of the first
Sunday in each month is readily obtained.
A PERPETUAL CALENDAR.
At first this mental calendar appears difficult, but after
a little practice it is as easy to use as the others. Each
month has a number as follows:—January 2, February 5,
* A method bearing some resemblance to this was published by
McLaren in 1862, and by Haney (another American plagiarist) in 1866;
but they merely used disjointed words, as “Buy Ma'am—Divan—Dear
Ale—Pommel ” for 1867. I originated the idea of using a connected
phrase, and gave in my 1885 edition, as an example, the sentence—
“My coke range readily may glow ’’ as a mental almanac for 1886.
After the publication of my book Loisette, although condemning
mnemonics, copies this idea, and, after changing the Sundays to
Saturdays, gave as an almanac for 1886 the sentence—“No Judge
may delay my garnisher l’’ Comment is needless.
80 Mnemonical Feats.
March 5, April 1, May 3, June 6, July 1, August 4, Sep-
tember 0, October 2, November 5, December 0. To avoid
confusion with other calendars, the last consonant in the
following words is used to indicate these numbers:–Jam,
Feeble, Marshal, Apricot, Madam, Jew, Juliet, Augur, Se-
poys, Octoroon, Novel, Disease. The numbers can also
be recollected by the sentence—“No lily—to match—a
dress—in lace.” In leap years the number for January is 1,
and for February 4 ; the rest are unaltered. To find the
day of the week any date in any year falls upon, the last
two figures of the year are to be divided by seven and the
remainder added to the number of leap years (found by
dividing by four). To this is added the month number and
the day of month required. The whole is divided by 7,
and the remainder gives day of week. To find, for instance,
upon what day the battle of Waterloo was fought, June 18th,
1815, the two last figures, 15, are taken.
15 divided by 7 gives 2, plus . . . . . . . . . . . 1
Divided by 4 =3, plus 3 . . . . . . . . . . . . . . . 3
Add day of month . . . . . . . . . . . . . . . . . . . 18
Add month number . . . . . . . . . . . . . . . . . . 6
Total . . . . . . . . . . . . . . . . 28
28, divided by 7 gives no remainder, hence date wanted
fell upon a Sunday. To elucidate the method still further
the date of Christmas Day, 1888, may be taken.
88 divided by 7 gives 12, plus 4 ... . . . . . 4
Divided by 4=22 . . . . . . . . . . . . . . . . . . . . 22
Add day of month . . . . . . . . . . . . . . . . . . . 25
Add month number . . . . . . . . . . . . . . . . . . 0
Total . . . . . . . . . . . . . . . . 51
51 divided by 7 gives 2 as a remainder. This indicates the
second day, or Tuesday. A little practice enables any date
to be mentally calculated very quickly. The chief point to
be remembered is that when divided by 7, the remainder is
to be included, but when divided by 4, the remainder is to
be discarded. * .
Mnemonical Feats. - 81
BLINDFOLD CHESS AND DRAUGHT PLAYING.
Blindfold chess and draught playing are popularly regarded
as wonderful feats of memory. It is, however, less a feat
than a phase. It should be borne in mind that blindfold
chess and draught players are more than ordinary good sight
players, and that, moreover, their minds are completely
saturated with draught and chess ideas. They know every
opening, every standard position, and to players of this
class every game played, at sight or blindfold, has a well-
defined individuality. No good player will find much
difficulty in playing blindfolded if he will take the trouble
to master a little “book play ” and constantly practise it.
The first thing to be learned is the notation, and this must
be learned thoroughly. In draughts the single corner row
—4 to 29—is generally easily learnt, the double corners—
1–5 and 32–28—are also familiar ; and if it is borne in
mind that 12–20 and 12–21 are the four overhanging
central squares, one half of the board will be in the mind.
The playing over of a few book games will soon make a
player well acquainted with the notation. He should then
take a short end game and study it carefully on the board
until he thinks he can remember the exact position of each
piece, and its relation to each of the others. After playing
this carefully over on the board it should be put on one
side, and, if possible, dismissed from the mind for some
hours. He should then sit down with the eyes closed
(which will assist in the concentration of his ideas) and
endeavor to recall the position accurately to his mind.
The first attempt may not be successful, but after a few
trials he will find that he can manage very well. By
practice in this manner, and by obtaining a good knowledge
of the various games, with their principal variations, added
to the assumed thorough familiarity with the notation, a
good player will find that he can play as well blindfold
against an ordinary player as at sight. Sarratt, the first of
the English masters, in his translation of “Damiano, Ruy
Lopez, and Salvio,” gives Damiano's rules for blindfold play;
but beyond indicating the range of each piece, they give
little information. Perfect acquaintance with the notation
6
82 Mnemonical Feats.
and “great practice” were the chief desiderata. Mnemonics
are of very little use in blindfold play, and no so-called
“system" that I have seen is of the slightest practical
value. These feats are simply good examples of what a
person can accomplish by thoroughly mastering all the
details of one particular subject.
Hermann Kothe details a chess memory in his book, by
which the position of any piece may be remembered b
converting it into a word; but this would be of very little
use in blindfold play, as every move would necessitate a
fresh word and a new association.
/
WHIST.
A whist memory can only be gained by practice and a
thorough familiarity with the game and the recognized
method of playing it. The most concise book on the subject
is, I believe, Dr. Pole’s “Theory of the Modern Scientific
Game of Whist,” published by Longmans. The only way
in which mnemonics have been used has been to assist in
remembering the fall of the cards. This can be done by
arranging the trump cards to the left of all the other suits,
and placing cards to the left side of the trumps to denote
the manner an opponent has won a trick. Hoyle gives a
few rules on this subject, but they have to be considerably
modified in practice. Thorough good whist players, as a
rule, use no system to remember the fall of the cards.”
Playing the game scientifically helps the memory to a great
extent, and a player with a thorough knowledge of the game
has no difficulty in remembering what cards have fallen, and
can also make fairly accurate guesses as to who possesses
other cards. By his own play he informs his partner the
strength of his hand, and his partner does the same. Each
trick, to a good player, gives him certain information, upon
which he has to base his own play, and he is so interested
in each trick that he cannot well forget it. Whist is now
recognized as a scientific game, in which skill almost equals
* If desired, I can supply, privately, a good Whist system based on
my figure alphabet, but, so long as mnemonic quacks abound, I do
not care to give particulars in this book.
Mnemonical Feats. - 83
chance, and to play it properly one must thoroughly study
it, a whist memory will be the result. The following
verses from Pole's work will give a few hints:—
IF you the modern game of Whist would know
From this great principle its precepts flow;-
Treat your own hand as to your partner's joined
And play, not one alone, but both combined.
Your first lead make your partner understand
What is the chief component of your hand;
And hence there is necessity the strongest,
That your first lead be from your suit that's longest.
In this with ace and king, lead king then ace ;
With king and queen, king also has first place;
With acé, Queen, knave, lead ace and then the queen ;
With ace, four small ones, ace should first be seen ;
With queen, knave, ten, you let the queen precede ;
In other cases, you the lowest lead.
Ere you return your friend's your own suit play;
But trumps you must return without delay.
When you return your partner's lead, take pains
To lead him back the best your hand contains,
If you receive not more than three at first ;
If you had more, you may return the worst.
But if you hold the master card, you're bound
In most cases to play it second round.
Whene'er you want a lead 'tis seldom wrong
To lead up to the weak or through the strong.
If second hand, your lowest should be played,
Unless you mean “trump signal” to be made ;
Or if you’ve king and queen, or acé and king,
Then one of these will be the proper thing.
Mind well the rules for trumps, you'll often need them;
WHEN YOU Hold Five 'TIS ALWAYS RIGHT TO LEAD THEM ;
Or if the lead won’t come in time to you,
Then signal to your partner so to do.
Watch also for your partner's trump request,
To which, with less than four, play out your best.
To lead through honours turned up is bad play
Unless you want the trump suit cleared away.
When second hand, a doubtful trick you see,
Don't trump it if you hold more trumps than three :
But having three or less trump fearlessly.
84 Mnemonical Feats.
When weak in trumps yourself, don't force your friend;
But always force the adverse strong trump hand.
For sequences, stern custom has decreed,
The lowest you must play if you don't lead.
When you discard, weak suits you ought to choose,
For strong ones are too valuable to lose.
REPEATING NUMBERs.
Divide a sheet of paper into 12 equal spaces, and num-
ber each space 1 to 12. Then ask one person to write 24
numbers as they are called out by any of the audience,
two in each space, watching him do so. Let us suppose
the numbers written are as follows:—
32 13 29 31 45 18
37 43 11 24 31 11
Immediately the spaces are filled up read them once, turn
your back to the board and face the audience, and repeat
them backwards and forwards, giving also any pair of num-
bers in any space that may be asked for. This is gener-
ally very astonishing, but it is ridiculously simple. As the
numbers are filled in convert each pair into its equivalent
keyword; link the first three pairs and mentally picture
them on one side of a room most familiar to you, the next
three pairs on the second side, and so on, three pairs to
each side. Or the figures can be readily translated into
easily remembered sentences, as “mend my nib,” “meat
really tough,” “make room dad,” “dear meat dad.” Read-
ing them once over will deepen the impression, and you
can then repeat them without difficulty. With a little prac-
tice double or treble the number of figures can be repeated.
REPEATING THOUSANDs of FIGURES.
Although this partakes more of the character of a trick,
it is a feat that always evokes wonder, and is an instance of
the easy manner in which one may acquire the reputation
of possessing a remarkable memory. Assuming that there
are twenty persons in the room, the mnemonist takes
Mnemonical Feats. 85
twenty cards and hands one to each person. He then goes
to each and quickly writes down about two hundred dis-
connected figures on each card. When he has done this
he can call attention to the fact that he has scribbled down
about 4,000 figures, the order of which he has never seen
before. He then repeats the whole in their proper order,
and can, if necessary, give the figures on any particular
card. All that is necessary to do this surprising feat is to
so thoroughly know the key as to be able to instantly trans-
late words into their equivalent numerals. He then simply
takes a verse or two of a song, a nursery rhyme, or a well-
known quotation, in fact any piece of prose or poetry he
knows by heart, and mentally translating the words into
figures (which can, with practice, be done instantly), he
jots down on each card the numeral translation. All he
has to remember is what particular piece of prose or
poetry he has translated on each person's card. To show
the simplicity of the trick I may add that on one occasion
the whole or portions of the following well-known pieces
were used in this manner, each being associated with a
particular person:—The Busy Bee, Old Mother Hubbard,
Scots Wha Hae, House that Jack Built, Beautiful Snow,
The Lord's Prayer, The Beatitudes, Never More, Home
Sweet Home, The Ten Commandments, The Sluggard, &c.
It can be done on a smaller scale by simply translating
each person's full name and address on the cards.
In 1886, after the first edition of this book was published,
Loisette, a person who “professes” to teach memory, made
use of the same idea in his “original" lessons. His
“croquet” series of 100 words, originally used as a key,
had to be translated into figures and repeated by his pupils
as a “Great Memory Feat l” In return for Loisette's
kindness in teaching his pupils some of my ideas, I shall
be pleased to send a copy of Mr. Appleby's exposure of
Loisette to any of my readers, post free, for 6d. in stamps.
THE KNIGHT's Tour.
This old puzzle consists in making the knight pass over
a chess board in such a manner that it will alight upon
86 Mnemonical Feats.
every square. The board is numbered 1 to 64, and its
erratic course is indicated by numbers. The best way to
commit these numbers to memory is to connect a word
expressing the number to the list of consecutive words
given in Chapter W. By so doing the mnemonical student
can begin at any square, traverse the board, and return to
that square. The following gives the numbers and their
equivalent words, with the manner of associating with the
consecutive table :-
Wheat; weeded; a hen owl; at home dwell; a hairy mane;
1 11 5. 15 32
Oil for earache; a shoer; hook a lawyer; a butterfly chase;
47 64 54 60
Don't be lazy; daisies smell; toothache's horrid;
g 5 35 41
Dine on a haunch ; time goes by ; a towering haymow;
26 9
A delightful theme ; a dish of sago; ducks from Norway;
13 24
Doves mope; tabby's eyelash; hyenas on chain;
39 56 62
On hands rely; nuns at mass ; named Inez; an owner meek;
45 30 20 37
Nail's a noun; an injurious knave; ink, worlds may move ;
22 28
A knife wound; noble homage; an amusing top ;
21 19
May day is annual; high men are odious; mama is here;
25 10 4
Mary dear; a military foe; imagine a gnome;
14 8 23
A mug of rice ; a muff all wool; mobs shout ;
- 40 55 61
A racing holiday; a hart elk; an ornamental horn;
51 57 - 42
Army at Elba; a warrior lame; a royal gem;
59 3 63
Architect's survey; a rocket aimed; wharf, a landing stage;
48 31 16
Mnemonical Feats. 87
A rope hitch; wheel down; Lady Ann; lions attack;
6 12 2 17
Lammermoor; Lara's harp ; a lily's aroma ;
34 g 49 43
Lodging-house slavey; a lake swollen; leafy larch ;
58 52 46
Elbows unbow; chessplayers are wary; cheats like winning;
29 44 27
Chain a mummy; shame a thief; chair it.
18 1
REPEATING THE ORDER OF DOMINOEs.
After the dominoes are well shuffled get a person to
place them in a row, unmatched. Go over them once, and
then repeat their order without seeing them. To do this,
proceed as in a former example—use a key-word expressing
the two numbers on each domino, link three together, and
mentally picture around the room you are in.
REPEATING THE ORDER OF PLAYING CARDs.
Discard the four knaves, queens, and kings. Have the
cards shuffled, and then, after looking over them once, repeat
the number of each card in its order. Count two cards to-
gether—say the ace and tre as 13, and the 9 and 10 as 90;
convert the pairs into equivalent key-words; link three or
four together and place in proper order around a room,
shop, or garden, or in four familiar boxes, or on four shelves
arranged in such a way that they cannot be confused with
each other. To perform the same feat, giving the different
suites, the first ten key-words must not be used. Each card
must then be linked with the key from 11 upwards, taking
care to associate with the key-word something square or ,
diamond-shaped for a diamond, leaf-shaped or triangular
for a club, and round or oval for spades, hearts to be
indistinguished by any peculiarity. To do this correctly,
however, requires much practice.
REPEATING DISCONNECTED NAMEs.
Rule a sheet of paper with 20 lines, and number each
line. Get a person to write one word in each line as called
88 Mnemonical Feats.
out. Watch him do so, read the words carefully once, and
then repeatin properorder. Suppose the following to be the
first five words:– “Yarmouth, seraglio, cloture, mignonette,
Defoe.” If Sambrook's be the system used, link Yarmouth
with gun—picture a Yarmouth bloater in the barrel of a
gun ; then a Jew as keeper of a seraglio ; a key labelled
“cloture” locking a man's mouth ; a door blocked up with
pots of mignonette; and Defoe writing Robinson Crusoe
on the bottom of a hive ; and similarly connect each word
written with its corresponding word in the consecutive table,
taking the greatest possible care to make the pictures vivid.
When difficult or unfamiliar words are given, take particular
notice of them, ask their pronunciation to be repeated, and,
if necessary, select a similar word that will suggest the one
written, as “screw " for “scrutin de liste,” “pointers” for
“Poictiers,” &c.
MENTAL ADDITION AND SUBTRACTION.
Unless a person is peculiarly gifted this is thought to be
impossible, and when quickly performed at once establishes
the reputation of the performer as a “mnemonical marvel.”
Rule two lines on a piece of paper, and get six persons
to write thereon two figures, one above the other. Let us
imagine the figures written are— -
2 9 3 8 4 9
2 2 3 7 4 4
Have these figures slowly repeated to you, and then qáickly .
convert the first line into words, as “a noble mauve robe,”
or “a new poem of Europe.” Convert the next line into
a similar sentence, as “no one make error.” Having done
this quickly, and practice makes perfect, ask one person to
add the figures together, and another one to check them.
While this is being done mentally add error to robe, equal
to 93, which convert into the 93rd key-word, bomb. Then
add make to mauve, equal to 75—coal. Mentally repeat
“coal-bomb”; and then add no one to noble, equal to 51. The
total, 517593, can then be given without hesitation. Learn
to add two figures at once, and when the result is over one
hundred, the “one to carry” should be added to the next
Mnemonical Feats. 89
word. To subtract, the mode of procedure should be
reversed, as follows:–“ Error from robe leaves five—soil ;
make from mawve leaves one—sweet. Mentally repeat
“sweet soil.” Then subtract no one from noble, leaving
seven, and give the result, 70105. The quickness and ease
with which subtraction and addition can be mentally done
in this manner is astonishing ; but to do this, and indeed
everything else in mnemonics, quickly, depends entirely
upon a thorough acquaintance with a particular system and
a perfect mastery of the hundred key-words.
How To ForgFT.
“Of all the lessons taught to mortals yet,
'Tis sure the hardest science—to forget.”—Pope.
IF it be difficult for some persons to remember it is certainly
as difficult to forget. The mere attempt to forget an occur-
rence impresses it more strongly on the memory. Dr. Brux,
in 1610, devoted some space to the ars oblivionis, and gave
directions in his “Simonides Redivivus” for acquiring the
art. Haney, an American writer, refers to the subject, and
his remarks so well epitomize what has been written on
this subject that I reproduce them. “We believe,” says
Mr. Haney, “forgetting may be treated as sensibly and as
philosophically as remembering. It is the nature of the
mind for a great or intense feeling to overpower a weaker
one, just as an insignificant bodily pain or feeling is eclipsed
and multiplied by a greater. Everybody has probably ex-
perienced the truth of this statement; who is there who
has not had something which he had striven to remember
driven from his recollection by some more powerful remem-
brance, perhaps inadvertently re-called ? This naturally
suggests the mode by which a thing may be forgotten :
bring before the mind other objects of a more powerful
influence, drive away the memory of past disappointments
or sorrows, not in senseless frivolities of sinful dissipation,
but by giving the memory something on which to exercise
itself. Pleasurable and healthful occupation for the mind
will free it from morbid and depressing memories, as vigorous
exhilarating bodily exercise refreshes and invigorates the
body.”
OHA DTER VII.
A PLEA FOR MINEMONICS.*
ºV present paper is by no means meant to be any-
(º) thing like an exhaustive treatise on the subject
either of memory or mnemonics. I would rather
it should be considered in the light of what I may term a
suggestive gossip from which a few of my readers may learn
something which may lead them in their own behalf to think
the subject more fully out. Memory, the pocket dictionary
tells us, is “ that faculty of the mind which enables us to
retain the knowledge of past events.” The pocket dictionary
in this definition is less vague than it often is on other
subjects. Itecollection, on the other hand, may be said to be
the act of recalling to the mind's eye the knowledge of events,
&c., of times past. Memory we might liken to a store-
house where everything is put in its proper place, docketed
and labelled, so that by the aid of recollection we can lay
our hands on anything wanted at once. That is a good
memory: a bad memory is like a badly conducted storehouse,
all confusion and chaos. Or memory might be called the
dictionary of the mind, and recollection the art of turning to
it. A bad memory islike a dictionary either unalphabetically
* The matter contained in this Chapter originally appeared in
Cassell's Family Magazine under the title of “A Friendly Chat about
Memory,” and is reproduced here by the special permission of Messrs.
Cassell & Co., Limited.

A Plea for Mnemonics. 91
arranged or written with fugitive ink, so that when we turn
to its pages for reference, lo! the impression has fled. Of
the importance of the possession of a good memory by
people of every age and class of life, I need not remind the
reader. In youth it is literally the foundation of all knowl-
edge, in manhood our every action and our success in life de-
pend upon it, and by it our greatest men have been made—
our greatest statesmen, soldiers, poets, architects, and preach-
ers. “Memory is a gift,” some may say. The memories, I
reply, of such great men as Shakespeare, Burns, Carlyle, or
Napoleon, were marvellous gifts—all genius is a gift, but
these men were the giants of genius. Music, like memory,
is a gift, which amounts to genius in about one human being
in every million ; but on the other hand both music and
memory are gifts that in some measure are presented to
every human being in the world, and which may either be
brilliantly and successfully cultivated, or left to hang as
they grow and cultivate themselves in their own crude way.
Mnemonics after all is but the science of a system ; a
science that is within the reach of all, but one the study of
which ought to be begun as early in life as possible. It is
painfully neglected in schools. Teachers themselves seldom
know much about it, or, if they do know something, it is
only about one branch of it, namely, “exercise.” “I make
good scholars,” said a village schoolmaster to me one day,
“by hammering it into them, sir.” The man meant that he
succeeded by dint of perseverance on his part, aided probably
by an occasional dose of cane, in making his pupils remem-
ber enough facts and dates to enable them to present a
respectable appearance on the day of examination. He
exercised them well. But where was the method? That
had to be found by the child himself. This is surely not
teaching in its true sense. As soon as a child can read
sufficiently well, at some schools, he is put to learn passages
“by heart” as it is called. Alas ! there is seldom much
heart about the matter. But no system of committing these
to memory is taught or explained to him, so one boy goes
upon the principle of repeating the passage over and over and
over again, a thousand times perhaps, till he has learned it:
another, a lad of more brains, seeks out some easily retained
92 A Plea for Mnemonics.
words or ideas here and there, till he builds a skeleton of
the whole, and on this he hangs easily enough the verbiage;
reading the passage over once or twice after this will suffice
to stamp it on the tablets of his memory. The former boy's
plan is one of exercise, that of the latter one of method.
Probably both boys come up to repeat at the end of two
hours, and they both do so satisfactorily enough, though the
lad of method or system has been idle two-thirds of his time
and his companion hammering away every minute of it.
We know that the boy of method here spoken of is the more
clever of the two, but considering the amount of indefatiga-
ble energy expended by the other, were a system of mne-
monics to be taught him, we doubt whether he should not
turn out the more successful man in life.
I am not going to say a word about what or which system
of mnemonics ought to be taught in schools, but one of some
kind should be, if we would manufacture clever healthful
men and women. If education at our schools—ay and for
the matter of that, our higher seminaries—were conducted
in a less absurd way and mnemonics formed a branch of
education, we should be able to teach our youths many
things, that we cannot as matters stand, that might be of
real use to them in after life, such as medicine, hygiene or
the laws of health, enough therapeutics to serve them a good
turn at a pinch, enough surgery to enable them to behave
rationally in an emergency, enough physiology to help to
guide them in life, and enough botany and natural history
to help them to draw near to the Creator in His creation.
Geography as taught at ordinary schools is a mere farce,
“ dates” all cram, and music only moonshine. The music
of ordinary schools I mean, pray do not misunderstand me.
Drawing is a great help in forming a good memory, it com-
bines both method and exercise. The pen at public schools
should hardly take precedence of the pencil. Many of the
so called, systems of mnemonics when studied for the first
time convey to the mind something of the grotesque, or
even ridiculous, enough indeed to make sensitive or poetic
minds shrink from taking advantage of such aids to mem-
ory. Who would take the trouble, for instance, to learn
an absurd rhyme in order to keep green in his heart for
A Plea for Mnemonics. - 93
ever the names of the counties of England or the countries
of Europe, or burden his brain with such a word as “Ban-
darum,” to enable him to remember the date of the battle
of Bannockburn? Better, most people would think, to
allow the rhyme and the counties to perish together and
let the dust of oblivion for ever obscure the date of that
battle so sacred to “brither Scots.” But children are not
So particular. Both the rhyme and the ridiculous word
might avert a caning, and so they commit them to memory
gladly. But these and such “aids” are but the stepping
stones to mnemonics, which science is meant to be of very
great advantage to all classes of people who have to depend
for their success in life upon their memories.
The science of mnemonics is to the orator what shorthand
is to the writer: it enables him to pack a great deal into
a small compass, and to turn to that compass for certain
and sure guidance whenever he wishes to. This is a very
great relief, for really and truly an overcrowded memory is
one that does not hold out even. It is apt to induce worry
and mental confusion. If it be true, as it undoubtedly is,
that the memory should never be overstrained, then any
system that tends to lighten it is worthy of study, and I
know from professional experience, scores of cases in which
memories have been undoubtedly benefited by learning
and following out a system of mnemonics. And when I say
memory, I may add their health, for there is more con-
nection between memory and health than ‘one can see at
a cursory glance. No system of mnemonics can enable a
man to retain perfection of memory, if his health be much
below par, or if he be suffering from incipient disease of the
brain and nerve centres. We often hear men complain, at
a comparatively early age, say 45 or 50, that their memories
are failing them. They are generally men in business pro-
fessions who have worked very hard and had a deal to think
of—that is a deal to remember, and who have probably
lived hard lives and trusted too much to the strength of
their constitution. For the cure of cases like these it
would be as ridiculous to apply a system of mnemonics as
it is to seek for relief from medicine in any chronic case
of illness without first removing the cause. Mnemonics
94 A Plea for Mnemonics.
might have acted as a preservative, it certainly cannot be
called upon to perform a cure. It would have acted as a
preventative by regulating the mind and rendering a hard
life free from a deal of worry, and it may come in extremely
useful after the health has been restored. Loss of memory
in middle age is a symptom that should never be neglected,
or thought lightly of Remember, it may point to incipient
softening of the brain, and utter collapse or dementia. I
do not mean to frighten any reader, so I purposely italicize
the “may.” What may be may not be, and vice versa.
The symptoms of the loss of memory more often than
not are the result of overtiredness, an undutiful kidney, or
a liver that wants seeing to. If, coupled with the loss of
memory, there were occasional attacks of swimming in the
head, sleepiness, weakness of sight, sensibly diminishing
capability for accustomed work, fits of irritability, and
lowness of spirits, the case would, to say the least of it,
look more serious. The loss of memory in middle age is
different from that of old age, as far as my judgment goes.
In the latter stage of life there is a gradual, but to the
person himself not always noticeable, decline of the powers
of memory, eyesight, and hearing. For a time at least the
old man hardly misses his retreating memory. He lives
more in the past than for the present, and his recollections
of bygone times—ere the tablets of memory got hard and
unimpressionable—though he with difficulty, if at all, can
trace the events of yesterday. A merciful Providence rules
it should be so. And, as I said, it is the same with eyesight
and hearing. It is Charles Lamb that tells the anecdote of
the old Inan pointing up to the castle rookery and saying,
“It is very strange, but the crows be all gone from out
there these many years; but I remember the time they were
thick enough and noisy enough too !” I always thought
that a very delightful anecdote, and sincerely hope that no
thoughtless being took the trouble to undeceive the old
man, tottering thus pleasantly on the grave's brink, by telling
him that as he spoke the rooks darkened the air, and made
noise enough to awaken the Seven Sleepers.
But the loss of memory that points to disease or ailment
of some kind in middle age is generally transient or
A Plea for Mnemonics. 95
periodic. The patient can remember or recollect well
enough sometimes, not so well at others, memory is brighter
with him of a morning or after a period of rest than when
working or tired. Some people while speaking fail suddenly
for loss of a word—men who had once been brilliant orators
—others while writing suddenly stagger at the orthography
of a word with which they are familiar, or substitute one
letter of a similar sound for another, a “b” for a “p" for
instance, or a “d” for a “t.” Either of the above may all
at once forget the name of a person with whom they are
intimately acquainted. Yes, or their own cognomen. Well,
this loss of memory in middle age should always be treated
as a serious symptom, whether it be so or not. People who
suffer therefrom should decrease their hours of labour,
work more systematically, be careful to take rest whenever
they feel tired, relaxation when the least low in spirits,
abundant exercise in the open air, whether they seem to
need it or not. They should attend to the general health
and the regularity of the system. Take a tonic, a mild and
non-constipating one, remembering, however, that tonics are
dangerous tools and too often wolves in sheep's clothing,
or stimulants in disguise. Temperance should be observed
and wine most sparingly used. By observing such rules
as these a failing memory may be restored ; then, and not
till then, mnemonics may be had recourse to in order to
prevent a relapse. t
Mnemonics should be to the memory what good spec-
tacles are to the eyes—Preservative.

DART II.
THE IMEST MEMORY SYSTEMS AND THEIR (RITIS
WITH BIBLIOGRAPHY OF MNEMONICS,
1325–1888.
By G. S. FELLOWS, M.A.
At the present time there are but two memory systems
in America worthy of serious consideration, viz.: Those of
“Loisette” and White; while in England, one, Dr. Pick's,
stands pre-eminent, and these, therefore, will claim our
chief attention. It is learned that a new memory system
is about to enter the field, to be known as “Shedd’s Nat-
wral Memory Method.”
While other systems have come and gone, none has stood
the test of time as that of the venerable Dr. Pick. The
testimonials of 1851 are only surpassed by those of 1888,
from the highest educational authorities in England, while
in earlier years his reputation was not less in France and
Germany. His modest claims, in striking contrast to the
preposterous pretensions of others, no doubt contributed
largely to his unwavering success through more than forty
years. To-day the Westminster Review, August, 1888, on
the subject of MEMORY, says:
“Original ideas generally pass, during their struggle for existence,
through three phases: (1) their value is ignored; (2) their originality
is disputed, and attempts, more or less successful, are made to mis-
appropriate them ; and (3) their value and originality are alike rec-
ognized and are duly ascribed to their real authors. Dr. Pick's have
already passed through the second phase, and now at length he has
the satisfaction of seeing them enter the third.”
Prof. White's Natural Method. of Memorizing and Mem-
ory Training, the name of which correctly characterizes it,

The Latest Memory Systems and Their Critics. 97
is pre-eminently the work of a scholar. As a System none
of its predecessors is more worthy of careful attention,
and none has been more appreciatively received.
This system embraces most if not all the valuable feat-
ures contained in the “Loisette’” System, with none of its
rubbish. Presenting no absurd claims, and quite content
to be judged by its results, the success of this latest can-
didate for public patronage is certainly remarkable.
Prof. White's classes at Chautauqua were more successful
than those of “Loisette” at the same place the previous year.
As to the merits of the “Loisette” System, opinions vary
greatly, from the unqualified commendation of Prof. Proc-
ter, to the sweeping condemnation by Prest. Seelye, of
Amherst College, who does not hesitate to express the opin-
ion that “the entire ‘Loisette’ System is absolutely worth-
less.” The latter opinion cannot be lightly passed over,
as Prest. Seelye is a recognized authority on the subject,
and the author of the articles Memory and Mnemonics
in Johnson's Cyclopædia, and as he has been for more
than thirty years a teacher of mental science, it may be
presumed that he does not speak without knowledge, while
his own marvellous memory, so well known to generations
of college students, will not detract from the weight of
his opinion.
“Mark Twain’’ and several other eminent men first
heartily endorsed the “Loisette ” system, and later, for
reasons best known to themselves, peremptorily recalled
their testimonials.
Of students in the same classes some declare themselves
to have been “humbugged,” while others are equally sin-
cere in the belief that their five dollars was well invested.
What is the meaning of such conflicting testimony ? The
explanation usually given by “Prof. Loisette” is that the
dissatisfied ones have failed to follow his directions. But
there is another, and more probable explanation, and a study
of the character and previous training of the malcontents
reveals the fact that they are those who are already famil-
iar with the subject, and have no new ideas presented for
their consideration ; while to others these ideas come as a
new revelation, and are, accordingly, of inestimable value.
98 The Latest Memory Systems and Their Critics.
Had “Prof. Loisette” been a little less arrogant in his
pretensions, he would have built on a more enduring foun-
dation, and his continued success would have been assured,
while to-day his star is no longer in the ascendant.
In 1886 a pamphlet appeared in England, by F. Apple-
by, entitled “Loisette's Art of Never Forgetting compared
with Mnemonics.” Just at this time “Loisette ’ decided
to try his fortune in America, where he hoped to encounter
less criticism, and all went well until he reached Washing-
ton. Some one has suggested a correlation between Wash-
ington and Waterloo. The New York World of June 29th,
under the heading “Iſis Former Pupils Rebel,” shows
what the Washington pupils thought of him, and gave
some of his personal history. While the same enterpris-
ing sheet on July 26th, under the caption, “Joisette Gives
It Up,” gave some still more startling facts in his career.
A brief but trenchant editorial appeared in The Indepen-
dent July 5th. Last of all, the staid and conservative West-
minster Review (Aug. 1888) enters the list in a comparison
of “Loisette” and Pick, with a page and a half devoted to
“Loisette” Erposed. No one interested in the “Loisette”
system, or the “Loisette”-Fellows controversy, should fail
to read this article.
The following clever hit on the Loisette System is wor-
thy of reproduction.
A MEMORY LESSON.
SOME OF THE BEAUTIES OF A SCIENTIFIC MODERN SYSTEM.
(Luke Sharp, in Detroit Free Press.)
I was sitting in my room in the Free Press building the other day,
working hard, with my feet on the desk, when the doorway dark-
ened and I looked up. There stood, with a hand on each of the
door-posts, a most disreputable-looking specimen of a man. I sized
him up instantly as a drunkard, and made up my mind that he
wanted to work me for twenty-five cents.
In this I was wrong, and it shows how a person should be slow in
coming to an opinion about an unknown fellow-creature. He wanted
only ten cents.
“Say, mister,” he said, “you don't happen to have ten cents you
could spare * *
“You have struck it the first time. I don't.”
“Say, mister, I haven't had anything to eat for twenty-four hours.”
The Latest Memory Systems and Their Critics. 99
“Then why in the old Harry don't you go and have dinner ?
They set up some good meals at the first-class hotels in this town.”
“Ah I do they ? Now commercial travellers have told me that
they can't get a decent meal in the city. I’ll halve the difference
with you. Make it five cents, boss.”
“I can't keep myself in lager and so don't intend to try to supply
with beer any tramp that comes along.”
The fellow coolly came in and sat down.
“I see you are mistaken in my character. I have never tasted a
drop of liquor in my life. I was at one time in one of the best
wholesale houses in this town, but was ruined by my desire for im-
provement. I was often warned that I was taking the wrong course ;
but, alas! I did not see my error until it was too late. Most of my
comrades used to take a glass of beer now and then, and go to the
base-ball games, and be out nights, but I stuck to study, and you see
what I am.”
I was a little bewildered at this. It seemed to be reversing the
preconceived ideas I had on the subject, and I weakly allowed the
fellow to proceed.
“Yes, I am now an awful example of the terrible folly of taking
a wrong course. My beer-drinking companions are pointed to as
model citizens, while I am practically a tramp.”
“How did it happen 2"
“Well, the finishing stroke was the memory lessons. I had natu-
rally a good memory, and my firm told me that if I learned to speak
French they would send me to Paris as their agent there. I pitched
into French and was advised to take memory lessons, as that was a
great help in acquiring a language.” g
“And was it?”
“In a way—yes. You know how they strengthen the memory, I
suppose ?” -
“No. Never heard it could be done.”
“Well, the first thing they do they make you swear an awful oath
you will never divulge any of the methods, and then you will have
to sign a bond to that effect with a heavy penalty attached.”
“Then if I were you I would not tell anything about it. I don't
care to know.” t
“Oh, that's all right. I can plead that I have forgotten all about
the oath. That is one of the benefits of the memory system. You
can forget anything so easily. Yes, sir. Now if you were to lend me
five dollars I would very likely forget all about it before to-morrow.”
“You astonish me.”
“It's quite true. In that way the system is very valuable. Now
to show you how the thing works. My girl's name—”
“Oh, you have a girl, then 2''
“Had, my dear fellow ; had "
“Excuse me, if I have brought up sad recollections.”
“It don't matter in the least, I assure you. You see I can forget
it right away.”
I00 The Latest Memory Systems and Their Critics.
“Well, about the system * *
“Oh, yes; I had forgotten. What were we talking about 2 ”
“You said your girls name was—”
“Exactly. My girl's name was—”
Here his brows wrinkled up and he said to himself audibly :
“Girl—dress—dressmaker—thread—spool—cotton—cotton-mill—
spinner—bobbin—bob—Robert—Robert—ltoberta. That's it. Her
name was Roberta—nice girl, too.”
“What was her last name 2 ”
“Her last name 2 Let me see.” Here he fell into the same sort
of an audible brown study and murmured: “Roberta—Robert—
Bob—bobbin—cotton—factory—mill—mills. That's it again. Mills
is the name—Miss Mills. Let's see ; what did I say her first name
was ? Girl—dress—dressmaker 29
“Never mind going over that again. You said her name was
Roberta.”
“That's it. Roberta—Ro—”
“Mills 2 "
“You're right, Roberta Mills; awfully nice girl, too. She lives
in Windsor. Know her ?”
“No, I don't.”
“Well, she's lost to me forever. I don't know that it matters
now. I have rarely the money to pay the ferry fare, and if I had it
I might wish to spend it otherwise.”
“I don't doubt it. How did the separation come about 2."
“Memory system did it. I suppose you understand the system
In OW 3 **
“I can’t say that I do.” -
“Well, you see, you corral any word you want to remember.”
“I have heard of corralling an animal, but——”
“Same thing, my boy, same thing. You get a word up in a cor-
ner, so that it can’t escape you. That is where the system comes in
so good in learning French. Now, for instance, supposing you want
the French for water. You corral the two words together. Water
makes you think of whiskey, doesn't it 2"
“Natural combination.”
“Of course it is. Now whiskey makes you think of drunk. A
man who is addicted to drink naturally neglects his business and
runs in debt.”
“Quite correct.”
“Then drunk recalls debt, see ? Well, a man who is in debt owes
everybody, doesn’t he 3’” -
“If they are foolish enough to trust him—yes.”
“Very well, then, there you have it. Water—whiskey—drunk—
debt—owe—eau, the French for water. Easy as rolling off a log.
Now, to put the system to every-day use, supposing your wife gave
you a letter to post.”
“You may as well suppose something probable while you're at it.
She wouldn't do it. She knows I'd forget it.”
The Latest Memory Systems and Their Critics. 101
N
“Well, I'm just supposing a case. You remember that you have
forgotten what your wife told you to do. You say wife—that re-
minds you of expense—expense recalls cash—cash means money—
time is money. So you think of time, makes you think of a slugging
match—”
“‘What's that ?” -
“Why a fight where they call ‘time.” The match suggests betting.
There you are at ‘bet.” Betting is against the law, so you have ‘law.”
But betting is only against the letter of the law. the statute is not
enforced, so you have “letter’ and then you go and post it.”
“Wonderful. Still, it seems to me that it would be easier to re-
member the letter itself than go through all that.”
“So it would if you were not a victim of this system ; but once
that gets a hold on you you can’t remember anything unless you
corral the words. That's how I came to lose my situation.”
“Oh How did that happen 2"
“Well, a man by the name of—of—” here he murmured a lot of
words to himself, and then brightening up said, “Smith—by the
name of Smith, telephoned me to tell my boss as soon as he came in
to call him up. There is the telephone That suggested “ring ; ”
ring naturally brought to mind “alderman’ }}
** How is that ? I don’t see that.”
“Why the aldermen always form rings and the fellow who wants
to get anything has to pay the ring.”
“You don’t tell me 2 ”
“Fact. Well, ring shows that a man is a fool who expects things
to be otherwise ; fool suggests idiot; idiot suggests asylum ; asylum,
prison ; a prison is a workshop ; a workshop must have a blacksmith
shop ; such a shop must have a smith, and there you are. Well,
when the boss came in I went up to him working on the corral and
said: “Ring—alderman—fool—idiot'—but before I got to “prison’
I was kicked into the street.”
“That was unfortunate. Why didn't you go back and explain * *
“I have often started out to do so, but I always forgot it before I
could get there.”
“And I suppose that because you lost your situation you lost your
girl.”
“Oh, no. I had forgotten about that. Glad you reminded me.
No, that was a case of a good corral going wrong. It sometimes does
that. I went over to see her, and was working the corral for all it
was worth. When I got there I ran on in this way: ‘Girl—dress—
dressmaker—sewing—thread—needle—pins—pinafore—Josephine.”
“I don't see how you get that last word.”
“Why Josephine is the principal character in ‘Pinafore,' you
know. Well, when I met her I said, “Hello, Josephine,” and she
thought I was thinking of another girl, and then it was all day with
me. You see I should have gone on “spools’ from “thread,” and
instead of that I went on needles,” and then, of course, when a man
gets on needles you can’t tell at which girl you will bring up.”
102 The Latest Memory Systems and Their Critics.
“Well, I am sorry for you. I have been very much interested in
your case. I never knew there was any memory system in exist-
ence. Here is half a dollar for your trouble.”
“I am very much obliged to you, I assure you. Won't you come
out and have something **
“No, thank you. I never drink.”
“Oh, that's so. Neither do I. I had forgotten. You see I for-
get everything.”
“That's all right; good-by.” 3.
I noticed on looking out of the window that he didn't forget to
go into the saloon on the corner.
One who prates too conspicuously of his own originality
is apt to have his claims called in question. Those “Loi-
sette ” students who are fond of tracing resemblances may
find something of interest in the following pages to com-
pare with the teachings of the “sole originator, proprie-
tor, and teacher thereof.”
LAWS OF MEMORY.
“Aristotle (384–322 B.C.), the earliest writer who attempts any
classification of the laws of suggestion distinctly includes under the
law of co-adjacence whatever stands as parts of the same whole ; as,
e.g., parts of the same building, traits of the same character, 8pecies
of the same genus, the sign and the thing signified, different wholes
of the same part, correlate terms, as the abstract and concrete,” etc.
—Haven: Mental Philosophy. 1857.
“The earliest known attempt to lay down the laws whereby
thought succeeds to thought, is that contained in Aristotle's treatise
on memory. He enumerates three different principles of mental
resuscitation, viz., similarity [inclusion], contrariety [exclusion], and
co adjacency [concurrence]. He has been followed by most other
philosophers as regards all the three principles.”—Chambers's Cyclo-
Apabdia, Article Association of Ideas. .
“THE LAWS OF Association.— . . . Accordingly it has been
established that thoughts are associated, that is, are able to excite
each other : 1st, If co-existent [concurrent], or immediately succes-
sive, in time’; 2d, if their objects are conterminous or adjoining in
space; 3d, if they hold dependence to each other of cause and effect,
or of mean and end, or of whole and part ; 4th, if they stand in rela-
tion either in contrast [exclusion] or of similarity [inclusion]; 5th,
if they are the operations of the same power, or of different powers
conversant about the same object; 6th, if their objects are the sign
and the signified ; or 7th, even if their objects are accidentally de-
noted by the same sound.”—Bowen. 1861. -
“LAWS GOVERNING THE REPRODUCTION OF IDEAS.
“The most ancient philosophers, including Aristotle, have laid
down laws and principles respecting the reproduction of ideas.
The Latest Memory Systems and Their Critics. 103
These laws and principles are based upon experience and observa-
tion, and are the following: . . .
1. The law of analogy is defined as follows:
Analogous ideas reproduce each other.
Analogous ideas are those which have one or more qualities in
common ; for example, tree and branch. If these be analyzed,
it will be found that all the qualities or attributes of the latter
are contained in [inclusion] the former.
2. The law of opposition is as follows:
Opposite ideas recall each other.
Those ideas are termed opposite which have one or more quali-
ties in common, but which at the same time contain qualities,
tº º which exclude [eacclusion] or oppose each other.
3. The law of co-existence [concurrence] may be thus defined:
Ideas which at some former period have been in the mind at one
and the same time, recall each other.—Edward Pick: On Mem-
ory. London, 1861.
. . . “With a view of showing how a true association of ideas
assisted the memory, he [Dr. Pick] applied a test to his audience,
and asked them to associate the following ideas: Memory or remem-
brance, history, wars, revolutions, gunpowder, explosions, steam, rail-
ways, celerity, electric telegraph, Atlantic cable, America cotton indus-
try, England, progress, civilization, Chinese missionaries, church,
Reformation, Germany, Guttenberg, printing, and newspapers. Hav-
ing only once enumerated these ideas, he requested the audience to re-
peat them in their consecutive order, then backwards, and afterwards
indiscriminately. This was done successfully, and the audience
seemed to be surprised with their own proficiency.”—From Report
of Dr. Pick's Lecture at Oxford University, Morning Post, London,
November 25, 1859.
Of a series of words similar to the above, Dr. Pick says:
“Here, then, is a chain of ideas to be associated link by link so as
to be capable of being recalled to the mind whenever it is desired to
do so. Now, if we have taken care, in going through the list, always
to compare only two ideas together, or at the same time, without for
the moment paying any attention to the rest, the reader is requested
to try whether he knows the list sufficiently well to go through it in
the above order. If he has paid sufficient attention to, and distinctly
understood, the simple principle and method of practice which has
been laid down, he will be able to do so. When the first word or
idea is taken, it will immediately reproduce the second, the second
will reproduce the third, and so on, with astonishing facility, through
the series, which, with diligence and intelligence, may be extended
to almost any length. But this is not all. Not only can all the ideas
be recalled by going on consecutively from the beginning; but if any
one of them be taken, all the others can be recalled when one has
adequate experience in this practical system of mnemonics. ' Again,
104 The Latest Memory Systems and Their Critics.
if, instead of beginning with the first word, the student begins with
the last, and thus proceeds inversely, he will find that he can re-
member and recite the words or ideas with equal facility. The cause
of this facility and certainty of result is, that no more than two words
lave been compared in the mind at the same moment. And thus,
as the first can only recall the second, and the second the third, and
so on, none can fail. And again inversely, the thirtieth will recall
the twenty-ninth, the twenty-ninth will recall the twenty-eighth,
until all the ideas have been recalled.—On Memory.
So like Dr. Pick is “Prof. Loisette’’ in the essential
principle of his system and in his method of applying it,
that some one has propounded this conundrum : “What
is the difference between Dr. Pick's system and ‘Loi-
sette's'? One is Dr. Pick's and the other is a Picked up
system.”
e INTERROGATIVE ANALYSIS.
“Our national resources are developed by an earnest culture of
the arts of peace.”
Concerning what is an assertion here made 2
Concerning “resources.”
What is asserted of “resources”?
“National" resources.
What national resources 2
“Our '' national resources.
How are our national resources developed ?
“By an earnest culture of the arts of peace.”
By what culture ?
By “earnest" culture.
What earnest culture ?
“An '' earnest culture.
What special culture ?
Culture “ of the arts of peace.”
Of what arts 2
“The ” arts “of peace.”
S. W. ºakes Practical Grammar. Subj. Analysis. New York,
1864. .
ANY BOOK AT ONE READING.
“When we read a book on a subject already familiar to us, we can
reproduce the entire work, at the expense of the labor requisite to re-
member the additions it makes to our previous stock of knowledge.”
—Bain: “Senses and the Intellect,” p. 538. London, 1855.
“To aid the retention of the contents of a book, the chapters
must be associated together by selecting the primary or leading ideas
of each ; and to each of the latter, again, a few further suggestive
ideas in the chapters may be joined. The number of ideas that
should be selected from each chapter will depend on the nature of
The Latest Memory Systems and Their Critics. 105
the subject, the degree of sequence or relationship between the
parts, and the completeness with which it is desired to be remem-
bered.”—Lyon Williams, “Science of Memory,” 1866, pp. 130, 131.
HOW TO REMEMBER NAMES.
Associate the name to be remembered with the looks of the per-
son, or any peculiarity he may possess. Form a connection between
these . . . and on seeing him again, his features will recall the
name. The names of places may be remembered by associating
anything striking or peculiar in connection with them, with the
name.—LIaney: “Art of Memory,” 1866, page 45.
In defence of “Loisette’s ” originality, it should be said
that he rarely uses less than three exclamation points at a
time, where the average intellect contents itself with one.
In grammatical construction he is also a law unto himself,
distinctively “Loisettian,” here at least he is truly “unique
and original.” He is also the first to apply his method of
advertising to purposes of Education, a method hitherto
looked down upon and monopolized by patent medicine
venders.
But valuable space must not be used to enlarge upon
the merits of the “Loisette” system, because that infor-
mation is so easily accessible elsewhere. Let every reader
of this book send to “Professor Loisette,” 237 Fifth Ave.,
New York, for his prospectus, and let him carefully read
what “Loisette” has to say of himself, his system, and
other peoples' systems. The first and last subjects are
handled with commendable vigor and originality; the last
is prosecuted with a zeal worthy of imitation by the pro-
verbial lawyer pleading a bad case.
The “Loisette’ system is undoubtedly of great, even
inestimable, value. Besides the six lesson papers, one has
other lessons thrown in, which are not even hinted at in
the prospectus, and not the least valuable part is the pro-
spectus itself. For those ambitious to learn “any book in
one reading,” this is commended. It is small, and better
yet, it is “unique.” “The worst case of mind-wandering”
can be cured thereby; it is also guaranteed a “perfect cure
for discontinuity,” and best of all, “the system itself is no
longer required.” Thus the faithful student can make his
“two farewells” at trifling expense. Besides the “lost
\
106 The Latest Memory Systems and Their Critics.
memory restored ” any one who faithfully carries out this
valuable exercise will be rewarded with a copy of Memory
Systems, New and Old.
There follows a brief sketch of “Loisette's" career as
obtained from published records. As revealed in Loisette
Erposed, his real name is Marcus Dwight Larrowe, and this
fact is corroborated by President Dwight, of Yale College.
Statistics of the Class of 1854 of Yale College. Collected by M. N.
Whitmore, Class Secretary. Published by order of the Class. New
Haven: Thos. J. Stafford, Printer. 1858.
“Marcus Dwight Larrowe, born in Cohocton, Steuben County,
New York, May 5, 1832.
“Entered Sophomore from class of 1853, a resident of Cohocton,
September, 1851. Student in Yale Law School, 1854–56. Admitted
to the bar of Conn., Feb., 1856.
“Settled as a lawyer in New York City, May, 1856.
(Office at 15 Centre Street.)
“Married to Miss Emily Thompson, of New Haven, Conn., Dec.
11th, 1855.” * .*
A Record of the Class of 1854–Yale. Personal Statistics of thir-
teen years published by order of the Class.
Albany, N. Y., J. Munsell, 82 State Street. 1867.
“MARCUS DWIGHT LARROWE, New York City, son of John
and Elizabeth (Holmes) Larrowe, was born at Cohocton, Steuben
County, N. Y., May 5, 1832. He entered our class at the beginning
of Sophomore year.
“After graduation he was a student in the Yale Law School until
February, 1856, when he was admitted to the Connecticut bar. In
May, 1856, he settled as a lawyer in New York City, and continued
his residence there until the fall of 1859, when he was absent for
some months in the West on business. In the spring of 1861, Lar-
rowe moved to Nevada, and was there engaged in the practice of his
profession.
“In the spring of 1863 he was appointed District Attorney of the
Territory, residing at Carson City. In August, 1863, he was elected
a member of the constitutional convention, and under the constitu-
tion then made, Judge of the Supreme Court.
“He never held the position, however, as the Court failed to re-
ceive the ratification of the people.
“In the fall of 1864, Nevada having been admitted into the
Union, he was elected a member of the State Senate for four years.
“His residence was at Austin, Reese River. In the fall of 1865
he came to New York on a visit, and has now, November, 1866,
made up his mind to remain, and has sent for his family. He mar-
ried Miss Mina Churchman, daughter of James Churchman, Esq.,
of Austin, Nevada, August 16, 1864.”
The Latest Memory Systems and Their Crities. 107
Appendia to Personal Statistics of the Class of 1854 of Yale College.
Prepared by the Secretary, and printed by order of this class.
New Haven: Tuttle, Moorehouse and Taylor, Printers. 1875.
“Marcus Dwight Larrowe. He is a lawyer, making mining
claims a specialty. He is sometimes in New York, sometimes in
Nevada.”
From Trow's Wew York City Directory:
1857–58 Larrowe M. D., Lawyer, 15 Centre, h St. Felix, Brook-
lyn.
1858–59 Larrowe Marcus D., Lawyer, N. Y. Times Bldg., 41
Park Row. *
1859–60 Larrowe Marcus D., Lawyer, 40 Park Row, h 16 Abing-
don pl. ' *
1867–68 Larroue Marcus D., Lawyer, 57 Exchange pl. h St.
Nicholas h.
These published records and the fact that “Professor
Loisette" himself has never been able to produce a testi-
monial previous to 1882, are interesting, by the side of his
repeated public statements that he had taught his Memory
System for thirty years in England.
Let “Loisette’ be judged by his own testimony. te
An interesting comparison may be made between the
claims of his prospectus and his statements under oath in
the case “Loisette vs. Fellows” before the N. Y. Supreme
Court, July 26, 1888.
- * Loisette'8" Prospectus.
“The first and only system that really
rests on nature.” p. 4. * e e
“It is a unique and original device, or
method of fixing in mind the things to be
remembered." p. 7. º º e
“It is wholly unlike mnemonics in con-
ception, process, development and re-
sults.”. Ap., p. 1. { } g º
** Uses none of the “Localitics, "
“Keys,” “Pegs,’ ‘Links,” or ‘Associations'
of mnemonics.” Cover. . . .
“I discovered the Laws of the natural
memory, finding out for myself, by my
own original investigations, how the nat-
ural memory does operate. I am not
aware that these laws had been made
known before their discovery by me, nor
have I heard of anyone making claim to
their discovery since.” p. 20.
“Forward the preliminary fee of $25.57,
which I must receive before I can give
you the exposition of these NEW AND
ORIGINAL PRINCIPLES and explain how
they differ FUNDAMENTALLY in charac-
.and result from all other systems.”
p. 14.
* Loisette’s ” Affidavits.
“Many years ago [1882][deponent] orig-
inated and subsequently composed a
systematic body of methods for training
and developing the memory and attention.
Said system was, as an entirety, in its
conception and practical working, funda-
mentally new.”
[Deponent] did not borrow or copy said
system of memory from the author known
as Dr. Pick, or any other author. [But
how about the principles underlying the
system 1 Pick says of his own book: Here
we have only been able to give the prin-
ciples. . . The practical application
of which they are capable, we explain in
oral lectures.] As such system was worked
out and elaborated, as aforesaid, the same
is new and original.”
Dated New York, July 3rd, 1888.
4. Loſsette.
108 The Latest Memory Systems and Their Critics.
“Many years ago when doing a feat of
memory by means of ‘mnemonics' or ‘ar-
tificial memory,” I was on the point of
failure. Oft-times the so-called
“association' does not recall the object,
word, or phrase it was framed to recall, as
happened to me then, a practiced mnemo-
mist.” pp. 3 and 4.
“In short, my Discovery and the Scien-
tific Developinent which Study and years
of Teaching have enabled ime to impart to
it, afford a Unique Culture of the Natural
Memory, adding to its original capacity an
ENDow MENT, that can only be compared
to the New Scope and Efficiency bestowed
on the ordinary eyesight by the most pow-
erful microscope and telescope,” p. 14.
“Never Forgetting" has been my copy-
right title for the past fifteen years.” Ap.,
p. 1.
N. B. Since the memorable case of
“Loisette vs. Fellows,” this paragraph
has been suppressed,
His lesson papers bear the words “Copy-
right 1886 by Alphonse Loisette,” and
“Entered at Stationer's Hall.” While
at the latter place appears this record of
copyright granted December 81st, 1883:
** Loisettian School of Instantaneous
Memory, 2nd Edition, published, Decem-
ber 29th, 1883.”
“[Deponent] discovered the fundamen-
tal principles of his system of memory
training, mentioned in the Complaint, as
early as about [sic] the year 1849 then 17
years of age. In September, 1849, entered
Yale College as a Freshman] and then
clearly saw the universal applicability of
it, [“precocious youth.”] As early as about
[sic] 1854 he commenced the composition
of the system, and at intervals thereafter
continued his work thereupon, nnd in or
about the first of 1870 had completed its
composition in respect to all subjects what-
soever, and in 1878 commenced to teach it
in its application to learning foreign lan-
guages. About the year 1881 [How does
this tally with “Loisette’s” public state-
ments that he had taught the system for
thirty years in England | he commenced
the business of teaching it in its applica-
tion to all subjects, as a business, profes-
sion and means of livelihood, and has been
engaged in the business of teaching said
system as his regular and sole occupation
ever since that time.”
Dated July 19, 1888.
A. Loisette.
[Deponent] has never published his
said system or any part of it. tº º
[Deponent] has never copyrighted his
said system in Great Britain or in the
United States. -
Dated July 19, 1888.
4, Loſsette,
Significant extracts from the affidavits presented by the
plaintiff “Loisette.”
“It presents no material analogies to that of Dr. Pick.”—Dr.
William A. Hammond, July 11, 1888.
e . “Said System is fully and fairly entitled to be called
novel and
11, 1888.
original.”—Daniel Greenleaf Thompson, New York, July
But on the day before the hearing he makes haste to
modify his previous statement thus:
“Fairly and fully entitled to be called, as an entirety, a
novel and original system.”—Daniel Greenleaf Thompson, July 24,
1888.
“Undoubtedly the plaintiff here and there makes use of
particular devices and methods which are analogous to those employed
by others.”—Daniel Greenleaf Thompson, New York, July 11, 1888.
The Lalest Memory Systems and Their Critics. 109
“The plaintiff's system of memory teaching, in its entirety, is
fundamentally different from that of any other system of memory
training that deponent has ever studied or heard of.”—J. A. Fenton,
New York, July 11, 1888.
tº º “The plaintiff’s system of memory teaching, in its entirety,
is fundamentally different from that of Dr. Pick, or any system of
memory training that deponent has ever studied or ever heard of.”
—M. L. Llolbrook, New York, July 3, 1888.
* * * “The plaintiff differs from Dr. Pick in this—that plain-
tiff combines the figure alphabet with his correlations and applies it
to remembering names, dates, etc. . . . while Pick simply uses
it to compare one word with another.”—M. L. Holbrook, New York,
July 19, 1888.
Extracts from affidavits presented by the defendant
Fellows: º -
. . . “There is no doubt that the principles of the systems of the
said Dr. Pick and the plaintiff are essentially the same. That the
said Loisette is not the original discoverer of the principles set forth
in the book referred to in the complaint is evident when we know
that from the time of Aristotle they have been variously stated and
applied.”— W. W. White, July 13, 1888. Teacher of Natural Method
of Memorizing and Memory Training, New Haven, Ct.
tº e “This affiant has since discovered that said system was
neither new nor original, but that its principles and many of its il-
lustrations are given substantially or literally in Chambers' Encyclo-
padia, or works on memory by Edward Pick, Fauvel, Gouraud and
others, while this affiant had himself many years previously em-
ployed the system of ‘interrogative analysis’ taught by Prof. Lois-
ette, in learning the contents of books, and had himself taught the
same method to others.”—Thos. II. McKee, Assistant Librarian, U. S.
Senate. Washington, D. C., July 9, 1888.
. . . “Loisette's alleged system is simply and only the applica-
tion of Dr. Pick's system to various subjects. Of this anyone of ordi-
nary intelligence ought to be able to convince himself.”—De Witt C.
Taylor, New York, July 14, 1888, Banker and Broker, 18 Wall Street.
. . . “Upon receiving these lessons [deponent] found them in
some ways like, and in some points identical with, those taught by
Prof. Boyd, a teacher of mnemonics, from whom he had received in-
struction years before, notably the “Figure Alphabet,” for the con-
version of figures into words, and to be applied to fixing events, dates,
etc., in the memory ; that much of what remains of Loisette's sys-
tem, so-called, independent and apart from Prof. Boyd’s instruction, is
substantially in Chambers' Encyclopædia under the head of Memory;
that this affiant had anticipated, at least in part, Loisette's so-called
* Interrogative Analysis,” and called the attention of others to the
possibility of memorizing by such a system.”—F. I. Willis, Paymas-
ter-General's Office, U. S. A., Washington, D.C., July 9th, 1888.
g
110 The Latest Memory Systems and Their Critics.
© e “About the year 1859 this affiant was instructed in what
Prof. Loisette claims as his original system of “Interrogative Analy-
sis,” by Prof. J. C. Parks, at Belleville, Illinois; the said system
being used by Prof. Parks in teaching grammar and mathematics;
that Prof. Loisette, in his lectures and books has presented to affiant
no new principle or idea on Interrogative Analysis, having been com-
pletely anticipated, so far as this affiant is concerned, by said Prof.
Parks.”—Charles W. Johnson, Chief Clerk of the Senate, Washing-
ton, D.C., July 11th, 1888.
. . . “’ [Deponent] has paid a great deal of attention to the sub-
ject of memory culture, and in this connection has examined the so-
called Prof. Alphonse Loisette's ‘Loisettian School of Physiological
Memory; or Instantaneous Art of Never Forgetting.” In this work
he has found no idea except such as had become familiar to him
many years previously, both through his own practice and by perusal
of works bearing upon the subject of memory; that in the year 1843
he was instructed in Centreville, Indiana, by a professor of mnemon-
ics in the leading features of what Prof. Loisette's System claims as
his ; that by him he was made familiar with the art of remembering
one idea or word by its being suggested by another idea or word ;
that this suggestiveness depended on similarity or dissimilarity in
sound or meaning, or upon the principle of antithesis, and that the
teaching of such professor in 1843 embraced what Prof. Loisette
now calls Inclusion, Exclusion, and Concurrence ; that this affiant,
in reply to correspondence, has within the past three years examined
a large number of books upon the subject of memory at the Library
of Congress, making himself familiar with the history of the subject
and the various theories of memory, and after such examination says
that the “Art of Never Forgetting” of Prof. Loisette is destitute of
originality in principle or idea.”— W. L. Woods, Washington, D.C.,
July 10, 1888.
The author of “Loisette Exposed" staked more than
$2,000.00 for the purpose of showing “Loisette” and his
Memory System in their true light to the world. The
author assumed all the risks and gave his own time and
labor as a free gift to the cause, pledging from the inception
of the enterprise every dollar of profit to a public reading-
room in the city of Washington. This movement received
the moral and enthusiastic support of many of the leading
citizens of Washington, and the finance committee ap-
pointed to audit accounts were General Rosecrans, Re-
gister of the U. S. Treasury; C. W. Johnson, Chief Clerk
of the Senate; and E. Frank Riggs, of Riggs & Co., Bankers.
On the first appearance of “Loisette Exposed,” Lar-
rowe, better known as “Loisette,” through his attorney,
The Latest Memory Systems and Their Critics, 111
Nelson Smith, as a “feeler,” offered $6,000 for the with-
drawal of the book from the market; but this offer was
met by a prompt refusal and the declaration that as a
legitimate enterprise and not a blackmailing scheme, the
book was in the market to stay. º
Then threats were freely indulged in, but to no effect.
Finally came the injunction from the New York Supreme
Court, restraining the author from the further publication
or sale of the book on the ground that the plaintiff's
“manuscript" had been appropriated. -
THE INJUNCTION.
“Supreme Court of the State of New York.
“ALPIIONSE LOISETTE agst. GEORGE S. FELLows.
“It appearing from the complaint in this action, duly verified, and
from the affidavits of the plaintiff and of Dr. M. L. Hplbrook, dated
respectively July 3, 1888, that the plaintiff demands and is entitled
to a judgment against the defendant restraining him from printing,
publishing, selling, giving away or delivering a printed or other copy
of any part of the plaintiff's system of teaching memory mentioned
in the complaint, to any person or persons whomsoever, and from
advertising the same for sale, and that the commission of such act
during the pendency of this action would produce injury to the plain-
tiff; and the plaintiff having given the undertaking required by law,
it is hereby
“Ordered, That the said defendant, George S. Fellows, and his
agents, attorneys, servants, and all others acting in aid or assistance
of him, and each and every of them, be and they are hereby re-
strained, prohibited, and enjoined, under the penalties by law pre-
scribed, from printing, publishing, selling, or giving away or deliver-
ing a printed or other copy of any part of the plaintiff's system of
teaching memory mentioned in the complaint, and from printing,
publishing, selling or giving away, or advertising for sale the book
mentioned in the complaint, published by the defendant, entitled
‘Loisette Exposed,’ and from removing any of said books from the
premises 25 Bond Street, in the City of New York. &
“This injunction is granted on the ground that the plaintiff has a
right of property, as the author of his system mentioned in the com-
plaint for teaching memory, and that the defendant has got possession
of the plaintiff’s manuscript, as one of his pupils, under a contract
not to disclose any part of the same, and that in violation of the plain-
tiff's rights the defendant is publishing, and threatens to continue to
publish and disclose his said system, to the great injury of the plain-
tiff, notwithstanding he had obtained possession of a copy under an
agreement that he would not communicate the same or any part
thereof.
112 The Latest Memory Systems and Their Critics.
“And it is further ordered, That the defendant show cause before
this Court, at a Special Term to be held at Chambers, in the County
Court-house, in the City of New York, on the 12th day of July, 1888,
at the opening of the Court, or as soon thereafter as counsel can be
heard, why this injunction should not be continued during the pen-
dency of this action, and until the trial and determination thereof.
“Dated New York, July 3, 1888. M. J. O'Brien, J. S. C.”
Never for one moment did the author falter in his de-
termination to fight it out to the bitter end. But his at-
torneys advised that an interminable and expensive legal
contest would be the only outcome. Therefore a com-
promise was assented to which returned all the money
invested and enabled the author to more effectually ac-
complish his original purpose. And the end is not yet !
The compromise was a purely business transaction.
“Loisette” paid over the money and he received in re-
turn the books and plates, and no doubt they were worth
to him all he paid for them. -
No one appeared to show cause why the injunction
should not be made permanent, and thus “literary piracy'”
was “condemned.”
The author signed no agreement nor did he authorize his
attorneys to do so. He gave neither promise nor assurance,
and hence can be guilty of no breach of faith nor lack of hon-
or. Throughout he has been actuated solely by one purpose.
The terms of a compromise out of court are usually re-
garded as confidential, but as “Loisette" chose to adver-
tise “literary piracy,” “condemned,” etc., the author of
“Loisette Exposed " felt quite justified in publishing a
card stating just how the “literary piracy” came to be
“condemned,” and propounding the query: “If ‘Loi-
sette’ had so strong a case, why did he not save his money
and await the issue of the hearing 2" Evidently, he was
not over-anxious to be heard.
Though the defendant signed no agreement, the plaintiff
did, and here it is. The terms are significant and speak
for themselves. At the time this agreement was made and
the money paid over, it was expressly stated by defendant's
attorneys that they could not be answerable for defendant's
future action as he declined to bind himself by any agree-
ment whatsoever.
The Latest Memory Systems and Their Critics. 113
Memorandum Agreement, made between Alphonse Loisette, of the first
part, and George S. Fellows, of the second part.
“In consideration of one dollar, the said party of the first part
agrees that he will not bring any action other than the one already
pending in the Supreme Court of the State of New York, against the
party of the second part, for publishing his system of memory train-
ing, nor bring any action against the party of the second part for
libel, in consequence of anything contained in the book published
by the party of the second part embracing said system, and will waive
all damages claimed in said action now pending, without prejudice,
however, to the right of the party of the first part to prosecute said
action to final judgment for an injunction therein.
“But it is expressly understood, however, that said party of the sec-
ond part shall not hereafter in any way interfere with the said party
of the first part in respect to his business of memory teaching, either
by publishing or attempting the publication of his system, or any-
thing derogatory thereto, or by communicating any part thereof, or
by himself doing any act to the annoyance of said party of the first
part, or by instigating any other person to do any act injurious to the
party of the first part, or his business of teaching memory; and that
he will abide by and obey the injunction in the said action.
“This instrument is made on this express condition: that it shall
be void in case the said party of the second part shall do any act or
thing which, according to the terms hereof he is not to do, or shall
fail to keep and obey the injunction in said action.
“Dated July 25, 1888. ALPHONSE LOISETTE,
By NELSoN SMITH, Atty.”
“I hereby authorize Nelson Smith, Esq., as my attorney, to execute
an agreement on my part between me and George S. Fellows, in such
form as he in his discretion may think fit; that I will not prosecute
my action against said Fellows for divulging my System of Memory,
by publishing the same, or for libel in connection there with. Such
agreement must contain a proviso that it shall be void if said Fellows
violates any provision of it.
“July 22, 1888. A. LOISETTE.”
Supreme Court.
ALPHONSE LOISETTE ce. GEORGE S. FELLOWS. -
The plaintiff hereby stipulates that he will not claim costs in this
action under the offer of judgment, and will not enter any judg-
ment for costs, unless he is required to, and in that case he will im-
mediately execute and deliver a satisfaction-piece of all such costs to
the defendant's attorney.
Dated New York, July 25, 1888.
NELSON SMITH, Pltff's Att'y.
[3" A precocious youth (not thinking that, if he did not have any
8
114 The Latest Memory Systems and Their Critics.
/
property to respond to a judgment to-day, he might have some that
would have to satisfy it hereafter) thought he could communicate an
“idea" of my System, in violation of his contract with me, and, as
he supposed, without any risk to himself l l But I think he will
“never forget” to keep similar engagements hereafter ; for he
found, to his bitter sorrow, that there was more in his contract with
me than he dreamed of. Both briber and bribed got their deserts, as
they always do in such cases. My treacherous pupil found that in
taking money for what he had no right to sell, he was, in this respect,
guilty of getting money under a double false pretence.—Loisette.
Pt. I., p. 17. *
{3^ Another acute youth, intending to practise a fraud on me,
signed my contract, not with his own name, but with a false name,
and thus rendered himself liable to a prosecution for forging another
man's name, with a view to injure me, without, as he hoped, risk to
himself. He will never forget the penalty that always awaits on ras-
cality.—Loisette. Pt. L., p. 17.
[3* A third pupil now awaits with perfect equanimity his “de-
Serts.”—Loisette Erposed. p. 9.
Later.
BALANCE SHEET.
JUNE 25TH TO JULY 25th.
DR. CR.
To printing, advertising, etc... $1,851 04 || By cash from Loisette for 8500
To office expense and incidentals. 396 83 * Loisctte Exposed” and plates
To legal expense . . . . . . . . . . . . . . . 1,232 75 of the same . . . . . . . . . . . . . . . . $4,000 00
Balance for reading-room, known
as “Loisette Exposed Fund "... 519 38
$4,000 00 $4,000 co
NEXT!
The author of “Loisette Exposed ” is free to acknowl-
edge his defeat in the great legal contest, “Loisette vs.
Fellows,” and he takes this opportunity to give public no-
tice that he is open to engagement to accept defeat on the
same terms three times a day for the rest of his natural
life.
The settlement of the case is very like the story of the
man who threatened to whip another man, and then judi-
ciously paid him something to keep out of his way.
Hundreds of letters have poured in from every quarter
of the continent, from Canada to Mexico, largely from
“Loisette” students, who did not fail to express their
opinions of “Loisette,” more than corroborating the rev-
elations of “Loisette Exposed.” These letters and the
affidavits behind them are now ready for business.
The Latest Memory Systems and Their Critics. 114a
A CASE OF MEMORY.
Dr. M. L. Holbrook's Affidavits on behalf
of Plaintiff.
Deponent is the author and publisher of
a book entitled “How to Strengthen the
Memory.” He has a scientific knowledge
upon the subject of teaching memory.
He studied the system of memory under
the plaintiff in this action as one of his
pupils, and acquired a thorough knowl-
edge of the plaintiff's system. He has
studied several other systems of mem-
ory, and made the subject of memory
training a study for Roºne years, and has
a practical knowledge of the subject. De-
ponent has studied the system of memory
known as Dr. Pick's system, and under-
stands it. . . Deponent has been
present at the said premises of the de-
fendant, No. 25 Bond Street, and there
saw a large number of books which the
defendant had in his possession entitled
“Loisette Exposed.” That deponent has
examined some of the copies of such
books, and found the plaintiff's system
embraced in full therein. That the de-
fendant, upon different occasions within
the past week, speaking of his sales of the
said book so published by him, has stated
to this deponent that he was making sales
right along of the book; that he had sent
fifteen hundred copics to Washington, and
that they were being sold very fast, or
words to that effect ; that he had sold
several books to Baker & Pratt.—M. L.
Holbrook, New York, July 3, 1888.
Being familiar with the systems of mem-
ory training of the plaintiff and of Dr.
Pick, respectively, he is enabled to state
that they are substantially different, one
from the other. That the plaintiff differs
from Dr. Pick in this: that plaintiff com-
bines his figure alphabet with his corre-
lations, and applies it to remembering
names, dates, height of mountains, the
length of rivers, the date of a man's birth
and death, or any event that happened at
any time in the history of the world, who
was connected with it, etc.
In other words, plaintiff applies it to all
conditions, while Pick simply uses it to
compare one word with another. That
Professor Loisette's system is much more
extensive than that of Dr. Pick in its elab-
orations and in its methods and applica-
tions.—N. L. Holbrook, New York, July
19, 1888
M. L. Holbrook's Letters to Defendant.
May 5, 1888.-" I studied Loisette's sys-
tem from his London lessons years ago,
and when he came to New York I called
and he explained to me how Pick got his
method, but it was a “whopper” he told.
He always praised my books to my ſace,
but behind my back told people I had no
right to publish the extract from Pick I
did, and pretended he would prosecute
me. I only hoped he would.”
May 9.-" I inclose one of Pick's letters,
I think you can use the facts all you like,
or you certainly can anything in the books
[Middleton's and Appleby’s “Loisette's Art
of Never Forgetting Compared with Mne-
monics"] I sent you. You can, no doubt,
write to Pick himself and get a return
letter, and perhaps a copy of his book be-
fore your meeting comes off. He is evi-
dently an oldish man now, but he still
teaches, and writes me he should visit
America and lecture here.
“Loisette is an American, probably from
New Orleans, and of French descent. He
has coined a lot of money, no doubt. The
only way I could get Pick's book would
be to take it from the Mercantile Library
here and mail it to you, taking the risk of
its loss.”
May 16.-“I mailed you yesterday Pick
on Memory. It was the first hint I got
of Loisette's source of iueſts. I hope you are
safe in publishing. Go sure. I have Prof.
Loisette's Whist Memory in French and
English, but it is worthless. I learn that
it is a copy from an old Spanish book of
1830.”
May 19.-‘‘I think Loisette has elabo-
rated some on Pick, but no doubt got all
his first points from him.”
May 28.-“I learn that very few of
Loisette's pupils ever do anything with
his lessons, but some master the ideas and
use it.”
May 19.-‘‘I suppose my publication of
the extract from Pick in my work has
made him more trouble than little. He
has spoken of it often, and insisted to me
tnat he should soon publish a defence of
himself, and show that he long antedated
Pick. He even explained to me how Pick
got hold of his ideas. When I told him
Pick had becn in the field since 1856 he
rather cooled off. If you can hare a little
notice of my book in your exposé it may
do no harm, though I leave that to you.”
The effect of “How to Strengthen the Memory” upon its
author has been such that it ought to be in great demand.
Price, $1.00. Sent, post-paid, by the publishers of Memory
t * -
Systems, New and Old.
A D D, E N D A .
A RECENT advertisement announces a new book on Mem-
ory and a new System. The author, William L. Evans, has
been “Loisette's" right-hand man at 237 Fifth Avenue
ever since the latter began his career in this country, and,
judging from his first advertisement, one would say that
the well-known modesty of his master and teacher had not
been lost upon him. Though a young man of but “thirty
summers,” and only four years out of college, Mr. Evans
modestly says of himself and his own work:
“Here is a book written by a scholar and a practical
teacher. It is just what men have been seeking for cen-
turies. We admire Mr. Evans' efforts to raise the tone of
the subject and to present it in a manner which cannot
fail to secure confidence. His methods are based upon
sound psychological principles clearly explained.
“Mr. Evans is a man of thirty summers, agreeable in
manner, and a fluent speaker. At an early age he won a
Queen's scholarship at Borough Road Normal College,
London, and distinguished himself as a teacher. In his
subsequent four years' course at the University of Glasgow
he proved himself a thinker of no mean calibre, being a
prize man in mental philosophy and taking his degree in
three departments in 1884.”
Whether this is the Loisette System in disguise or a
new and independent method of greater or less merit re-
mains to be seen. Perhaps it should not excite surprise
that the disciple should ape the master in view of the phe-
nomenal success of the latter.
BIBLIOGRAPHY OF MINEMONICS.
1325–1888.
WoRKs on the training of the Memory, whether known
as Mnemonics or not, have been included.
The Bibliography in its own field—publications in Latin
and English—is believed to be fairly complete, from 1325
to 1888.
Most of the important works in French and German
will also be found here. **
Corrections of errors discovered, or additions suggested,
will be gratefully received.
The following have been freely consulted: Bibliotheca
Americana, Bibliotheca Britannica, American Catalogue,
English Catalogue, Poole's Indea, and Book Chat ; also the
works of Feinaigle, Pick, and Middleton; all of which
contain admirable critical bibliographies, more or less ex-
tended. Where the title is a transcript from a standard
bibliography the source is indicated by a letter or letters
following the title.
In justice to the reader, a few words should be added
with reference to some of the more important books in the
following list: Of Fauvel-Gouraud's Phrenomnemotechny,
the North American Review for July, 1845, said: “This is
one of the most remarkable books it has ever fallen to our
lot to examine. In style, manner, and matter it will here-
after rank among the most curious of the curiosities of lit-
erature.” Dr. Pick's Memory and a Rational Means of Im-
proving It needs no commendation here. The extracts so
fully quoted elsewhere amply attest its merit. Middleton's
All about Mnemonics is simply invaluable to one who
would know something of the different systems and their
history. The perusal of Appleby's Loisette's Art of Never
Forgetting compared with Mnemonics will well repay every
student of Loisette. -

116 Bibliography of Mnemonics. *
Dr. Holbrook's How to Strengthen the Memory is a pop-
ular hand-book, with no pretensions as a system, but
quotes freely the best authorities.
Kay's Memory: What It is, and How to improve It, the
last fourth of which deals with the cultivation of the mem-
ory, might more appropriately be called a Cyclopaedia of
Memory; so replete is it with information on every con-
ceivable topic connected with memory. The author's
broad scholarship and discriminating judgment were never
more successfully enlisted. The Westminster Review calls
it an “excellent, especially erudite, and for the most part
thoroughly scientific treatise on Memory.”
Loisette Erposed gave the entire “Loisette’” System
verbatim, that the public might judge of its merits for
themselves. A comparison with works long antedating it
showed conclusively the absurdity of the claims of the “sole
originator, proprietor, and teacher thereof.” The author
of Loisette Erposed claimed the right to reprint the “Loi-
sette” System on the ground that the author of it had lost
his common law right by publication without copyright.
And it is believed that the final decision of the courts
would have upheld this claim. As a literary production
Loisette Erposed would have fared badly at the hands of
the critics, bearing as it did such evident marks of haste,
more time seeming to have been spent in collating facts
than in giving the work literary finish.
Viewed, however, from the standpoint of its aims and the
results of its brief career it may fairly be called a success.
Cicero: De Ret, lib. iii., cap. 16–24; De Orat., lib. ii.,
cap. 87, 88. .2-’
Quintilian : Inst. Orat., lib. xi., cap 2.
Pliny: Natural History, lib. vii., cap. 24.
Martianus, Capella: Cap. De Memoria, lib. v.
Ammianus, Marcellinus : lib. xvi., cap. 5.
1274(?). Roger Bacon: Tractatus de Arte Memorativa.
MS. at Oxford. P
1325. Thomae Bradwardini Ars Memorativa. MS. in
l British Museum. F.
1430. Ars Memorandi Notabilis per Figuras Evangelis-
Bibliography of Mnemonics. „ 117
tarum vel Memoriale quatuor Evangelistarum.
Small Fol. This is supposed to be the first
attempt towards a system of superficial memory.
1450(?). Tractatus Artis Memorativæ, by a physician of
Perugia. P.
1470. Perusinus, Matheolus: Matheoli Perusini Tracta-
tus Artis Memorativæ. 8°. [bl. let.] F.
1470. Publicius, Jacobus : Jacobi Publicii Ars Memora-
tiva incipit feliciter. 4°. [bl. let.] F.
1475(?). Perusinus, Matt. Tractatus Clarissimi Philo-
sophi et Medici de Memoria. 4°. B. B.
1482. Publicius, Jacobus : In nova mirabilique ac per-
fectissima Memoriæ Jacobi Publicii, prologus
feliciter incipit. 4°. [bl. let.] F.
1485. Publicius, Jacobus: Opera. This includes the
Epitome Artis Orationæ, the Ars Conficiendi,
Epistolæ, and the Ars Memorativa of the Author,
and appears to be the first edition of these works.
4°. Venice. B. B.
1488. Priis, John : Ars Memorativa per Johannem Priis.
Eol. Argent. [bl. let.] F.
1490(?). Petrus Coloniæ : Ars Memorativa. 4°. [bl. let.]
1490(?). Baldwin of Savoy : Incipit Ars Memoriæ vene-
rabilis Baldwini Sabodiensis Medicæ Artis Doc-
toris Eximii. 4°. Paris. [bl. let.] F.
1491. Peter of I{avenna : Foenix Dnni Petri Rauenatis
Memoriæ Magistri. 4°. Venetiis. F.
1491. Ravennas, Pet. : Phoenix, sive Artificiosa Memoria.
Ven. 1491, 4°; Par. 1544, 8°; Vic. 1600, 4°. B. B.
1491. Petrus de Ravenna : Ars Memorativa; went,
through nine editions, viz., ** Phoenix Artis Me-
moriæ, S. Introductio ad Artificiosam Memo-
riam ”; Venetiis, 1491, vols. 4 ; Norimberg. 1501,
vols. 8; Coloniæ, 1506, vols. 4; Parisiis, 1516,
vols. 4 ; Venetiis, 1565, vols. 8 ; Vincentiæ, 1600,
vols. 4; Coloniæ, 1608, vols. 4. P.
1492. Celtes, Conrad: Epitoma in Utramque Ciceronis
a Rhetoricam cum Arte Memorativa Nova.
118
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fol.; Ven. 1560, 1570, fol.; Urb. 1627, 4°. B. B.
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Par apud Hen. Steph. B. B.
Colinaeus, Jacobus: Jacobi Colinaei Campani de
Memoria Artificiosa compendiosum, opusculum
impressit Ascensius. 4° [Paris]. Venundatur in
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Chappusius, Nicholas: Nicholai Chappusii de mente
et memoria libellus utilissimus. 4° [Paris].
Venundatur ubi impressus est in AEdibus Ascen-
sianis. F.
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et Sensato, de Memoria et Reminiscentia, &c.
Venice. B. B.
Fries, Laurenz: A Short Advice, how Memory can
be Wonderfully Strengthened. Strasburg. P.
Themistius, Euphrada: Paraphrasis in Aristotelem
de Memoria, etc. Lat. per Herm. Barbarum. Bas.
1530, 8°. B. B.
Romberch, John: Congestorium Artificiosae Memo-
riae Joannis Romberch de Kyrpse; opus omnibus
Theologis, predicatoribus; confessoribus, advo-
catis et notariis; medicis, philosophis; Arti
liberalium professoribus. Insuper mercatoribus,
nuntiis, et tabellariis pernecessarium. 8°. Ven-
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Aristotle: De Memoria et Reminiscentia, Lat. per
Nic. Leonicum. 8vo. Venice. B. B.
Ryff, Gualth : De Memoria Artificiali et Naturali.
12mo. B. B.
Peter of Ravenna: Memoriae Ars quae Phoenix
inscribitur. 8°. Paris. F.
Gratarolus, William: De Memoria reparanda, au-
genda, servandaque, lib. unus: et de locali velar-
tificiosa Memoria, lib. alter Guill. Grataroli. 8°.
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Gratarolus, William : De Memoria Reparanda Au-
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don. B. B.
Dolci, Lodovico : Romberch’s Congestorium, trans-
lation into Italian. 8°. Venice. F. --
Fulwod, William : The Castel of Memorie: wherein
is conteyned, the restoring, augmenting, and con-
seruinge of the Memorie & Remembrance, with
the safest remedies, and best precepts thereunto
in any wise apperteining: made by Gulielmus
Gratarolus Bergomatis Doctor of Artes and Phy-
sike. Englyshed by Wm. Fulwod. The con-
tentes wherof appear in the Page next following.
Imprinted at London in Fleete-streete by Wm.
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cum comm. Simonis Simonii. Apud Joan. Cris-
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Spangenberg, John : Artificiosae Memoriae libellus,
auctore Joann. Spangenberg. Herd. 8°. Wite-
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Rosselius, Cosmus : Cosmi Rosselii Thesaurus Arti-
ficiosae Memoriae. 4°. Venet. F.
Rosselius Cosma : Thesaurus Artificiosae Memoriae.
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Bruno, Jordan : De Umbris Idearum et Artis Mem-
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Bruno, Jordan : Ars Memoriae. 8vo. Paris. B. B.
Bruno, Jordan : De Compendiosa Architectura et
Complementa Artis Lullii. 12mo. Paris. B. B.
Watson, Thomas : Artificiosae Memoriae Libellus
Authore Thoma Watsono Oxoniensi, Juris Utrius-
que studioso. MS. F.
Dickson, Alexander: De Umbra Rationis et Judicij
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P., Cantobrigiense huc accessit eundem admoni-
tiuncula ad A. Discorsum, de artificiosæ memoriæ,
quamquam publice profitetur venitate. 16mo.
London. B. B
Cope, Stephen: Discours notables des moyens pour
conserver et augmenter la mémoire, avec um Traité
de la Physionomie ou Jugement de la nature des
hommes tiré des traits du visage, et autres parties
du corps ; trad. du Latin de Guill. Gratarol, par
Estienne Cope. 16°, Lyons. F.
Albertus, Joh. Mich.: Joan Mich. Alberti de omni-
bus ingeniis augendæ Memoriæ liber. 4°. IBonon.
IBruno, Jordano : De Imaginum et Idearum com-
positione ad omnia inventionem, et Memoriæ gen-
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Schenkel, Lamprecht : De Memoria, lib. i. Duaci;
lib. ii. Antwerpiæ. P.
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tibus et Effectibus Mirabilibus Artis Memoriæ.
Parisiis. P.
Geswaldi, Philip : F. Philipi Geswaldi Plutosofia.
Patav. F.
Peter of Ravenna : Phoenix seu Artificiosa Memoria
cl. I. V. ID. et militis D. Petri Ravennatis Juris
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sino al 1640. Ronco. 1677. 8 tom. 4°.
Porta, John Baptist : Ars Reminiscendi Joan. Bap-
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Marafiotius, F. H. : F. Hieronymi Marafioti Polisti-
nensis Calabri Theologi De Arte Reminiscentiæ,
per loca, et imagines, de per notas et figuras in
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Philosophorum principum Platonis et Aristotelis
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ina Lingua intra 6 menses docenda. 8°. Argent.
F. -
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vanda. 8vo. Witt. B. B. -
Schenkel, Lambert : Gazophylacium Artis Memoriae;
in quo duobus libris omnia et singula ea quae ad
absolutam hujus cognitionem inserviunt, recon-
dita habentur, per Lambertum Schenkelium Dusil-
vium. His accesserunt de eaderm Arte Memoriae
adhuc 3 opuscula; quorum 1. Joannis Austriaci ;
2. Hieronymi Marafioti. 3. Joh. Sp. Herd. 8°.
Argent. F.
Alsted, Joh. Henry : Joh. Henr. Alstedii Theatrum
Scolasticum. 8°. Strasburg. Herborn. Con-
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et effectibus admirabilibus Artis Memoriae. 12°.
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Alsted, Joh. Henry : Joh. Henr. Alstedii Systema
Mnemonicum. 8°. Franc. F.
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Memoriae et oblivionis complures. 4°. Lips. B. B.
Alsted, Joh. Henry : Joh. Henr. Alstedii Trigae
Canonicae, contains Artis Mnemonica Explicatio.
8°. France. F.
Ravellin, Fr. Mart: Fr. Mart. Ravellini Ars Memo-
riae. 8°. Franc. F.
Galbaicus, Joh. Paep.: Schenckelius detectus: seu,
Memoria Artificialis hactenus occultata ac a mul-
tis quamdiu desiderata : nunc primum in gratiam
optimarum artium, ac Sapientiae studiosorum luce
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et mirifice probarunt, ut ex sequentibus notum
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et minoris Metaphysica, Physica et Technica His-
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latine nunc primum vertit, Fed Morell. Paris. F.
Paep, Joh. : EISATQTH, seu Introductio Facilis in
Praxim Artificiosae Memoriae. 12mo. Lugd.
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Naulius, Adam : Inaestimabilis Artis Memorandi
Thesaurus, ex variis optimisque authoribus de-
promptus, ab Adamo Naulio, Rheto. Sacerd. et
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in 3 Libris Nec non de Memoria Naturalifonenda,
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Ars Memoriae localis, plenius et luculentius ex-
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Velasquez, Joan : D. Joannis Velasquez de Azevedo
Fenix de Minerva y Arte de Memoria que en-
senna sin maestro à prender y retenir. 4to.
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Carbonnell, Hugo: Artis Lullinae, seu Memoriae
Artificialis Secretum explicitum, Oratoribus et
Praedicatoribus utilissimum per R. P. F. Hugo-
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tratta della Memoria locale e del modo facile per
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made plaine by Henry Herdson, late Professor by
Publick Authority, in the University of Cambridge,
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may readily be remembered; and in what Chapter,
each particular passage is recorded. Written
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for the Help and Profit of Memory. 8vo. London.
B. B. -
Ars magna et admirabilis Speciminibus variis con-
firmata, qua Pandectarum Tituli eorumque praeci-
pua Materia ope Figurarum emblematicarum, bre-
vissime, jucunde et tenaciter, memoria imprimi,
firmiter contineri, et opportune in usum transferri
possunt : In maximum commodum legis Studiosi.
8°. Lugd. Bat. F.
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Tornaci, et alibi editorum. 8°. Leodii. F. -
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ad imbecilles Memorias corroborandas. 8°.
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1701. Buffier, Claude: Pratique de la Mémoire artificielle
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l'Histoire Universelle, &c. 3 vols. Paris. B. B.
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1715. Erhardt, Thomas : Ars Memoriæ, sive clara et per-
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burg. B. B.
1723. Cannac, P. : Pb. Dissertatio Physica de Memoria.
4to. Geneva. B. B.
1730. Grey, Richard: Memoria Technica ; or, a New
Method of Artificial Memory, applied to and ex-
emplified in Chronology, History, Geography, As-
tronomy ; also Jewish, Greciam, and Roman
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ing to Calculate. 18mo: 1s. London, Houlston.
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Rapid Music. Part I. 1s. Memory-Aiding Music
Staff. 1s. Memory-Aiding Music Scales. 1s.
JPocket Key-Board. Piano, &c. 1s. Pictorial
Multiplication. In Book or Sheet. Is. Memory-
Aiding Extended Multiplication Table. 6d. His-
torical Chronometer. 2d Edition. 4to, paper
case. 1s. Mnemonical Globe. 17th Thousand.
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i
ſ
PERIODICAL LITERATURE.
Mnemonics, Chambers’ Journal, 43:619. . . . . . . . . . . . . I866
Revue de Mnémonique (Monthly), Ed. by
Abbé Chavauty....................... 1886
La Nature....... © e º e de e º e º e e e s e e Jan. 29, 1887
Memory (O. A. Brownson), Democratic Review, 12:40 1843
Southern Literary Messenger, 4:680. . . . . . . . 1838
Fraser, 29:546. . . . . . . . . . . . . . . . . . . . . . . . . . 1843
Museum of Foreign Literature, 5:391....... 1824
(J. Hamilton) Good Words, 5:148.......... 1861
Same article, Eclectic Mag., 62:104 . . . . . . . . 1838
(A. J. Faust) Appleton's Jour., 24:524. . . . . . 1880
(R. Usher) People's Jour., 7:244. . . . . . . . . . . 1848
Chambers’ Jour., 54:349. . . . . . . . . . . . . . . . . . 1877
Blackwood's, 128:421. . . . . . . . . ... • * * * * * * * * * 1880
Same article, Eclectic Mag., 95:729........ 1867
Christian Observer, 34:517, 581. . . . . . . . . . . 1834
(W. E. McCann) F. L. Pop. Mo...... Jan., 1887
Educational News, 8:519 . . . . . . . . . . . . . . . . . 1883
Bibliography of Mnemonics. 137
Md. Educ. Jour. 1:41, 78, 103, 132, 172,
206, 306, . . . . . . . . . . . . . . . . . . . . . . . . . . 1867–8
Westminster Review, 130: 173, . . . . . . . Aug., 1888
And Absence of Mind, All the Year Round,
26:365 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1871
And Its Caprices, Littell's Living Age, 34:606 1851
And the Will, Littell's Living Age, 139:56... 1878
Art of, Amalectic Mag., 4:117. . . . . . . . . . . . . . 1814
— (F. Bowen) No. Am. Rev., 61:260..... 1845
— Chambers’ Jour., 42:342. . . . . . . . . . . . . 1865
Artificial (R. J. Wilmot), London Quar. Re-
view, 9:125 . . . . . . . . . . . . . . . . . . . . . . . . . . 1813
Cornhill, 29:581. . . . . . . . . . . . . . . . . . . . 1873
Same article, Eclectic Mag., 83:18. . . . . . . . . 1874
Artificial Dublin Rev., 81:172. . . . . . . . . . . . . 1877
(W. E. McCann) F. L. Pop. Mo... May, 1887
Assoc. of Ideas (A. Bain), Mind . . . . . . April, 1887
As an Intellectual Power, Littell's Living
Age, 84.513. . . . . . . . . . . . . . . . . . . . . . . . . . 1864
Can the M. be cultivated? (5. C. Dent) Mā.
Sch. Jour. 2: 110. . . . . . . . . . . . . . . . . . . . 1875
Canine, Welcome Hour. . . . . . . . . . . . . . Sept., 1886
Cultivating the (Thos. Lucy), Md. Sch. Jour.
8; 415. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1876
Cultivation of (W. E. McCann), F. L. Sun.
Ma9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . July, 1887
Curiosities of (A. Young), Lakeside, 8:128.. 1872
Chambers’ Jour., 51:157. . . . . . . . . . . . . 1874
Double (G. C. Robertson), Mind, 1:552..... 1876
Essence of, Dublin Univ. Mag., 92:95. . . . . . 1878
Experiments in, Science, 6:198. . . . . . . . . . . . 1885
Tallacies of (F. B. Cobb), Galaxy, 1:149... 1866
Feinaigle's New Art of, Eclectic Rev., 18:321 1813
Great, F. L. Pop. Mo. . . . . . . . . . . . . . April, 1887
Heredity of (H. D. Valin), Mind in Nature,
May, 1886
Illusions of, Cornhill, 41:416. . . . . . . . . . . . . . 1879
Same article, Littell's Living Age, 145:432. . 1879
Same article, Eclectic Mag., 94:686 . . . . . . . . 1879
In Education, Westm., 2:393. . . . . . . . . . . . . . 1876
138 Bibliography of Mnemonics.
Keys of, Temple Bar, 13:202 ............. 1864
Morbid, Once a Week, 3:285. . . . . . . . . . . . . . 1860
Offices and Moral Uses of, Christian Exam.,
56:209. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1853
Of Faces, Spectator, 58:1258. . . . . . . . . . . . . . 1885
Our Powers of (I. F. Mayo), Leisure Hour,
Nov., 1887
Phenomena of (S. H. Dickson), Lipp., 3:189. 1868
Physiological (R. W. Brown), Sc. Am. Sup.,
No. 429. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1884
Process of (I. Orr), Am. Jour. Sci., 23:278... 1832
Remarkable Cases of (W. D. Henkle), Jour.
Spec. Philos., 5:6... . . . . . . . . . . . . . . . . . . . 1871
Pop. Sc. Mo., 16:428. . . . . . . . . . . . . . . .
Retentive Power of (A. Bain), Fortn., 10:237 1868
Ribot on (J. Sully), Mind, 6:590 ... . . . . . . . 1881
Training of, Science, 8:582. . . . . . . . . . . . . . . 1886
Tricks of, Knowledge. . . . . . . . . . . . . . . . Jan., 1888
Unconscious (G. J. Romanes), Nature, 23:285 1880
Use and Culture, Phren. Jour. . . . . . . . Sept., 1887
vs. Reason, Tinsley, 9:183. . . . . . . . . . . . . . . . 1871
Where and How We Remember(M. A. Starr),
Pop. Sci. Mo., 25:609. . . . . . . . . . . . . • * * * * i884
Why do We Remember Forwards? (F. Brad-
ley), Mind . . . . . . . . . . . . . . . . . . . . . . . Oct., 1887
Wonders of, Chambers’ Jour........... July, 1886
Memories, Good, Every Sat., 11:618. . . . . . . . . . . . . . . 1871
Great, Dublin Univ. Mag., 60:377 . . . . . . . 1862
Retentive, Pop. Sci. Mo., 14:690 ........
MEMORY REFERENCES.
BOORS CONTAINING IMPORTANT REFERENCES ON MEMORY. .
Abercrombie, J.: The Intellectual Powers. 18mo. 75c.
New York. 1835.
Buck, A. H.: Ref. Handbook of the Med. Sc. Imp. 8vo, 8
vols. New York. Wood. 1887. (Article: “Memory,
Disorders of,” Dr. I. C. Rosse.) -
Bibliography of Mnemonics. 139
Butler, Samuel: Unconscious Memory. Cr. 8vo. 7s 6d.
London. Trübner. 1880.
Carpenter, W. B: Principles of Mental Physiology. 12mo.
$3.00. New York. Appleton. 1874.
Creighton, C.: Unconscious Memory in Disease. 12mo.
$1.50. New York. Wail. 1887.
Hering: Ueber das Gedächtniss als allgemeine Function
der organisirten Materie. 2te Auflage. Wien. 1876.
Laycock, T.: Mind and Brain. 2 vols. 12mo. $7.00. New
York. Appleton.
Lewes, G. H.: Physical Basis of Mind. 8vo. $3.00. Bos-
ton. 1877.
Luys, J.: The Brain and its Functions. 12mo. $1.50.
New York. Appleton. 1882.
Maudsley, H.: Physiology and Pathology of the Mind.
8vo. $3.50. New York. Appleton. 1867.
Maudsley, H.: Body and Mind. 8vo. $1.50. London and
New York. Macmillan.
Ribot, Th.: Diseases of Memory, from the French, by W.
H. Smith. 12mo. $1.50. New York. Appleton. 1882.
Ribot, Th.: Diseases of Memory, from the French, by J.
Fitzgerald. 8vo. 15c. New York. Fitzgerald. 1883.
Watts, Isaac : Improvement of the Mind. 16mo, 50c.
New York. 1849.
Winslow, Forbes: On the Obscure Diseases of the Brain.
8vo. $4.25. Philadelphia. Lea.

IIND E X.
Affidavits, 107–110, 114a
Addition and Subtraction, 88
Abercrombie, 138
Aguilera, 186
Albert, John M., 120
Albertus Magnus, 118
Alsted, John H., 121
Anacardina, 136
Appleby, F. L., 49, 134, 135
Apsines, 122
Aretin, J. C. von, 127
Aristotle, 102, 118, 119
Assigny, de, 22, 125
Audibert, M., 135
Bacon, J. H., 45, 132
Bacon, Roger, 116
Balance Sheet, 114
Baldwin of Savoy, 117
Bassle, 57, 130
Beattie, James. 126, 127.
Begg, E. W., 57, 134
Belke, Thomas, 125
Bell, A. M. 134
Belot, Jean, 123
Beniowski, 32, 129, 130
Berbrugger, Adrien, 128
Besset, Fred.
Backhusy, Arnold, 123
Books at one, Reading, 10
Boyd, A. S., 135
Bradbury, H. P., 132
Brancaccio, Jo., 125
Brayshaw, Rev. T., 39, 181
Bradwardin, Thos., 12, 116
Bruno, Jordano, 11, 119, 120
Brux, Dr., 16, 121
Buffier, Claude de, 23, 125
Butler, Sam’l, 139
Calendars, Mental, 78
Campensis, Claud, 12, 118
Caunac, P., 125
Carbonnel, Hugo, 122
Cards, playing, 87
Carpenter, 139
Castilho, 36, 131
Celtes, 13, 117
Chapman, D., 132
Chappusius, Nicholas, 118
Chase, S. C., 57, 132
Chavauty, Abbé, 57, 135
Chess, blindfold, 81
Coglan, Thomas, 30, 128
Cohen, Gustavius, 59, 135
Colinaeus, Jacobus, 118
Collins, J., 133
Conti, 136
Cope, Stephen, 119
Copland, Robert, 136
Creighton, C., 139
Crowther, G., 48, 133
Crushius, Melchior, 120
Cuirot, Adrian le, 122
Cumming, J. G., 57, 182
Dalziel, Allan, 54, 134
Dannhawer, J. C., 123
Darby, W., 129
Day, W., 39, 131
Dejeans, l’Abbé, 132
Demangeon, 130
Dickson, Alex., 119
Dolci, Lodovico, 118
Dominoes, 87
Draughts, 81
Dwight, T. W., 130
Ebbinhaus, Herr von, 135
Erhardt, Thomas, 125
Evans, 126 -
Fairchild, H. J., 41, 132, 138
142
Indea.
Falster, Christian, 125
Fauvel-Gouraud, 115, 130
Feinaigle, Gregor von, 27, 129
Fellows, G. S., 135
Feyjoo, Fr. B. J., 126
Figures, 84
Fitch, 133
Fitz-Simon, E. A., 134
Fludd, 16, 122
Forget, How to, 89
Fowler, O. S., 131, 132
Fries, Laurenz, 13, 118
Fulwood, Wm., 119
Galbaicus, John P., 121
Gayton, J. R., 35, 128
Geography, 70
Gesvaldi, Philip, 120
Girdlestone, E. D., 57, 133
Goodluck, W. R., 57, 129
Godoy, 123
Gouraud, 115, 130
Graffe, 126
Grammar, 72
Granville, J. M., 134
Grey, Richard, 25, 125, 127
Gratarolus, Gulielmus, 14, 118,
119
Guivard, 125
Hallworth, T., 131
Haney, J. C., 57, 133
Harris, L. H., 131
Hartley, 57, 134
Hawley, E. H., 135
Hay, 126
Head, F. W., 57, 133
Hedley, Allan, 135
Hell, Maximilian, 126
Herdson, Henry, 18, 123
Herring, 139
Hill, William, 57, 131, 133, 134
History, 69
Holbrook, M. L., 114a, 116, 135
Imeson, W. T., 57, 130, 132
Injunction, 111
Interrogative Analysis, 104
Jackson, G., 30, 128, 130
Jazwinski, 130
Johnson, L. D., 57, 131
Jones, John, 57, 125, 131, 133
Jukes, Mrs., 57, 130
Kästner, Chr. A. L., 126, 127, 129
Kay, David, 116, 135
Key, 67
Kircher, 11, 124
Kirkman, Rev. T. P., 27, 132
Klüber, J. S., 126
Knight's Tour, 85
Knott, R. R., 57, 130
Kothe, Herman, 38, 131, 132
Lancionus, Sempronius, 121
Languages, 75
Laurie, Thos., 57, 134
Laws, T. F., 35, 130
Laycock, T., 139
Leadbetter, H., 124
Lecturing, 75
Leibnitz, 20
Lewes, G. H., 139
Loisette, 44, 55, 97, 135
Loisette exposed, 110, 116
Loisette vs. Fellows, 107
Lowe, Solomon, 125
Lully, Raymond, 11, 123
Luys, J., 139
Macaulay, Jas., 57, 183
Machan, K, 130
Mackay, Rev. A., 47, 133
Maclaren, T., 46, 133
Mailath, Johann von, 130
Maudsley, H. 139
Manners, J. M., 128, 135
Marafiotius, F. H., 120
Megiserus, 136 -
Meyssonerus, 123
Middleton, A. E., 134, 135
Miles, Pliny, 37, 131
Miller, Adam, 135
Moigno, Abbé, 53, 132, 134, 136
Moirans, Epiphanius de, 136
Morgenstern, 127
Morhoff, 24, 126
Murden, J. R., 128
Music, 71
Naulius, Adam, 17, 122
Needham, S. 57, 128
Nelson, 136
Nemos, W., 133
Noble, J. H., 54
Indea. f
143
Numbers, 84
Otto, Carl (Reventlow), 36, 130,
131, 132
Paep, Joh., 122
Paris, Adrien
Paris, Aimé, 32, 128, 129
Parker, L., 132
Peckstone, T. S., 57, 128
Perusinus, Matheolus, 117
Petrus Calomal, 117
Phoenix, 131
Pick, Dr. Edward, 41, 96, 132,
135
Pike, R. & W. C., 57, 130, 131
Poetry, 73
Porta, J. B., 15, 120
Prevost, E., 131
Priis, John, 117
Prose, 73
Publicius, Jacobus, 117
Ravellin, Martin, 121
Ravennas, Peter, 117, 118, 120
Relton, Wm., 133
Reporting, 75
Reventlow, Carl Otto, 36, 130, 131
Ribot, Th., 139
Roeder, Paulus, 126
Romberch, John, 13, 118
Rosselius, Cosmus, 119
Ryff, Gualth, 118
Sagardelle, le
Sambrook, J., 51
Saunders, R., 123
Sayer, T. A., 57, 133
Schenkel, Lamprecht, 15, 120,
121, 122
Shaw, Rev. John, 21, 26
Simonides, 10
Siri, Victor, 12, 124
Slater, Mrs. , 57, 133
Snooke, 57, 129
Sommer, Martin, 15, 121
Sowersby, 123
Spangenberg, J., 119, 120
Stokes, Wm., 41, 133, 134
Table, Memory, 68
Themistius, Euphrada, 118
Todd, J. H., 129
Tyas, 133
Valierus, Andrew, 122
Valpy, 57, 126, 130
Wera, A. Ferreya de, 136
Velasquez, Joann, 122
Voisin, W., 131
Waldegrave, Robert, 120
Wallis, John, 124
Watson, Thomas, 15, 121, 136
Watts, Isaac, 139
Whist, 82
White, W. W., 97, 135
Williams, B. L., 46, 133
Willis, John, 17, 121, 124
Winslow, Forbes, 139
Wollacott, T. C., 35, 134
Winckelmann, 19, 123
Younghusband, 57, 134
IMEMORY BOOKS
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Kay, David : Memory, What it is, and How to Im-
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Holbrook, M. L.: How to Strengthen the Memory... 1.00
White, W. W.: Natural Method of Memorizing and
Memory Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5.00
Pick, Edward : Memory and its Doctors. . . . . . . . . . . . 0.40
Stokes, William : On Memory. . . . . . . . . . . . . . . . . . . . 0.40
Middleton, A. E.: All about Mnemonics. . . . . . . . . . . . 0.40
Appleby, F.: Phonetical Memory. . . . . . . . . . . . . . . . . . 0.40
Maclaren, T.: Systematic Memory. . . . . . . . . . . . . . . . . 0.40
Granville, J. M.: Secret of a Good Memory. ........ 0.40
Fitz-Simon, E. A.: Historical Epochs, with System of
Mnemonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0.50
Appleby, F.: Loisette's Art of Never Forgetting Com-
pared with Mnemonics....... • - - - - - - - - - - - - - - - - - 0.15
Appleby, F.: Natural Memory. . . . . . . . . . . . . . . . . . . . . 5.00
Ribot, Th.: The Diseases of Memory. Paper, 15 cts.
Cloth, 1.50
Middleton-Fellows: Memory Systems, New and Old, with
Bibliography of Mnemonics, 1323–1888. (“All About
Mnemonics,” with additions.). . . . . . . . . . . . . . . . . . . 0.50
INETTE's MEMORY SISTEM ANALTED&CRITICISED.
By F. APPLEBY, C. E.
SYNOPSIS OF CONTENTs: Evidence pro and con ; Loisette's
2 Principles compared with Dr. Pick's—a remarkable coin-
cidence ; How to learn one hundred riddles; The Instan-
taneous Gordian Knot compared with Dr. Grey's law of
repetition ; The Professor's “Great Discovery” anticipated;
Loisette's Key and Stokes’ Key—another remarkable coin-
cidence; Fauvel-Gouraud's American System of 1850, used
by Loisette in 1882; Loisette's Infallible Almanac com-
pared with that of Stokes; The Kings and Queens of Eng-
land; Loisette's “Homophones” compared word by word
with the “homophonic analogies” of other mnemonists:
which is original, the old or the new 2 The Knight's Tour;
How to learn the contents of a book in one reading; Loi-
sette's method anticipated in 1866; Loisette's Whist Mem-
ory. The whole being a searching comparison of the prin-
ciples and applications of Loisette's system with the systems
of Dr. Grey, Kothe, Carl Otto, Castilho, Dr. Pick, Fauvel-
Gouraud, Rev. J. H. Bacon, Lyon-Williams, Aimé Paris,
Stokes, Middleton, Appleby, and others.
“Mr. Appleby gives facts and proofs in support of his contention
that the Loisettian system is based upon Mnemonics, and that where
it differs at all, the difference is so slight that it is hard to distin-
guish the variation.”—Schoolmaster.
* “Mr. Appleby certainly makes a strong case against the “pro-
fessor.” He proves step by step that instead of Loisette's system be-
ing ‘wholly unlike mnemonics’ as claimed, the very reverse is the
case; and he also shows that what has been considered the special
feature of the Loisettian system (viz. ‘correlations') was taught by
Dr. Pick at least 25 years ago. Mr. Appleby has, apparently, gone
to a great deal of trouble to obtain facts, and the whole forms an
exposure unique and complete.”— Workington New8.
“He shows that the author of the “Art of Never Forgetting ' is
indebted to the mnemonists, and that his “art' is only one of the
many systems of mnemonics that have been invented, superior in
some points, but inferior in others.”—The Northern Weekly Leader.
Any of the above books sent postpaid on receipt of price.
G. S. FELLOWS & CO.,
PUBLISHERS AND BOOKSELLERs,
Headquarters for Memory Books,
25 BonD STREET, NEw York.
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