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diff --git a/old/55509-8.txt b/old/55509-8.txt deleted file mode 100644 index a33d54e..0000000 --- a/old/55509-8.txt +++ /dev/null @@ -1,3736 +0,0 @@ -The Project Gutenberg EBook of Miller's Mind Training for Children, Book 3 -of 3, by William Emer Miller - -This eBook is for the use of anyone anywhere at no cost and with -almost no restrictions whatsoever. You may copy it, give it away or -re-use it under the terms of the Project Gutenberg License included -with this eBook or online at www.gutenberg.org/license - - -Title: Miller's Mind Training for Children, Book 3 of 3 - A Practical Training for Successful Living; Educational - Games That Train the Senses - -Author: William Emer Miller - -Release Date: September 8, 2017 [EBook #55509] - -Language: English - -Character set encoding: ISO-8859-1 - -*** START OF THIS PROJECT GUTENBERG EBOOK MILLER'S MIND TRAINING VOL. 3 *** - - - - -Produced by MFR, David E. Brown and the Online Distributed -Proofreading Team at http://www.pgdp.net (This book was -produced from images made available by the HathiTrust -Digital Library.) - - - - - - - - - - MILLER'S - MIND TRAINING - _for_ - CHILDREN - - _A Practical Training - for Successful - Living_ - - _Educational Games - That Train - the Senses_ - - WILLIAM E. MILLER - _AUTHOR AND PUBLISHER_ - Alhambra, California. - - - - - BY - WILLIAM E. MILLER - ALHAMBRA, CALIFORNIA - - AUTHOR OF - _The Natural Method of Memory Training_ - - COPYRIGHT 1920 - COPYRIGHT 1921 - - WILLIAM E. MILLER - - ALL RIGHTS RESERVED - INCLUDING FOREIGN COPYRIGHTS - - - - -HELPING YOUR CHILDREN IN SCHOOL - -CONTENTS--BOOK THREE. - - - Helping Your Children in School 7 - - To Remember What You Read 8 - Visualization the Greatest Aid 9 - The Artist's Picture 10 - The Author Is an Artist 11 - The Dead Line 13 - The Student's Review Sheet 14 - Longfellow's Picture--Evangeline 16 - - Helps for Learning Verbatim 17 - Alliteration and Alphabetical Sequence 18 - "Thinking" 19 - "Vision" 20 - Bridging the Gaps 21 - "The Things Divine" 23 - - Remembering What You Hear 25 - - Mastering Difficult Lists 27 - Learning the Presidents 29 - - Studying Anatomy 31 - - Becoming a Good Speller 32 - The Spelling Cards 35 - - The Game of Word Making 37 - - The Game of Salvaging Words 38 - - The Game of "The Camels Are Coming" 39 - - Learning Synonyms 39 - - The Study of Geography 40 - Learning the Groups of States 44 - Puzzle Maps 46 - The Blank Map 47 - The Geography Game 47 - The Travel Game 50 - - Studying History 51 - Remembering Dates 52 - The History Game 56 - The Game of Famous Men 57 - - Studying Mathematics 58 - The Mental Blackboard 61 - Exercises in Manipulation 61 - Learning Rules 62 - Fractions 63 - The Multiplication Tables 64 - The Multiplication Game 64 - Tables of Weights and Measures 69 - Visualizing Geometry 71 - - Aids in Studying Chemistry 73 - Chemical Formulae 74 - Hardness of Substances 74 - Atomic Weight Tables 76 - - Learning Foreign Vocabularies 76 - - Studying Music 79 - - Speaking in Public--Outlines 81 - - Review Your Studies 82 - - A Word to Students 84 - - It Can Be Done (Poem) 86 - - Value for Forgetting 87 - - To Remember Playing Cards 88 - - Mastering Roberts' Rules of Order 91 - - Aids for Bible Students 95 - Books of Old Testament 95 - Books of New Testament 96 - - Rhyme Often Helpful 98 - - Learning the Telegraphic Code 99 - - The Knight's Tour 105 - - A Last Word 110 - - - - -HELPING YOUR CHILDREN IN SCHOOL - - -The principles given in books one and two, leading to the development -of the child's faculties find their greatest usefulness in school work. -They will apply to every part of the child's work and aid in solving -any of his problems. - -This is the demonstration ground and the time and efforts spent in the -preceding games and exercises will manifest themselves in progress in -school. - -It is best for the child to make his own applications. You can, of -course, suggest and aid, but he should make his own picture wherever -possible. The one making the effort receives the reward--which is -development. The child will recall the idea which he works out for -himself more easily than those worked out for him, even though the -latter may seem better. - -The following pages will be given over to suggestive ideas as to how -the principles may be applied to different lessons. Only a certain few -concrete illustrations will be given, as the working out of the details -would rob the child of the opportunity and development to be gained by -doing the work himself. - -Children always learn the alphabet by pictures. Alphabetical books and -blocks are made this way. This is because the child learns easily and -quickly by this method. What is true in the early years is true in the -later ones as well. Do not allow him to get away from this principle of -learning by pictures. Follow the plan of teaching every thing possible -by sight. Go out of your way if necessary to show him the thing he is -reading about. - -The suggestions under "The Mind's Eye and The Story" in Book Two should -be continued. When the child has learned to read have him pause and -visually review what he has read, that is, to stop and see a mind's eye -picture while the book is closed. - - -To Remember What You Read - -The inability to remember what we read is without doubt a general -failing and the greatest handicap to students. - -Two of the objects to be gained by time spent in study are a thorough -understanding of the subject matter and to so fix the thought in mind -that it will be available for future use. It is well to realize that -the scanning of the modern newspaper and careless or rapid reading -causes many adults to forget what they read. We can so educate the -physical eye that it can read an entire paragraph, or page while the -brain is dormant and does not accept the impressions intended by the -author. Often the physical action of turning the page awakens you to a -realization of the fact that you have read the page but have absolutely -no knowledge of its contents. - - -Eye and Brain Must Work Together - -This habit of careless reading must be avoided and for successful study -the child should be aided in forming the visualizing habit. - - -"Thought Leads to Knowledge" - -We cannot gain knowledge merely by reading. The value of reading is -in the thought that it stimulates in the mind. We exercise muscles to -get strength. You must aid the child in exercising his mental muscles -by thinking in order to get mental strength. It is not what he reads, -but what he thinks concerning what he reads that becomes his, and -contributes to his education. Reading which stimulates no thought is a -waste of time. - -The disappointment felt in the lack of progress after time spent in -study is not that we forget, but that we do not really "GET." This lack -can be largely avoided in the child's training if you are willing to -help in forming right habits. - - -Visualization the Greatest Aid - -The principle of visualization, as discussed in the first book, will -prove of the greatest aid, because it is the natural method of using -the mind. - -To visualize the thought of the author will stimulate thinking, will -increase the understanding of the subject matter, and at the same time -make the strongest impression upon the brain and thus help him to -remember. - - -The Mississippi Captain - -An excellent illustration of the use and value of visualization in -learning and remembering was given by an old captain of a Mississippi -River steamer. "Do you know how I learned the river," he asked; "well I -just lay in bed nights and made a picture in my mind of the river and -the course I had to steer. Then I would go over the picture and see -every detail of it and review it several times. I'd sail up and down -that river several times each night, I'd see every landmark and every -danger point on each trip. That's the way I learned it and I became -a captain when I was younger than many men who had sailed the river -longer than I had." - - -The Artist's Picture - -When an artist seats himself before a new canvas he knows definitely -what he is going to place upon it. He either has a model before him, or -in his mind's eye sees a beautiful picture. He will give weeks, months, -or even years of effort in order to place upon that canvas a picture -equal in perfection and beauty to the one which he sees. - -Notice that a mind's eye picture is often the starting point of the -artist. He strives to place upon the canvas the reproduction of the -idea which he sees in his mind. He finishes and exhibits his work; you -look upon the picture with your physical eye and through its agency the -result of the artist's effort becomes a picture-impression upon your -brain. You see what he saw, and the longer you gaze at the painting and -the greater amount of detail you perceive, the more vivid it becomes -and the stronger the impression upon your mind, therefore, the more -perfect the memory of the picture. This is true of your own mind's eye -picture for memory purposes. - - =The more detail you see in your memory pictures and the longer - you continue to visualize them, the stronger their impression.= - - -The Author Is an Artist - -In a similar manner an author sits down with his paper and ink. He -sees in his mind a picture which he strives to paint. He endeavors by -his mastery of words to induce you to see what he sees. He also is an -artist, his canvas is your brain, and if he succeeds it is there he -must impress a picture. The words on the printed page and the function -of your eye are simply agencies through which he must work. - -Words are vehicles of thought and they are the author's colors; their -function is to reproduce objects and conditions; by their use the -author conveys to your brain the impressions of size, color, form, -arrangement and every detail of his thought. A very few words will -create a wonderful picture, which would require hours for the artist to -paint. - -When you look at the artist's painting your brain sees a picture. The -writer, however, is using a code requiring translation by the reader. -Words do not form pictures, they are merely agencies by the use of -which you can guide your mind's eye in the formation of a real mental -impression. The author succeeds in his effort just in proportion as -you succeed in forming a picture of what he is describing. When you -rob the canvas of your brain of the impression the author strives to -place there, by letting your eyes pass over the words so rapidly that -your mind's eye forms no picture, then the author has failed. The mere -reading of words makes no lasting impression upon the mind, but the -forming of visual pictures does. You remember best those books which -have consciously or unconsciously formed picture impressions on your -brain. What you can now recall of what you have read is largely the -recollection of these pictures. - -Keep this illustration and these facts in mind in helping your -children. Urge them to properly use the visual faculties and train -their mind's eye to work with the physical eye. - - -Must Read Slowly - -Words are vehicles of thought and are used by the author to convey -pictures to the mind, but at first the mind's eye is unable to picture -the thought as rapidly as the physical eye can read. The first -essential to remembering what you are reading is to read slowly, -hesitating occasionally, to be sure that a picture is being formed. - - -The Dead Line - -Never read more than a single paragraph without stopping to test your -understanding of what you have read. At the end of each paragraph there -should be a dead line; in fact there is a dead line and he who reads -carelessly and quickly beyond this line need not expect to remember. -Put your finger between the pages, close the book, and review the -thought of the paragraph. Now make a definite effort to visualize the -picture in the author's mind. It is true that some passages make an -easier mind's eye picture than others, but all will make one which can -be used to help in formulating a definite understanding of the author's -thought. - -You cannot visualize a thing which you do not understand. The aim -of your study is to comprehend the author. To visualize the thought -of the paragraph will test your understanding. Making of a definite -picture will increase your knowledge of the essentials. Form the habit -of visualizing what you read. Do not be handicapped by doubt. Make an -effort to formulate the main facts of the paragraph into an expression -of your own. If you are by yourself, where you can do so, state your -thought audibly, not in the words of the author, but express the -thought and the facts accurately in your own words. - - =No knowledge is yours until you can tell it to some one else.= - -Use this test and tell it to some one, or if no one is handy tell it to -yourself, but do it audibly. This forces a definite expression which -can only come from a definite understanding. Parents should question -their children and encourage them in telling what they are reading and -studying about. The audible expression demands definite knowledge. - - -The Student's Review Sheet - -If the child is reading something which he will wish to review, as in -studying a lesson, a good plan to follow is to have a pad of paper by -the side of the book. After reading the paragraph write down upon the -pad the expressions and thoughts which the paragraph conveys to you. -This is an excellent plan in all cases where the audible expression is -not practicable. After the lesson has been gone over in this manner, -preserve the review sheets containing the synopsis of the paragraph. -Then for review, before the examination, a quick reading of these -written expressions of thoughts, which the chapter contains, will -eliminate the necessity of a further reading of the entire text. - - -Apply These Methods - -For a test read the following from "Brain and Personality" by W. Hanna -Thompson. Follow the idea just suggested. Make a test, read slowly, -form a mind's eye picture, think about it, and then tell the thought as -nearly as possible to some one. All this may take some time and effort -at first but the use of these ideas will quickly form the mental habit. -Once reading a lesson in this manner will give better results than many -careless repetitions. - -"In some fishes, such as the carp, when the ganglia, which corresponds -to the cerebral hemispheres (brain) are experimentally removed, they do -not seem to mind it at all, for even then there is little, if anything, -to distinguish them from perfectly normal animals. They maintain their -natural attitude and use their tails and fins in swimming with the same -vigor and precision as before. They not only see, but are able to find -their food. If worms are thrown into the water where they are swimming -they immediately pounce upon them. If a piece of string similar in size -to a worm is thrown in, they are able to detect the difference and they -drop it after having seized it. They even, to some extent, distinguish -colors for when some red and some white wafers are thrown into the -water the fish almost invariably select the red in preference to the -white. - -"It is much the same with a frog. If care be taken to keep the frogs -alive after the removal of their cerebral lobes until they are quite -recovered from the injury, brainless frogs will behave just like full -brained frogs under like circumstances. They will crawl under stones, -or bury themselves in the earth at beginning of winter, and after the -period of hibernation is over, they will come out and diligently catch -flies which are buzzing about in the vessels in which they are kept." - - -Longfellow's Picture "Evangeline" - -Use this wonderful picture of Longfellow's. Let each word perform its -intended function and each sentence form a complete picture. - - "Firmly builded with rafters of oak, the house of the farmer - Stood on the side of a hill commanding the sea; and a shady - Sycamore stood by the door, with a woodbine wreathing around it. - Rudely carved was the porch, with seats beneath; and a foot-path - Led through the orchard wide, and disappeared in the meadow. - Under the sycamore tree were hives overhung by a pent-house, - Such as a traveler sees in regions remote by the road side, - Built o'er a box for the poor, or the blessed image of Mary. - Far down, on the slope of the hill, was the well with its moss-grown - Bucket, fastened with iron, and near it a trough for the horses." - -Read again the first three lines, have the child describe the picture. -An artist would spend hours to paint this picture, yet we with our -wonderful mental faculties can see it in an instant. Add to this -picture, and when finished have the child give a prose description of -it. Other examples for younger children are given in the Second Book on -The Memory. - - -Application of Visualization Limitless - -By clear visualizations you can carry any amount of detail in your -memory. This faculty can be applied to all kinds of information -and study. All ideas do not suggest simple pictures, some are more -difficult to visualize than others. Some pictures are inspired by a -single word, some may be the result of a paragraph or even pages of -description. - - -Helps for Learning Verbatim - -To learn prose or poetry should not be difficult for children who have -been trained in visualization. In some schools they will be urged -to use the fallacious method of repetition, some of it is always -necessary, of course, but most of it can be eliminated by the use of -visualization and the additional helps following. - -It is the parents' duty to see to it that the child uses the methods -suggested in these books in all his school work. Help him at home to -apply them to his lessons so as to get results. At school he will, of -course, have to follow the teacher's instructions, and can silently add -the aids that you have given him. - - -Alliteration and Alphabetical Sequence - -These are two guides for the mind which are often wonderfully helpful -although sometimes they do not apply, but use them where possible. -Notice the Alphabetical Sequence and the Repetitions in the following -example of the first verse of Walter D. Wintel's "Thinking": - - -"Thinking" - - If you think you are beaten, you are; - If you think you dare not, you don't. - If you'd like to win, but think you can't, - It's almost a cinch you won't. - -Notice that the first two lines are half repeated, also that each line -begins with "If" except the last one which changes to "It's." - -In the first lines you have an example of reversed Alphabetical -Sequence in the "b" of beaten preceding the "a" of are, b-a instead of -a-b. - -Alphabetical repetition occurs as a guide in the second line in the "d" -of "dare" and "don't". Again in the next lines of the "w" of "win" and -"won't." - -Note the alphabetical arrangement of the guide letters of each line. -Write in front of each line its guide letter; first line "b" of -"beaten", second "d" of "dare"; third "w" of "win", fourth the "won" of -"won't", these can be used as guide letters, and if noted will help. - -Take your pencil and mark the verse as suggested and use the words and -letters as guides, go over it a couple of times noting these helps and -you will be able to say it word for word. - -Do the same with the other verses; if practical have the child learn -this poem. See that he gets its true lesson: - - -"Thinking" - - If you think you are beaten, you are; - If you think you dare not, you don't. - If you'd like to win, but think you can't, - It's almost a cinch you won't. - - If you think you'll lose, you're lost; - For out in the world we find - Success begins with a fellow's will; - It's all in the state of mind. - - If you think you're outclassed, you are; - You've got to think high to rise; - You've got to be sure of yourself before - You can ever win a prize. - - Life's battles don't always go - To the stronger or faster man; - But soon or late the man who wins - Is the one who thinks he can. - - -Poetry Easier Than Prose - -To quote poetry is usually easier than to quote prose because in the -former you have the added helps of rhyme and rhythm. See the pictures -painted by Robert Loveman in the following verses; note the repetition, -alliteration and the help of the rhyme and see how easily you can learn -a few verses of this poem: - - -"April Rain" - - It isn't raining rain for me, - It's raining daffodils; - In every dimpled drop I see - Wild flowers on distant hills. - - The clouds of gray engulf the day - And overwhelm the town; - It isn't raining rain to me-- - It's raining roses down. - - It isn't raining rain to me, - But fields of clover bloom - When any buccaneering bee - May find a bed and room. - - A health unto the happy, - A fig for him who frets; - It isn't raining rain to me, - It's raining violets. - -See a man in the rain who points out the fact that it isn't raining -rain, "but daffodils". See the daffodils. See big "dimpled drops" and -paint upon them the "wild flowers on distant hills." - -Repeat the picture a couple of times and then say the verse. Do the -same with the other verses. Do not learn this by repetition. Be true to -the method, make a picture and see it each time you review. - -If a single word is omitted or substituted, put special auditory -emphasis on it, speak it louder than the other words of the line, and -you will have no trouble with it after that. - - -Bridging the Gaps - -The greatest difficulty which is experienced in memorizing poetry is -to get from the end of one line to the beginning of the other, or from -one verse to the other. In prose, when you start a paragraph it is not -difficult to follow through to the end, because all of its sentences -are associated in thought. But the new paragraph begins with a new -thought and there is no association between the old thought and the new -one, consequently there is a gap between thoughts across which the mind -does not easily travel. - -The natural tendency of the mind is to follow thoughts which are -associated in their ideas. One thought leads to a second which is -suggested by its close relationship to the first. By retracing the -processes you can discover the connecting thought, or bridge, over -which the mind naturally travels in order to connect two unrelated -thoughts. - -In memorizing, when coming to the end of a thought, form a bridge -which will connect it and the following thought and thus guide the -mind to the next line or paragraph. This is a most helpful principle -in memorizing either poetry or prose. If you seek for it you can find -some similarity or contrast, a visual association, or some sequence, or -repetition, which can be used as the necessary bridge, or connecting -link between the two lines or paragraphs. - -Always connect the last thought, the last word, or phrase of the line, -sentence or paragraph with the first word in the succeeding thought. -The process is much shorter and simpler than its explanation, as you -will learn by practice. Try this plan once or twice and it will be well -nigh impossible for you to memorize without it. - - -Examples of Bridging the Gap - -From "The Buccaneer" by R. H. Dana the last line of the second verse, -and the first line of the third verse are easily connected by one word, -Sand, thus-- - - "And silver waves go noiseless up the beach." - (Sand) - "And inland rests the green, warm dell;" - -The last word "beach" naturally suggests sand, drop the s and you have -the first word of the next verse, "and", also the "beach", sand, and -"inland" suggest a natural sequence. Sand here becomes a bridge of -thought over which your mind will easily travel. It is not always easy -to find one word for a bridge, but a visual picture, a thought, a word, -or repeated letter can be found to aid you. - -The poem "Things Divine" by Jean Brooks Burke is used by students of -elocution as ideal for practice because of the difficulty which it -presents. The thoughts cover a wide range with apparently no relation -one with the other. Often two thoughts are expressed in one line, and -to get them all well fixed in mind so as to repeat them makes the poem -difficult, to say the least, yet you, who know how to apply your memory -intelligently, may learn it with comparative ease. Read slowly and note -the visual pictures and then go back and "bridge" them together. This -is an excellent example of a difficult poem to practice upon. It will -be an opportunity to use all of the principles given in this chapter. - - -The Things Divine - - These are the things I hold divine; - A trusting child's hand laid in mine, - Rich brown earth and wind-tossed trees, - The taste of grapes and the drone of bees, - A rhythmic gallop, long June days, - A rose-hedged lane and lover's lays, - The welcome smile on neighbors' faces, - Cool, wide hills and open places, - Breeze-blown fields of silver rye, - The wild, sweet notes of the plover's cry, - Fresh spring showers and scent of box, - The soft pale tint of the garden flox, - Lilacs blooming, a drowsy noon, - A flight of geese and an autumn moon, - Rolling meadows and storm-washed heights, - A fountain murmur on summer nights, - A dappled fawn in the forest hush, - Simple words and the song of a thrush, - Rose-red dawns and a mate to share - With comrade soul my gypsy fare, - A waiting fire when the twilight ends, - A gallant heart and the voice of friends. - -To link the second line with the first, think of the natural -association of thought between the words "Divine" and "trusting." Form -the definite visual picture of the "trusting child's hand laid in mine." - -Your thought will quickly pass to the duplex meaning of the word -"mine." It means possession, my own, and also a mine in the earth. -When we start a mine the first thing to come out is "rich brown earth" -and that is the next thought. Let the word "mine" of the second line -suggest the picture of the opening to the mine and the pile of "rich -brown earth" beside it. - -Behind a pile of rich brown earth, see the "wind-tossed trees", the -next thought. Hanging on the "trees" see huge bunches of grapes, you -pick and taste one, this is the next thought, "the taste of grapes." -Around the grapes flies a swarm of bees, hear their "drone," the next -thought, "the drone of bees." Let the drone of the bees suggest to -you a rhythm and this will bridge your mind over to the thought of a -"rhythmic gallop"; the answer to the question, "When do you like to -gallop?" suggests "Long June days" the next thought. - -June is the time of roses, suggesting "A rose-hedged lane"--the -natural place for "lovers' lays." You can easily construct a "bridge" -which will bind all the independent thoughts together. Visualize each -thought, and watch for alliteration and alphabetical repetition. - - -Remembering What You Hear - -It is also important that the child be trained to remember what he -hears. Ear impressions are comparatively light and easily lost. If -these ear impressions are quickly transferred into mind's eye pictures -they will be far more lasting. - -Instructions, lectures, sermons, talks, can all be pictures in the -mind, just as you picture what you read. The act of visualization will -concentrate the attention and prolong it, so that the memory of what -is said will be greatly increased. The visual impressions will also be -much stronger than the auditory ones. - - =The attempt to visualize the thought of the speaker is the best - method of directing your attention to his subject.= - - -Use the Hitching Post - -When listening to instructions, or a lecture, in which there are -different points which you wish to carry away and later recall -accurately, use the Hitching Post idea. Run over a series of words so -as to be sure that they will come readily when wanted. When a point -is made which you wish to remember, transfer the thought into a quick -visual impression, and Hitch it to the first object of your list. When -a second important point is made, make a visual impression with the -next object. Make your picture strong by exaggeration and motion, and -be sure that you photograph each one. - -In this manner you can file away any number of points. As soon as the -lecture is over review the pictures, see each clearly a second time. If -you have trouble recalling one make the picture stronger so that you -will recall it more easily next time. Review the entire list of points -visualized with the different Hitching Posts. If you wish to fix them -in mind review them several times in the next few days, so that you -make a permanent impression of them. - - -Transfer to Note-Book - -A great many prefer the idea of transferring these points into a -classified note book, where they are available for use at any future -time. - -One student tells of having written fifteen pages of notes from four -talks which he heard at a convention, and that some of these notes -were not transferred from his mind to the note-book for at least ten -days after the talks were heard. - -Form the habit of letting the lecturer make you SEE what he describes. -The visual impression which you make will increase your understanding -of anything you hear or read, and at the same time very materially -assist you in remembering it. - - -Taking Instructions - -When a person is giving you instructions about the things which he -would like to have you do, follow the same plan. Simply transfer -the words of the speaker into an exaggerated moving picture and the -impression will stay with you. Another student told me this experience: -"My employer often used to say to me, after having given some -instruction, 'Do you see?' I realize now that the reason that I made -so many mistakes was because I did not SEE. Now I make it a point to -SEE the things he asks me to do and my reply, 'Yes, I see,' has a very -different meaning. The results are also different." - - -Mastering Difficult Lists - -In the child's studies there are often lists of different kinds -which need to be committed to memory and which present considerable -difficulty to say nothing of the time required. Following are aids and -illustrations which will show how these lists can be mastered with -comparatively small effort and little time. - - -Fix in Mind by Initialing - -Take the initial letter of each of the words which you wish to remember -and use these as the first letter of simple words which will combine -into an expression which has a meaning. This is very helpful, and is -sometimes called "initialing." We have all learned the sentence: - - E G B D F - Every Good Boy Deserves Food, - -in order to remember the names of the lines of the treble clef; the -letters of the word F A C E are the spaces. In a similar way the lines -of the bass clef can be remembered by the following: - - G B D F A - Good Bees Deserve Faithful Attention, - -and the spaces by: - - A C E G - All Can Eat Goose. - -These are simple examples of a principle which can with a little -ingenuity and imagination be applied to any list to be learned. - - -Elevated Stations - -The following illustration shows how a student learned the stations on -the Northwestern elevated road in Chicago, and will give you a further -example of the use of this principle: - - I can see Chicago's Oak, divided between Schiller and - Kinzie, Chicago, Oak, Division, Schiller - - Sedgewick for luring a bee to Halstead's willow - Sedgewick, Larrabee, Halstead willow, - - center, Webster, Fullerton, writes Diversey that - Center, Webster, Fullerton, Wrightwood, Diversey, - - Wellington Belmont is the clerk to add three days' - Wellington, Belmont Clark, Addison - - grace to Sheridan's bill for Wilson. - Grace, to Sheridan, Buena, Wilson. - -Here only the principal words of the story are used as the names to be -remembered. The story simplifies the work of preparing and learning. - - -Learning the Presidents - -A further plan is the following combination of the Reminder Picture -and the Visual Story used to learn the names of the Presidents of -the United States in the order of their term of service. Go over the -following Story Picture, visualize it clearly and then from the picture -repeat the capitalized words in their order. When you can say the list -readily, either forward or backward, go over it again slowly, seeing -the object and speaking the name of the President for which it is a -reminder. - - -The Picture - -See some WASHING hanging on a line. See ADAM looking wonderingly at the -washing. Then see Little JEFF, of "Mutt and Jeff", come up behind Adam. -Jeff turns away, and falls over a MAT. Under it see some MONEY. Pick -up the money and you find an AD. Take the ad and paste on a SHACK. See -a moving VAN back up to the shack, and when the driver jumps down from -his seat you recognize HARRY (a friend of yours by that name). Harry -takes off his TIE and hangs it on a POLE, the pole falls over and hits -the TAILOR who runs up on a FILL, from which he sees a PIER extending -into the water. On the pier is a BIG CANNON from behind which jumps a -LYNX and almost catches JOHN, who runs away, and climbs on a piece of -GRANITE. On the other side of the granite is a pile of HAY, and rolling -off the hay is a GARFISH. There stands an ARTIST with a CLEAVER in his -hand, which he throws at HARRIS (a friend by that name). Harris picks -some CLOVER, and pins it on his MACKINTOSH, and it turns into a large -red ROSE. In the rose he finds some TAFFY, which he throws into a -WILLOW. - -From this story the capitalized words are reminders for the names of -the Presidents, as follows: - - WASHING ADAM JEFF MAT MONEY - Washington Adams Jefferson Madison Monroe - - AD SHACK VAN HARRY TIE - Adams Jackson Van Buren Harrison Tyler - - POLE TAILOR FILL PIER BIG CANNON - Polk Taylor Fillmore Pierce Buchanan - - LYNX JOHN GRANITE HAY GAR-FISH - Lincoln Johnson Grant Hayes Garfield - - ARTIST CLEAVER HARRIS CLOVER MACKINTOSH - Arthur Cleveland Harrison Cleveland McKinley - - ROSE TAFFY WILLOW - Roosevelt Taft Wilson - -Do this for practice and see how easily you can learn the names of the -Presidents in their proper order and say them backwards and forwards. - - -Studying Anatomy - -Initialing has been used by medical students with splendid results and -has reduced the labor of learning to a minimum. The branches of the -external carrotid arteries can be remembered by the following sentence: - - Some Try Large Feats, Others Prefer - Superior Thyroid, Lingual, Facial, Occipital, Pharyngeal, - - A Simple Task In Memory. - Auricular, Superficial, Temporal, Internal Maxillary. - -For practice make a sentence of your own from the initials of -the twelve pair of Cranial Nerves, which are Olefactory, Optic, -Motor Oculi, Pathetic, Trifacial, Abducent, Facial, Auditory, -Glosso-Pharyngeal, Pneumogastric, Spinal Accessory, Hypoglossal. For -example, Oh! Out Motoring Papa Took A Friend and Got Paul Some Heather. -Others can be made, but the one which the child makes for himself he -will remember easiest. - - - - -BECOMING A GOOD SPELLER - - -Poor spelling is largely a matter of inattention. Continual inattention -becomes a habit and the child soon finds himself decidedly handicapped -by his inability to spell correctly. This is largely caused by -uncertainty. He has no definite knowledge to resort to, the result -being doubt as to whether the word is properly spelled, and therefore -uncertainty as to what change to make. To read a word carefully and to -study the letters as they appear in the proper sequence will usually be -sufficient to fix the word in mind. - -When you find that certain letters, or combinations, are bothersome, -use the principle of exaggeration. Have the child write the word and -exaggerate the letters that are causing trouble, making them three -or four times larger than the rest of the letters of the word. For -example, the word PRIVILEGE, often incorrectly spelled PRIVELEGE. Write -the word correctly and enlarge the "I," making it several times the -size of the other letters; now have him form the visual picture of the -word spelled in his way: - -[Illustration] - -In writing the word hereafter you will find that the visual picture of -the word with the exaggerated letter will come back to his mind and -give the correct spelling. - -In cases where it is a question of a single, or double consonant, for -example, the word "fulfil" write it "full" and mark a large X through -the second "L." - -This will impress upon his mind that one "L" is correct. - -Rules in spelling as a general thing, are not as helpful as a little -care, observation and commonsense. The most troublesome is the "I"-"E," -and this one rule should be clearly fixed in mind: - - ="I" always comes before "E," except when following "C," or when - sounded as "A," as in "Neighbor" and "Weigh."= - -Notice the word "Alice." Keeping this one word in mind will serve -largely to overcome this difficulty. "I" follows all letters except -"C," which is followed by "E" as it is in "Alice." To fix in mind the -"E" following "C" it will be helpful to show the child the similarity -of motion and appearance in writing "C" and "E." Many examples could -be given of this "I"-"E" rule. It will serve very largely to fix it in -mind, however, if you will have the child hunt out these examples for -himself and make a list of them. - - -Use Visualization - -Teach the child to visualize the words which he studies each day in his -spelling lesson. You may not be able to visualize them yourself, but if -you have started early in training him, he will have little difficulty -in doing so. Exaggeration should be used as an aid in spelling. It will -be easier to see the words printed in letters from three to six feet -high on the wall of the room, than to see them in pica type on the -paper. If your child has difficulty in visualizing the words in the -spelling lesson have him exaggerate and color them in his mind's eye -picture. - -Have the child take a piece of scratch paper and colored crayons and -print the difficult words in large letters, using two colors, one for -consonants and the other for vowels. If the child has difficulty in -learning the sequence of "ie" and "ei" have him follow the plan of -using two strong colors, such as red and blue for the two vowels. Have -him print all the words with which he has difficulty, using red for -the "e" and blue for the "i." This color impression combined with the -enlarged letter, will overcome the difficulty. - - -Spelling Exercise - -In order to help the child to become sure of himself write a list of -words spelled incorrectly. Have him go over them and correct them, or -tell what the error is. - -Spelling rules should be learned by making visual pictures of the word -to which the rule applies, and not by simply learning a group of words, -the meaning of which sometimes is not fully appreciated. - - -An Example - -Rule--Final "y," when preceded by a consonant, is changed to "i" before -any suffix not beginning with "i." - -To learn this rule have the child print out a few examples, as follows, -enlarging and striking out the important letters: - -[Illustration] - -Rule--Final "y" preceded by a vowel is not changed to "i" before any -suffix beginning with a vowel. - - plAy-ed delAy-ed - -Have the child print these examples and enlarge them. All rules should -be illustrated in graphic form. - - -The Spelling Cards - -For younger children the brightly colored A, B, C, blocks and picture -books have always been helpful in teaching the alphabet and simple -words. These spelling cards have the advantage of self-instruction with -no possibility of mistake, so that the child teaches himself accurately -and uses the visual sense in doing so. - -These spelling cards consist of a series of simple pictures on -cardboard with irregularly shaped holes cut beneath, a hole for each -letter in the name of the object in the picture. - -[Illustration] - -The needed letters of the alphabet can be made from cardboard, each on -a card of separate shape, so that it will not fit into any hole except -where it belongs to properly spell the word illustrated. The holes in -the picture will correspond to the shape of the cards which spell the -name. In this way there can be no error. The child can take the picture -cards and find the proper letter cards to fit the holes under the -picture and thus learn to spell the name. These Spelling cards can be -made by pasting pictures of common objects on cards about 4×6 inches. -Then cut the odd shaped pieces for the principal letters of the -alphabet, using the same shape for the same letters, mark the proper -shapes for the letters spelling the name of the object on the card, and -cut them out with a sharp knife. - -The shapes for the letter cards can be similar to those suggested in -the Game of Matching Cards in Book One. - -Suggested objects for the picture cards: - -Cat, Rat, Boat, Apple, Boy, Girl, Fan, Pig, Car, Dog, Bird, Rose, -Bee, Egg, Spoon, Horn, Frog, Man, Cow, Ball, Baby, Chair, Watch, Saw, -Hammer, Nail, Coat, etc. - - -The Game of Word Making - -This game was at one time quite popular and should be revived and used -often. It teaches spelling and increases the vocabulary. - -The only equipment is a series of cards of any size larger than an -inch square. On these print letters of the alphabet or cut large black -letters from the headlines of the newspapers and paste them on. There -should be about six of each of the vowels, two of all the consonants, -and three or four more of those most used. - -Turn all the cards face down on the table and mix them thoroughly. -The first player picks up a card and lays it face up in the center of -the table, the next player does the same, and so on. The first child -to make a word of the letters turned up speaks the word, selects the -letters to properly spell it and lays them side by side, spelling the -word. If it is properly spelled he gets one point, but if he has not -spelled it correctly he loses one point, and the letters go back into -the draw pile. - -Each properly spelled word counts a point for the child first calling -it. A limit of points can be set and the first one reaching that score -wins. If older persons wish to play the game a limit may be set on the -size of the words spelled, as no word of less than 6, 8 or 10 letters, -whichever figure is decided upon. - - -The Game of Salvaging Words - -Pick a large word to pieces and see how many smaller ones can be made -from the letters contained in it. This is a good exercise for persons -of any age and is often played at parties. - -Give each player a paper and pencil, select some long word and let each -write it at the top of his paper. Determine on a time limit usually -five minutes, and see who will make the most words from the letters of -the larger word. - -After the time is up the one having the longest list wins. It will -be interesting and helpful to have the long list read, each checking -the words on their list. Then let each one read the words which they -made and which no one else has read. It will be surprising how many -different words there will be. Use words like: - - Conflagration - Consternation - Understanding - International - Washington - Gubernatorial - Examination - Immovability - Imperceptibility - Permeability - Responsiveness - Stenographer - - -The Game "The Camels Are Coming" - -This game should never be allowed to grow old. It is "lots of fun" at -parties and helpful in vocabulary building, because it requires an -effort, and every time you induce yourself, or your child, to make an -effort good is accomplished. - -Have the group sit around the room and then begin by selecting a letter -and a suffix, as B-ing. The one starting says to the one on his left -"The camels are coming." He replies "How are they coming?" The beginner -must then reply using one word beginning with B and ending with "ing". -For example: Buzzing--Bleating--Braying--Blushing--. Each player must -think of a word to give as his answer. All must remember the words -that have been given and must answer inside the limit of ten seconds -after the other has said, "How are they coming?" Any word that is in -the dictionary can be used. If a player cannot answer in ten seconds he -must sit on the floor of the room and pay a forfeit to the timekeeper. - -This game can be varied in a great many ways, the words can begin with -any letter and end with any suffix or begin with any prefix. - - -Learning Synonyms - -To help the child remember synonyms and to increase his vocabulary -write a list of words and have him write opposite them as many words of -similar meaning as he can. For example: - - HOUSE--residence--building--dwelling--abode. - - TRAVEL--journey--trip--tour. - - - - -THE STUDY OF GEOGRAPHY - - -Most children will like the study of geography if it is given to them -in stories and pictures as much as possible. Note how the more modern -geographies are literally picture-books compared with those of several -years ago. - -Teach the child to make the pictures in the book his permanent -knowledge through visual reviews. When he is studying about an isthmus, -and there is no picture of one in the geography, find one elsewhere. -Have the child notice clearly that "An isthmus is a narrow strip of -land connecting two larger bodies." Take the outline maps and have the -child go over them and point out all the examples of the isthmus. Now -have him take a pencil and paper and draw one. Have him repeat the -definition as the teacher wishes it to be learned, but be sure that he -can SEE and explain it in his own words. - -Fix one definite illustration of each geographical division in the -child's mind. Use the Isthmus of Panama for the isthmus, explaining to -him that this location was selected for the Panama Canal because it was -a narrow strip of land, etc. Make it interesting by stories. - -In your walks with the children through the country take every -opportunity to explain the different geographical formations. Find -an illustration for an isthmus even if it is only a small puddle, or -if you have to make one in the back yard with a shovel and a pail of -water. The sand-box method, because it is visual, has always been a -successful one for teaching geography. - - -Visualize the Map - -See clearly the outline of the country being studied, and note its -peculiarities. Put the map at arm's length and let your imagination -transform the contour of the country into the picture of some object. - -Note that the continent of South America is very similar in shape to -the head and trunk of an elephant, the projection on the Northeast -corner being the ear. Note the similarity in shape between the outlines -of France, Spain and Portugal to a hog's head eating from a bucket. The -continent of Australia easily becomes the shape of two animals' heads, -back to back. - -To study any country follow the plan outlined in the next two -paragraphs for the study of the states of Illinois and Indiana. Note -carefully the outline of the state, and see just the shape which -it forms. Note the location of the principal cities and get their -relationship to each other. - - -Illinois - -[Illustration] - -Take your pencil and draw an outline of this state, then a line from -Chicago to Rock Island, from Rock Island to East St. Louis, from East -St. Louis to Springfield and from Springfield back to Chicago. Notice -that the line connecting these cities forms a triangle. Get the visual -impression of the triangle in mind. Now close your eyes and see if you -can see the outline of the state clearly and upon it the line joining -the principal cities. - - -Indiana - -In like manner note the state of Indiana, its outline and the triangle -formed by the line running from Indianapolis to Fort Wayne to South -Bend, to La Fayette, to Evansville, and back to Indianapolis. Any state -may be studied in this way, or any country or continent. Its size, -shape and the location of the principal cities may be indelibly fixed -in mind. - -[Illustration] - -You will find that impressions made upon the mind in this visual -manner are lasting, and that you can gather knowledge of geographical -locations which hitherto may have been difficult for you to retain. - -After you have once impressed these pictures upon your mind, close your -eyes again and let your mind's eye see them. The location of cities, -mountain ranges, rivers, etc., need simply to be visually impressed in -this manner. Draw a line from one principal city to another. Notice the -length and direction of the line and the figure made by joining them. -Draw the lines with your eyes closed until you have a clear mind's eye -impression of the exact locations. - -Follow this plan in teaching the child to visualize the map which he is -studying. Do it with each state, and each continent, island, or country. - -Draw a plain outline map of the continent being studied, let the child -draw in the principal rivers and mountain ranges, writing the name of -each. Explain how these mountain ranges and large rivers, because of -the natural defence offered, have become the natural boundaries between -nations. Now have the child draw each country on a blank map, writing -the name of each and placing a dot where the capital of the country is -located, and naming it. - -Of course it is not likely that the child will be able to do all this -without reference to the map. The map of the continent should be -visualized by a definite effort. Let him go over a section at a time -noticing the mountains and rivers, their use as boundaries and the -countries which they separate. After this detail study have the child -observe the map as a whole, and build its visual picture in his mind. -From this visual picture have him draw all the details possible on -the blank map. Let him go back to the map of the continent, study the -points missed, revisualize the picture, close the book, and add as much -as possible to the map he is drawing. - -Do the same with the map of the United States. Have the child become -familiar with the outline, the rivers, mountains and Great Lakes. Next -have him become familiar with the groups of states, as the New England -States; the Middle Atlantic States; the Southern States, eastern and -western divisions, etc. Each of these divisions can be visualized -separately, the outlines of the states and the location of the capital -learned, so that an outline map of the group can be drawn as was done -in the case of the continent and its countries. If this process is -continued a very little study of the United States as a whole will -enable the child to draw the entire country and locate all the states -and their capitals, a thing which only a very few grown people can do. - - -Learning the Groups of States - -The use of initialing will help in learning the names of the states in -their different geographical groups. Use the initial of the states in -the group and make a sentence using these initials as the first letter -of each succeeding word. Fix the sentence in mind and when you wish to -name the states let the initial or name act as a guide and suggest the -name of the state. Use the sentences following, or make others of your -own. - - -New England States - - May's New Hampshire Views Might - Maine New Hampshire Vermont Massachusetts - - Connect Rhode Island. - Connecticut Rhode Island. - - -Middle Atlantic States - - New York's New Jest Puts Delaware - New York New Jersey Pennsylvania Delaware - - Many leagues West (of) Virginia. - Maryland West Virginia Virginia. - - -Central States--Eastern - - Oh! I K(C)an take Ill With cousin - Ohio Indiana Kentucky Illinois Wisconsin - - Mich. - Michigan. - - -Central States--Western - - Miss I O Minnesota K(C)an Neighbor North - Missouri Iowa Minnesota Kansas Nebraska North - - and South Dakota. - Dakota South Dakota. - - -Southern States--Eastern - - No Southern Car Goes Far - North Carolina South Carolina Georgia Florida - - All-a-board Miss Tennessee. - Alabama Mississippi Tennessee. - - -Southern States--Western - - Ark an Louise Take Okla home. - Arkansas Louisiana Texas Oklahoma. - - -Western States--South - - Californians Use Colorado. - California Utah Color. - - Never A Newly Made. - Nevada Arizona New Mexico. - - -Western States--North - - Why! Ida Might Wash Ore. - Wyoming Idaho Montana Washington Oregon. - -In order that there be no omission of any sentence it is only necessary -to note that there are eight groups and four pairs: New England and -Middle Atlantic; Central East and West; Southern East and West, and -Western North and South. As a further check for accuracy notice the -groups as in pairs above; the first pair has 6 and 7 states; the second -has the same, 6 and 7; the Southern has 7 and 4, and the Western has 6 -and 5. The first two groups have 13 each and the second two groups have -11 each. - - -Puzzle Maps - -The common jig-saw puzzle maps have value if accurately cut. A splendid -game for learning the states of the United States, their shape, size -and relative position, can be made at home. Lay a map of the United -States on a piece of good cardboard, trace the outline of each state -and then cut them out on the state lines with a sharp knife. Have the -child first learn to name the states by seeing the blank pieces of -irregularly shaped cardboard. Then let him learn to put the pieces -together, naming the states as he does so. This plan can be followed in -studying the counties in your state or the countries in a continent. - - -The Blank Map - -Another helpful method is to draw an outline map of the United States -on blank paper, drawing in each state. This can best be done by using -impression paper. Now have the child take the map with the outlines of -the states and write in the name of each. - - -The Geography Game - -Have cards cut on the lines of the different states of the United -States. You can use the ones made for the puzzle map above. On each -state card place three spots in the location of the capital and two -principal cities. Prepare a series of three cards about 2×3 inches for -each of the states, and on each print the name of one of the three -cities mentioned so that for each state there is a book of four cards, -the plain outline card of the state, a card bearing the name of the -capital, and a card for each of the two principal cities. Below the -name of the city can be drawn an object, or a word which will indicate -the approximate population of the city, by the Number Code. Make a -similar set of four cards for each state, the state cards to be cut on -the map outline, but not to have the name of the state on them; nothing -but three spots in the location of the cities mentioned. - -Some states can best be made in a group because of their comparative -size. Vermont and New Hampshire can be on one card; Massachusetts, -Connecticut and Rhode Island on another, and Maryland and Delaware -another. Only three cities should be marked on the cards of these -groups, always using the capitals of the states. - -The state cards and the city cards should be shuffled separately, the -state cards laid to one side as a draw pile, and the city cards divided -among the players. The first player draws a state card and lays it on -the table and has the first opportunity to play with it any city card -he holds. The player to the left has the next turn, and so on, until -someone has laid down the last of the three city cards belonging to -this state card and takes the book. The one playing the last city card -is entitled to the book and has the privilege of drawing the next state -card. The one securing the largest number of books wins. - -Any player playing a wrong city card on a state card must forfeit the -card to the one who started with the state card. - -This game requires that the players recognize the state by its outline -and know the name of the capital and the two principal cities of the -state, and of course, in which state each city card belongs. - -The same game can be arranged for the countries of Europe, South -America or any other continent. The card can bear the names of the -capital, the principal river and mountain range, or the capital and two -principal cities. - - -Following the Travelers - -Have the child follow the travelers in the following stories by -actually seeing the geographical formations as they are named. Then -have him repeat the itinerary by referring to the picture of the -geographical formations. You will find that he can visualize the -isthmus, plateau, etc., only after having clear knowledge of what each -is. This repeated visualization will make a lasting impression upon his -mind. - - -The Story - -A man and a boy were out sailing when a strong wind blew them ashore -on a POINT, opposite a small ISLAND. They dragged their boat across an -ISTHMUS and soon reached the PENINSULA, where they landed in a BAY. -They started out in opposite directions looking for drinking water. The -boy followed up a RAVINE and found himself on a PLATEAU. He became lost -in a SWAMP and came out on a PRAIRIE, and inquired at a village where -he found that he could return by following a RIVER through the VALLEY. -He made a raft and floated down the river until he was stranded on a -DELTA. He waded ashore and was soon back at his boat. - -The man climbed a MOUNTAIN and looked out over the DESERT, where he saw -an OASIS. Then he climbed over a CLIFF and followed a CANYON back to -the BAY. - - -The Travel Game - -Give the child the blank outline of the country in which you are going -to tell the story of your travel. Have him locate on the blank map each -city you visit and draw a line from one to the other showing the route -which was followed. - -An example: England. I went to England and landed at Liverpool. I went -by rail from there to London, stopping one day at Gloucester. From -London I went by water to Portsmouth. - -[Illustration] - -In this story you can ask the child to tell you what kind of houses -the inhabitants live in. You can take a ship and be collecting a cargo -at the ports. Ask the child what local products are most easily found, -and other questions which will show what these people export. Also the -customs and commerce of the country in which the story is located can -be discussed. - - - - -STUDYING HISTORY - - -The study of history is largely a matter of Remembering What You Read. -Children who have difficulty in remembering what they read, as a rule, -do not like to study history. The lesson made into a visual picture -will fix the points in mind with one reading, but this reading must -not be careless or hasty. Help the child to read slowly and to pause -long enough to make a mind's eye picture of each circumstance and -change. It will be helpful to take a piece of paper and draw the scene -of the battle. Mark in roughly the hills, mountains and rivers. Show -the positions of the opposing armies, then roughly sketch the changes -which take place. This drawing will help you to make a definite picture -impression. - -Take advantage of the pictures on the page of the book. The child's -mind will naturally associate with the picture the many circumstances -happening before and after, if he hears or reads them while the picture -is visible. - -For example, the picture of the landing of the Pilgrims on the shores -of Massachusetts will bring to mind the facts which led to their making -the journey. It will also suggest circumstances after the landing. - -Those stories and facts which the child hears, while looking at the -picture, are joined with it in the mind by the law of association, and -the operation of the same natural law will tend to recall them whenever -the child sees the picture. - -A series of large pictures, which all of the class can see while the -history lesson is being studied and recited, would help in fixing -the facts in the minds of the children. Children who are taught to -visualize can form their own pictures and have a wonderful advantage. - - -Remembering History Dates - -This troublesome matter is easily mastered when the child understands -the use of the number code as given in the book on Memory. This -principle can be applied in every case. As a rule, the century in which -the date occurs is not confusing, and the effort can be confined to -the particular year. For example, in order to remember the date of the -Battle of Bunker Hill, it is only necessary to remember '75, for the -year, as every student will know that it was in 1775 and not 1875, or -1675. - -A boy twelve years of age learned more history dates in one week after -knowing how to use the Number Code than he had learned in weeks before. -The knowledge of how to visualize the lesson and how to remember the -dates will overcome any prejudice or any difficulty which the child may -have with history lessons. - -The following are samples of how the Number Code has been applied to -remembering history dates: - -Landing of the English at Jamestown, 1607. During the first year -there was much sickness and the word SICK is '07. The picture of the -Jamestown settlers "sick on the beach" will fix the year in mind. - -The following dates were in one lesson, and are the word-pictures which -a child used in remembering them. Marquette and Joliet explored the -Mississippi River in 1673. The word COMB is '73. They were "combing" -the river. - -LaSalle reached the mouth of the Mississippi River in 1682. He planted -the French flag and had a celebration. FUN is '82, they had fun when -they planted the flag. - -New Orleans was settled by Bienville in 1718. He had a hard time -finding a good place for the city, TOUGH (tuf) is '18, they had a tough -time. - -Washington and the Virginian troops drove the French troops from Fort -DuQuesne in 1754. He drove them from their LAIR, '54. - -General Braddock was defeated and killed in 1755. He was buried in the -woods of Pennsylvania. '55 is LILY, see a lily on his grave. - -Some other examples follow: Alaska was purchased in 1867. 18 may be -DOVE and '67 CHECK, a picture of a DOVE flying to Russia with the -CHECK. Or if you prefer you can use the two words, STOVE-SHACK, or -TOUGH-JOKE, it was a tough joke on Russia to sell it for so little. - -The Battle of Bunker Hill was June 17th, 1775. This can be remembered -by the association SHOOTING KILL. Sh is 6; TING is 17; KILL is '75. -6-17-'75 is the date and it is in the two words SHOOTING KILL, which is -easily remembered with Bunker Hill. - -The Battle of Bull Run, July 21st, '61. This is 7-21-'61. CAN'T SHOOT -(because they ran so fast they couldn't shoot) and the two words CAN'T -SHOOT stand for 7-21-'61. - -Peary reached the North Pole April 6th, 1909. This can be represented -by URGES UP. This is 4-6-'09. He urges his men up to the pole. - -Panama Canal was officially opened August 15th, 1914. This is 8-15-'14. -VITAL DOOR will represent these numbers. The canal is a VITAL DOOR -between the two great oceans. - -Examples of the dates of the reigns of the English kings at the end of -feudalism. The War of Roses. - - Order of Reign. Code Words. - - 1--Henry IV 1399-1413 Tie--Henry--hear, them pipe--their - doom. - - 2--Henry V 1413-1422 Snow--Henry--lie, to redeem--true - nun. - - 3--Henry VI 1422-1461 Home--Henry--show, true - nun to our chateau. - - 4--Edward IV 1461-1483 Wire--Edward--hear, a deer - shout their fame. - - 5--Edward V 1483 Wheel--Edward--hail, true - fame. - - 6--Richard II 1483-1485 Sash--Richard--no, true fame--dare - fail. - -Here the Code word TIE stands for I, the first king--Henry hear, for -Henry fourth; "them pipe" is 1399; "their doom" is 1413. The whole can -easily be visualized into a picture of Henry using the TIE to make an -ear trumpet to HEAR THEM PIPE THEIR DOOM. A peculiar idea, perhaps, but -it will accomplish the purpose. Use the same plan for other similar -lists and make strong picture associations and they will aid you -greatly. They can be recalled when the numbers can not. - -The following are examples of dates of Greek and Roman History: - - Draco codifies Laws of Athens, 621. Joined--He joined the laws. - - Peloponnesian War, 431-404. Remote--Razor. - - Corinthian War, 395-387. Mabel--Moving. - - Alexander King of Macedonia, 336-323. May homage--My name. - - Founding of Rome, 753-(?). Column. - - Rome supreme in Italy, 264. New Chair. - - Sack of Rome by the Gauls, 390. Mobs. - - Great Latin War, 340-338. Mars--May move. - - Peace between Rome and Carthage, 201. Nice Tie. - - Julian Emperors, 27 B. C.-41 A. D. INK Bottle Can--RIDE After Dark. - - Claudian and Flavian Emperors, 41-96. Red--Badge. - - Good Emperors, 96-180. Push--Thieves. - - Invasion of Barbarians, 337-376. May make--My cash. - - Charles the Great crowned Emperor of the Romans, 800 Vices. - - -The History Game - -Secure pictures of the principal events in history and paste them -on a series of cards. Have nothing on the cards but the picture, no -printing, or names. Take three blank cards about 2×3 inches and on -the first place the date of the event; on the second the names of the -leaders; if a battle, the opposing generals; on the third put the name -of the peoples concerned. - -For example, first card, a picture of the Battle of Bunker Hill; second -card, June 17th, 1775; third card, General Wm. Howe and General Joseph -Warren; fourth card, British and American colonists. - -A series of such cards should be made covering the events that are -being studied at that time. The pictures are shuffled and laid in a -draw pile on the table, and the cards are shuffled and dealt to the -players. The one to the left of the dealer draws and plays a picture -into the middle of the table, and then any cards which he holds which -belong with it. The next player has the next opportunity to play, and -so on around the group. The player who places the fourth card takes the -book and is entitled to draw and play a picture into the center of the -table. - -Any card which is played in error that does not belong with the event -in the picture shall be forfeited to the one who started the play with -the picture card. The one getting the most books wins. - - -The Game of Famous Men - -Secure the pictures of a group of 48 or more men of the present and -immediate past who are well known in national or international circles. -Place the picture on one card, the name on another, on the third, his -nationality, and on the fourth, the thing for which he is best known. -The last card can contain more than one thing, if you wish. - -The game is played like the History Game above, and requires the -players to be familiar with the well known men and their deeds, also to -be able to call them by name, and to know their nationality. - -The same idea can be used by making a game of the famous men of -Colonial History; or of the period of the Civil War; or of the -great World War just passed. Do you know the face of Gen. Haig, his -nationality and principal event of his life? To look up the information -for the cards is a good history lesson in itself. Take the ideas of all -these games and by using your Productive Imagination make them fit the -needs of your study, or the things which you wish most to master. - - - - -STUDYING MATHEMATICS - - -Children learn to count by using objects, in the school room they count -the desks, the children, the number of cards, or blocks. The first -lessons are object-lessons dealing with objects which can be handled -and formed into groups. Digits are symbols which represent objects, -7+3=10, is an abbreviated form for 7 (Apples) and 3 (Apples) are 10 -(Apples). - -It is easier to teach addition and subtraction by the use of the -objects to add and to take away from. The realization of the process -comes by seeing the objects and the result of the change. The digits -become symbols for the objects that the child has been working with. -Counting boards are helpful in teaching children, for they enable you -to continue the visual process. All methods of teaching through the -visual processes should be continued as long as possible. - -The child's interest in the problem will be stimulated if he deals with -objects, or things, and not with meaningless groups of figures. The -problem 127+323+417= , is a meaningless one and uninteresting, but if -you encourage him to think that this is the number of soldiers with -which a general is going out to meet an army of two thousand, then he -has some interest in finding out how many men the general really has to -meet the two thousand with. This makes the problem read thus, in his -mind. - -127 (soldiers) + 323 (soldiers) + 417 (soldiers) = How large an army? - -Figuring a page of problems will be uninteresting, but if you can -encourage the child to introduce the imaginary objects, it will -increase his interest. - -Fractions are usually explained by the division of an apple or some -easily divided object. Division, as a process of dividing a group of -objects among a smaller group of children, is easily understood and -interesting to them. Encourage your child to continue to think of the -objects when dealing with fractions. - - -Visualization Always Aids - -All mental processes should take form in pictures. The adding of 4 -and 7 should be seen in the mind's eye, if the problem is not written -down. A parent tells the story of his difficulty with his son and this -simple problem. The child got the idea fixed in his mind that 4 and -7 were 12. The father had told the boy that the answer was 11, and -had the child repeat, 4 and 7 are 11, several times. But the original -impression was still the stronger, and the next day, when asked by the -father, "How many are 4 and 7?" the child's answer was 12. In some way -this impression had become a very strong one and was recalled before -the weaker one of the correct answer, 11. The idea of visualization -was brought to the father's attention during the day by his having -attended a lesson in Memory Training given by the author. That evening -he called the boy to him and said, "Son, how many are 4 and 7 tonight?" -He received the same incorrect answer, 12. Then he took a piece of -paper and wrote upon it the figures in exaggerated size, as illustrated -on the right. He had the boy look at the problem for a moment and then -look away and see it in his mind's eye, then look at the problem again. -Thus he placed a visual impression of the correct answer in the child's -mind and this became the stronger of the two impressions and was never -forgotten. The next morning the father asked the boy the same question, -"How many are 4 and 7?" and the answer was promptly given, "Eleven." -"Why, I can just see those figures in my mind and I never will forget -that." - - 4 - 7 - -- - 11 - -This experience is the natural result of using the stronger sense of -sight in preference to the weaker one of hearing. The conscious use of -the mind's eye faculty in his arithmetic lessons brought this boy from -the bottom of his class up to a reasonable grade in a very short time. -Do not overlook the value of visualization. It can be applied with -helpful results in any lesson or problem. - - -The Mental Blackboard - -The child can easily learn to visualize his problems in mental -arithmetic if he will begin while young. This is especially true if -you have used the exercises for visualization given in the First Book. -Those on mind's eye counting and the Number and Letter games are -especially helpful. Their importance now becomes apparent, and if you -have neglected them it will be well to go back and use them now. - -Encourage the child to see the figures in exaggerated size on an -imaginary blackboard; see large white figures on the blackboard. As -soon as the problem is given, let the ear impression become a mind's -eye picture, as illustrated. The use of this visual method is gradually -being recognized as being valuable, and will in the future come into -general use. Give your children the advantage and have them use it now. - - 7 - 5 - -- - 12 - ×2 - -- - 24 - - -Exercises in Manipulation - -The mind's eye picture of the figures on the mental blackboard can be -enlarged by practice so that the child can visualize problems of some -complexity. This ability, of course, will come only after continued -practice. Start with simple problems and increase their difficulty as -the child progresses. You will be surprised to find how he will be able -to retain the figures in his mind and soon will be able to work with -them. - -Write on the blackboard a column of figures as illustrated below. (A -small one in the house is of great value in child training. A yard of -blackboard cloth can be purchased and hung on the wall.) Allow the -child to look at them for a few seconds and write down the result -of his addition. Do not have him write the numbers as in previous -exercises, for visualization, but only the total. - -Now, add the first two numbers of the first example, subtract the third -and add the fourth, then write the total. - -In the second example let him add the first two, subtract the third and -multiply by the fourth, write the answer. - -These exercises of manipulation can be varied in many ways. The length -of the columns can be accommodated to the ability of the child. - - 10 - 12 - 9 - 16 - -- - - 15 - 10 - 14 - 7 - -- - - -Learning Rules - -All rules should be worked out in examples or illustrations and -visually impressed upon the child's mind. One visual impression is -equal to about twenty repetitions. Many times children get the idea -that the problem cannot be worked unless the exact "Rule in the book" -is followed. See to it that your children get a broader idea and -that they understand the reason for doing a thing. The training in -mathematics, that is of most value after school days are over, is, -where we understand the reason and have worked out for ourselves the -correct result, independent of any set rule for working the problem. -When helping the child at home give him practical examples from every -day life as well as those in the book. - - -Fractions - -The first step in fractions are often confusing to children, but need -not be if they have been taught to be observing and to watch for the -little aids which help over the difficult places. - -Nominator and Denominator are two confusing terms to many. If you will -show the child that most of the fractions that he has to deal with are -proper fractions, and that the Nominator, upper number, is smaller than -the Denominator, lower number, and that the same relationship exists -between the words. - - Nominator - De-nominator - -The Denominator is the denomination of the fraction, the Numerator -is the number of parts. Let the D of Denominator stand for Down and -remember that it is Down (lower) part of the fraction. - -Many scholars have difficulty in giving the correct answer to the -question, What are the three kinds of fractions? The following is all -that is needed to fix the answer in mind. - -Give the PROPER answer. If you give the IMPROPER you will be MIXED. -These capitalized words are the three kinds of fractions. - -Think of a fraction as a part of a whole. When the fraction becomes a -whole, or more than a whole, it is Improper. It needs to be changed to -make it a unit, or a Mixed fraction, a unit and a part. - - -The Multiplication Tables - -These are a problem which every one has to work with and because the -use of them requires speed to be most valuable there must be a certain -amount of repetition in learning them. - - -The Multiplication Game - -The aim is to teach children their multiplication tables by visual -repetition and at the same time to introduce the game spirit, thus -to increase the interest and to prolong the period of effort without -fatigue. - -The child can work with these cards himself and thus by self -instruction can learn this most difficult lesson of Arithmetic, and -without any possibility of error, accuracy is insured. - -The equipment consists of a series of eleven pieces of cardboard about -2×6 inches on which are printed in large black numbers the tables -without the answers. - -A series of ten odd shaped cards is then made and the digits printed on -them in bright red. The following are the suggested shapes for the ten -digit cards. - -[Illustration] - -(Digit cards should not exceed one and one half inches in height.) - -The digit cards which are the correct answer to the table printed on -the larger cards are then laid in the correct position and the shapes -marked out. With a sharp knife cut out the shapes a trifle larger than -the marked size of the digit card. The result is a card as illustrated, -with the table and two holes of irregular shape into which the digit -cards with the correct answer in bright red will fit. No other card but -the correct one can be put into this opening, there is never any danger -of the child seeing a wrong answer to the table. - -[Illustration] - -The only cards which can be fitted into this table are the two and the -cipher making the correct answer 20. This card with the black 4×5= and -the bright red answer 20 will make a strong impression upon the brain -of the child, and by use of the strongest sense, that of sight. At the -same time he can repeat the table audibly and gain the added advantage -of the ear impression. - -Give the child only one set at a time so that he learns one table -thoroughly. When he has learned it, mix the cards and place them one at -a time in front of the child and see how many correct answers he can -give without fitting the cards. In cases where there is hesitation have -him fit the digit cards and make sure. See to it that he is accurate -and certain. - -After one table is well mastered make a similar set of cards for the -next table. If you do not wish to take time to cut out the irregular -shaped holes for the digit cards, the place can be blackened and the -digit cards laid carefully on. The cut outs are far better and well -worth the little effort necessary to make them. - -For the tables up to 12's you will need the following number of digit -cards; with these you will be able to work out any complete table of -eleven cards. 10--1's; 8--2's; 6--3's; 6--4's; 10--5's; 4--6's; 4--7's; -5--8's; 4--9's; 16--0's. - -After the child has learned two or three of the tables mix the cards, -take any six and see how quickly he can fit the correct digit cards -into place. - -Keep him playing with these cards until he can give the correct answer -to any question and give the correct table as a whole. After the tables -have been learned you can make many tests of speed and competitive -games with several children of the same age or school grade. - - -The Difficult Tables - -There are certain tables which seem harder for some than the others, -yet there is often a difference as to which are considered most -troublesome. The 2's, 3's, 5's, 10's, and 11's are easy for all of us. -The 9's are as easily learned with the aid which follows. This leaves -the 4's, 6's, 7's, 8's and 12's, remaining to work on. The combinations -that are new in these tables are the following; all other combinations -are known from the other tables: - - 4 × 4 = 16 6 × 6 = 36 7 × 7 = 49* 8 × 8 = 64* - 4 × 6 = 24 6 × 7 = 42* 7 × 8 = 56 8 × 12 = 96 - 4 × 7 = 28* 6 × 8 = 48 7 × 12 = 84 12 × 11 = 132 - 4 × 8 = 32 6 × 12 = 72 12 × 12 = 144 - 4 × 12 = 48 - -The first help in mastering these few necessary combinations is -visualization. If you will print them in large figures and the answer -in red, each table on a sheet or page by itself so that they can be -handled and studied, they will form visual impressions that can be -recalled with ease by almost any one. This is especially true of -children at the ages when they will be learning these tables. - -Repetition seems the most valuable aid, but to be most advantageously -applied it should be a combination of visual and auditory repetition. -Let the child look at the tables in the large form in which you have -made them, while he repeats them. - -Use addition and subtraction. In learning the tables there are always -some which make a stronger impression and which the child will "never -forget." Use these as starting points or bases of operation. For -example, 4×5=20, all will recognize this at once. 4×4=16, just four -less than twenty, and the subtraction will quickly give the correct -answer. Also 4×6=24, or 4 more than the known point of 20. To take -advantage of this it will only be necessary at first to learn 4×7=28 -in order to master the entire table of 4's. The 4×4, and 4×6, would be -figured from 4×5=20, and the 4×8 from the 4×7, and the 4×12, from the -known 4×11=44. With these known bases to work from it is only necessary -to fix the one starred combination in each table in mind indelibly at -the beginning, the others will be easily figured from the known bases -and will become fixtures from use. - - -The Table of 9's - -There is a peculiar combination of figures in this table of 9's, which, -if once noticed and perceived, will make this one of the easiest of the -tables. - - 9 × 2 = 18 (1 + 8 = 9) - - 9 × 3 = 27 (2 + 7 = 9) - - 9 × 4 = 36 (3 + 6 = 9) - - 9 × 5 = 45 (4 + 5 = 9) - - 9 × 6 = 54 (5 + 4 = 9) - - 9 × 7 = 63 (6 + 3 = 9) - - 9 × 8 = 72 (7 + 2 = 9) - - 9 × 9 = 81 (8 + 1 = 9) - - 9 × 10 = 90 (9 + 0 = 9) - - 9 × 11 = 99 (2 9's) - - 9 × 12 = 108 (1 + 0 + 8 = 9) - -Notice that the two digits of each answer always add up to make 9, -and that each first digit of the answer is just one less than the -multiple. For example, 9×5=45, the answer will begin with one less than -the multiple 5, and the two digits of the answer must add to make 9, -therefore it can be nothing but 4 and 5, or 45. This is true in all -cases except 9×11 an already known answer, but also only 9's in this -answer. This simple idea, when once understood, will master the table -of 9's. - -Be sure that the children realize that 7×4 in the tables of 7's are the -same in value as 4×7, so that the answer to 7×4 becomes familiar with -learning the table of 4's. Ask the question both ways 7×4 and 4×7. - - -The Tables of Weights and Measures - -Some of these we learn easily and always retain; some always seem -confusing. These can be mastered by the use of the Number Code and the -Visual picture combined. Some examples follow: - -24 sheets = 1 quire, and 20 quires = one ream. The picture of Two Dozen -Squires in a Nice Room, will fix these figures and terms in mind. Two -Dozen is 24, Squires is a reminder for Quires. Nice is 20 (2 is N and 0 -is C) and room a reminder for Ream. - -16-1/2 Feet = 1 Rod, 320 Rods = 1 Mile. Picture a Dish and a Half -balanced on a Rod. Dish is your code word for 16 (1 is D and 6 is sh) -and the Half Dish makes 16-1/2 Feet on (in) a Rod. Next--Many's the -Rod in a Mile. Many's is 320 or the number of rods in a mile. - -30-1/4 Sq. Yards = 1 Sq. Rod. Picture--MISTER takes a yard stick and -measures off a Sq. Rod. Mister is 3-0-1-4, or 30-1/4. - -160 Sq. Rods = 1 Acre. Picture--See a pile of Dishes out in the Acre -being broken up by a rod. Dishes is 160 the number of Sq. Rods in an -Acre. - -640 Acres in a Sq. Mile. Picture--Take the Shears and cut up the mile -into squares. Shears is 640, the number of Acres in a Sq. Mile. - -792 Inches--1 Link. Picture--792 is Cabin, see the link hanging on the -side of the cabin. - -4 Rods = 1 Chain. Picture--See 4 Rods wrapped around with a chain. 80 -chains = 1 mile. Your Code Word for 80 is Vase; put a chain around it -and drag it a mile. - -A few picture associations like these will help in fixing the difficult -points in mind. Associations which you make yourself will help you -most. Be sure to repeat them at intervals; make them permanent. - - -Pictures for Answers - -Familiarity with the Number Code given in the book on Memory, will -aid the child in keeping the result of a problem. The numbers of the -answer can quickly take the form of an object which can be translated -again into the correct numbers. Many children will not be able to hold -the visual picture of the digits for any length of time. There is -considerable difference in the ability to hold the visual picture of -the digit 127. Many children, and adults, will be far more accurate and -remember longer if they see a TANK, which is easily translated by the -Code into 127, when the answer is wanted. - - -Learning Rules - -The exaggerated example illustrating the rule to be learned, will make -its meaning clear and thus make the problem of learning it many times -simpler than if it is learned as a group of words, the meaning of which -is not always well understood. It is always best to understand the rule -first and learn it afterwards. Use the suggestion given for learning -verbatim and the exaggerated example as given in the suggestions in -spelling. After you understand the rule it will not be difficult to -memorize. - - -Visualizing Geometry - -The Theorem in geometry should have the visual process applied to it in -the same manner. Make a strong picture of the figure which illustrates -it. For example: - - =The square on the hypotenuse of a right angle is equal to the sum - of the square on the other two sides.= - -To visualize the figure, as illustrated, will aid in fixing this -Theorem in mind. Do the same with others. Another example of -emphasizing the important lines as in the Theorem: - -Two rectangles are to each other as the products of their bases by -their altitudes. - -[Illustration] - -In the illustration below the bases and altitudes are emphasized to -remind you of the fact that they are the factors to be dealt with. -Notice that in the first pages of the Geometry all simple figures are -illustrated as explained or defined. Learn to visualize the problem -with your book closed, work until you can see it clearly, and you will -understand it better. - -[Illustration] - - - - -AIDS IN STUDYING CHEMISTRY - - -Experiments in Chemistry are its most interesting phase. Let its -problems take form in your visual mind and you will add to the -enjoyment and also the ease of your understanding. - -A teacher of this subject, after appreciating the value and ease of -visualization, worked out picture combinations of atoms which helped -him greatly. He could see the two atoms of Hydrogen floating through -the air and combining with the atom of Oxygen and could see the result -of the combination. - - -Using the Initialing Idea - -The ideas which have been given in this and the preceding books can -be applied in many ways to the problems of any subject. There is -no attempt on the part of the author to work out all applications, -but merely to suggest a few possible ones and leave the rest to the -student. Each will think of different methods, and those aids which -each one works out for himself will be most valuable and most easily -recalled. - - -The Elemental Substances - -The six elemental substances of the organic world are: Carbon, -Hydrogen, Nitrogen, Oxygen, Phosphorus, and Sulphur, which can be -easily remembered by the following: The Organic World--Can Have No -Other Principal Story. - -The initials of each of the words following "World" stand for one of -the elements. - - -Chemical Formulae - -Remembering of chemical formulae can be simplified very greatly by -reducing the formulae to an idea using the initialing plan; for -example, the formula for Wood Alcohol is CH3OH. This formula in -itself has no meaning, and is difficult to carry in mind. By using -the initials you can easily make some ideas which will represent this -formula and help you to remember it, as for example: CAT HAD ham ON -HAND. In this formula the C of Cat stands for Carbon, the H of Had -for Hydrogen; Ham being a Code Word for 3 is indicative of 3 atoms of -Hydrogen, and the O. H. is represented by the O and H of On Hand. - -The formula for Glycerine is C3H5(OH)3, and can be remembered by the -following idea: COME HEEL O HAM. In this example notice that the first -letter of the word initials the substance and the last letter the -number of atoms by the number code. As COME: C for Carbon, and M for 3. -HEEL: H for Hydrogen, and L for 5. O for Oxygen. HAM: H for Hydrogen, -and M for radicle 3 times. Use whichever method suits you best. - -The formula for Carbolic Acid, C6H5OH, or CASH HAUL O, HAY. The formula -for Benzine, C6H6, or CASH HASH. - - -Hardness of Substances - -It is often valuable to know the degree of hardness of different -substances, and these can easily be remembered by the following list. -In degree of relative hardness the list is as follows, the hardest -coming first. - - Diamond - Corundum - Topaz - Quartz - Iridium - Apatite - Bell Metal - Boric Acid - Rock Salt - Kaolin - -Take Kaolin as a basis. The number opposite each substance in the -following list indicates its comparative degree of hardness in relation -to Kaolin: - - 1 Kaolin TIE See tie on Kaolin - - 2 Rock Salt SNOW Poured over Rock Salt - - 3 Boric Acid HOME Built of Boric Acid - - 4 Bell Metal WIRE Swinging a Bell - - 5 Apatite WHEEL With a big appetite for running - - 6 Iridium SASH Irritating the wearer - - 7 Quartz EGG Quartz taken from an Egg - - 8 Topaz IVY To pass the Ivy - - 9 Corundum WHIP Made Cora run - - 10 Diamond TOES Set with Diamonds - -In the list you have ten substances. Kaolin, the base, is 1, Rock -Salt is 2, which indicates that Rock Salt is twice as hard as Kaolin. -Iridium is 6, and six times as hard as Kaolin. Diamond is 10, which -means that it is ten times as hard as Kaolin. - -Learning this list by picturing reminders with the word of the Code -list will enable you to easily recall these ten substances and the -degree of hardness compared with Kaolin. - - -Atomic Weight Table - -Some students of Chemistry have learned the entire list of elements and -their atomic weights. The following are a few examples of how the list -can be arranged and learned. It will be excellent practice for you to -use this method and make a list of your own. - - Element Code No. Reminder Wt. Code Word - - 1 Carbon TIE Carbine 12.005 Tin Sizzle - 2 Hydrogen SNOW Hydrant 1.008 The Saucy Foe - 3 Nitrogen HOME Night 14.01 Deer Sat - 4 Oxygen WIRE Ox 16.0 Dash - 5 Sulphur WHEEL Sulphur 32.06 Money Sash - 6 Phosphorus SASH Fuss for us 31.04 Mad Sir - 7 Sodium EGG Soda 23.0 Nome - 8 Potassium IVY Pot 39.1 Mop It - 9 Calcium WHIP Calsomine 40.07 Horse Sack - 10 Iron TOES I Run 55.84 Lily Fire - 11 Arsenic DOT Arson 74.96 Gray Page - 12 Gold TOWN Gold 197.2 Dipping In - - -Learning Foreign Vocabularies - -The principle of using a reminder can be applied with advantage in -learning a foreign language. The majority may learn foreign words more -easily and permanently by the Reminder Link. In this case the reminder -is the connecting link between the English word and the foreign word. -Those who usually learn foreign words only by laborious repetition will -find a saving of time in learning by the reminder link. - -Spanish words: - - English Link Spanish - - cold freeze frio - drink beer beber - written inscribed escrito - sing cantata cantar - full complete completo - sweet delicious dulce - window ventilate ventana - keep guard guardar - sell vend vender - - -Latin Vocabularies - -Latin is the base from which most modern languages are derived, and -you will find in English a very large proportion of the words taken -directly from the Latin source. This makes the learning of Latin -Vocabularies simpler than any other. - -In a great many cases the word is a direct derivative and needs no -reminder or intermediate step; for example, the Latin word ANIMAL is -the same as in English, although pronounced differently; or Latin: -ORNAMENTUM, and the English ORNAMENT. Be resourceful, draw upon your -imagination. Note the following suggestions: - - English Reminder Latin - - boyish Puerile puer - crown coronation corona - free liberate liber - land terrace terra - dog canine canis - think cogitate cogito - mind mental mentis (gen.) - running current curro - pleasing gratifying gratus - soldiers militia milites (pl.) - teaching doctrine doceo - more majority maior - unending perpetual perpetus - shortness brevity brevis - time temporary tempora (pl.) - faith fidelity fides - -German Vocabularies become very much less difficult if you search for -an intermediate step or reminder: - - English Link German - - fork gobble gabel - coffee-pot coffee-can kaffekanne - amusing comical komisch - ancient old timer alterthuemlich - easy light leicht - meat flesh fleisch - writing scribed schreiben - gloves hand shoe handschuh - quilt bed cover betdecke - walking going gehen - stove oven ofen - flowers blooms blumen - - -Studying Music - -The visual memory is the best memory for music. Many of the better -musicians who learn music readily and remember it well have the visual -memory. They can see the page, the bar, and the notes in the mind's -eye. This ability can be developed in the child by the use of the -exercises for visualization given in the first book. When the child -begins to study music give part of the time to practice of visualizing -and memorizing music. - -First, teach him to visualize a perfect clef. Draw imperfect ones on -paper or slate and have the child tell what is the matter with them. -Draw different notes and have him become thoroughly familiar with them -by reproducing them. Have him draw the whole, half, quarter, and eighth -notes, etc. - -Teach the child the division of time by grouping the notes with -reference to beats. Write a line of notes and have him divide them into -groups of whole note value. Then indicate a certain time to be followed -and have him divide other rows of notes into bars in accordance with -the time indicated. - -Teach the child the different rests by the same visual process. Have -him write bars of music using the different rests and completing the -bar of given time by filling in with the proper notes. Teach the use of -sharps and flats and the difference in signatures by the same visual -process. Let all practice be simple in the beginning and increase in -complexity as he grows older. - -Teach the child to combine the use of the eye and ear in musical -practice. Have him transfer ear impressions to visual ones by seeing -the notes on a staff as he hears the tone. Write a few bars of a -familiar tune and have the child tell what it is. - -Another application of the visual memory is to look carefully at the -staff, then close the eyes and see it in the mind's eye, then look -back and correct and improve the picture. Another plan is to see the -staff exaggerated in size, covering the entire wall of the room. This -exaggerated picture can be colored according to the above suggestions. - -It will be helpful to take the piece which is to be memorized, and -after fixing the picture of it in mind write it upon a blank staff. -Keep improving this written copy of music, writing only that part of -the score which is seen clearly. These methods will help to improve the -visual ability to carry a picture of the page; and continuous practice -with them will help in improving the ability to memorize in this way. - -Be systematic in all your efforts. It is best first to memorize the -words, then the air, then the technical part. A thorough understanding -of the composition and its general plan will be of assistance. - -In learning songs apply the principles given in the second book, and -learn the words thoroughly. This will enable you to devote all of your -time and attention to the technical part of the music. When you do not -know the words thoroughly your attention is divided between learning -the technical part of the music and recalling the words. Better master -one thing at a time and do that well. - - -Speaking in Public - -When you have trained your child's memory and created in his mind a -feeling of confidence that he can remember what he wishes to say, there -will be very little embarrassment connected with speaking in public. - -Teach the child to use the Hitching Post idea in all matters of public -speaking. - -This subject was covered in Book Two and the following sample outline -of the points of a talk "Hitched" to the Code Words will be helpful. - -A patriotic speech made after the Declaration of War with Germany. - - 1 (Tie)--Volunteering for Service. - - Young men are taking off their ties and waving them in the air - rushing into the Enlisting Office. - - 2 (Snow)--Great Need of Shipbuilders. - - A partly built ship covered with snow which men are shoveling away - so others can go on with the work. - - 3 (Home)--Public Speakers for Propaganda. - - Speakers going from home to home calling out to people and - addressing them. - - 4 (Wire)--Conservation of Food. - - Boxes of food being wound around with wire so that they cannot be - wasted. - - 5 (Wheel)--Stopping Criticism of Government. - - Setting a lot of men gagged and bound upon a large wheel. - - 6 (Sash)--Increasing Production. - - Factory boss offering a wide, red, white and blue sash to the - worker who makes the greatest increase in production. - - 7 (Egg)--Lend Your Savings. - - Putting your savings in a large Egg and taking out Liberty Bonds. - -Be original and make an effort. You will soon learn that these simple -pictures will recall the points of the talk in the order in which you -have arranged them. The hint is all the mind needs, if it gets the -right start you will be able to say what you wish. - - -Review Your Studies - -An excellent method of mental development is to make a practice of -recalling the occurrences of the day each evening. This is especially -important for students. Time should be taken to sit quietly and -review the facts and ideas of the day's lessons. Here is an excellent -opportunity to urge your mind to think them over for yourself. There -can be little growth of knowledge without independent thinking. - -Review as much in detail as possible all of today's lessons before -starting on the new. One reason you do not remember more of what you -see, read, or hear, is that you do not review it. Reviewing carefully -will very largely increase your stock of knowledge. It is not -unreasonable to expect that some of the facts or experiences of the -day's work and lessons will later become as important and valuable as a -business man's papers. He does not hesitate to take time in the middle -of the day to file these papers, or even to carry them to the vault. -Teach the child to take a few minutes in the evening and review the -occurrences of the day and you will be surprised to see his mind begin -to take on the retentive power of a vault. - -The necessity of repetition will never be eliminated; it may by better -methods be reduced to a minimum, but cannot disappear entirely. Some -knowledge must be so familiar that it can be used habitually (by the -subconscious mind) without the necessity of conscious effort, and this -cannot become true without repetition. - - -Review Improves Observation - -Another result which is far from unimportant is the fact that this -effort will develop the ability and the inclination to take notice of -things as they transpire. Many examples can be given of the extreme -value of this exercise, as the experiences of Thurlow Weed. He had the -ambition to become a politician, but lacked one necessary requisite--a -retentive memory. The above idea was suggested to him by his wife. -Mr. Weed practiced by recalling to his wife in the evening all the -circumstances and happenings of the day. He was so greatly repaid for -this effort that he continued this for many years. Mr. Weed says, -"I am indebted to this discipline for a memory of unusual tenacity. -I recommend this practice to all men who wish to store up facts and -expect to have much to do in influencing men." - - -A Word to the Student - -The greatest lesson of education is thought. The thing you should -be striving for and working toward is the ability to think clearly, -logically and deeply. One of the greatest aids is the knowledge which -is stored in your brain and which you are all able to recall at will. - -Your brain is not like sticking plaster, it is like putty; you must -make an impression of the things you wish to retain. To make these -impressions will always require an effort, no help will ever be devised -which will enable you to remember without effort. - -The ideas given to you in this book are aids, and you should become -able to use them as such. The principles of memory are scientifically -accurate and you need to become familiar with them and to use them to -add to your success in study and progress. - -Do not be like the carpenter who "is too busy to sharpen his tools," or -like the drowning man who refused to grasp the rope because he feared -it was not strong enough. - -Use every idea that proves helpful and apply it in every possible way. -There is no intent to give here all of the applications, but merely -to give principles and to suggest one or two ways in which they have -been used. The applications that are of most value to you are those you -make for yourself. The principles will cover every need, if you will be -resourceful in their use. - - -Get Out of the Rut - -Make an effort. Insist upon your brain waking up and "getting on -the job" and doing its share. The old method of "learning by heart" -requires a maximum of time and mental effort. - -This visual method requires only a minimum of time and mental effort. - -Time is of the utmost value to you. Dr. James tells us that over -seventy-five per cent of our Mental power is dormant, asleep. Stir -yourself. Put a Maximum of Mental Effort into a Minimum of Time; -develop an accurate and retentive memory--a worthy servant to be at all -times relied upon--the very foundation of your success. You can work -wonders with yourself by intelligent and persistent effort. - -The Capacity of the Visual Memory is Unlimited. - -Faith is the Atmosphere in which Success lives. - -Kill Mental Laziness. It has always been fatal--it is as deadly NOW! - - -It Can Be Done - - Somebody said that it couldn't be done, - But he with a chuckle replied, - That maybe it couldn't, but he would not be one - To say so until he tried. - So he buckled right in with a bit of a grin - On his face; if he worried he hid it, - He started to sing as he tackled the thing - That couldn't be done--and he did it. - - Somebody scoffed, "Oh, you'll never do that-- - At least, no one ever has done it," - But he took off his coat and he took off his hat, - And the first thing we knew he'd begun it. - With a bit of a grin and a lift of his chin - Without any doubting or quit it - He started to sing as he tackled the thing - That couldn't be done--and he did it. - - There are thousands to tell you it cannot be done, - There are thousands to prophesy failure, - There are thousands to point out, one by one, - The dangers that wait to assail you; - But just buckle in with a bit of a grin, - Take off your coat and go to it; - Just start in to sing as you tackle the thing - That cannot be done--and you'll do it. - - --Edgar Guest. - -While you are thinking it can't be done--somebody else is doing it. - - - - -CHAPTER TWO - - -In this last chapter will be given applications of the memory -principles which have been made by students. Some will be helpful to -you, others will suggest ideas which you can change and adapt to your -own problems. - - -Value of Forgetting - -Sometimes it is of as great value to be able to forget as it is to be -able to remember. You have seen that each time you review a mental -impression it becomes stronger and more deeply implanted in the brain. -When using your Hitching Post for temporary purposes refuse to see the -pictures after having used them, and your Hitching Posts will be free -for filling any other information. - -The unfortunate or embarrassing situations of life which you wish to -eliminate from your mind can be forgotten by the same process. Each -time you allow this circumstance to enter your mind you see again the -conditions which you are trying to forget. This is just the thing you -should not do. Each time you rehearse the subject you drive it deeper -and deeper into your mind. - -To forget you must refuse to review or to revisualize. There must -be an utter absence of this circumstance from your mind. This will -require some determination upon your part, and a little application of -WILL POWER, but it is not a difficult thing to accomplish. The best -method of eliminating a troublesome thought is to fill your mind with -a pleasant one. When there is a tendency to recall that which you wish -to forget do not deny it, but rather begin immediately to think of -something entirely different and keep your mind continuously upon the -new thought and the old will be completely eliminated. - - -To Remember Playing Cards - -Those who are interested in card playing will find in the following -idea an excellent method of entertaining friends. It will also prove -valuable in playing certain games, and above all, it is good practice -for the development of your memory. - -Remembering all the cards of a shuffled deck in proper order is an -application of the Hitching Post idea and the Number Code. Have a word -to represent each card in the deck, beginning with the first letter of -the series and ending with the Code Letter for the number of the card. -For example HEAD would represent 1 of Hearts, H for Heart, and D the -Code Letter for 1. - -In this way the 2 of Hearts would be represented by Honey; the word Hem -would stand for the 3 of Hearts. The word Hero would stand for the 4 -of Hearts. - -In the same way a list of words may be made to represent the Spade -cards, each word beginning with S to stand for the Spades, and ending -in a letter of the number Code to represent the number of the card. - -A similar list may be made for the Club cards, beginning with C for -Clubs and for the Diamond cards beginning with D. - -The following list of words has been prepared to cover the entire deck: - - -Card Words - - Cards Spades Hearts Clubs Diamonds - - Ace Seat Head Caddy Dad - 2 Sun Honey Coon Dawn - 3 Seam Hem Comb Dam - 4 Soar Hero Cur Deer - 5 Sail Heel Coal Duel - 6 Sage Hash Cage Ditch - 7 Sack Hog Cake Dyke - 8 Safe Hive Cave Dive - 9 Soup Hobo Cap Daub - 10 Seeds Hods Cuts Deeds - J Statute Heated Cadet Dotted - Q Stein Hidden Cotton Detain - K Steam Hit'em Cut'em Daytime - -By use of these words it is not difficult to take a deck of cards -previously shuffled by some one, and to learn the position of each card -in the pack. The first card will be represented by its corresponding -word and visually associated with the first word of the Code List Tie. -For example, the first card you find in the pack is the 6 of Hearts, -which is represented by the word HASH, and you simply make a picture of -a TIE & HASH. - -The second card might be the 4 of Clubs, which is represented by the -word Cur, and made into a picture with the second word of the Code -List, Snow. - -The third card might be the 3 of Spades, in which case you would make a -picture of Home and SEAM. - -In a similar manner proceed to make a visual picture for each card -in the pack, as you come to it, with the following word of your Code -List. Then when you have gone as far as you wish, pick up the cards, -being careful to keep them in the order in which you have learned them, -holding them with their backs to you and their faces to those who are -watching. In order to name the first card simply recall your picture -with Tie which will bring to mind the word HASH, which stands for the 6 -of Hearts. The second card will be Snow and CUR for the 4 of Clubs. The -third card will be Home and SEAM or the 3 of Spades. - -With practice you will be able to take the fifty-two cards of the -deck. At first it is advisable to take only twenty or twenty-five, so -that you can recall your pictures soon after they have been made. The -more cards you take, the stronger picture you must make to hold it -accurately in mind without review. - - =When the Pictures Is Clear and Vivid the Memory Is Dependable.= - - -Mastering Robert's Rules of Order - -Everyone should be well posted regarding precedence of motion in -Parliamentary Law. You may be called upon to decide such questions at -any time. The worries of officiating in public will be reduced to a -minimum if you will learn the proper sequence of motions through the -following suggestions. It will require but a few minutes to do this. -The following is a list of motions given in the order in which they -take precedence. The motion which has precedence over all others is the -motion, To Fix the Time to Adjourn, and is Number 1. The motion which -takes precedence over all motions, except Number 1, is the motion, To -Adjourn, and is Number 2. - - -Privileged Motions - - 1--To fix the time to adjourn (non-debatable). - 2--To adjourn (non-debatable). - 3--Questions of privilege (debatable). - - -Incidental Motions - - 4--Call for orders of day (non-debatable). - 5--Appeal (debatable). - 6--Objection (non-debatable). - 7--To read paper (non-debatable). - 8--Leave to withdraw motion (non-debatable). - 9--To suspend the rules (non-debatable). - - -Subsidiary Motions - - 10--To lay on the table (non-debatable). - 11--The previous question (non-debatable). - 12--To postpone to a certain day (debatable). - 13--To refer to committee (debatable). - 14--To amend (debatable). - 15--To postpone indefinitely (debatable). - 16--Main or principal motion (debatable). - -In order to learn the sequence, it is simply necessary to make a -Reminder Picture of the motion, and Hitch it to the corresponding -number, which of course, must be represented by the words in your Code -List. For this purpose the following pictures are suggested, using the -list of Code Words. The pictures given here are merely suggestions. -Make any pictures which will serve to call the motion to mind. - -1--TIE.--To Fix the Time to Adjourn. - -See some men seated around a table playing a game of cards. The prize -for the winner is a large red TIE lying on the table. One man points to -the clock and says, "We will play until ten-thirty o'clock, and then go -home." The TIE stands for 1, and the picture suggests fixing the time -to adjourn. - -2--SNOW.--To Adjourn. - -See some people seated around a dinner table. Their attention is -directed to the fact that it is snowing and they all rise and go home. - -3--HOME.--Questions of Privilege. - -See some people leaving a meeting and starting HOME, other jumping up -and objecting, raising the question of their privilege to leave. - -4--WIRE.--Call for Orders of Day. - -See a messenger boy all bound up with WIRE, calling the orders of the -day. - -5--WHEEL.--Appeal. - -See a man waving a WHEEL to gain attention and calling for an appeal. - -6--SASH.--Objection to the Consideration of the Question. - -See a member of the assembly pulling another away by a SASH, to keep -him from getting a chance to ask a question which he wishes to have -considered. The first man objects to the consideration of the second -man's question. - -7--EGG.--The Reading of Papers. - -See an officer taking the papers out of a large EGG shell and reading -them. - -8--IVY.--Leave to Withdraw Motion. - -See a man reaching over with a piece of IVY and trying to get a copy of -the motion off from the desk. - -9--WHIP.--To Suspend the Rules. - -See a WHIP dangling a ruler suspended at its end. - -10--TOES.--To Lay on the Table. - -See a member come up and put his TOES on the table. - -11--DOT.--The Previous Question. - -See a man trying to cover the previous question with a large DOT. - -12--TOWN.--To Postpone to a Certain Day. - -See a town with posters all over it, with a large date referring to a -day set for meeting. - -13--DIME.--To Refer to Committee. - -See a committee standing up in line and a large dime being handed to -them. - -14--DEER.--To Amend. - -See some hunters trying to mend the DEERS antlers. - -15--TOWEL.--To Postpone Indefinitely. - -A TOWEL is rolled up and placed on a high shelf, its use is -indefinitely postponed. - -16--DISH.--The main or Principal Question. - -See a large DISH carried in and put in the middle of the table, -indicating that it is the principal dish. - -The question of whether or not these motions are debatable is an -important one. You will notice that each question is marked "debatable" -or "non-debatable." The easiest way to fix this in mind is to take them -in groups. Notice that the motions from 1 to 11 are non-debatable, and -that the motions from 12 to 16 are debatable. - -The exceptions to this fact are the motions 3 and 5 which are -debatable. In our Number Code M stands for 3 and L for 5, represent -the motions 3 and 5, by M and L, made into the word MULE. These are -debatable, or can be "kicked" about, which idea is easily associated -with MULE. This will always keep in mind that the only debatable -motions of the first set are the motions Mule. - -Another question is, which motions require a two-thirds vote to carry? -They are the motions 6, 9 and 11. These three Numbers are represented -by the words SASH, WHIP and DOT, which can easily be fixed in mind. - -Whether the motion, TO LAY ON THE TABLE, or the motion, TO SUSPEND -RULES, should have precedence can be decided by referring to your -pictures. To suspend the Rules brings the picture of the Whip -Suspending the Ruler from a string. To lay on the Table brings the -picture of a man putting his Toes on the Table. Whip is 9 and Toes is -10, therefore you know that to Suspend the Rule has the precedence. - - -Aids for Bible Students - -Many very helpful ideas for Bible study may be worked out by combining -the different principles you have been studying in memory development. -The whole Bible can become one great, moving Panorama. The picture can -contain all the detail which you wish to remember. - - =The More Detail the Picture, the More Complete and Accurate Your - Memory.= - - -Books of the Old Testament - -The following Reminder Picture story will aid in learning the sequence -of the books of the Old Testament. - - Genesis asked to leave a number of duties - Genesis Exodus Leviticus Numbers Deuteronomy - - And for Joshua to Judge Ruth. Samuel saw Saul - Joshua Judges Ruth 1 Samuel 2 Samuel - - First and Second Kings Chronicle a crisis for Ezra - 1 and 2 Kings 1 Chronicle 2 Chronicles Ezra - - Nehemiah. Esther's Job with Psalms and Proverbs is to - Nehemiah Esther Job Psalms Proverbs - - equalize the Songs of Solomon for Isaiah and Jeremiah. - Ecclesiastes Song of Solomon Isaiah Jeremiah. - - The lamentations of Ezekiel dared Hosea and Joel - Lamentations Ezekiel Daniel Hosea Joel - - to be a most Obedient Jonah. Micah and Nahum - Amos Obadiah Jonah Micah Nahum - - had a cook Zephaniah haggard from carrying a - Habakkuk Zephaniah Haggai - - sack of rye a mile. - Zechariah Malachi. - - -New Testament - -The following story will help in learning the books of the New -Testament. - - Matthew and Mark like the way John acts - Matthew Mark Luke John Acts - - with Romans and one or two Corinthians. The - Romans 1 and 2 Corinthians - - Galatians at Ephesus fill a Colossal - Galatians Ephesians Philippians Colossians - - first and second thesis two times. - 1 and 2 Thessalonians 1 & 2 Timothy - - When Titus follows men He brews Games for two - Titus Philemon Hebrews James 1 & 2. - - Peters, three Johns and Jude's relation. - Peter 1,2,3 John Jude Revelation. - - -Location of Passage - -The location of a verse can be fixed in mind by the use of Reminders -and the Number Code. For example, remember the idea, "THE APOSTLES MADE -A DOZEN." In this sentence "made" stands for Matthew, "dozen" stands -for 10 and 2; or the Apostles are named in Matthew 10:2. - -The names of the Apostles can be easily remembered by the following -Reminder Story: - - Peter and James join Philip Bartholomew - Peter Andrew James John Philip Bartholomew - - to make Matthew James Thaddeus Zion's Justice. - Thomas Matthew James Thaddeus Simon Judas. - -To remember where to find the Ten Commandments remember the two words -"Extra Nice." Extra is a reminder for Exodus and Nice stands for 20th -Chapter. - -The story of the Prodigal Son found in the 15th Chapter of Luke is -easily remembered by the idea, "PRODIGAL SON LOOK DAILY." Look is a -reminder for Luke, and Daily stands for 15th Chapter. - -The idea that the fond father looked daily for the Prodigal Son will be -easily remembered. - - -Rhyme Often Helpful - -In every case possible take advantage of the fact that rhyme is easy to -remember. There are many examples of this fact which have aided you in -the past, as for example: - - "Thirty days has September, - April, June and November," etc. - -There are many other common examples. The following is a good -illustration of how information can be arranged in rhyme and thus aid -materially in fixing it in mind. - - -Grammar by Rhyme - - Three little words you often see - Are Articles A, AN, 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. - - Instead of nouns the Pronouns stand: - HIS head, HER face, YOUR army, MY hand. - - Verbs tell something to be done: - To READ, COUNT, LAUGH, SING, 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 - The noun, as IN or THROUGH the door. - - The Interjection shows surprise, - As OH! How pretty! AH! How wise! - - The whole are called nine parts of speech - Which reading, writing, speaking teach. - - -Learning the Telegraphic Code - -An interesting and valuable application of the A, B, C, Hitching Posts -and Visualization is made on the following pages as a basis of learning -the International Code as used by the army and navy. - -Many persons have learned the code in a few hours by this method, where -it has taken days to master it by repetition. The Morse Code has only a -few changes and can be learned by the same plan. - - -The Code in Pyramid Signal Form - - 1 2 3 4 - E. T_ R._. K_._ - I.. M_ _ L._.. Y_._ _ - S... O_ _ _ P. _ _. C_._. - H.... X_.._ - - A._ N_. U.._ G_ _. - W._ _ D_.. F.._. Z_ _.. - J._ _ _ B_... V..._ Q_ _._ - -Note the Pyramid arrangement of the signals in groups of three and -four. Also note that the signals in columns 1 and 3 begin with DOTS, -and those in columns 2 and 4 begin with DASHES. Note that the signals -in the adjacent columns are opposite. A is ._; opposite in the adjacent -column is _. N. - -Learn the signals in groups as arranged. - -As it is more difficult to translate from signal to letter, the -following instructions are based upon learning from signal to letter. -To learn in this manner will shorten the time necessary in becoming -able to "receive" messages. Follow the instructions closely. - - -How to Learn the Code - -Each DOT or DASH of the signal is to be represented by an object which -you can see or visualize. The alphabet letter is represented by an -Object beginning with that letter. - -The signal objects and the letter objects are then grouped into a -picture. This picture visualized and reviewed a few times can easily be -recalled either from letter to signal, or from signal to letter. - -In all signals beginning with a DOT or DOTS, the dots are represented -by big Yellow Oranges and the dashes by thick board Planks. - -In all signals beginning with a DASH or DASHES, the dashes are -represented by Baseball Bats, and the dots by big red Apples. - - -Picture Illustration - -[Illustration] - -A in this picture is represented by an ANT. The dot is represented by -an ORANGE on which the PLANK is resting, the plank represents the dash. -Down the plank walks the Ant. See the picture and the motion of the Ant -walking on the plank. See all pictures large in size and in motion. To -close your eyes will help you to see the picture clearly. In each case -make a large Moving Cartoon of the objects. Review by seeing the same -picture each time. - -ANT--ORANGE--PLANK, ._ is A. - -B is Honey Bee, with a BAT (dash) batting three APPLES (dots) along the -ground. See the BEE--BAT--APPLE--APPLE--APPLE. _... is B. - -C is a Cannon out of which is being shot a BAT (dash), -an APPLE (dot), a BAT (dash) and an APPLE (dot). See the -CANNON--BAT--APPLE--BAT--APPLE. _._. is C. - -In the same manner see clearly the pictures described for the code -signals following. - -. E, an Orange balanced on the smokestack of an Engine, . is E. - -.. I, two Oranges rolled at an Ink bottle. See ink spilled on the -oranges, .. is I. - -... S, three Oranges sticking in a Snowdrift. See bright yellow -oranges, ... is S. - -.... H, four Oranges, one between each of the fingers of your Hand, -.... is H. - -._ A, an Orange, a Plank, and an Ant, as pictured above. - -._ _ W, an Orange with two Planks leaning on it, a Wolf runs up one -plank and down the other, ._ _ is W. - -._ _ _ J, a Jockey picks up a big yellow Orange and carries it across -the street by walking upon three Planks laid zig-zag, ._ _ _ is J. - -._. R, an Orange on each end of a Plank, a Rat is carrying the Plank in -his mouth, ._. is R. - -._.. L, an Orange on the left end of a Plank and two Oranges on the -other end, all are balanced on the back of a lamb, ._.. is L. - -._ _. P, an Orange placed on the ground by a Pig, he then walks across -two Planks and places an Orange at the other end, ._ _. is P. - -.._ U, two Oranges floating on the sea, up comes a U-boat, pushes them -apart and crashes into a Plank, .._ is U. - -.._. F, two Oranges left on the end of a Plank and one on the other -end, a Fire burns the Plank in two, see the Oranges roll into the Fire, -.. _. is F. - -(Note the difference in location of the two oranges in L and F.) - -..._ V, three Oranges hanging on a Vine, you take a Plank and knock -them off, ..._ is V. - -_ T, a Bat used for pounding Tea leaves, _ is T. - -_ _ M, two Bats being swung in the air by a wild Monkey, _ _ is M. - -_ _ _ O, three Bats stacked on end, along comes an Owl and carries them -away, _ _ _ is O. - -_. N, a Bat being used to knock an Apple from a tree by a Nun, _. is N. - -_.. D, a Bat used to bat two Apples against a Door, _.. is D. - -_... B, a Bat and three Apples pictured with a Bee, as given above, -_... is B. - -_._ K, a Bat sticking on one side of a Kettle and a big Apple between -it and another Bat on the other side of the kettle, _._ is K. - -_._ _ Y, a Bat used to bat an Apple into the YMCA hut, two fellows -inside pick up two more Bats and swing at the Apple as it passes, _._ _ -is Y. - -_._. C, a Bat, an Apple, a Bat and an Apple, pictured with a Cannon -above, _._. is C. - -_.._ X, a Bat, two Apples and a Bat laid out upon a table to be -photographed by an X-Ray machine, _.._ is X. - -_ _. G, two Bats leaning together with an Apple placed on top, along -comes a Goose and grabs the Apple, _ _. is G. - -_ _.. Z, two Bats with two Apples tied on the other end and swung over -the back of a Zebra, the Bats on one side, the Apples on the other, _ -_.. is Z. - -_ _._ Q, two Bats and an Apple roll into a Quilt and swung on the end -of another Bat to carry over your shoulder, _ _._ is Q. - -Go over the pictures a section at a time as pyramided. See them in -large size and in motion. Do this several times. Have some one call -the signal to you. See the ORANGES and PLANKS, or the BATS and APPLES -and the picture they form. The object pictured with them brings the -corresponding letter to you. - -Note that all signals beginning with a DOT are pictured with ORANGES -and PLANKS. All signals beginning with a DASH are pictured with BATS -and APPLES. - -By this simple method you are guided at once to your picture. When this -signal is given .._ at once you know it is two oranges and a plank. -This brings the picture of the U-boat dashing between the oranges and -striking the plank. After a few repetitions the process will become -instantaneous. - -Go over the alphabet forward and backward and in each case SEEING and -speaking the object used to represent the letter. Thus: - - A--Ant - B--Bee - C--Cannon - D--Door - E--Engine - F--Fire - G--Goose - H--Hand - I--Ink - J--Jockey - K--Kettle - L--Lamb - M--Monkey - N--Nun - O--Owl - P--Pig - Q--Quilt - R--Rat - S--Snow - T--Tea - U--U-Boat - V--Vine - W--Wolf - X--X-Ray - Y--YMCA - Z--Zebra - -For practice go over the alphabet and see the object and picture of the -signal. Thus, A is Ant, see the ant walking down the plank which is -resting on the orange. Repeat the signal A ._ Orange, Plank. Do this a -few times till all pictures are clear and come quickly. - -Let all your alphabetical practice be by seeing the picture and -speaking the signal. Thus, A, see the picture and speak the signal, -Dot, Dash. - -See to it that most of your practice is from signal to letter. This is -"receiving" and requires the most practice. - -In your odd moments go over signals, thus, _ _._ two bats, an apple and -a bat (wrapped in a Quilt) Q. - -._ _ an orange and two planks (the Wolf walks over) W. - - =Pictures insure accuracy, depend upon the picture. Practice is - the only possible method for developing speed.= - - -The Knight's Tour - -Chess players find a great deal of interest and amusement in being able -to remember the moves necessarily made by the Knight in touring the -board, stopping once on each square, and never more than once on any -square. - -One of our great mathematicians put in a great deal of time working out -the proper moves of the Knight in touring the board in this manner. It -is a simple matter for the memory student to keep in mind the necessary -moves in their proper order. This would be an almost impossible feat -without the aid of your number code, as there are sixty-four different -moves to be made by the Knight in this tour. - -The problem is to call from memory each move of the Knight, beginning -either at square No. 1, or in fact any square of the board. Notice -that the squares are numbered from 1 to 64, each row of squares always -numbering from left to right. The following cut illustrates the method -of moves. The Knight always moves two squares in one direction, and one -in the other, indicated by a diagonal line drawn from 1 to 11, and from -11 to 5. Thus you will see, beginning with square No. 1 that the move -of the Knight will be as follows: - - 1, 11, 5, 15, 32, 47, 64, 54, 60, 50, 35, 41, 26, 9, 3, 13, 7, 24, - 39, 56, 62, 45, 30, 20, 37, 22, 28, 38, 21, 36, 19, 25, 10, 4, 14, - 8, 23, 40, 55, 61, 51, 57, 42, 59, 53, 63, 48, 31, 16, 6, 12, 2, - 17, 34, 49, 43, 58, 52, 46, 29, 44, 27, 33, 18 and back to 1. - -[Illustration] - -To remember these moves in their proper order is an excellent -application of the Hitching Post idea, and use of the Code List -representing the moves in consecutive order as 1, 2, 3, 4, etc., and -any word with it that will represent the number of the square to which -the Knight is to move. The list following begins with the first square -as the starting place: - - Tie and Hut Town and Riot - Snow and Dude Dime and Hinge - Home and Owl Deer and Ape - Wire and Doll Towel and Ham - Wheel and Maine Ditch and Team - Sash and Rug Duck and Oak - Egg and Cherry Taffy and Snare - Ivy and Lawyer Depot and Imp - Whip and Chess Nose and Latch - Toes and Lace Net and China - Dot and Mill Nun and Reel - -Follow on through the sixty-four moves using the code words for the -sequence of the move and any words you wish that stand for the number -of the squares on the board. - -When you have pictured all the objects together, the first object will -keep the sequence of the moves clearly in mind, and the second will -reveal the number of the square to which the Knight is to move. You can -very quickly go over the pictures and give the moves of the Knight. -The first move, Tie, begins with Hut or square No. 1. The second move, -Snow, is Dude or square 11; the third move, Home, is Owl, or square 5; -the fourth move, Wire, is Doll, or square 15; the fifth move, Wheel, is -Maine, or square 32. Each move is represented by the picture which you -have with the succeeding word of your code list. - -As soon as you are familiar with these pictures you can begin with any -square designated. If you are asked to begin with square 24 you know -that 24 is Snare, which is pictured with Taffy. Taffy is 18, so you -begin with the 18th move. - - -Knight's Tour by Story - -Another method of following the Knight's tour is to learn the following -story, the words of which are based upon the Number Code, each word -giving the number of the square to which the Knight should move next. -The story begins with the square 1. After you have learned the story, -go over it and instead of saying the words, speak the number of the -square as represented by the word of the story. This first sentence -is an example: The TIDE IS LOW, a TALL MAN is ROWING. These words -represent the following figures: 1, 11, 5, 15, 32, 47. - -First learn the story, then practice until you are able to go over -the whole thing and speak the figures 1, 11, 5, etc. After you are -thoroughly acquainted with the number values of the words you can -allow the persons looking on to select any square on the board as the -starting place. For instance, if square 32 should be selected you would -know that the word MAN stands for 32, and so you would begin with MAN. -The next move would be the next word, ROWING (47), and so on through -the story. When you come to the end of the story you must go back to -the beginning and work forward to the word MAN, so as to cover the -entire board. - -To learn the Knight's tour is excellent training, and gives you an -excellent method of entertaining your friends, as they will scarcely -believe it possible that you can remember the 64 moves without error. - - -The Story for the Knight's Tour - - The Tide is Low a Tall Man is Rowing. A Cheery - 1 11 5 15 32 47 64 - - Lawyer Chose Lazy Mollie Reed. A Hinge By My Team. - 54 60 50 35 41 26 9 3 13 - - A Key Near a Mop. A Slouchy Jane Roll a Mouse to a - 7 24 39 56 62 45 30 - - Nice Meek Nun. Knave Move Not so Much Stop as a - 20 37 22 28 38 21 36 19 - - Snail Does. Her Dear Foe Nome, Rose Slyly Shot Lead - 25 10 4 14 8 23 40 55 61 51 - - Like Rainy Slop. A Lame Chum Arrive Mad as Dutch. - 57 42 59 53 63 48 31 16 - - Joe Dine Now, Take More Ripe Rum. A Live Lion Rush - 6 12 2 27 34 49 43 58 52 46 - - a Snob. Warrior Sneak Mama a Dove. - 29 44 27 33 18 - - -A Last Word - -"Memory is the foundation without which there can be no structure of -knowledge." On the other hand, there can be a good foundation and very -little structure. The story is told of a fool who was placed under the -charge of a country clergyman. The young fellow would sit in church on -the Sabbath and was able to remember almost every word of the sermon. -He could tell afterwards, where every one sat, and what they wore, but -he was good for very little of anything else. - -A reporter in the House of Commons could sit for hours without taking -notes and write the full speeches for his paper, but he had very poor -judgment and was an utter failure in life. - -Do not neglect the development of your memory, but do not go to the -extreme, so that you neglect other factors of mentality and character. -Strive always to gain a fully rounded education and development. -Develop the Common Senses; make them keen, alert and useful, and you -will not lack in Common Sense. - -Great buildings, great characters, great minds and great memories are -not built in a day. But a few minutes a day of persistent effort will -win. In the words of Michael Angelo: - -"Trifles make perfection, but perfection is no trifle." - - - - -TRANSCRIBER'S NOTES: - - - Italicized words are surrounded with underscores: _italics_ - Emboldened words are surrounded with equals signs: =bold= - - There are inconsistencies in the Table of Contents regarding chapters - and sections, as well as incorrect page references. The Table of - Contents is presented as it appears in the original with page - references corrected. - - Obvious spelling and punctuation errors have been standardized. - - - - - -End of the Project Gutenberg EBook of Miller's Mind Training for Children, -Book 3 of 3, by William Emer Miller - -*** END OF THIS PROJECT GUTENBERG EBOOK MILLER'S MIND TRAINING VOL. 3 *** - -***** This file should be named 55509-8.txt or 55509-8.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/5/5/5/0/55509/ - -Produced by MFR, David E. 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