An Improved System of Mnemonics or, Art of Assisting the Memory, Simplified, And Adapted to the General Branches of Literature, With a Dictionary of Words, Used as Signs of the Arithmetical f

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(3) AN IMPROVED. SYSTEM OF MNEMONICS; OR. ^ct Of llgststmg fte Jlemorp,. SIMPLIFIED, AND. ADAPTED TO THE GENERAL BRANCHES OF LITERATURE;. WITH. DICTIONARY OF WORDS,. ji. USED AS SIGNS OF THE ARITHMETICAL FIGURES.. 'E^Bvpov civroti,. Vfia./J.fji.a'Tiev. re. Mvii/*»iv fl'joTTiivTov ViivfofA,hTOf. a-yvfllJ-tif,. ipykvnv.. ^schyl. Prom. Vinct. 468. ^^^.^.••-^.^. " Mother of Wisdom The thronged ideal. '* •'. Who. **. Flame. !. thou, whose. sway. hosts obey,. now vanish, now appear, van, or darken in the rear,". bid'st their ranks in the. " While every. flower in Fancy's cliine, of old heroic Time, by the hand of the industrious Muse, " Around thy shrine their blended beams diffuse." Mason on Memory.. " Each gem '•. Cull'd. BY THOMAS COGLAN. MNEMONICS, VOL.. I.. CONTAINING THE PRIMARY ARRANGEMENT OF THE SYSTEMi APPLICATION TO FIGURES,. CHRONOLOGICAL ASSOCIATIONS,. AND THE MULTIPLICATION TABLE ARRANGED. IN A. NEW MANNER. FOR LEARNERS.. PUBLISHED BY. C. CRADOCK AND W. JOY, PATERNOSTER-ROW^ AND JOHN HATCHARD, PICCADILLY.. Price. 95.. with Plates^. 1813..

(4) L. \ Cntereu at %t3tlonttfi' âXl.. ^"Vrintcd by. W.. Glindon, (lupett-itreet, Haymarkel,.

(5) DEDICATION: TO HIS. ROYAL HIGHNESS. THE DUKE OF. SUSSEX.. Sir,. Honoured by your permission to your I. Royal Highness, endeavour,. shall. prove. myself. in. in. this. to dedicate. System of Mnemonics^. this. expressing. my. Gratitude,. to. not unwôrthy of your. instance,. Patronage, by avoiding the fulsome panegyrics that are too frequently used on similar occasions ; satisfied that. if. your. Royal Highness's reputation, required the flimsy aid of flattery, I. should not derive honour from this inscription,. nor your Royal Highness credit from such eulogium. I feel. proud. in. being allovêd to usher this production. to the public, under the auspices of. whose honourable. your Royal Highness,. exertions, in promoting the diflusion of. useful knowledge,. are. known throughout. well. so. the. Empire.. With. the hope that. its utility. may be. appreciated by. your Royal Highness, I subscribe myself,. with great respect.. Your Royal Highness's Obliged and obedient Servant,. THOMAS COGLAN. London, June 30, 1813«. 2000135.

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(7) rilEFACE.. IN introducing. this. system to the Public, the Author. feels. the. necessity of stating the motives that chiefly influenced him, in pre-. smning. to appear before so. high a tribunal.. Having delivered Lectures upon Mnemonics, principal towns in the principles,. kingdom. in. most of the. wherein he unfolded their general. ;. and particular arrangements, with instructions how. adapt them. to. many. had the pleasure. of the leading branches of literature. of observing the gratification, which the. to. he. ;. know-. ledge of the art gave to the greater part of those that attended him,. who were. generally anxious in their enquiries, whether he meant to. publish the system, which they conceived would be useful as a book of reference, either to direct their families; not a to. work merely. furnish associations for. studied, and. To. to. it. operations, or instruct their. several subjects,. by many deemed. render. own. explain the theory, bitt in. essential to a. useful, this latter part. able; for although the ingenuity,. it. also. that are fiequently. good education.. was considered indispens-. and utiUty of Mnemonics were. generally admitted, yet objections were often started to them, by stating the difficulty, or apparent difficulty, of suitable combinations,. which the. making proper. or. art required.. These objections were urged, paiticularly by those persons, that were either engaged in business, or other pursuits, desirous of commiting the assimilations to inclined to take the trouble of. who were. memory, but were not. making them.. Although the Author conceives himself. to. be unequal. Attempt of this kind, either to gain reputation for himself, or. a. to. an. to il-.

(8) ;. 11. on one. lustrate the advaiitag'es of the system; ye4, thus solicited. side. —. ami stiong;ly convinced himself on. rangements may be found useful world, with. he ventures to. ;. those hojies and. all. writer, that feels. the other,. an honest anxiety. fears,. which. that his ar-. them. ofler. {generally. to the. assail. a. to gain public support.. As the culprit who pleads his own cause, if he knows any thing human nature, is desirous of ingratiating himself with his judges; so, many Authors actuated by similar motives anxious to of. ;. mitigate the severity of criticism, endeavour to effect their purpose. by. occupations,— urgent invitations to. told tales of pressing. well. embryo. publish, &c. &c. occasioning the premature birth of their. muse, th'^y. —exposing. had cloalhed the. dering. situated,. The. rude essay of their minds. first. to disciiminate. it ditlirult. so.. by similar declarations, that (generally. meaas of securing himself from the uiual. charge of cautious Jictiun. ;. but his friends— his acquaintance,. recognize the veracity of his assertions. feels confident,. when he. —Thus ren-. between those, who are really so. and those who are only poetically. considered) he has no. he. !. blast, ere. writer of these pages knows, that if he attempted to di-. vert the Clitic's censure,. will,. Northern. to the inclemencies of the. it. states, that situated as. he has been. for. some time. ing in a town scarcely more than a fortnight at one period. resid-. ;. —a. con-. siderable portion of his time engaged in passing from place to place, often at great distances. &c.. —. that his writing. ally to. — Lecturing — preparing. for Lecturing,. must be so frequently interrupted,. 6cc.. as materi-. derange that continuous chain of thought, which. is. neces-. sary to be preserved, in giving effect to the most simple operations. Such has been. of the miud.. which he hopes. may be found. in. his case throughout this little. own. efforts. :. this. System. he has neither the. to lay claim to originality for the outlines of ciples, are the. that. it.. Although a considerable part of the Author's. work,. will plead in his favour for the imperfections. same. that Wire applied. as those practised. by no. less a. folly, it.. is. the result of. nor the vanity,. —The leading. prin-. by the Greeks and Romans. ;. personage than the accomplished.

(9) ;. V 111. Cioei-0,. who. mind,. to call in the. did not consider. it to. be nnwoilhy of the dignity of ^«*. assistance of ait, to aid the eminent powers. he possessed from Nature. Various ingenious treatises the. lished within. last. on Mnemonics have been pub-. hundred years,. three. France,. in. many, Rome, Venice, Franckfort, and England. ;. cultivation of the art, appears to have been suspended for. may be. seen in the Philosophical Magazine of December the. It states that. science of. great eclat in Germany, by restorer of. it. that he. :. Clergyman, to teach. him, not to. M.. some. Germany; an account of which. recent revival in. time, until its. Ger-. but the general. 180G—. Mnemonics was then taught with Aretin,. who may be accounted the his, M. Kcestner, a. had permitted a pupil of it. at Leipsic; but exacting a. down. suffer his pupils to write. promise from. his Lectures.. In the year 1807, Mr. Feinaigle, a native of Germany, publicly. taught the system at Paris. ;. since. which period he visited. England, and has met that encouragement which ingenuity and talent generally receives in this country.. reigner. we. knowledge. ;. to. admit. be allowed by useful in. that ingenious fo-. rather a useful system, to enable us. or. knowledge with greater posed. To. are indebted for the revival here, of a useful branch of. all. many. To Mr.. its. facility. ;. to. acquire. and although we may not be. importance, to the extent he announces;. who have studied and. applied. it,. to. it. dis-. must. be materially. subjects.. Feinaigle's Basis of the. Mnemonic. the writer of. art,. these pages owes a considerable portion of his.. —The. gratefully acknowledges he derived from him,. by attending a course. of his Lectures. He. ;. foundation he. the superstructure has been raised. by himself.. found that Gentleman's plan truly ingenious in many parts. although he cannot avoid observing, that self first. it. had. (not merely to. him-. many others) a most formidable and unwieldy asoect at view. As nothing human is perfect, and as plans and sys-. but to. tems devised by the greatest geniuses, have often received helps. from very moderate talent. ;. the writer had the boldness to attempt. improvements; whether he has succeeded or not, the Public, or.

(10) that part of. and. wliirh. it. acquainted with Mr.. is. F«>iriai5le's. method*. must decide.. his,. To shew. tliat. and not chang'e, was his ob-. real inipvovpinent,. which he con-. ject; he lias adopted those parts of Mr. F.'s system,. ceiTcd desirable; altliough. whole design, as. to. make. it. it. wouUl be easy, so. have very. little. to. new mould the. appearance of the plan. taught by him.. But as the writer knew, that a portion of the. lectual part of the. community had attended. intel-. xMr. Feinaigle's Lectures,. he soujjht to make such chaug-es as would be efficient, and at the same lime render it tolerably easy for those persons, to adopt the present arrangement. they. (if. felt. its. much. importance) without. dirticulty.. has therefore retained several of the consonants used by. He Mr. F.. to represent figures. ;. as he found. that they would answer. the intended purposes, as well as any others he could select; but to give an equality of strength to that part of the system, he was necessitated to niake. equable.. —. some changes, which renders by. Tie found that. his arrangement,. their. some. powers more. figures. were ca-. pable of being expressed by twenty or thirty times the number of. words, that could be found for others. ;. great degree by the present alteration.. The symbols he has ;. He has. been remedied in a. also given characters. and fractions; not done by Mr. F.. for millions, thousands,. found to be superior. this has. entirely. changed. for others that. he has. the advantages resulting from this change can-. who have become The Mnemonic student will feel. nut be duly appreciated by any, but those. tolerably. familiar with the system.. the force. of his remarks. when he. observes, that symbols are devised to be the. by referring. repositoiies of our thoughts, to aid our recollection,. them. as the. media of reminiscence. ;. to. two principal things are there-. fore necessary to be attended to in their choice. 1st.. person. That they should be of that nature, which may enable the. who. also to recal. applies them, to. them. in. commit them quickly. any order that may. to. memory and ;. be required, with as. little. mental exertion as possible. 2dly.. That they should possess the. qualities, of. being readily.

(11) subservient to our various purposes, in. made. all. the combinations to. which they may be apphed.. To effect the. the. first. object, Mr. Feinaigle formed his symbols in. same nianner as Joannes Romberch's, published. 1562— intending them to lepresent in the order of their notation extent. the. ;. eleven,. first. ;. in this. at. he has succeeded only to a certain. and a few others, are tolerably well ma-. naged, but in the greater part the student derives but. delineating them,. and. it is. help. little. Indeed, to succeed in a very indiiterent degree in. from that source.. torted,. Venice in. form, the arithmetical figures in. it. evident that they must be very. is. much. dis-. necessary to hava recourse to confused and hetero-. geneous assemblages, to be able to produce any thing like resemblance.. In this point, the symbols used in the following work will be. found (the writer. flaiters himself). tive perusal of his third chapter. In the second object, which. former, he. thinks himself. still. decidedly superior; as the atten-. he thinks is. will prove.. of greater importance than the. more successful;. for nearly the. whole of his symbols are the portraits of human beings, intended. for. Mnemonic reanimation or Gods and Goddesses, that can readily be made either mortal or immortal, as we may require whereas Mr. F. ;. ;. has thirty-one, that are inanimate; such as finger posts, mausole-. ums, or. fire. engines; and eleven, that are quadrupeds, &c.. ;. in all,. forty-two out of one hundred.. As. it is. desirable, that these. be found useful, in proportion to their approxi-. possible, they will. mation. to our. own. symbols should be as potent as. characters and feelings, real or assumed.. To be. the depositories of our thoughts, they should be able to think, they. Thus Gods, God-. should have the powers of locomotion and action. desses, and. animals. :. human. those are again superior to inanimate substances.. beings can be. upon. beings, are superior to sensitive or irrational. made. to express every thing that. senseless objects. ian powers, be. ;. we wish. to. Human impose. whilst the latter cannot, vrith even Jisop-. made succedaneums. for the former.. require our symbols to reason, to talk, run,. We frequently. sing, dance, leap, &c..

(12) —. Vl. " looking-glass". kc. which cannot be very conveniently done by a or a. ". pillar.". In this view of them,. tiie. anther disapproves of the few of his. own, that are of a similar description symbol, the Oak, he a. man. in. it. which. ;. :. to. make. use of his seventh. very frequently obliged to suppose a boy or. is. may be forgotten Mount Ida answers his purpose, Venus occasionally as the ship Argo is found. Ijeing'. out of the natural order,. ;. as not being a permanent object.. by selecting Paris or tolerably cfhrient,. inanimate symbols. are. ;. by employing Jason.. He. has also only. upon a par with any of a similar In Geography, Mr.. F.. — Those. are the whole of his. five of inferior. animals, that. Mr. Feinaigle's.. class in. independent of his Mnemonic aids,. wishes to appear as a reformer of the " unscientific method'^ of. having East and West longitudes instead of being. have also a certain general meridian. modern nations. in selecting their. from which they. This. make. ;. own. East.. —To. capitals, &c. as the points. their calculations.. only reviving the old method, practised. is. all. disapproving of the practice of. when geography. was imperfectly known, before the discovery of the Western hemisphere,. when. a certain line, supposed to be the extreme of the earth on. that side, was assumed as. of. it,. its. boundary; when. all. to the right or East. was then the most easy way of calculating. But. distances.. the discoveries of Columbus, and the demonstration of the spherical. form of the earth, have rendered the terms East and West purely relative.. of that. But even admitting the neatness, mode,. it is. or partial superiority. objeQtionable in this country, or any other,. where long established custom has stamped the seal of authority upon a different plan. To commit to memory the longitudes of places from Ferro, would subject the student. understood by. subtracting the difference of 18 degrees. says. is. (if. Thus. 37 degrees East longitude from Ferro;. English meridian, he. 19 degrees. ;. position, he. is. as a place is. he wished to be. others) to the unpleasant task of always adding or. forced to. a place, which he. to. reduce. deduct 18 degrees from. 45 degrees. cast from. London,. obliged to add 18 degrees to. it,. to. it. it,. to the. leaving. to recognize its. know. that. it. is.

(13) 1. VI. longitude. is. Tlie adherence to the. Ferro.. 63 degrees from. thus described by a person. Mt.. who. scheme of. The mode. more complicated.. still. East. all. of proceeding is. professes to give the substance of. F's. lectui-es,. ". If (by our. common method). tude 121 degrees west of London, Ferro, 121 degrees. number. be described in longi-. a place. to reduce. it. meridian from. to the. must be subtracted from 180 degrees. of degrees West) the remainder. is. (the. whole. 59, which, added to 180. degrees, and the 18 degrees difference between the calculation from. London and Ferro which. is. will give the. product 257 degrees. 121 degrees West of London. grees East of Ferro, this process. After tfts quotation,. sentence about. its. it. simplicity. will !. is. may be. —. a place then. said to be. at once simple. 257 de-. and correct!". be unnecessary to advance a single. —A. child practising according to this. plan, would be very expert in describing the distances of places, to. another, not in the secret. In the Geographical part of this work, a different plan will be. pursued; the meridian of London adopted, with East and West longitudes, the exact distances of the principal parts of the world associated;. which were not. in. any one instance done by Mr. F.. ;. who. Merely exhibited a few desultory assimilations, by which plan the student could. tell. only the distance of a place, within 10 degrees o f. longitude or latitude, or at best could only guess at. its situation in. a. square of 10 degrees.. Mr. Feinaigle's historical arrangement. is also. objected to; as. being too diffuse, requiring a greater number of apartments than. any individual can command. rooms,. will be. found. sitories of our. Many. (if. His. directions to. imagine other. practicable) very inferior, to having the repe-. thoughts actually before us when. we employ them.. other parts of the system have undergone similar changes,. which the Author hopes. will. be found improvements.. On every subject connected with derable diversity of opinions amongst beral characters. ;. Education, there will be a consi-. men. of enlightened mindsandli-. therefore a general approval of this work. pated by the writer.. — Some. will. is. not antici-. always disapprove, that they. may.

(14) Till. shew. their superiority, or display their critical. he has known, who portion of. in. powew,. others agaia,. one sweepings attack, would not allow a. Mnemonics. to. be useful. who, when. ;. sins;le. interrogated to point. out the defects, shewed that they were completely ignorant of the. Such, or similar characters, are happily described. whole system.. by Dr. Johnson. :. — " There. are. some men. row views and grovelling conceptions tion of personal malice, treat every rical. ;. who, without the instiga-. ;. new attempt. and look upon every endeavour. track as the rash eifort of a. (says the Doctor) of nar-. warm. as wild. to depart. and chime-. from the beaten. imaginarion, or the glittering. speculation of an exalted mind, that. may. please and dazzle for a. time, but can produce no real or lasting advantages.. These men. value themselves upon a perpetual scepticism, upon Relieving no-. thing but their. own. cannot possibly be against. it,. when. senses,. upon. calling for demonstration. where. it. obtained; and sometimes upon holding out. it it. is laid. before them.. Upon. inventing argu-. ments against the success of any new undertaking, and when argu-. ments cannot be found, treating it with contempt and ridicule. Such have been the most formidable opposers of the diffusion of knowledge, for their notions and discourses are so agreeable to the lazy, the envious, or the timorous, that they seldom. ing popular, and directing the opinions of mankind.". fail. of becom-.

(15) THE. bases of the. Association. ment of. Mnemonic. ;. science, literature,. meanest capacity. ;. —by. Method, Locality, and. art, are. the advantages of the. in every branch or depart-. first,. and mechanism, must be obvious. to the. arrangement, science has. classification or. been enlarged beyond the formerly supposed boundaries of humaa. knowledge. and by. it. literature has derived the greatest assistance. ;--. improvements in the mechanic In the acquirement. bly accelerated.. arts. from. it,. have been considera-. of knowledge, no natural. powers of memory, however considerable without system, can at-. much as an The advantages. «hieve so. demonstrated reduced. it. ;. indifierent, or tolerable to. be derived from. must be acknowledged by. human being. in. Who. fluence.. who have. effects that places have, in re-. calling ideas,. any rank or walk of. it.. caanot be so well. they can only be appreciated by those. system ; but the casual. to. memory, with. locality,. all. life,. ;. for there is scarcely. a. that has not felt their in-. that has past his early years, exposed to a variety. of pleasing and unpleasing sensations, having been separated from the scene of former joys, and after a lapse of time, returns to the. well-known spot, that does not find a thouvSand impressions revive by the most trivial objects in nature? sensation,. climbed. which instantly. it;. The sight of a tree perhaps renews a. recals the. remembrance of having formerly by its branches, from the. or having been sheltered. intenseness of the summer's heat, or the drenching storm. ideas emanate from. dence,. serves. to. it. or similar objects.. ;. Every apartment in our. recal former happiness. or sorrow. ;. other resir. our friends..

(16) —. our sports, our griefs revive. ;. —. ;. circumstances that. to our recollection,. dormant, rush. with nearly. all. for years. were. the force of their. Here we see a fond parent; perhaps now no. original impressions.. more, gazing- on us with paternal tenderness, when with light hearts,. bounding with anticipated joys, we imagined. bliss in distant scenes.. lighted to. sit. to which. in. ;. we. oft. pur paternal residence, to seek. In this apartment, a sister de-. chid us.. that, a brother smiled, caressed, or. we should. If perchance. left. visit the alternately loved. and hated school,. have crept or ran, could we avoid directing our. eyes towards the form on which. we fonnerly. sat,. we should. plainly. see the elevated seat from whence the appalling mandate Silence, literary apparatus. used to issue, even though every vestige of. had. totally disappeared.. But the power of renewing former impressions,. we have been accustomed. to places that. to. ;. is. not confined. wherever our imagi-. nation roved or dwelt with peculiar interest, the recurrence of our. thoughts to the scenes that fancy painted, never. fails. placing in. array the train of reasoning, or events that attracted our attention.. when,. for instance,. we think upon the. plains of Pharsalia, the. Agincourt or of Cressy, we soon embody the armed hosts Here a Cesar, there a Henry or an Edward, fought and conquered we see the field covered \v^th slain ; the warriors animating their. fields of. here we fix our eyes upon a single chieftain, follow him ; various ranks, observe his " hair-breadth 'scapes," as the through the historian, and finally see him triumphant, the by described followers. If we actually visit those places, wc spot where we think the hero some upon look around us, to fix o'er again ; again we crown battle might have stood, we fight the laurel encircling. the conqueror. his brow.. !. Cicero's description of his walk to the. academy. is. beautifully. illustrative of our principles. " walk. We. agreed, (says Cicero) that. in the. where. there. Academy,. was no. appointed wc went. we should take our evening. as at that time of the day,. resort of to Piso's;. company.. we passed. it. Accordingly. was a place at the. hour. the time in conversing on.

(17) XI during our short way from the Double-gate,. different ttiatteis,. we came. we found. Academy,. the. to. that celebrated spot, which, as. a perfect solitude.. habit; that. we. know. I. are. more powerfully. not (said Piso) whether the. or an illusion of. a natural feeling,. till. we wished, it. be. imagination founded on. affected. by the sight of those. than places, which have been much frequented by illustrious men of their detail the read or recital when we either listen to the great actions.— At this moment I feel strongly the emotion I speak was wont of: I see before me, the perfect form of Plato, who those gardens not only recal him to dispute in this very place ;. ;. to. my. but present his very person to. my memory,. senses. I. ;. fancy to myself that here stood Speusippiis, there Xenocrates, and To me our Senate here on this bench sat his disciple Polemo.. house seems peopled with. when. I. enter. in particular of. the. forms,. like visionaiy. for. often. the shades of Scipio, of Cato, and of Lelius, and. it,. my venerable. grandfather, rise to. my. imagination. ;. In short, such are the effects of local situations, in recalling associated ideas to the mind, that. have founded. losophers. it. is. not without reason,, some Phi-. on this principle, a species of Artifcial. memory.'^. From. these and a thousand similar instances, that will readily. present themselves to the mind of the reader, to suppose, that a. system true. siderable importance.. Cean. Upon. it. to these principles. this plan. we. appears rational. must be of con-. learn that Simonides, the. poet, the supposed inventor of the art proceeded, the account. of which invited. described by Quinctilian.. is. to. It is. related that he. was. a feast to celebrate the virtues of his host, one Sec-. pas a Thessalian, but his poetic genius, soaring to the regions of the Gods, for matter to adorn his eulogium, where finding a more. ample. field for. his imagination, he dilated too long on the merits. of Castor and Pollux,. to the. mortification of his patron,. pected, that he alone, would have the glory of the day fore refused to. rhyme. pay the stipulated. price,. sum. ;. It. ex-,. he theie-. and referred the sob of. to his patrons in the celestial spheres, for a. original. ;. who. appears that his piety was rewarded,. moiety of the fftr. a messen-.

(18) :. xu ger shortly sent. by. him from the. called. al'ter. and crushed Scopas and. fell,. tilated, that their friends. when the room who were so mu-. his g'uests to death. ;. could not recognise them. was thus enabled. to identify their. had occupied. This suggested to him the advan-. out to their friends for burial.. ;. and gave him the. he afterwards digested into a system.. hint which. as this account. is. of. (to strip it. not appear improbable that. at. them. persons, and point. tages derivable from locality and association. may be. but Simonides. ;. recollecting the precise situation that each person table,. supposed to be. festive board,. these gods, for he was scarcely in safety,. its. — Mythological. supernatural agency). it. does. an accident of a similar kind, we. to. indebted for the device.. The powers. of imagination and association are also called to. the mnemoniciaus aid. ;. the pictures of the former are connected by. the assistance of the latter, and are thus strongly retained by the. memory.. The. association of ideas in the natural order of the mind,. most powerful and. find the. efficacious. we. means of reminiscence. ;. wherever one object becomes linked with another, we more easily recollect It. it,. than where. it is. apart or isolated.. appears to be a part of our nature, to have recourse to as-. sociation in the general course of things, and perhaps, if analysed. may be one of the causes of the diversity, we observe in men The uncommon quickness of some, and the slowness of others, may proceed from their superior, or infeiior talent of associating.. it. This principle cious. ;. it. is. as extensive, as ample, as our powers are. reaches every where. but. feelings, or our thoughts, 1. not an object. ;. is. subservient to. sight, are associated with each other. ing, and smelling.. From. — as are. it. the objects of. ;. feeling, h' aring, tast-. the pressure of a hand,. discordance of sounds, what. capa-. of our senses, our. various feehngs arise. the haiTOony or ?. a peculiar pun-. gency or sweetness of taste, an odoriferous or fetid exhalation in like. manner. ;. mental researches, metaphysical investigations,. derive assistance from. it,. 'tis. man,. as. it is. its. importance. to. the hand-maid of. all. memory, great ia. as active as versatile..

(19) XIU This powerful engine of the mind, the greatest uti.Uty. may be. it. ;. used in. this system cannot reach, though. if cultivated,. must be of. a rho'.isand instances. where. the very pivot on which. it is. it. turns.. Some. people apprehend that the. multitude of images and impressions. memory may be burdened by a does not the extensive know-. —. ledge of the Schclav refute the supposition. by the vast. store of learning. he possesses. ?. ?. does he feel oppressed. does he not rather. powers expand, his capacity increase in proportion. ments. do we not frequently, when we are desirous of remembering. ?. a particular place, look around for some object or. marked. feel his. to his acquire-. to assist our. conjure up two or three, and this in the slightest degree oppressed lection materially aided. The. associations. objects, sufficiently. Here instead of one impression, we. memory ?. we do without our memory being ;. but on the contrary, our recol-. by them.. we form with. objects. of sense,. fugitive than those of a merely mental nature. ;. we. therefore. find les« it. must. be evident, that where the latter can be interwoven with the former, our chance of retaining them. greater—Dugald Stewart, with. his. The. in-. objects in. perceptible. fluence of. is. of thought and expression, observes that. usual felicity. and associated. feelings,. seem. *'. awakening associated thoughts. to arise in a gveat. measure from their. permanent operation, as exciting or suggesting causes. train of. thought takes. its rise. When. from an idea or conception, the. a. first. idea soon disappears, and a series of others succeed, which are. gradually less and less related to that with which the train com-. menced. ;. but in the case of perception, the exciting causes remain,. and. steadily before us,. any relation each others. to. it,. all. the thoughts and feelings which have. crowd into the mind. effects,. and. all. in rapid succession,. through. conspiring in the same general im-. pression.". For this purpose sjrmbols are introduced, as permanent excit* ing causes,. which. a little practice, will render as familiar to us as. any objects in nature calitiesj. to be. ;. these must be placed in the established lo-. employed in the various subjects w©. desire.. By.

(20) ;. xir Hsin» them in the manner detailed in the work, we gain the assistance of one of the essentials to recollection— Attention. our eyes become fixed. Whilst. ;. the faculties of the. a particular spot,. to. mind accompanyin'^" them, become concentrated to a focus, which Without attention, we can never materially assists our memory. recollect; the. therefore, that conduce to. means. system,. let. desirable.. derived from this. not the student deceive himself by expectations, which. He must. cannot be realised.. them. must be. it,. may be. Great as the advantages are that. in his. memory. ;. frequently repeat his subjects to. fix. but the advantages he derives are, that he. can retain them more permanently, as well as acquire them more quickly, than by the general jects. mode we adopt. and. ;. also. have his sub-. more disposaable. Stewart further observes in one of his admirable essays. —. memory are to be susceptible Much as we require from to be ready." tentive produce this happy union, we may derive considerable the qualities of a good. ;. ;. from system. to effect. it.. :. to. nature. by the. necessary to them.. we have. cannot succeed in being ready, unless. to. assistance. Susceptibility and retention, are aided. frequent exercise of the proper faculties. " that be re-. We. properly arranged. These, the system of mnemonics. the subjects of our study.. is. calculated to produce.. Erroneous opinions are formed of the application of it is. an opposition to Natural memory, but a very. must point out the impropriety of the term by saying Artijicial helps. better exprcssetl, for. this art. generally called the system oi Artificial viemory, which implies. ;. little. consideration,. would be perhaps. it. to the. Natural memory,. nothing can be impressed on the mind, without the exercise of. memory, which. this. most active use ciples,. If. ;. system so. from dispensing with,. far. calls into. and only requires the assistance of those prin-. that have their foundation in nature.. we wished. to recollect the period. were promulged, and said that. their. ject, as a people could not long endure. Taipp quickly. across the. Red Sea. to. when. Venom. the laws of. defeated. Drac9. their ob-. them. That Moses must have. escape the hosts of Pharaoh..

(21) xr That the followers of Columhus instead of imitating their leader*. Trepan. the unfortunate inhabitants they. that the words. Venom, Tuipt, and Trepan had. seemed only anxious. And. discovered.. to. the letters which were employed to represent the figures 623 B.C.. 1491 B.C. and 1492 A.D. the proper dates when those transactions. Would not memory ? but. occurred. cise of. sociation. —. the remembrance of these be truly an exerreceiving such desirable assistance from as-. and arrangement.. That the. recollection of these. other subjects, that are by. or similar dates, together with. many deemed. the memory, may be disapproved of by deration. is. The author. is free to. to impress. essential. others,. is. admit, that too. on. a different consi-. much importance. attached to the remembrance of several things by some, as they. may. be esteemed too lightly by others.. — Some. people seem to act,. as if the whole principles of knowledge, consisted in being able to. repeat the sentiments laid dovi'n,. or opinions of others. or the specific rules. ;. whether in the languages or sciences. ;. and therefore. deplore the badness of their memories, in being unable to retain. them; but. if. they took one-tenth of the pains in attending to ge-. neral principles,. which they employ in committing. to. memory, not. only would their knowledge be more extensive, but their minds. more. The. active. and. purposes of our nature.. efficient for all the various. exercise of reason, the various analogies that. little investigation, will be found. more. ledge, than the exercise of the best. With. memory. these this system does not clash,. may be. traced by a. effectual in obtaining. it is. that. man. know-. ever possessed.. only presented as a help. to those subjects where philosophical principles cannot guide. — where. science has not given general laws to determine with facility the subjects of our cogitation or application lection is essential. :. — this. may be. ;. and where a ready recol-. observed in one of our earliest. studies, the multiplication table; a child or an adult. taught the principles of in another form. :. it,. that. it is,. in fart,. but for use, this would be of. necessary in applying. it,. that the. may be. easily. nothing but addition little service.. It is. arithmetician should have no. pause, no calculation to effect, but at once give the correct an-.

(22) :;. XVI swer. ;. or business ttouUI be considerably retarded.. a variety of other. tables.. —The same. in-. No system can be. devised so effec-. memory.. Geography and. tual for Chronology, as the exercise of. Astronomy in detail, in the same manner, require the exercise of. To. the same faculty. actual exercise of. these. or similar studies that require. memory, any plan calculated. to assist,. the. must be. desirable.. But mnemonics are not limited history, poetry, prose,. mere systematic. to. where even design and plan can be admitted, aids from. may. However admirable the. them.. derive occasional. v.ill. arrangements. orator's. be, he requires occasional resting places for the. developement. this. ;. tables. grammar, oratory, botany, or similar pursuits. mind. in his. can be done by the mnemonic arrangement,. without interfering with the general harmony of his design.. game. The. in the other branches that have been enumerated.. One system. considerable advantage arising from the application of this the habit of adhering to method,vvhich. is,. practice of. acquire by the. we. This pursued in one branch of study, will indu-.. it.. bitably operate and influence ear conduct in others.. The powers. called into action, will materially. of association. serve us, in accustoming our minds, to combination, and analogy. and although. v/e frequently use. grotesque or ludicrous assimilations. in subjects, where no chastity of style. is. required. ;. yet they are. Dot so decidedly essential to the system, but others more congenial to the feelings. We. may be. substituted.. shall conclude this introduction with. great genius,. upon the. of. Egypt was an. the mind, refers to geometry, which in India and. occult science,. now. so well. known.. veries of Newton, learned in two years by a boy.. genius outstrips the present age the next.. to faci-. Condorcet, speaking of the. litate the acquisition of knowledge.. improvement. the remarks of a. means being devised. possibility of. ;. Nature has furniîhed. our intellectual labours. ;. and iis. and there. is. simplifications will ever have an end.. is. —. All the disco-. At each epoch. overtaken by mediocrity iu. with the means of abridging. no reason for supposing such.

(23) ^JDBRESS TO THE STUDENTS OF THIS SYSTEM.. Although Mnemonics has the authority of venerable antiquity, and the sanction of distinguished scholars to re-. commend them, yet the revival of the system is so recent, that it may be truly said to be but in its infancy. This. —. treatise therefore should. be viewed with similar. those that are excited, in witnessing the child, to. walk or. The face. indulgence of the reader. is. requested in the pre-. —the assistance of the students in. to. it.. Their. adaptation of. any branch of education. improvements,&c.. if. more. may. in time,. aid. of. and. those. or. science,. to. it. useful. —their associations; comments;. sent to. him. Notwithstanding his care errors. The. this address.. still. worthy of public support, requests the apply. of a. to speak.. author, anxious to render this system. who. feeling's to. first efforts. will be gratefully received. in. the selection of dates,. have been overlooked, which,. if. known. to. him. can be noticed in the second volume.. The chronological. dates are from Blair, with the ex-. ception of those attached to the Lord Lieutenants of Irelasnd,. tish. which are from Trusler, from. the greater part of. whom. the author has also taken the genealogy of the Scot-. monarchs, but their dates are from Blair.. The second volume. of Mnemonics. andwill be soon published. :. to be comprised in three volumes perceive, that the present elucidate. is in. forwardness,. the whole system ;. is. intended. but the reader will soon. volume requires no future part. any of the subjects. to. which. it is. applied.. t«.

(24) —. :. ADDRESS. intends to introduce. In the succeeding volumes, he. the following subjects. General Geography —'The adaptation monical arrangement to given for. all. it. fully explained,. of the. Mne-. and associations. the places of consequence on the Globe,. degrees of Longitude and Latitude. ;. down upon the plan of the rooms. Particular Geography with. —. every town in England, arranged in the Longitudes. and Latitudes,. its. in. map. laid. assimilations. for. with a large. respective. in degrees. County. and minutes. of the county towns associated; also the population of each. county, and the distances in miles, from the metropolis, of the principal towns in the kingdom with a map of. —. England, suitably divided. Astronomy' an easy mode presented of remember-. —. ing the precise situation of the various stars, in degrees of diameters and disright ascension and north declination ;. —. tances of Planets, &c.. The Statistics population, revenue,. of the various nations given. products, commerce,. ;. their. government,. mihtary and naval power, number of square miles, &c. sociated.. General History and. synchronized. —. its. as-. principal facts. dates assimilated.. Daily Occurrences — Combinations. presented fof. months and days.. Multiplication— the mode ten figures in the. of multiplying eight or. mind, by a similar number, by the aid. of symbols, without paper or. slate.. Poetry, Prose, Sciences, Languages, &c. Sec, And the Mnemonical Dictionary, continued. to. No. 1000. Letters addressed to the Author, at Messrs. Cradock Joy^s, will be. forwarded. to. him.. and.

(25) 1^. ««efOi9**-. CHAPTER AS. I.. the object of the author of this work. is. convey a. to. ample, and complete knowledge of the system of Mne-. clear,. monics; to be understood by the humblest capacity he ;. is. ap-. prehensive that by some people his explanations will be considered, in. many. instances, unnecessarily diffuse; but. although disposed to give general satisfaction, he would rather incur the reproach of being tedious, than be cen-. sured for failing in communicating the system, by rendering. it. too concise: he fully estimates the importance of. brevity, but too. ence. much may. m lecturing has. tends to. it.. whom. that if his readers be like the. he instructed in the. will not be displeased with his resolution.. time, that he. deems. His experi-. taught him to adopt the plan he in-. pursue— convinced. majority of those. be sacrificed to. it. art, that. At. they. the same. necessary to state the manner he. proposes to treat his subject, he must also declare that he will endeavour to avoid all useless repetition. matter.. and irrelevant.

(26) 18 The. general outline cf th. .. plan havinEj been frlanced at. in the introduction, prepares the. ment of it. for the develope-. the primary part of the system,. to he well understood. apply. mind. by. in their studies.. step, or nothing. will ensue; for although the system it. may. essential. is. but confusion. sufficiently simple. requires an adherence to the. of the minutiae to profit by simplicity. is. Tlu-y are therefore requested to. proceed gradually, step by. and comprehensible,. which. learners, before they attempt to. it. etlectually. be injurious to. it,. — indeed. whole. its. very. by causing the ardent. student to pass on too rapidly, to reap, prematurely, the harvest he. As. it. is. desirous to obtain.. has been observed that places and symbols form. Mnemonic art, the former latter, must be first noticed;. the prominent features of the. being the depositories of the it being desirable that both of these should be either actually or mentally present to the. Mnemonician's view.. A. room. properly arranged, appears the most eligible to effect the. purpose, because students are generally seated in an apartment when they study; if not so situated, a little exercise of a faculty, which the system calls into action, will ideally present the several parts of their chamber before them.. As. the floor, walls, and ceiling are to be regularly di-. vided into a certain. mence with. number of. the floor,. parts, learners. must com-. and proceed in the regular order of. the figures.. This diagram exhibits the imaginary division of the. floor.

(27) 19 into nine pavts, to. tiie. which they must always number according. following plan: placing their backs against the centre. of any of the walls. they. chuse to. remote part of the floor to their. number one. ;. of their division. numbers one, two, and three ;. select,. they will have four,. stripe, seven, eight,. five,. and nine, as I. in. 2. the. most. hand, they must call. and proceeding from their. right, in the order. second. left. ;. the. and. hand. left. to their. they will then have first. six;. stripe. and. this exhibits. :. ;. in the. in the third.

(28) 20 not by any possibility divide the wall that was behind. him, at. he were. unless. allowed. to. turn. round to. look. it.. By. this division there will. the entire. respective. be forty-five places. —but, as. number in a room must be fifty to make the numbers on the floor and walls harmonize, we call ;. of the cieling toefl'ect. in the aid of a portion. are therefore to suppose a in size with. any of those. compartment on tliey. it.. it,. The students corresponding. have already arranged on. the walls, directly conjoined to the second place of their similar. wall;. first. compartments must be imagined. as ap-. jêndages to the second, third, and fourth walls, always in. a line with the area or space of the second part on each wall :—»these compartments are to be the receptacles for. They must then proceed. the decimals or tens.. the whole, following the regular order of the. the last division of which. the floor;. must. call the. compartment of the. number. the. first. wall,. the. first. place on. it,. is. 10,. number. 20,. the. down. has 30 for. The. 11, the second,. number. :. on. 9: they. belongs to wall,. number. 12,. the place on the. appended to the second wall, is for and the wall numbered in the same manner as. part, that. first,. number. ceiling that. number. figures. and then descending to the. number. and so on to 19, the terminating ceilin<T. is. to. its. is. to 29.. The. ceiling part. of the third wall. number, the wall having the figures to 39.. ceiling part of the fourth wall, has. 40 on. it,. and the. wall, the remaining figures to 49, then let the centre of thr telling be for. number. 50.. 1.

(29) "^. 21 Ceiling.. Ceiling..

(30) 22 with 19. that. ;. throughout the ceding \vall<s. is. to say, the preceding. wall. (irst. figure two. is 1. ;. from 20 to. ;. or left-hand figure. the second wall has the pre'29;. the third and fourth. have the same simplicity of arrangement.. The. students ought imaginurihj to divide their floor. and walls, not to be. satisfied. which they. done. are to be. themselves. w hat wall. in. shall. ;. with. questions of. the. first. following. the. they find No. 25. once apparent, for the. rearfi/j^-. manner. in. and then they may exercise ?. nature.. — Here the answer hand. or left. On is. at. figure, denotes. the wall, and the second, or right hand figure, the compart-. ment. or place. second wall, place.. ;. thus the answer will be, that. fifth place.. Where. is. 30. ?. Where. —On. is. 49. ?. it is. on the. — Fourth wall, ninth. the ceiling part of the third. wall, &c. Ceiling.. 20. CO CO. be. First. Room,.

(31) ;. 23 This. last. diagram presents a united view of the. floor, the. four walls, and the parts that are occupied belonging to the Ceiling.. It is. evident that a shorter. mode might he adopted By. than the one already given for the division of them. merely observing the manner in which the. lines are. ;. drawn. :*. For the two parallel lines that mark the first division of the floor might be continued up the wall on the right hand of the. and. learners, in their first position, then across the ceiling,. down. the wall to their left hand, meeting the points from. whence they commenced which would divide the floor, two of the walls, and the cieling, into three parts then shifting their position, by leaning their backs against the wall that was to their right or to their left hand and drawing two transverse parallel lines on the floor, and continuing them up the wall to their right hand across the ;. ;. ;. ceiling,. down. the wall to their. parts they proceeded from.. left,. they likewise meet the. Thus, the. floor. and cieling. will each be divided into nine parts, but the four walls,. will as yet have but three divisions on each,. produced by. the two perpendicular lines that have been already formed but as the number of places on the walls, must agree with those on the floor, they can eflect them, by drawing two horizontal. and parallel. lines. upon one. wall, equi-distant. from. the ceiling and floor, which they must continue round the. other three: the termination of the horizontal lines, on the fourth wall, meeting the beginnings of the. mode. first.. By. this. of dividing, there will be fifty-four places, nine on. each wall,. floor,. and ceiling. :. to reduce. them. to fifty, they. have only to reject the corner parts of the ceiling, leaving five as before arranged. * to be. The reader is cautioned not to confound the line; drawn on the floor and walls, with those which in. their extremities. ;. the single lines alone to be observed.. that are supposed. the diagrairit. mark.

(32) 24 Ceiling..

(33) 25 second room they can experience no. difficulty of arrange*. ment, for their division must be exactly. as the former,. have nine places, each wall ten, including the. room must compartment. numbered one,. two, three,. beginning with the. on. the. four,. cieling,. &c. from. floor,. which. the walls. like the first. left to right.. Second Roorn^ Celling.

(34) 26 in the first room tlioy will have siin|)ly to deduct tliat number, from any given number in the second; which ;. immediately determines the wall and place.. Thus,. it". by taking 60 from. it,. asked, on what wall was. number. leaves 15, beins^ the. wall, fifth place;. first. to add second room to. it,. (ij. ;. it is. unnecessary. number beyond. as every. fifty,. and under one hundred, must be in the second. Having perceived the principle that directs the subtraction of fifty, it will be easier to deduct five from the left-hand figure of any number presented; thus number 73,. by. subtracting 5 from 7, leaves 2, being the second wall;. the three of 73 being the third place. — where. 5 from P and 4 remains, the fourth directs to the ceiling part.. Where. is. is. 90 ? the. 56— taking. nought remains; which evinces that. upon i\êfo)r. Lest any anxiety should persons, from the number of. wâll,. it. Take cypher. 5 from 5,. cannot be upon a. wall, but. arise in the. minds of some. are and required on the walls of the rt-spective rooms; the author hopes he shall allay their apprehensions, when he informs. them, that imaginary. lines,. lines. answer. all. figures that. the purposes of real. enes.. CHAP.. II.. AS in the preceding chapter, the division of two rooms gave us one hundred compartments; we must shortly proceed to place a symbol, or hieroglyphick in each, to be employed as the. medium. of association, to assist the recollec-. tive faculties in the several subjects, to. which they may. \ye.

(35) 27 but as the selection of them depends upon a cer-. applied;. tain disposition of the arithmetical figures, as yet unex-. plained. we. ;. shall,. for a. short period, leave that branch. of the subject, to develope this useful and interesting part of the. mnemonic. There. is. art.. scarcely a person in any situation in society,. but must have experienced occasional. difficulties in recol-. lecting figures, whether dates, pounds, shillings, and pence,. &c. for truly admirable and important as they. epochs,. &;c.. are, the. immense. variety of combinations that can be eli-. cited from only ten characters (the nine units and the cy-. pher) their universality and application to almost every. branch of learning, abundantly testifying yet, there is not in the whole range of our acquirements, a single subject ;. so difficult to be in. them. that. we. remembered can embody. ;. as they are. ;. there. is. nothing. they in themselves form no. point of association that the mind can cling to. ;. they are,. as a writer happily observes, like grains of sand that have. no coherence.. To remedy. ingenious Dr. Grey. in. this. inconvenience, the truly. his celebrated. Memoria Technica, that was. systematized an irregular and imperfect plan, practised. by tradesmen long before. certain extent by the (ireeks and. his time,. Romans. ;. and also to a. which was,. to. use the letters of the alphabet as the signs of the figures; these letters formed into words, which were placed as. terminals to the prominent parts of the subject to which. they referred.. In his elaborate and erudite work, he ar-. ranged a number of valuable and important tables, for the benefit ot his pupils;. of his. but notwithstanding the superiority. method, compared with the. existed, yet there. difficulties. that before. were comparatively few, who had the. courage to commence a task that was apparently so Herculean. :. the study had nothing inviting in. it^. the path. was.

(36) S8 rugged. — no llowcrs to allure — nothing. The. lity.. to. cheer but. uti-. its. defect lay in his adaptation of the letters, by. having a consonant and a vowel attached to each figure which circumscribed his choice of words, and caused ;. sotmds, which. that barbarism of. although. it. is. the. difficult as. really. more. that very reason,. they. great. require. terrified. contended by many,. the. learner;. apparently or. that. words may. be, yet they are, for. to. as remembered them on the impression. But cer-. likely. labour. be. ;. impress. to. mind, which procures an indelible tainly this argument, if even true, cannot be admitted; for the attention of the learned ought to be directed to. if so,. make. their various studies. more. instead of sim-. difficult,. plyfying them, as eventually they will be gainers by. To push in a. this. mode of. reasoning further,. would be. very considerable degree, the acquisitions. it.. to limit,. we -are. de-. sirous to possess.. The. author admits that some minds have a singular. cramp and difficult words; but he canhonor of our nature, allow, generally speaking, that a word, to which we can affix no meaning, can be as for he coneasily remembered, as a correct or proper one. faculty in retaining not, ôr the. ;. tends,. that with half the pains that are. employed. in. im-. pressing the former, the latter may be as permanently fixed. :. the only inconvenience that can be apprehended from the improved method is, that the ease by which it may be acquired, tends to cause a laxity that. would defeat. its. object;. but this can be soon overcome by the intelligent student or teacher, feeling the necessity tions, to fix his subjects in the. As we have observed system lay. in. of more. mind.. that the defect of Dr. Grey's. using vowels, as. represent figures. :. we omit. frequent repeti-. well as. consonants, to. vowels, and merely use them.

(37) 29 as the cement o^ words, the consonants alone being the. characters that are to be attended to,. by which means we. can always have at our disposal, correct or grammatical. words. ;. the vowels,. This. /. is. a, e,. i,. o, u, y, are therefore rejected.. the scale of figures and letters..

(38) 30. L that. it is. cypher. which can be impressed by recnlle'ctinir the Roman numeral for oO.which, by rejecting th«. belongs to. a 5.. is. The. .3,. students are desired to try. those, by putting. can, the}^. them down upon. may next attempt. nants, belonging to the. They. same. if. they can recollect. a slate, or paper;. if. they. the second range of conso-. figures.. combined w itK t to represent 1, but as q has no resemblace in form to assist the mind, they may join it, with the /, into a word that they can make will see that q. is. The. use of, to associate.. Quit. wôid. purpose; and by remarking that. i. will. answer the. and q are the. letters. which commence the series, they can say, that as they are now going to commence this part of the study of Mnemonic's, they are resolved not to until they perfect their. the word. Quit. (and in. Quit. knowledge of. t,. has h combined with. the aid of vowels, will. it.. The vowels. in. the subsequent combinations). all. being rejected, leave q and 7Z. the pursuit, but persevere. make. the charactei-s for. represent 2: they, with. it,to. the. 1.. word Noah.. To remem-. ber that the consonants in that word belong to the second figure, they can observe that. the second. man we. great. had upon earth was Noah.. M and ^ combined, will make the word Image they can assimilate as the supposed. Image. chusing another wôrd, think of three of the. /^has some resemblance to. ^v.,. ;. which. of 3; or, by. Magi.. Jet them make. it. and. z^,. into the word Raze, and say that they are determined to RAZECveiy thing that opposes their progress, until they are perfect.. J and / will make the word Jail. To remember which, they can remark that 5 being in the centre of the figures,. having four on each side of. it. (not considering the.

(39) 31 may be. cypher as a figure). be so environed, as. fairly said to. 10 be in Jail.*. They may now advance. to 6, that has. consonant, which being formed. d for. manner, d,. in this. its first. only. is. must be combined, it will make the word Dove; and by noting that the upper part of the a Q reversed. ^. Q. or. but as. ;. wing of a. like the. is. make. they can easily 7. v. extended. bird,. in flight,. wing of a Dove. which they might huplace iheirCooK, if he should ever into the. it. formed like a gibbet, on. is. mourously threaten to spoil their dinner.. may be. 8 being curvilinear,. g a p.. is. p. like a. An ^ may. reversed.. may. Further, they. said to be bent like a. observe, that. perpendicular line of ^,. a. S and bles. a;. stone. a hissing noise, they hissing letters s also. make. series,. the. and. word. in using, a. x.. ;. which. it. in. little. may therefore easily recollect By introducing vowels, they. in. the will. sex; and as they are the last in the last,. or the greatest. practice will. make. fair. Sex.. these combinations. perfectly familiar, and they will be found of. importance. we. being round, resem. they can easily observe that the. very. pipe. motion, always gives. ambition of a gentleman should be to protect the. A. have. will. it.. belong to the cypher,. a grinding. it. resembling the tube,. line. and the upper part being lik« the bowl; usually Pufi- with. formed like. they extended the. if. longer,. liltle. some resemblance of a pipe; the. also be. Bow.. tlje. greatest. almost every department of knowledge.. This tabular arrangement of the figuresand consonants not an arbitrary one. ;. * Jail was formerly, and. confounded with. G. in. is. nor are the consonants solely selected is. Gaol, as. yet frequently spelled with a J, it is. already used. in. Magi,. it. Qannot be.

(40) —. 32 writer lately observed about Mr. Feinaigle's scheme). (as a. because a. r('scn)l)Iance. the figures in form. ;. can be traced between them and. their selection. the result of. is. some ex-. perience of the powers of each, intended to be disposed in. such a manner, that no junction of any two consonants. (representing figures) should produce a greater correct words sonants, in. in. number of two con-. the language, than any other. all their. various combinations. that 34, for. ;. example, should not have more words to represent it than But, although this has been 66, and thus with all the rest. the professed object of the author, yet, he serve, he has not completely effected. it,. is. for. sorry to ob-. some of the. combinations are more prolific than others; but he thinks. he has succeeded as well as the nature of the. letters will. admit, and the English language allow.. He. various other classifications, but none of. them were so. has attempted suc-. cessful as the present.. He knows. which he could devise, might, at first view, appear more neat, but as power is superior to The principle that governed neatness, he abandoned them. that some,. —. him. was, to join the efficient. with the inefficient. letters of. the alphabet; thus with T, which is found in a great many words, he combined Q, that may be easily seen is less common. With R and L, which are very powerful letters,. Z. he placed dling. and. J, that are. power he joined. — Two. not so.—. together,. as. letters of. N and H M ;. mid-. and G,. &c. &c. reader need not be told after this, that the. The. af^si-. milations he has given, were not to shew the reasons that. him in choosing the consonants, but merely memory in retaining them.. influenced assist the. to.

(41) /.

(42) if. r^. ^^. jwtf. ^L//. JSit.

(43) f.

(44)

(45) 1. 33. CHAP, When the. Til.. learners have studied. the division of the. two rooms, and the exercise of the. figures. and. letters,. may proceed to the use of the symbols, which are 100 in number, i. e. a symbol for each place. The follow-. they. incy is. 1. a. list. of their names.. —goddess of revenge. —wife of Athamas, king of. Ate. 2 Ino. Thebes, w^ho in a. fit. of. insanity killed Learchus, his son; Ino escaped the fury. of her husb;ind, and threw herself into the sea, with Melicerta (another child) in her arms.. 3. Guy. —. earl of. Warwick, encountering a cow*. 4 Roe.. —or Lion. —a mountain near Troy, ortlie one. Leo 6 Ida 5. in Crete.. 7 Oak.. 8 Obi. —the. Spirit of the. Three-fingered Jack. is. West. Indies; also a Charm.. introduced, with an old witch,. 9 Ape. 10 Atys. —a son of Croesus,. dumb, but recovered. king of Lydia.. his. ing his father attacked. —He. was born. speech from a fright, in see-. by. a soldier at the storming of. Sardis. 1. Equity. —represented. like Justice,. but her eyes are un-. covered.. 12 Autonoe. —. daughter of Cadmus, and mother of Actseon; whose transformation by Diana caused her death.. C.

(46) 34 13 Time. 14 Equery.. 17. —a valiant Scythian. —a chief of the Marquesas Islandg. Teuca— an old Egyptian lady.. 18. Toby— Philpot. 15 Atyla. 16 Tuova. 19 Tupia. —chief priest of. the island of Otaheite.. —a Trojan prince. Natio —goddess of. 20 ^neas 21. nativities.. 22 Noah. 23 Hygeia goddess of health, daughter of Esculapiui. 24 Hero celebrated for her love of Leander. 25 Hyale— one of Diana's nymphs.. — —. 26 Naiad. —an. inferior Deity,. presides. over rivers,. and. fountains.. —monarch of Peru. Hebe—goddess of youth, and cup-bearer to the gods.. 27 Inca. 28. 29 Hope.. 30 Egeus—king of Athens,. father of Theseus.. himself into the sea (since called the. 31 Muta. —the goddess of (same —a. Egean. He. threw. Sea).. silence.. 32 Egeon. giant,. as Briareus). who made war. against the Gods.. — (Vasquez de) a celebrated Portugueze navigator. — —A famous wrestler of Crotona. Jason 36 Medea—A celebrated enchantress, who. 33 Gama 34 Maria 35 Milo. (Sterne's). assisted. to possess the golden fleece.. 37 Egica. —A king of Spain, who slew. obtain his wife.. 38 Mab-^queen of the. fairies.. Fasilia, that. he might.

(47) 35 39. Gropiae. —. in the. Indian Mythology,. the. same. as. the. muses.. —messenger of the gods the Rainbow. ppetry. —the muse of 42 Urania— the muse of astronomy. 43 Argo— the ship that carried Jason to Colchis. the Mourning Bride. 44 Zara — captive queen 45 Ariel— the play of the Tempest. 46 Zaida— the Moorish of Alcanzor and Zaida. 47 Yarico — the story of Incle and Yarico. 48 Arab — mounted. 49 Europa— Daughter of Agenor, king of Phoenicia, car40. Iris. ;. 41 Erato. lyric. in. in. tale. in. in. ried away by Jupiter in the shape of a 50 iEolus—God of Winds.. bull.. of — 52 Juno —queen of heaven. 53 Lama—a high priest of the Chinese Tartars. 54 Lear— King. 55 Jael — who killed Sisera.. 51 Lot. pillar. salt.. —king of gods. Philosopher. — 58 Juba—king of Mauritania. 59 Alope — daughter of Cercyon, king of. 56 Jove 57 Lyco. "^^. a peripatetic. by Neptune. Eleusis, changed. into a fountaia.. —^who. 60 Idoeus. fled from the field of battle when his Browas killed in the Trojan war by Tydides. 61 Adyte one of the Danaides, for the murder of her hus-. ther. —. band, condemned to. fill. v/ith. water a vessel. 62 Diana— goddess of hunting and chastity.. full. of holes,.

(48) 36 63 Adam.. — a hero,. 61 Dairo. **of the. happy deeds,". in the. poems of. Ossian.. 65 Edile. —a. Roman. magistrate to superintend buihlings. and markets.. —the poet. 67 Educa— goddess of new-born 68 Adeba — a merchant of Egypt. 66 Ovid. infants.. 69 Deiopeia. 70 Eacus 71 Cato. — a Nereid,. — king of the. or sea deity.. island of CEnopia.. —a noble Roman.. 72 Cain. 73. Cymo— a. sea. nymph.. —. — — — — Keowa— son of the king of Owhyee,. 74 Cora a Peruvian lady in Pizarro. 75 Clio muse of history. 76 Cadi an Eastern magistrate. 77 Cooke Captain 78. was. where Capt, Cook. killed,. —goddess of plenty. — the Egyptian. 79 Copia. 80. Ibis. 82 83. stork.. — Roman Aboan— captive Oroonoko. Bagoe —a nymph who instructed the Tuscans. SI Buteo. a. a. consul. in. by thunder. 84 Oberea queen of Owhyee. 85 Abel. S6 Beda in Blue Beard. 87. 88. to divine. — — Bacai— a learned Mussulman. Woba—a Turcoman, native of Turcomania) (a. 89 Ibif— a Circassian nobleman..

(49) —. ;. 37 90 Apis— an Egyptian god, worshipped under the form of an ox. Dl Poet.. 92 Pan. — god of shepherds,. &c;. 93 Fame.. P4 Fury. 95 PaoU a Corsican general.. —. —an Argive, who invented weights and measures. Peace— the goddess.. QQ pido 97. 98 Fabia. 99. —a. vestal, sister of Terentia, Cicero's wife.. A Fop.. 100 Esau. of these symbols, by the au-. One cause of the selection thor, in preference to others,. may be. very soon observed. for the consonant, or consonants, that are. represent the fgure, or the. they are to be attached only consonant in her. — Ino. is. ;. number of. thus Ate. name. is. each name,. which. the Jlrst symbol, the. which. is t,. in. the place to. a character for 1.. is. the second symbol, the consonant n being the cha-. racter for 2. —and thus with Guy,. the Roe, Leo, Ida, Oak,. Obi, and Ape.. The symbol each. figure.. for 10,. must have two consonants, one for. Atijs represents. it.. Equity represents. 11,. Autonce 12, and thus throughout the whole series. The superior advantages arising from this arraBgement, will be felt only by those who have applied other symbols,. and are. also familiar. with the consonants that are the signs. of the figures.. But independently of the assistance that this classificamust not confine. tion affords in retaining them, the learners. themselves to simple repetition, they, must localise each. symbol. in its. proper compartment, that. is,. they must transfer.

(50) — ;. 38 the image or figure of each, to the place intended for. Ate must be supposed the second,. Guy. on the. in the first place,. in the third, &c.. —To. it;. thus. floor; Ino in. effect this desirable. knowledge of the symbols, without which they can receive very. little. advantage from the. must be. tion. called into action. art, their. fancy or imagina-. A grotesque. :. assimilation. circumstances arising from. will be often very powerful;. situation, furniture, pictures, &c. are of great importance. thus,. if. the room, where Ate that. weapon should be. a cane, or any. it is. is. dangerous for. it. to. ;. in the corner of. be placed, they can observe. to be there, lest Ate, the goddess. of revenge should attack them with it. If the fire-place should be near where Ino ought to be ; as she is observed to be jumping into the sea, they might remark, that as they are deprived of seeing the sea; they. suppose the. fire. Where Guy. must have dried. is. it. up.. encountering the cow, they. may. appre-. hend danger to the furniture. The Roe may be supposed bounding over a chair. Leo is placed in the centre, to keep their enemies in awe or any association of a similar nature, that they may ;. deem. best calculated to attain their object. things they. must observe,. symbols, but. in. ga:.e. intently. hieroglyphick. of. its. but above. upon. attentively,. all. that not only in localizing the. every other association they. them, that they constantly attend to. — To. ;. the place. to. form, and then fancying. —. first. renew it. make with. this important rule. in its. looking at the. their. knowledge. proper place, and. endeavouring to make some ideal picture of the subject that they intend to recollect, interwoven with their symbol this. mode may appear. first,. to cost. them some. little. trouble at. but they will be amply repaid, by the advantages they. derive in their recollection..

(51) —. 39 The power of making. may. be supposed. those kinds of mental pictures,. but a very. difficult,. little. practice,. and. entering with spirit into the arrangement, will render each. like every other,. come of the. This faculty of the mind. than the former.. effort easier. may be. cultivated and improved, to be-. greatest importance to us.. The author is aware, that objections to his symbols may be started by some, on account of the supposed diffinames of several of them, by children but, in all. culty of remembering the hard particularly in. their application. such cases, the symbols. may be. ;. described without refer-. ence to the names: thus, instead of saying. might be taught, that the. -^ê,. to a child,. symbol was a Womarii with a dagger in her hand, which would be as easy to recollect, as any symbol that could be devised. Instead of saying it. first. —. that their second hieroglyphic. Woman, will be. loith. found. —Equity. f. a. ;. simply. call. effectual.. woman. may be termed. Atys. with a pair of scales, ^c.. a. a. Dumb prince. <§-c.. and occa-. names, they will become familiar;. there will be this advantage attending them, that. children will thus early acquire a knowledge of a. number of. personages, that, as scholars, will be essential to be. by them. ;. for. in. known. with the curiosity generally attendant upon. youth, they will be anxious to learn. were;. it,. a child in her artns, and shewing the picture,. sionally mentioning the. when. was Ino. their. who. these characters. search of information, they will acquire. more, and thus be doubly benefitted. It. had been observed. to. him by many persons, who. afterwards acknowledged their error, that objects, or symbols. more common, would be. better; thus the 16th. bol might be a Toad, instead of Tuova. of the inferiority of the former, as a the. word might be wanted. for. ;. sym-. but, independently. medium of association,. some purpose. coijnected.

(52) 40 with. fi<Tures,. confusing to. when. would be extremely aukward and have the word Toad, as the mnemonical word it. for 16, perhaps, assimilated with the very next. the one of the same. name. directed his choice in. be wanted. for. all. common. ;. symbol to. considerations of a similar nature. —. to avoid those. use. names. that. might. — whether as words for degrees. of longitude and latitude, or any other purpose.. Another arrangement he has effected, which may be wherever two figures of the same kind are combined, the symbols that belong to them, have the two consonants in their names, that are employed to represent them individually thus the 11th symbol being formed of found useful. ;. ;. two. ones, has ihe consonants, q and. The 22nd symbol the. JSToa/i,. t,. has the letters. same with 33, 44,. —. word Ecjiiity. n and /?, in the word in the. 55, 66, 77, 88, and 99, in. names Gama, Zara, Jael, Ovid, Cooke, Woha, and For some of them he could have chosen more fa^ Fop. miliar names, thus Aurora and Dido might be used instead of Zara and Ovid as they would equally represent 44 and the. ;. 66f but then the abovementioned object would be frustrated for, by this modification, if the original combination of ;. the consonants and figures were. found. in the. A. they are sure to ba. lost,. symbols. Equity, Noah,. See.. variety of other motives that. detail, influenced his choice. ;. thus. &c.. would be. Numa, and. idle. to. Nero, would. be easier recollected as symbols, than Hygeia and Hero; but were monarchs, whose order of succession to be. as they. remembered, will cause them boh,. it. them. at. to. be associated with the sym^. would appear singular and objectionable, to have the same time, media of association, and objects. of recollection, with other symbols.. Niohe would appear a. more appropriate emblem for 28 than Hebe, as « may be supposed to be easier recollected than A for 2 but Niobe wôuld be less useful, for she could not be easily supposed in any ;.

(53) 41 other situation than transfixed with grief for the fate of her children, whereas Hebe can be placed in a thousand situa-. which the former would be. tions for. The Author ought. unfit.. to apologize for delaying the course. of his subjects, by observations that. but as he knov^s the improving. sary,. spirit of the. unnecesingenious. urge them to alterations to benefit the system, which. may he. may appear. as. is. anxious to see as any other person; he wishes to. remove every obstacle. to an object so desirable,. ing out the motives that directed him, that they. by. point-. may. not. by adopting arrange-. mistake change for improvement,. ments that may appear simple, without being powerful. He cannot, however, dismiss this part of the subject, without observing, that as it is decidedly essential for mnemonicians to be able to describe the symbols, and refer to. them without any. j)ause or. arrangement so well calculated to has chosen rals. —. —to have the symbols. for they can. collect, the. at. if. to. to. know. their. as the. no. one he. same time nume-. mind any symbol they require. that. it. imagine. it,. name of. :. their thirty-fifth. will be found ideally depicted. wall, fifth place. their third. pains. the. it,. always recollect, or they ought to re-. they were asked the. symbol, they. on. at. he knows. ;. consonants that belong to the figures, which. once presents. thus. delay effect. ;. where,. if. they took any. they are sure to find. it:. but. in. mere arbitrary picture, they default of But, by the present arrangement, might be at a loss they may or may not refer to their wall, and with a rapidity of mind, ftir outstripping that mode, they resolve the figures 3 and 5 jnto m and /, which directly presents Milo to their view and in like manner with every other. this,. were. if it. a. :. ;. Before the students attempt to apply the arrangements of the next chapter, they ought to be tolerably well ac-. quainted with at least ten of the symbols, but a greater. number would be. desirable..

(54) ;. 42. CHAP. AS mory. it. may be. IV.. frequently necessary to. we. a series of figures,. now. shall. commit. memne-. to. explain the. monical mode to facilitate this purpose. Various methods may be adopted, but we shall commence with the simplest, and for most purposes of a similar nature, perhaps the best.. Here are eighteen. common. require no. many persons would remember themj and. figures, that to. application to. would be very easily forgotten but by using the mnemonical mode, the students can, not only recollect them in a much shorter time than the common method, (for by a little practice, a person could after all their efforts, they. commit them to memory in less than a minute) but gain the more important point of permanently fixing them their. —. first. step. towards effecting. this,. is. into pairs, and. make them. made, require. to be recollected, they. to divide the figures. into words,. but. must. as the. words so. them. associate. with the symbols, and proceed regularly on from the to as. many. as they require.. Agreeably to they must. first,. make. this direction, let. into a. the letters d and. v. word. ;. them take. the figure 6 they. to represent. it,. placing a vowêl or vowels, between,. as 5 has. before,. 65,. which. know has. l and j. ;. or after. by a. consonant that belongs to 6, and a consonant that belongs to 5, they have a great number of words at their disposal they .-. have DEAL, DELAY, DIAL, IDLE, VEIL, VEAL, VILE, &C, &C. but as their object should be to make choice of a word that. may have some relation,. or affinity to the symbol, that they.

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