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OTH MEMORY
COURSE
A SIMPLE AND SCIENTIFIC
METHOD OF IMPROVING THE
MEMORYAND INCREASING
MENTAL POWER
SEVEN LESSONS
BY
DAVID M.ROTH
LESSON ONE
C o p yrig h t,
ISIS
D avid M .
oth
Roth M
emory
C ourse
a sim p l e a n d s c ie n t if ic m e th o d
MENTAL
POWER
By
D A V ID M. RO TH
T H E SEVEN
LESSO N S
One
FIFTY-WORD FOUNDATION
Two
M ENTAL FILING
h r e e
N A M ES AND FACES
F our
HOW TO READ AND A B C
MEMORY CODE
F ive
NUMBERS
Six
MEMORY AIDS FOR STUDY
S e v e n
PRACTICAL APPLICATIONS
DAVID . ROTH
THE
^RARY
BK 1GHAI- i
... Ui.I VARSITY
PROVO, UTAH
HE founding of a Memory
Course is a fitting part of The
Independents program for na
tional, business and personal efficiency.
In giving its name to the course, a
name which for 70. ears has stood
for service and upbuilding, The
Independent is fortunate in being able/
to present a course, created by the
.foremost expert in this country, on
the scientific use of the memory and
its application to the everyday needs
of men and women.
LESSON ONE
Page Six
Lesson One
Page Seven
Lesson One
to visualize
mind pictures
to remember.
following the
Page Eight
Lesson One
For instance,
II.
Lesson One
Page Nine
Page Ten
Lesson One.
You- can realize this fully b y glancing over the advertising illustrations in magazines, and the cartoons in the daily
papers.
Y o u can picture a H A T or a H IV E the size of a mountain, a N A IL the height of a telephone pole. Y o u can
picture it moving, swinging, falling, or flying.
Y o u are now going to use your mind in the new the
visual way.
Y o u will be familiar quickly with a series of objects that
it would be difficult to remember through ordinary forms
of association.
T h ey have been selected because in most instances they
do not form ready associations with one another. B ut
now see what the picture-making power of your mind will
do for you.
I
I
I
I
*
Page Eleven
Lesson One
Need of Exaggeration
If you find it difficult to recall your picture of the H A T ,
you can strengthen the impression b y exaggerating the
size of the H A T . See it, not in normal size, but three or
four times as large.
Y o u can enlarge it to still greater proportions if you need
to. Y o u can see the H A T the size of a house. T he larger
your imagination pictures the H A T the stronger the im
pression will be.
".
Lesson One
Page Twelve
Page Thirteen
Lesson One
III.
See clearly
Lesson One
Page Fourteen
V.
VIII.
Page Fifteen
Lesson One
IX.
and
and
|md
and
and
and
and
and
and
HEN
HAM
HARE
H IL L
SH O E
COW
H IV E
APE
W OODS
Lesson One
Page Sixteen
Page Seventeen
Lesson One
'
^
Lesson One
Page Eighteen
and
and
and
and
and
and
H OTEL
D IS H
DOG
DOVE
TUB
N O SE
Page Nineteen
Lesson One
'
3 H A M and H A R E
Having repeated all the words in this manner from H A T
to N O SE , go over the list again, omitting the word and.
Be sure to see your pictures and to call every word from
H A T to N O SE singly, thus: H A T , H E N , H A M , H A R E ,
H IL L , SH OE, C O W , H IV E , A P E , W O O D S, T I D E , etc.
and D O V E
D O V E and D O G
Lesson One
Page Twenty
until you reach H A T .
go forward to N OSE.
and
and
and
and
and
W IN D O W
NUN
GNOME
SN A R E
N A IL
and
and
and
and
and
See the
H IN G E
IN K
K N IF E
KNOB
M O OSE
Page Twenty-one
Lesson One
and
and
and
and
and
and
and
and
and
and
MUD.
M OON
MUMMY
HAM M ER
M U tE
M ATCH
HAM M OCK
M UFF
.
MOP
R O SE
Another Series
R O SE
andR A T
RAT '
andR A IN
R A IN
andR A M
RAM
andW A R R IO R
W A R R IO R and R A IL
R A IL
andR O A C H
ROACH
andR A K E
RAKE
andRO O F
ROOF
andR O P E
ROPE
andL A C E
Review your scenes from R O SE to L A C E , then from
L A C E backward to R O SE.
Lesson One
Page Twenty-two
Important
D o not form new pictures every time you go through the
list. See the ones you first made. E very time you recall
your picture make it more distinct.
Code Words
HAT
. HEN
HAM
HARE
H IL L
SH OE
CO W
H IV E
APE
W OODS
T ID E
T IN
TEAM
T IR E
HOTEL
D ISH
DOG
DOVE
TUB
N O SE
W IN D O W
NUN
GNOME
SN A R E
N A IL
H IN G E
IN K
K N IF E
KNOB
M OOSE
MUD
MOON
MUMMY
HAM M ER
M ULE
M ATCH
HAM M OCK
M UFF
MOP
R O SE
RAT
R A IN
RAM
W A R R IO R
R A IL
ROACH
RAKE
RO O F
ROPE
LACE
A Good Start
N ow let us take a birds-eye view of what you have
accomplished.
Page Twenty-three
Lesson One
A New Way
Y o u have begun to remember in a new way. Y o u have
really learned the alphabet of m y method. M ake these
fifty words just as much a part of your mental equipment
as the alphabet.
Go back and read pages 8 to 16 several times until you
are thoroughly familiar w ith this method of using your
mind. Be sure not to form new pictures every time you
go over the list. Review the same pictures every time.
Page Twenty-four
Lesson One
Visualization Applied
The visual principle has been applied by many students
immediately after the first lesson.
One business man testified that he had never remem
bered the simple errands for his wife.
The day after his first lesson she requested him to bring
home two cans of milk, some toothpicks, and a file. He
pictured two large cans of milk in front of the grocery,
built a barricade of toothpicks around them, and laid a
file over the top.
He couldnt forget this.
A department store owner wanted to order a special
table from a factory, and also to speak to one of his buyers.
Page Twenty-five
Lesson One
Rewards in Store
So I caution you again to learn these fifty words thor
oughly so that you will have a good foundation for the rest
of the lessons. It will bring you as great a reward as the
ability to read or to figure. Y our memory will improve
faster all the time, and you will understand the truth con
tained in Dr. Jamess statement that the average business
man uses but a small percentage of his normal mental ca
pacity. Application now will make your mind pay cash
dividends.
Page Twenty-six
Lesson One
Page Twenty-seven
Lesson One
SUMMARY
1. Use of Association
2. The M inds E ye
3. Visual Imagination
4. Three N atural M em ory Aids
1. Exaggeration
2. Motion
3. Unusual Associations
5. Our M ental M ovies
6. Form Clear Pictures
7. F ifty Pictorial Code Words
8. Review the Pictures Forward and Backward
9. See Y o u r Pictures Before Y o u Speak the Words
10. Tw o Objects in E very Picture
11. How to P u t Some Fun Into Y o u r Practice
12. Code Words W ill be Useful.
Learn Them
Lesson One
Page Twenty-eight
Page Twenty-nine
Lesson One
How I Succeeded
T he memory systems that have been taught seemed to
me too complex, too difficult, too mirch like drudgery, and
lacking in practical effectiveness. Some of them were
valuable to men of exceptional brain capacity and ed u ca -1
tion, but I had no exceptional brain. I t was just average,
nothing more.
B u t I had to do something, because m y poor memory
was too heavy a handicap for me to succeed.
So I set about evolving a method of m y own to supply
m y own great need. I worked along simple, natural, yet
scientific lines.
I t proved effective. I was astounded at the progress I
made in improving m y memory.
I explained this method to m y friends.
as much as it did me.
It helped them
Lesson One
Page Thirty
Lesson One
Page Thirty-one-
I can tell you the day of the week for any date for two
hundred years back, or in the coming centuries. G ive me
your birth date and I will tell you at once the day of the
week on which you were born.
Y o u can learn to perform this amazing feat in a few
hours time, and b y occasional rehearsals can become so
skilled that you can give the answer almost instantly. So
you see it is not amazing at all except that the human
mind is amazing if used correctly.
The remarkable thing is that so few persons come
anywhere near to a full realization of their mental possi
bilities. I t is simply a m atter of knowing how.
Lesson One
Page Thirty-two
Cause of Failures
The m ajority of failures in the business world are due to
poor judgment on the part of business men. T he cause
back of these failures is the inability of the mind to retain
the facts and experiences necessary to lead the mind to
sound judgment.
Lesson One
Page Thirty-three
Lesson One
Page Thirty-four
Endorsements
Business and professional men enthusiastically endorse
this Memory Course, and are using it daily. T h ey know
and you can know that the information in these lessons,
confidently applied, makes an exceptional memory not
the exception but the rule.
With the aid of the practical method I have evolved, you will
be able to do wonderfid things in the course of a few weeks.
Y ou will be able to remember names and faces, statistics,
facts, and other information.
E very statement, every suggestion, every hint in these
lessons is Experience boiled down.
Follow the suggestions in this first lesson. There are
practical applications in it that you can use in your daily
life. Grasp them and you will at once begin to understand
the wonderful chance for the development of your memory.
You will learn how quickly information can be recorded
'and how certainly it can be retained.
A Great Authority
Professor William James, in his great Psychology, says:
The moare other facts a fact is associated with in the
Lesson One
Page Thirty-five
Lesson One
Page Thirty-six
Your Imagination
Page Thirty-seven
Lesson One
in human
# Co-operate
1. Take these lessons seriously. Learn every step as I
outline it not as you think it ought to be learned.
2. Practice. Be sincere with me. B ut, more important,
be sincere with yourself. Unless you supply the will I
cannot supply the way. And I am sincerely desirous of
doing that.
3. Follow instructions carefidly and you will have per
sonal proof that this course is a pleasure-giving, money*
making education for you.
Page Thirty-eight
Lesson One
needed exercise, they are the basis for' a mental file that
will enable you to store any information you wish to
retain.
The code words also will furnish you an infallible key
for remembering numbers. Y o u will find all this inter
esting, easy and, above all, absolutely practical.
As We Go Forward
In the next lesson the tremendous value of the code
words will be brought home to you.
Immediately you will begin to make use of them.
Y o u will see how easily you can hang up ideas in your
mind as easily, as neatly, as conveniently, as you hang up
your hat.
Remembering unusual activities, engagements, errands,
anything you should do will be as easy as remembering
to open your mail or anything you do from habit.
Then comes the all important remembering of names
and faces. This is one of the biggest lessons and the
practical value of it cannot be over-estimated.
I t does not matter how treacherous your memory is for
names. It can be no worse than mine was, for remember
I could scarcely retain a name for twenty seconds.
Now there are more than 10,000 men and women whom
I can call by name on sight, whether I meet them in
Seattle, New Y o rk or any other place.
PRACTICE CHART 1
R ecall yo u r p ictu re associations for the follow in g code
.vords. T o the left, w rite the word w hich precedes the code
tford to the righ t, the w ord w hich follow s the code word.
Mote exam ple: D ish precedes DOG Dove follow s DOG.
D ish
D og
________C o w
________H a m
________R a t
________M u d
________T u b
________A pe
________M op
________In k
________N un
________T in
________R am
*_______ H en
________ R ail
____ '___D ish
________ H ive
________ R ose
Dove
________ R o o f _________
----------------------------- M u f f _________
----------------------------- H a r e _________
----------------------------- T id e _________
_________
________ R a k e _________
_________ ____________ T e a m _________
_________
________ M u le _________
----------------------------- R o p e ______ ___
_________
________ M oon_________
_________
________ N o s e _________
----------------------------- H inge_________
_________
________ _ S n a re ________
_________
________ H o te l_________
_________
________ K n ife _________
----------------------------- R o a ch _________
----------------------------- G nom e________
_________
________ W oods________
ROTH MEMORY
COURSE
A SIMPLE A N D SCIENTIFIC
METHOD OF IMPROVING THE
MEMORYAND INCREASING
MENTAL POWER
SEVEN LESSONS
vf
DAVIDM.ROTH
LESSON TW O
Copyright, 1918
By
D a v id
M. R
o th
Roth M
emory
C ourse
MENTAL
POWER
By
DAVID M. ROTH
TH E
SEVEN
O
LESSO N S
ne
FIFTY-WORD FOUNDATION
Two
M ENTAL FILING
T h r e e
N AM ES AND FACES
F our
HOW TO READ AND A B C
MEMORY CODE
F ive
NUMBERS
Si x
MEMORY AIDS FOR STUDY
S e v e n
PRACTICAL APPLICATIONS
LESSON TWO
Page Two
Lesson Two
Page Three
Lesson Two
LODGE
LODGE
LAKE
LAKE
LOAF
LOAF
LAP
LAP
CH EESE
Review every group of mental pictures forward and
backward as before. If you have difficulty in recalling a
picture quickly, it will be because you have not made
proper use of the principles laid down.
Page Four
Lesson Two
Page Five
Lesson Two
Foam
F ire
F ile
F ish
F ig
F ife
Fob
Foot
Fan
Foam
F ire
F ile
F ish
F ig
F ife
Fob
Bus
B u s and
Boat
P ia n o
Bom b
B ea r
B e ll
B u sh
Bag
B eef
P ip e
Boat
P ia n o
Bom b
B ea r
B ell
B u sh
B ag
B eef
P ipe
D aisies
Lesson Two
Page Six
W indow
N un
G nom e
Sn are
N ail
H in ge
In k
K n ife
K b 'o iP
M oose
T id e
T in
T eam
T ire
H o tel
D ish
D og
Dove
Tub
N ose
9
M ud
M oon
M um m y
H am m er
M u le
M a tch
H a m m o ck
M u ff
M op
Rose
R at
R a in
R am
W arrioi
R a il
R o a ch
R ake
R oof
R ope
L ace
L ig h t
L io n
L im e
L a w yer
L ily
L odge
Lake
Loaf
L ap
C h eese
S h eet
C h a in
Jam
C h a ir
J ail
Ju d ge
C heck
C h ie f
S h ip
G oose
K ite
Can
Com b
Car
C o al
C age
Cake
C u ff
Cab
V ase
Foot
Fan
Foam
F ire
F ile .
F ish
F ig
P tfe
Eofe (4.
Bus
B oat
P ian o
Bom b
B ear
B ell
B u sh
B ag
B eef
P ipe
Daisie!
Page Seven
Lesson Two
A Semi-Summary
Lesson Two
Page Eight
Real Concentration
In going over your mental pictures from H A T to
D A IS IE S your mind is entirely occupied. It holds no
other thoughts, because the mind can handle only one
thought at a time. Y o u are concentrating your entire
attention, and this routine trains your concentrative
powers for other things as well.
The review of this list at night has enabled many of my
..students to overcome insomnia.
.
It is just enough of a task to take the mind away from
thoughts of business, or to prevent worry.
Follow Instructions
Y ou m ay think that some of this drill is superfluous.
But I can assure you that the improvement you desire is
dependent upon a thorough fam iliarity with the exercises
in Lessons One and Two.
Just follow instructions.
Page N ine
Lesson Two
To Forget
W e can often reduce the acuteness of bitter thoughts
that we should like to forget by visualization of pleasant
pictures.
To forget think constantly of something else.
Lesson Twa
Page Ten
Page Eleven
Lesson Two
having you put them into immediate use and file away
ten grocery items.
Lesson Two
Page Twelve
fi 0
B>
Lesson Two
Page Thirteen
NowRemember
Go back to your first pigeonhole the H A T .
1 Recall the picture of the article you put in the
H A T . I t was butter.
2 H E N will recall the sugar.
3 H A M brings back the picture of the toothpicks.
4 H A R E reminds you of bread.
5 H IL L makes you think of soap.
6 SH OE .suggests the cocoa.
7 CO W suggests macaroni.
8 H IV E recalls raisins.
9 A P E reminds you of corn.
i W OO D S enables you to remember oranges.
Y o u see now how fam iliarity with your Code Words
makes it easy for your mind to go from one pigeonhole
to the next and in this w ay recall all your errands.
Lesson Two
Page Fourteen
Pigeonhole
Errand
T I D E ............................ B u y a trunk
T I N ............................... See the Printer
T E A M ........................... D entist Appointment
T I R E ........................... -.. B u y stamps
H O T E L ...................
P a y light bill
D I S H ............................ B u y gloves
D O G ...............................Reserve berth
D O V E .......... .................B uy book
T U B ............................... Order flowers
N O S E .............................Druggist
Associate in picture form the pigeonhole and the item
that is to be remembered. Form a picture that will recall
the errand, the place, or the thing you wish to do.
You are putting every one of these items, or errands,
away in a definite mental location. The pigeonholes will
then recall your errands, as:
T I D E recalls buy a trunk.
T I N suggests printer.
T E A M reminds you of dentist.
T I R E brings back stamps.
H O T E L will recall light bill.
D ISH brings up gloves.
D O G is to reserve berth.
D O V E recalls the book.
T U B suggests order flowers.
N O SE reminds you of druggist.
Page Fifteen
Lesson Two
Lesson Two
Sixteen
Days Schedule
1 Batteries.
2 Clutch.
3 Grease.
4 Tubes.
5 Basket.
. 6 Horn.
7 Spark plug.
8 Gloves.
9 Robe.
10 Wrench.
i P ay life insurance.
2 Telephone doctor.
3 1G o to bank.
4 Order stationery.
5 Telephone White.
6 Scissors sharpened.
7 Buy-golf balls.
8 Select furniture.
9 B uy wedding present.
10 See tailor.
Page Seventeen
Lesson Two
Lesson Two
Page Eighteen
from H A T to M OOSE.
them thoroughly.
A Sure Method
M any times during the day, or, perhaps, more often at
night, ideas m ay come to you that you wish to nail down
tight. Perhaps you find it impossible to write them down
at the time, and so they are forgotten.
N ow I have shown you how to visualize the idea and
lash it, either temporarily or permanently, to the code
word so that you can recall it at will, even though you have
no written memoranda.
Lesson Two
Page Nineteen
Lasting Impressions
For permanent record it is necessary that our mind's-eyt
pictures be reviewed from time to time.
Lesson Two
Page Twenty
I
Recall them occasionally and they will remain with you.
The mental file and code is useful in business, professional,
or social life. It is used by public speakers, sales man
agers, storekeepers, and by a host of other people who
must remember quickly and correctly.
Practical Applications
The mental pigeonholes can be used in every business or
profession. Again let me m&ke it clear that I do not expect
the student, who is at times flooded with details, to store
them all away mentally. There are times when informa
tion, business engagements, and m any details m ay swamp
you. Under such circumstances it m ay be advisable to
make a written list of these things.
Lesson Two
Page Twenty-one
Lesson Two
Page Twenty-two
Sales Talks
A man cannot refer to notes when he is making a sales
talk. He must depend upon his memory. A salesman
frequently thinks of excellent arguments after he has left
his prospect.
In many lines of business the salesman must be fully
conversant with sales points and specifications. Inability
to learn these has retarded m any a m ans progress.
The man who applies the principles in these lessons can
learn quickly sales points and information, which would
otherwise overwhelm him.
Page Twenty-three
Lesson Two
Remembering Wants
It is.often convenient and at times necessary to carry in
mind items that should be ordered. When the number is
limited the pigeonhole plan can be used. L ater the items
m ay be listed in the want book.
The pigeon holes are also convenient at times for receiv
ing orders when conditions render it impossible to write
them.
Public Speaking
Lesson Two
Page Twenty-four
advertised.
5 Interchangeable.
6 Service.
7Guaranteed.
Lesson Two
Page Twenty-five
Suggestions
Following are suggestions for the visual association of
every topic, and for the pigeonhole:
1 H A T Economical.
A picture of some one carefully brushing, cleaning
or repairing an old H A T to avoid the necessity of
buying a new one economical.
2 H E N Quick.
See a H E N running. Recalling this picture a few
times will impress the idea of quick.
3 H A M Convenient.
No Danger of Confusion
I f you will impress your pictures by recalling them a
sufficient number of times, interruptions, questions, or new
thoughts will not make you lose the thread of your remarks.
Page Twenty-six
Lesson Two
Lesson Two
Page Twenty-seven.
A Wonderful Gift
Who-all sick up to yo house, M is Smif? asked George Washing
ton Jones.
I ts mah brudder Lige, replied Mrs. Smith.
Whats he done got de mattah wif him?
D ey caint tell. He eats an he sleeps all right, an he stays out
in de veranda in de sun all day, but he caint do no wuhk at all.
He caint wuhk?
N ot a bit.
Mr. Jones raised his eyes to heaven. Law, M is Smif, dat aint
no disease what yo brudders got. D at air am a gift.
Page Twenty-eight
Lesson Two
Considerable Effort
A country man drifted into a little village drug store in Georgia
and asked for a nickels worth of Eucalyptus. The clerk proceeded to
wrap it up and, on handing it to the customer, was told to charge
it. What name? said the clerk. Honeyfunckel, said the
customer. Whereupon the clerk remarked, Take itI wouldn't
write Eucalyptus and Honeyfunckel for a nickel.
Pleasant Neighbors
Uncle JoshHeres a letter from Nephew Harry thats gone to
Africa, and says that within twenty rods of his house theres a family
of laughing hyenas.
His WifeWell, I am glad hes got pleasant neighbors, anyway
thats something.
Page Twenty-nine
Lesson Two
Bits of Wisdom
The following epigrams can be kept in mind by linking
each one with a code word.
The trouble with the average memory is the inability to
bring these thoughts back when they are wanted.
The code words enable you to carry in mind a large
number of helpful suggestions. These must be recalled
from time to time. Before long these and similar thoughts
will become as familiar to you as the alphabet.
Lesson Two
Page Thirty
Lesson Two
Page Thirty-one
14 He that can take rest is greater than he that can take cities."
15He that speaks much is much mistaken.
16To be humble to superiors is duty; to equals, courtesy; to
inferiors, nobleness.
17Breathe deeply, eat slowly, be checrful and go to sleep with
strong, healthy thoughts.
*
18One
19
Tis easier to suppress the first desire than to satisfy all that
follow it. - . pTfiMlil'ilJ
20The eye of the master will do more work than both his hands.
Other Applications
I wish to impress upon you that there are many other
ways in which these principles can be applied effectively.
A little ingenuity and practice will make it easy, and will
help you pleasantly over many a difficult road.
A test
iif
Lesson Two
Page Thirty-two
A FINAL SUMMARY
1 Here is a memory file in which to store ideas.
2 The basis of this
word-pictures.
mental file
is
one
hundred
P R A C T IC E C H A R T 2
R ecall yo u r p ictu re associations for the follow in g code
ords. T o the left, w rite the w ord w hich precedes the code
ord to the right, the w ord w hich follow s the code w ord,
'ote exam ple: F ish precedes FIG F ife follow s FIG.
F ish
Fig
F ife
________ Fish ________
_______ C ar ________
________ B om b________
________ Jail _________
______ i Bus ________
_______ C an _________
________ : F ife ________
_______ F o b _________
_________ B u s h ________
_______ C ab ________
________ C a k e ________
_______ F an _________
________ V a s e -_________
_______ L a p _________
________ F ire _________
_______ B a g _________ * ________ Ship _________ _
_______ Jam _________
________ L a k e _________
_______ Cuff ________
________ F ile _________
_______ B ell _
_____
________ F o o t _________
_______ L i m e _________ - _________ Chain________
_______ B ear _________
________ Goose________
------------ L ily ----------------------------- Judge---------------_______ K ite ________
________ S h e e t________
______ : C o a l- ________
________ L ig h t _________
______ L io n ________
________ C h a ir ________
_____ _ B o a t ________
______1 _ L od ge________
---------- -- C om b________
________ _ C h ie f ________
_______ , B eef ____ __ ..
________ P ia n o _________
,--------- F o a m ------------------------------- Check_________
s------------C a g e _________
________ Cheese________
i------------L o a f ......
.................... L a w y e r________
PRACTICE CHART 3
D aily tests fo r exercise. Form picture associations be
tween the follow ing words and yo u r code words as indicated:
1st D ay
H A T to W O O D S :
N avy
Ice
Steam
Desk
*
Board
Pencil
Flow er
W atch
E n gin e
Cam era
3rd D ay
W IN D O W to M O O S E :
F ro g
Stove
B ank
B adge
Huron
V iolin
T u rkey
Ribbon
T racto r
B altim ore
5th D ay
T ID E to N O S E :
B a rk
Clerk
China
G arage
Quail
M exico
Indiana
Invoice
Telegram
C. 0 . D.
2 nd D ay
T ID E to N O S E :
Coffee
W ire
L edger
Stone
E uchre
Rubber
Preacher
P ostage
Shipm ent
General
4th D ay
H A T to W O O D S:
Salt
P ick
Paddle
F erry
C ashier
Toast
St. Louis
W hale
M ichigan
Honey
6th D ay
W IN D O W to M O O S E :
G rant
P in
* Illinois
S ister
F o rg ive
Bubble
Revolution
Buckeye
M ackenzie
Treacherous
See how quickly you can form and how correctly you can recall your
pictures.
These exercises quicken your visualizing and associative power.
Do not make any attempt to store these pictures for permanent record.
T hey are intended for exercise only. Continue taking tests similar to these.
ROTH MEMORY
COURSE
A SIMPLE A N D SCIENTIFIC
METHOD OF IMPROVING THE
MEMORYAND INCREASING
MENTAL POWER
SEVEN LESSONS
w
DAVID M.ROTH
LESSON THREE
Copyright, 1918
By
D a v id M . R
o tb
Roth M
emory
C ourse
MENTAL
POWER
By
D A V ID M. ROTH
TH E
SEVEN
LESSO N S
O ne
f if t y -w ord
f o u n d a t io n
Two
M ENTAL FILING
T h r e e
1 NA M ES AND FACES
F our
HOW TO READ AND MEMORY CODE
F ive
NUMBERS
Six
MEMORY AIDS FOR STUDY
even
PRACTICAL APPLICATIONS
LESSON THREE
Page Three
Lesson Three
Page Pour
Lesson Three
Attention
Y o u 'h a v e discovered b y observing the principles of
Visualization, Imagination, and Association, and by the
review of your words in Lessons One and Two, that every
repetition makes it easier for you to see the pictures you
have created in your minds eye. This was done by paying
close attention to every word.
Y ou first heard the word so you had a Sound impression
upon the memory. Through the use of imagination you
created the object that the word represented. Then, by
the use of visualization, you saw it in your mind's eye.
E very one of the hundred words suggested a distinct pic
ture.
Now if you will pay attention and use your imagination,
you will meet many people whose names will also suggest
something that you can grasp and picture.
Endeavor to make the name you hear really represent some
distinct object or idea in addition to the mere sound as you
store it in your memory. For instance:
1 Baer can be imagined and seen in
the mind's eye as a b e a r .
2 Hogg can be imagined and seen in
the mind's eye as a h o g .
Page Five
Lesson Three
3 Lyon can be imagined and seen in
the mind's eye as a l i o n .
4 Rhoades can be imagined and seen in
the mind's eye as a r o a d .
$ Stohne can be imagined and seen in
the mind's eye as a s t o n e .
Observation
The average person does not retain in the memory over
forty per cent of the things he hears or sees, because he
is deficient in the power of observation.
To develop this power you must train yourself to see more
closely than has been your habit. Y o u must note if the
stranger whom you meet is tall or short, thin or stout,
dark or fair, weak or strong. N ote the color of .the eyes,
eyebrows, face, and hair. See the shape of the head,
mouth, chin, nose, ears, and so on.
Page S ix
Lesson Three
one
eye
stare.
A Pleasant Pastime
A little application of this principle will give you much
enjoyment and will soon become a pleasant pastime. I f
you will combine your observation of faces with what you
know of the character of the individual you willy in time,
become a good judge of human nature.
M ost people say I cant remember names, but I seldom
forget a face.
.
This is not strange, for memory of the face is entirely
a visual impression, which comes to you through the eye.
Y o u have learned that this is the strongest kind of im
pression. The name is registered through the ear an
auditory impression.
Page Seven
Lesson Three
Pike suggests
Lesson Three
Page Eight
Association
Association is the foundation of all memory. W ithout
association of some kind there can be no memory. When
a name recurs to you without effort on your part there
has been association, although you m ay not realize it.
Understand this thoroughly:
M em ory is based on several definite impressions recorded
in the mind at the same time, and in such manner that the
recall of one impression brings back the other. This is
association.
W henever one of two things that have been associated
Lesson Three
Page N ine
in the mind recurs, it tends to. recall the other. This is the
very basis of memory.
This is why you remember a name that flashes into your
mind, seemingly without effort, when you see the face.
Lesson Three
Page Ten
rc
k 5 o <*
Lesson Three
Page Eleven
Lesson Three
Page Twelve
Page Thirteen
Lesson Three
"
Bell
Hoe
Forest
R iver
Cotton
L ight
Starr
Lake
G raves
Thorn
W ater
Branch
Mr.
flow er
the
Page Fourteen
Lesson Three
squash.
M urphy
potato.
W olf
Hogg
Bear
Lyons
M artin
Partridge
Robbins
Wrenn
Salmon
Sturgeon
Herring
Page Fifteen*
Lesson Three
Berry
Apple
Cherry
Mellon
Rose
A stor
Laurel
Elder
Gold
Silver
Irons
Nichol
Characteristics
Names like the following are heard often. Y o u can im
press many such names upon your mind b y giving thenb
momentary thought. T h ey convey a definite idea:
Small
Biggs
Bright
Close
E arly
M eek
Strong
Savage
Olds
Best
C oy
Sly
Young
W orst
Lucke
Swift
Carpenter
D octor
Fisher
Gardner
.
Mason
Miller
Sawyer
Shepherd
Lesson Three
Page Sixteen
Advertised Names
M any names can be fixed in the mind by linking them
with something with which
you are well acquainted.
Y o u have in your mind a
large group of names which
have become known to you
through advertisements. Y o u
are familiar with the name
and . the article advertised
w ith it.
Ford suggests immediately
a min&'s-eye picture of an
automobile. When you read
the name Gillette you picture
a safety razor.
So when you meet a man
w ith a name that has become well known to you through
advertising, make use of this fam iliarity.
Picture M r. Ford with a Ford auto, or M r. Gillette using
a safety razor, or M r. K ellogg holding a package of corn
flakes.
Well-Known Articles
The name of a well-known article frequently flashes into
yo u r mind upon hearing a strangers name For example,
M r. W aterman m ay have reminded you of the fountain
pen.
As you are now paying more attention to names, similar
experiences will occur more frequently. A realizatipn of
Lesson Three
Page Seventeen
Other Examples
Mr. EATON
pickles,
W ilton
rugs,
Snider
catsup.
<
<
Welch
grape juice*
Geographical Names
You meet many people who have the name of some
country, state, city, street, or geographical location.
For example:
Mr. Ireland suggests Ireland.
Mr. Paris
Paris, France.
Mr. Patterson
Paterson, N . J,
Mr. Richmond
M r. Billings
Richmond Va.
Mr. Bleeker
Bleecker Street.
Billings} Mont.
Lesson Three
Page Eighteen
If
These geographical
Page Nineteen
Lesson Three
Familiar Names
i
Page Twenty
Lesson Three
Transforming Names
There are many names in which a few imaginary changes
will produce striking results.
Mr. Boyle becomes Mr. Boil
Mr. Barbour
M r. Barber
Mr. Howell
Mr. Howl
Mr. N ayler
Mr. Nailer
Mr. Cole
M r. Coal
Mr. Holloday
Mr. Holiday
Mr. H yde
Mr. Hide
Mr. Stahl
Mr. Stall
Lesson Three
Page Twenty-one
This is M r. Rohr.
I t is far easier to remem
ber a name if we can find
a likeness to something we
know.
Reminders
The mind grasps and retains
things we understand. M an y
names devoid of meaning will
suggest fam iliar words if we
m ake an effort in this direc
tion. .
Mr. ROHR
W ith a slight change in
spelling, and the use of imagination, we change the name
Bassett to
Cameron
Parshley
Seymour
Schaefer
basket
camera
parsley
see more
shaver
B u ckley to
buckle
Q uigley
quickly
Sarden
sardine
Siebertz sea birds
Skelton skeleton
Page Twenty-two
Lesson Thy
Townsend
M cBride
Strickland
Koelbel
Lesson Three
the name.
Page Twenty-three
helpful at times.
While the first letter is of aid, the first syllable is a
strong reminder.
T ak e advantage of this
fact and you will find m any
apparently difficult names
that can be fixed in mind
readily.
T he first syllable frequent
ly has a definite meaning.
This can be pictured and
associated with the face.
For example, hay} the first
v syllable, will help m aterially
to recall the name Hay don.
Mr. W ALTER
This is a valuable principle
and should be applied whenever possible.
Noon
Noonan
Bernida
Burn
Chernook
Pittock
P it
Churn
Rain
Dineen
Din
R aney
Sand
Eaton
Sandvall
E at
T all
Funs ton
Fun
T albot
W hip
Grim
W hipple
Grimshaw
Lam b
Lam bert
Hegberg
E gg
The above picture is that of M r. W alter. Use the first
syllable, wall} to assist in fixing the name in mind.
.
Page Twenty-four
Lesson Three
Additional Reminders
Alban
suggests
Bankenship
Copenhafer tt
tt
Disston
(i
Eshelman
Forek
, tt
tt
Gleason
tt
Herzinger
tt
Laskar
tt
M allon
tt
P adgit
tt
Regnor
tt
Sharman
a
Thurston
tt
Sackett
tt
W olcott
A lb an y
/
B an k and Ship
Copenhagen
D istant
Ashman
Fork
Glisten
H u rt Singer
Alaska
M elon
P atch it
Reckoner
Charming
T hirsty
Sack it
W all Cot
Lesson Three
Page Twenty-jive
Difficult Names
Difficult names are usually of foreign extraction. T h ey
should prove easier to those who are acquainted with one
or more foreign languages. A n alert mind and a good
imagination will make m any foreign names easy to grasp.
Use your imagination and make reminders through
similarity of soundfor names that do not convey any mean
ing.
Migliavacca sounds like Milwaukee, with an added g be
fore the I of Milwaukee.
Darowitch suggests Dervishes.
T h e simple name Carey was easily remembered when the
student thought of the sailors phrase Mother Carey's
4 Chickens.
Capek recalled a familiar trademark Apex.
Quartermas suggested porterhouse to one of m y students,
although quartermaster would have been better.
A pupil could not remember the name McHenry until
he thought of a man named Henry, who worked for a man
known as Mac. This proved a good reminder for McHenry.
Another difficulty was in remembering the name
Percheron, the breed of a horse owned b y a man named
Robbins. T he picture of a robin perched on the horse
in other words, a percher-on fixed the name in mind.
Another student had trouble with the name of the
French General, Humbert, until he associated the name
with the hum of bullets and a friend named Bert.
T h e following article which touches on a few Irish names
Page Twenty-six
Lesson Three
This is M r. McBride.
Hornblower,Blowhard
Woodhead, Blockhead
Cassell,
Palace
Sturgeon, Fish
Philbert,
Nut
Mr. M cB r i d e
Page Twenty-seven
Lesson Three
Business Reminders
A man's business is usually easier to remember than his
name.
The business or profession suggests a definite idea, while
the name frequently means nothing. Names and occupa
tions sometimes present humorous combinations.
The following are of this nature:
M r. Shearer and M r. Shaver operate a barber shop.
M r. Drew and M r. McCash are in the same bank.
M r. Burns is a fireman.
M r. Condit is an electrician, suggesting conduit.
M r. Fitz is a clothier.
M r. Gallup owns a livery stable.
M r. Heady is a barber.
M r. Ketchum is & truant officer.
M r. Lindsay is in the oil business, suggesting linseed oil.
M r. Abel Crook is an attorney.
Mr/ Seitz is an attorney cites cases.
M r. Wildhack sells automobiles.
While examples of this nature are somewhat uncommon,
m any similar combinations m ay occur.
Page Twenty-eight
Lesson Three
He sells
Comic
Page Twenty-nine
Lesson Three
Circumstances of Meeting
You can sometimes remember names through the circum
stances attending the meeting. W ere you to meet M r.
Parsons, M r. Sexton, or M r. Pugh at church, the place of
meeting would serve to fix the name in mind.
M eeting M r. Morgan, M r. Rich, or M r. Gould at a bank
might later suggest the name if you noted the association.
A t a party where the guests wore Indian costumes, a
student met M r. Pownell. T he Indian p arty naturally
suggested Pow Wow. This served to fix the name indelibly
in mind, although the students memory for names had
been wretched.
Rhymes as Aids
M an y simple devices can be used to strengthen name
impressions.
.
Some minds are specially impressed by rhymes.
M r. H icksy in the shoe business, suggested Hicks sells
k ic k s
M r. Scruggs, a druggist, suggested uScruggs sells Drugs.
M r. Spencey in the rental business, suggests uSpence
Rents.
M r. Heath was met at Keith's theatre. L ater this simi
larity of sound served to bring back the name.
Descriptive Reminders
Descriptive words beginning with the same letter as the
name may be helpful.
Lesson Three
Page Thirty
Banker Bloss
Spare Sperry
W atchful W att
Remembering Initials
Initials are harder to keep in mind than names. They
express nothing, as a rule, and of themselves form no defi
nite picture. There is, however, a simple w ay b y which
they can be fixed in mind.
Initials that occur in alphabetical order, such as A . B .
Carson, R. S. Thomas, G. H. Ingalls, are easily remembered.
A.
O.
E.
U.
T.
E.
Page Thirty-one
Lesson Three
Uncertainty Overcome
One of m y instructors had in his class a father and son
by the name of Gaffney.
The father was a large man and his .initials were . B.
suggested See, suggested Big. H e was recalled as
See Big Gaffney . B.
The sons initials were C. L ., and, as he was a smaller
man, he was designated as See Little Gaffney.
An attorney had two brothers as clients. Their names
were G. Barton and L . Barton.
Upon meeting either one it was difficult for him to tell
whether it was G. or L.
He finally was able to distinguish them b y noting that
their occupations suggested their initials.
G. Barton sold grain.
L. Barton sold /umber.
Initial Reminders
Initials may also suggest phrases, as:
E.
L.
.
H.
G.
P.
....................E asy
.................... Elsie
................... Casey
N ................... How nice
....................Good boy
G .....................P retty good
Page Thirty-two
Lesson Three
Lesson Three
Page Thirty-three
Mr. KOELBEL
Mr. WOODWARD
>
'j L
- i ^. M
r f
T i
Wtp* $r&
^?
1it
* ' v*
!
?
J.
Mr. TO W NSEN D
" e i.
Page Thirty-four
Lesson Three
not
Mr. SPARKS
Characteristics
The appearance or characteristics of many people may be
suggestive of the name.
W e have all met a M r. Young who looked old. We have
also met M r. Young who was young looking.
Mr. Stern m ay have looked quite jolly.
Mr. Jolly m ay have looked stern.
M r. Frazier is cold looking, suggesting freezer.
Mr. Friendly has a friendly appearance.
M r. Hart is big and kind-hearted hearty.
Page Thirty-five
Lesson Three
M r. Kurtz is curt in speech.
Names Frequently
Suggest a Joking
Remark
M r. Younger m ay be greet
ed with Y o u surely look it.
M r. Cross will be met with
Y o u seem pleasant enough.
M r. Baer frequently hears
H es a bear.
Lesson Three
Page Thirty-six
Color Illustrations
M r.Bailey is unusually pale, suggesting p a l e
M r. Leitz is dark b y contrast, l i g h t .
M r. Redfield has a sandy beard, suggesting
a r e d f i e l d of hair.
M r. Ruddiman has pink cheeks, suggesting
a ruddy m a n .
Mr. Schwartz has a dark complexion is s w a r t h y .
moustache,
ridge.
Page Thirty-seven-
Lesson Three
M r. Harrison is bald the h a i r
is
gone
off.
It is not a good idea to associate the name or face withclothing or dress. When you see the person in differentattire, you will miss the former association.
When you use a personal feature or characteristic you?,
are on the safe side.
W e can link a name like Hartley w ith the fact that hehas hardly any hair left. T he observant person on next
meeting M r. Hartley will recognize the face, which will
recall the appearance of his hair, even though it m ay be*
covered b y the hat.
Mr. M ULFORD
Lesson Three
Page Thirty-eight
as
lips.
Ear Associations
It is interesting to notice ears. T h ey are excellent means
for identification. N o two pairs are alike. T h e confusion
of mistaking strangers for acquaintances m ay be avoided
by carefully noting the ears.
Mr. Hurd had large ears, suggesting h e a r d .
M r. Turner's ears curled over, suggesting t u r n
ear.
back.
Double Associations
When you form several associations it will give you a better
hold on the name and face.
Lesson Three
Page Thirty-nine
Page Forty
Lesson Three
Collect Pictures
It is a good plan to cut illustrations of people from the
better grade of magazines, and to use them for practice. In
crease the size of your collection as your ability improves.
P u t the name on the back of the clipping, and make
definite associations.
Review these pictures frequently, especially ,those with
which you experience difficulty. Some of m y students
have gradually enlarged their collections to five hundred
pictures, upon which they practice regularly. In this w ay
Lesson Three
Page Forty-one
Repetition as an Aid
I suggest that after having heard the name of a stranger,
the name be used as frequently as consistent in the conversa
tion. I t helps to fix the name in your own mind and at the
same time conveys a favorable impression upon the other
person.
Keep a Record
T he principle of recall is of the greatest importance in
remembering names. Y o u rarely have trouble with the
names of people whom you meet frequently.
A n occasional mind's eye recall of people serves the
same purpose as actually meeting them. It keeps the
names in mind, even though you do not meet these people
for years.
Page Forty-two
Lesson Three
Lesson Three
Page Forty-three
a.
b.
c.
d.
e.
Attention.
Observation.
Association.
M ake a name mean something.
Last but not least make the effort.
Page Forty-four
Lesson Three
Lesson Three
Page Forty-five
Page Forty-six
Lesson Three
Lesson Three
Page Forty-seven
PRACTICE CHART 4
W hat rem inders can you form fo r the follow ing names
G R E A S O N ______________________________________
B I D D L E ________________________________________
C A R T E R ______________________________________ _
S P E L L M A N ________________________________ _____
R E C T O R ____________________________________ ___
A L L I S O N _______________ :_______________________G R E N O B L E ___________________________ _________
A T K I N S ________________________________________
M U L D E R ________________________ _____
B A X T E R __________________________ ____
M ake additional lists o f your own.
ROTH MEMORY
COURSE
A SIMPLE A N D SCIENTIFIC
METHOD OF IMPROVING THE
MEMORYAND INCREASING
MENTAL POWER
ill
SEVEN LESSONS
BY
DAVID M.ROTH
LESSON FOUR
C o p yrig h t,
1918
By
D avid M.
oth
Roth M
em ory
C ourse
MENTAL
POWER
By
DAVID M. ROTH
THE
SEVEN
LESSO N S
O ne
FIFTY-WORD FOUNDATION
Two
MENTAL FILING
T h r e e
N A M ES AND FACES
F our
HOW TO READ AND A B C
MEMORY CODE
F ive
NUMBERS
S ix
MEMORY AIDS FOR STUDY
S e v e n
PRACTICAL APPLICATIONS
LESSON FOUR
Lesson Four
Page Three
Page Four
Lesson Four
Waste pf Time.
M uch time is wasted in superficial reading. This habit
has been developed b y our quick reading of the daily
papers.
W e read newspapers to keep abreast of the times, but
they have made us careless in our reading.
Page Five
Lesson Four
Read Carefully
To overcome a life-long habit of superficial reading, it is
necessary to read slowly, and a little at a time.
Always recall the main points, or thoughts of every
sentence or paragraph, before proceeding to the next. If
the thoughts are not clear, itTs~advisabIe to read them
again. Surely, if you cannot remember immediately after
reading, you will not be able to do so in a few weeks or
months.
Page S ix
Lesson Four
Lesson Four
Page Seven
Page Eight
Lesson Four
Lesson Four
Page N ine
Page Ten
Lesson Four
To Memorize Poetry
Poetry is naturally easier to learn than prose, because
we have the assistance of rhythm and rhyme.
To memorize either poetry or prose, the main idea, or the
last word in one line or sentence, should be associated with
the first word, or leading idea, in the following line.
In addition to visualization, which you have already
used, notice all points of similarity or contrast, or anything
that will enable you to connect the ideas.
In this manner thoughts will follow in regular order, and
after a few careful readings you can repeat the exact words
of the writer.
This manner of memorizing is more certain and beneficial
than mechanical repetition. W e remember the meaning
and note resemblances and differences. This method of
exercise improves our mental faculties.
Repetition alone, without the use. of these other factors,
does not stimulate mental activity.
Page Eleven
Lesson Four
T H E T H IN G S D I V I N E
Page Twelve
Lesson Four
earth being taken from the mine. See the wind tossed trees
beyond the heap of rich brown earth.
Picture clusters of grapes hanging on the wind-tossed
trees. See yourself tasting them. This gives you the cue
to the next line the taste of grapes.
R eadily associated and pictured with the grapes is the
next thought, the drone of bees. See the bees and hear their
buzzing about the grapes.
T h e drone of bees has a rhythm ic sound which will sug
gest to you a rhythmic gallop, from which your thought
proceeds. T h e time for a rhythmic gallop is long June days.
June days are the time for roses, hence long June days will
give you the next thought, a rose hedged lane. Form the
picture.
Lovers cause m any a smile among neighbors, hence
loversy lays will -suggest a welcome smile on neighbors faces.
W e can also get the opposite thought from neighbors'
faces, namely, cool faces. This gives you a start on the
following line.
Open places will suggest breeze blown fields, which will
suggest the plover flying over the fields. The plovers cry
was caused, we m ay assume, b y the fresh spring showers.
This shows how thoughts can be associated. E very
student should follow the foregoing plan, form his own
associations, and learn the poem.
Later, go back to The M agic L etter, on page 8,
and memorize it b y using the same method. See how easily
you will be able to link houses and pet, pest and pear, and
so on.
Lesson Four
Page Thirteen
Lesson Four
Page Fourteen
Lesson Four
Page Fifteen
A Written Review
The great secret of a satisfactory retention of your reading
is write your thoughts.
Form the habit of making a brief abstract of the gist of
what you have just read.
Make a concise digest in your own language. Then read
the article or chaptc again and compare it with your own
outline. E very time you will do better.
I know m any men whose good memories are due to this
habit of expressing in their own words the gist of their
reading. Impress this idea upon your children, or upon
students with whom you m ay come into contact.
Page Sixteen
Lesson Four
Lesson Four
Page Seventeen
Page Eighteen
Lesson Four
Page Nineteen
Lesson Four
A B C Words
A H ay
Bee
.
1 Sea
J D Deed
E Ease
F Effervescent
G Gee (a term used in driving)
H Hedge
I E ye
J Jay
K atydid
Page Twenty
Lesson Four
L L (elevated railroad)
M Em (a measure for type)
N Inn
Owe (a bill)
P Peas
Q Queue
R Hour (clock)
S Eskimo
T T ea
U U-boat
V Vehicle
W Double U (double you) stooping
X X -ray
'
Y Y (Y. . C. A.)
Z Zebra
These words have been selected with a great deal of care.
Y o u can learn them in ten minutes because the sound
of every letter of the alphabet suggests the word to represent
that letter. And every word in turn presents a picture.
Page Twenty-one
Lesson Four
Simplicity Itself
Nothing can be simpler than the association between
and Bee, and Sea, E and Ease (E s), G and Gee,
I and E ye, J and Jay, L and the L road, M and Em ,
and Owe, P and Peas (P s), Q and Queue, T and Tea,
U and U-boat, and X and X -ray. T he sounds are identical.
The other words are fixed almost as easily. A fter a few
repetitions, A will suggest H ay, D will suggest Deed,
F will suggest Effervescent, and so on. I t is one of the
easiest things you have ever learned, and it is interesting
and valuable.
Learn these words. T h ey have been learned in five
.minutes.
Page Twenty-two
Lesson Four
A Valuable Method
The importance of this method cannot be over-estimated.
Practice is necessary to become familiar with your A B C
words. Y o u must learn also to form and recall your pic
ture associations quickly.
E very A B C picture must instantly pop into your mind.
Y o u cannot grope for the word when you need it.
The main thing is to see quickly in your minds eye the
picture that represents the letter.
Mental picturing requires regular practice. B y regular
practice I mean just a few minutes every day. Then pic
tures form themselves seemingly without effort.
Enjoyable Practice
Y ou can find real enjoyment in your practice. Ask some
one to name ten or fifteen objects. As every one is named
link it with an picture.
The method is similar to that explained in Lesson Two.
It places the object, or idea, to be remembered in a definite
location.
The A B C pictures afford twenty-six definite locations.,
Lesson Four
Page Twenty-three
Page Twenty-four
Lesson Four
Lesson Four
Page Twenty-jive
Page Twenty-six
Lesson Four
A Good Investment
This practice will make your mind quick and keen.
Y o u are making an investment of your time on which
you will reap a satisfactory return. W hile merely reading
these lessons will be of value, a little practice will add
greatly to your ability.
Note also and this is important the drills you receive
in forming picture associations create the habit of remem-'
bering things definitely and distinctly.
You will be able soon to dispense with this
system of mental links and in many instances
remember clcarly, accurately, and automatic
ally, because of the exercise your facidties have
had.
Lesson Four
Page Twenty-seven
Knowledge
Page Twenty-eight
Lesson Four
Speak Distinctly
Be Deliberate
The beginner usually makes the mistake of being in too
much of a hurry. In overcoming this fault do not go to the
other extreme and become too deliberate.
M y advice is to try your talk on one or more friends of
good judgment. T h ey can soon tell you whether you talk
too fast or too slowly.
Lesson Four
Page Twenty-nine
Page Thirty
Lesson Pdur
Lesson Four
Page Thirty-one
Page Thirty-two
Lesson Four
SP E E D
ENGAGEMENT
402^
Ip -
: PARADOX
MEMORY
CONFIDENCE
SUCCESS'
PERMANENCE
OBSTINACY
REPORTS
SECRET
POINTS
NOISY
CURE
SUMMARY
1. Read Carefully
2. Use Your M i n d ' s E y e
3. Importance of Recall
4. Selections for Prac
tice
9. The Code
10. Value of Confidence11. Important Sugges
tions
12. The Artol Converse
ing
ROTH MEMORY
COURSE
A SIMPLE A N D SCIENTIFIC
METHOD OF IMPROVING THE
MEMORYAND INCREASING
MENTAL POWER
SEVEN LESSONS
BY
DAVID M.ROTH
LESSON FIVE
C o p y r ig h t,
1 9 18
By
David M. R oth
Roth M
emory
C ourse
MENTAL
POWER
By
DAVID M. ROTH
TH E
SEVEN
LESSO N S
O ne
FIFTY-WORD FOUNDATION
Two
M ENTAL FILING
T h r e e
N AM ES AND FACES
F our
HOW TO READ AND A B C MEMORY CODE
F ive
NUMBERS
Six
MEMORY AIDS FOR STUDY
S e v e n
PRACTICAL APPLICATIONS
LESSON FIVE
Numerical Relationship
There is a certain mathematical relationship between the
digits of the following numbers. T h e mental process in-
Lesson Five
Page Two
Familiar Combinations
Combinations of 12 impress the memory readily because
12 is a number with which we are especially familiar.
Groups like 1236, 1248, 1296, 3648, 2496 are more easily
retained because they combine multiples of 12. 1296 is
12, and eight times 12. 3648 is three times 12, and four
times 12.
Again, 3256 is composed of 32-56.
eight, 56 is seven times eight.
32 is four times
Lesson Five
Page Three
Well-Known Figures
The number 57 is associated with certain food products,
and suggests a distinct idea. If we had 58 to remember, we
might still use the idea of 57, and add 1.
T ake 996. B y noting that it is 4 less than 1000, it will
be easy to remember.
Certain numbers present combinations of definite ideas.
For example, 2176.
Page Four
Lesson Five
$14. 89.
Use this method if it helps you to fix figures in mind.
14 dollars is a definite, familiar amount; so is 89 cents.
The combination of these two familiar groups is retained
more readily by the memory than the mere meaningless
figures 1489.
Lesson Five
Page Five
Common-Sense Methods
Some people think it absurd to remember numbers in
such a way. B ut there is nothing ridiculous in the use of
these means. It is just common sense. These numbers
suggest distinct objects or pictures in the mind's eye. This
makes it easy and practical to use combinations of these
objects, or departments, as reminders for larger numbers.
A Better Way
T h e suggestions already outlined m ay be applied oc
casionally. B u t those desiring a reliable an almost in
fallible means for remembering numbers should learn the
number code.
There is a'supreme confidence a jo y that comes with a '
knowledge of the code. T en or fifteen minutes of daily applica
tion for a few weeks are required to master it. You will then
be able to carry in mind figures of all kinds, statistics, phone
numbersyaddresses, dates, and to accomplish surprising^eats.
A Good Start
Y ou have already gone far on the road. T h e exercises
in Lessons One and T w o paved the w ay for you. Y o u will
see now how easy it is to convert numbers into pictures
and pictures into numbers.
Page S ix
Lesson Five
Lesson Five
Page Seven
0956 ^
3537
Page Eight
Les* on Five
T h e code
instead of. the actual spelling of words.
spelling
Lesson
Five
\_______
Page Nutte
represents
F
P
S
1
2
3
4
5
6
7
8
9
0
Page Ten
Lesson Five
SC
Lesson Five
Page Eleven
Now review the code, and see if you have well in mind
the numerical value of the letters.
1 2 3 4 5 6 7 8 9 0
T N M R L J K F
P S
H aving gone this far, I wish to assure you that the code
is not complicated. T he code words Hat to Daisies carry
the key. T hey are formed in accordance with the prin
ciples you are now learning. Follow me carefully, step
by step.
Additional Letters
You will now learn the figure value of other consonants
having a similar sound to those previously considered.
N ote well:
A ll consonants having a similar sound have the same
numerical value.
i T and D have nearly the same sound, therefore both
T and D represent 1.
6 G as in George (known as soft g) has the J sound,
therefore soft G also represents 6, Sh as in shot and
ch as in chain are similar to j in sound, so sh and ch
also represent 6. N ote that h by itself has no value,
but the combination sh or ch represents 6. J , soft
g, sh, and ch all stand for 6.
7 as in can {hard c) is a in sound, therefore hard
also represents 7 . Hard G as in gay is similar in
sound to K , so hard G also stands for 7 . K , hard
and hard g all represent 7 .
8 F and V, when used in any word, sound alike, so both
/ and v stand for 8,
Page Twelve
Lesson Five
3 M
4 R
b L
6 / , Soft G, Sh, Ch
7 K , Hard G, Hard
'
8 F and V
9 P and
0 5 , Z , Soft
It is necessary to be familiar with the sounds of the letters}
for as you have already seen, the sound determines the figure
value.
is either k or s, viz: C a t (kal), city (sity).
in cat (kat) is hard c. Its figure value is 7 .
in city (sity) is soft c. Its figure value is 0.
G has two sounds as in age (aje)y figure value 6, and
as in gay, figure value 7 .
G in age {aje) is called soft g. Its sound is similar to ch
in the word much, or sh in mash.
J , soft g, ch, and sh all have the figure value 6.
Lesson Five
Page Thirteen
Hard G
Hard g is similar in sound to k, viz: card (kard), guard
(gard).
Pronounce card, guard, and you will note that the sounds
o i.k and hard g are almost identical. Since k and hard
are 7 , hard g, which is sounded almost the same, also
has the figure value 7 .
Page Fourteen
Lesson Five
Ch
Summary
(s)
Soft .
()
Hard 7.
Ch
Soft
6.
Ch () Hard 7.
G (j)
Soft
G (gay) Hard
6.
7.
Quire {kwire),
<2 is 7.
X (pronounced eks) is a combination of and S, and
therefore stands for 70. Ing, as in king, can be con
veniently used for 7 .
B y using ing to represent 7 you can form more easily
words for numbers like 457 railing, 987 paving, 687
shaving, 697 shipping.
Hard ch, as in ache (ake) and chasm (kasm), has the k
sound and represents 7 , but is seldom used.
Gh and ph, as in rough (ruf) 48, and phone (fone) 82
have the sound of / and represent 8.
Page Fifteen
Lesson Five
H ill
{hit)
figure value
{bos)
figure value
Arrow
(aro)
figure value
34
914
5
33
90
4
Page Sixteen
Lesson Five
Lesson Five
Page Seventeen
Page Eighteen
Lesson Five
5
6 Shoe
7 Cow
8 H ive
9 Ape
10 Woods
11 Tide
12 Tin
13 Team
14 Tire
15 Hotel
16 Dish
17 D og
18 D ove
19 Tub
20 Nose
21 Window
22 Nun
23 Gnome
24 Snare
25 N ail
26 Hinge
27 Ink
51 Light
52 Lion
28 K nife
53 Lime
29 K nob
30 Moose
54 Law yer
55 L ily
3 1 M ud
32 Moon
33 M um m y
5 6 Lodge
57 Lake
58 Loaf
34 Hammer
59 Lap
M ule
36 M atch
37 Hammock
38 M uff
39 M op
40 Rose
41 R at
42 Rain
43 Ram
44 Warrior
45 Rail
46 Roach
4.7 Rake
48 Roof
49 Rope
50 Lace
60 Cheese
35
61 Sheet
62 Chain
63 Jam
64 Chair
65 Jail
66 Judge
67 Check
68 Chief
69 Ship
70 Goose
71 K ite
7 2 Can
73 Comb
74 Car
75 Coal
76 Cage
77 Cake
78 Cuff
79 Cab
80 Vase
81 Foot
82 Fan
83 Foam
84 Fire
85 File
86 Fish
87 Fig
88 Fife
89 Fob
90 Bus
91 Boat
92 Piano
93 Bomb
94 Bear
95 Bell
96 Bush
97 Bag
98 Beef
99 Pipe
100 Daisies
Lesson Five
Page Nineteen
51 liV/;/
11 Tide
21 Window
31 M ud
61 Sheet
71 Kite
81 Fool
41
91 Boat
5 15 25 35, etc.
32511 tt
32
51
,
moon
light.
((
9067 90 4 67,
bus
check.
a
a
1239 12 39,
11 tin
11 mop.
a
795 a 7 (( 95,
cow11 bell,
tt
994 9 a 94,
ape 11 bear.
I t is necessary only to form a clear picture of mop and
chair to represent 3964.
Lesson Five
Page Twenty-one
Interesting Practice
Auto and car numbers, store, office, and phone numbers
are excellent material for practice. A t first, form words for
only the first two figures of automobile numbers. Then
take three figures and later form a single word or combina
tion of words for the entire number. Practice at first, on
forming words, without trying to remember any, except
those that are of especial interest or value.
1Hot
2New
3My
4Hairy
Wet
Win
Aim
Wire
White
Own
Hem
Hire
Lesson Five
Page Twenty-two
5 Y e llo w
W heel
6 A sh y
O ily
H u ge
W ash
7 G ay
W eak
H ack
8 H eavy
F ew
W ave
9 H ap p y
Buy
W ipe
H id eou s
D ose
10 D izzy
Some Illustrations
138 W h ite m u ff
165 H o t ja il
263 N ew ja m
292 W in p ia n o
343 A im ra m
374 M y car
441 H a iry r a t
476 W ire cage
544 Y e llo w w arrio r
562 O ily c h a in
738 G a y m u ff
799 W eak pipe
829 H eavy k n o b
839 W ave m op
935 W ipe m u le
973 B u y co m b
1018 D iz z y dove
1079 H ideou s ca b
Page Twenty-three
Lesson Five
Word Combinations
It is easy to picture-the following:
A m oon beam .
A s h in y b ell.
A red ch a ir.
A g ra y ch e c k .
A le a n m u le .
A b a d dog.
32-93
41-64
52-35
S h in y -b e ll
G r a y -c h e c k
B a d -d o g
62-95
74-67
91-17
A Helpful List
T h e following words will combine readily with most of
the code words. There are other words that m ay suit you
better for some of these num bers.
11 D ead
12 Thin
13 D im
14 D ear
15 T all
16 Dutch
17 Thick
18 Tough
19 Deep
20 N ice
21 N eat
22 Union
23 Enem y
24 Narrow
25 Only
Page Twenty-four
26 E njoy
27 Inky
28 Enough
29 N obby
30 M essy
31 M uddy
32 Mean
33 M aim
34 More
35 M ail
36 Mash
37 M eek
38 M ove
Lesson Five
5 1 Old
52 Lean
53 Lame
54 Lower
55 Loyal
56 Lash
57 Leaky
58 Leafy
59 Leap
60 Choice
61 Jet
62 Shiny
63 Chummy
39 Mob
40 R osy
41 Red
42 Rainy
64 Cheery
43 Warm
44 Rare
68 Shave
69 Cheap
45 R oyal
70 Cozy
71 Gaudy
72 Keen
46 Rich
47 R ocky
48 Rough
49 R u by
50 L a cy
65 Chilly
66 Jewish
67 Shaky
73 Calm
74 Gray
76 Hoggish
77 Cook
78 Give
79 G abby
80 Fuzzy
81 Fat
82 Funny
83 Foam y
84 Fiery
85 Full
86 Fishy
87 Foggy
88 Heave off
89 Foppy
90 Busy
91 B eady
92 Bony
93 Bum
94 Bare
95 Blue
96 Bushy
97 Big
98 Beefy
99 B aby
75 Cool
Page Twenty-five
Lesson Five
a
a
a
a
a
boat
fa n
w a rrio r
p ear
tire
2591
2682
2844
3594
3614
M op
R am
C u ff
Fan
Bom b
a
a
a
a
a
ro o f
car
ju d g e
la w y e r
ja il
3948
4374
7866
8254
9365
3516
3528
M ail a m u ff
M a il a ch eese
3538
3560
2.
Page Twenty-six
Lesson Five
9471
The beginner w ill. represent 9471 b y the code words
bear (94) and kite (71). Later he will recognize for 9-4-7-1
the sounds p-r-k-t, or p-r-k-d, or b-r-k-t, or different com
binations of thesesounds.
T h e word bracket m ay suggest itself the ck sounded k
has the value of 7 , not 77.
If 9471 were a phone number, and you once clearly as
sociated a bracket with the person or place, you would
have no difficulty in recalling the number.
841
T ak e the number 841. Combining the code words for
the numbers 8 and 41 would give us hive-rat.
I t will help you in trying to form a single word for 841
to write the corresponding letter below each number.
8
f or v
4
r
1
t or d
321
T ry number 321.
is window.
3
m
Inserting the vowel i
2
n
1
t or d
we have
Lesson Five
Page Twenty-seven
794
Consider the number 794. T he combination of code
words for this is cow (7) and bear (94).
Lesson Five
Page Twenty-eight
Large Numbers
In forming words for the larger numbers you may find
it convenient to divide some numbers as follows:
1941 1-941 represented b y w h ite b ird
2942 2-942
n ew b a rn
h ire sta g e
4016 4-016
h u g e tra in
6142 6-142
g a y fa m ily
783s 7-835
h e a v y m a c h in e
8362 8-362
This gives you the choice of representing 1941 by white
bird, as above, or of combining your code words for 19-41,
which are tub rat.
1941 can be designated also b y hot bread, white beard,
wet board, and m any other combinations.
Taboret, depart and tapered also stand for 1941.
2942 can be represented, in addition to the code word
combination, knob rain, as:
no brain,
new born,
own apron.
Additional Illustrations
11-30 Dead moose
13-47 Team work *
15-96 Tall bush
Lesson Five
Page Twenty-nine
Difficult Numbers
There- are some numbers between 100 and 1000 that
cannot be represented b y a single word. For other num
bers it m ay be difficult, especially for the beginner, to form
a word.
If you wish a number for 126 and cannot think of one
word quickly, combine the code words for 1 and 26
Hat and Hinge.
Visualize a large Hat hanging on a Hingey which repre
sents 126.
Single words for 126 are:
Danish, tinget tonnage, dingy
Page Thirty
Lesson Five
H en ran
O w n iro n
W in h ero in e
Lesson Five
Page Thirty-one
A Practical Application
In a W estern city are four large stores, with the following
phone numbers:
M eier 4600
W oodard 4700
Olds 4800
Lipm an 5000
Such numbers are easy to carry in mind when we call
them frequently, but I had only occasional use for them.
The final two ciphers presented no difficulty, as I knew
these numbers all ended in 00. I needed only to recall the
first two figures.
I fixed them indelibly as follows:
Meier
46 rush.
Woodard 47 work.
Olds
48 Harvey.
Lipman 50 lace.
Page Thirty-two
Lesson Five
Further Applications
A few applications of the number code as used by stu
dents in remembering telephone numbers will be helpful.
A railroad phone number 1784.
Appropriate Associations
It is better to form appropriate phrases when possible, but
until you have had some practice with the number code
you may have to depend; in m any instances, upon com
binations of your code words, such as dog fire for 1784
instead of take far.
A bank phone number, 7191.
A class member converted the figures 7 , 1, 9 , 1 into the
words get paid. I am sure you realize the ease with which
this association between bank and get paid is kept in mind.
It is appropriate and readily recalled.
A newspaper phone number 5510.
A student suggested the phrase lie lots to represent the
phone number 5510. Lie is 5, lots is 510. Possibly this
Lesson Five
Page Thirty-three
Page Thirty-four
Lesson Five
Uncertainty Overcome
When I tried to recall the street I was uncertain whether
i t was 98th or 99th. Then m y mental picture came to my
rescue. I had fixed 12 and 99 in mind by the use of the
code words for these two numbers, picturing a large tin
pipe in front of the house. This picture converted intp
figures gave me 12 and 99.
Lesson Five
Page Thirty-fiver
Room Numbers
T he method for room numbers is the same as that used
in remembering phone numbers and addresses. The num
bers are converted into words, and these are associated.
with the places.
The following associations were used by a member of
one of m y classes to remember the name of the occupant
and the room number.
Mr. Herring room number 860.
Suggestion:;
Page Thirty-six
Lesson Five
Lesson Five
Page Thirty-seven
A Striking Feat
If you know your code words you can now perform a
seemingly impossible feat. After having heard but once
a list of numbered items you can instantly assign all items
to their proper places, and recall them at will.
Suppose some one were to read to you the following
twenty numbered words:
8 Carpet
9 M arble
Bank
i i Barrel
1 2 Melon
13 Boy
14 Paint
15 Clock
16 Book
17 Desk
18 Chair
19 Paste
20 Lamp
2 H en
3 H am
4 H are
5 H ill
7 Cow
8 Hive
6 Sh oe
9 Ape
Page Thirty-eight
10 W oods
11 T id e
12 T in
13 T e a m
Lesson Five
14 T ire
15 H otel
16 D ish
17 D og
18 Dove
19 T u b
20 Nose
Snow
Apple
Pencil
Table
Auto
Flour
Strap
Carpet
Marble
Bank
11 T id e
12 T in
13 T e a m
14 T ire
15 H otel
16 D ish
17 Dog
18 Dove
19 Tub
20 Nose
and Barrel
and Melon
and Boy
and Paint
and Clock
and Book
and Desk
and Chair
and Paste
and Lamp
Lesson Five
Page Thirty-nine
Page Forty
Lesson Five
Lesson Five
Page Forty-one
Then, if the next item given you were number 16, Book
code word number 16 is D ish see the D ish and tYizBook
together in your minds eye in a clear picture.
In your next test, have the words given to you at random
instead of in regular order, and as every numbered word is
given to you, recall your code word for that number, and
form a composite picture of the object and the code word.
Practice with this method every day, taking a new list of
objects every time. A few minutes regularly devoted to
these exercises will mean quick improvement. Tests such
as these are the best kind of memory tonic.
Which Is Easier?
I know that not one normal mind in a thousand can
retain figures with the same ease and certainty as that of
m y students. B u t occasionally some beginner who has not
learned the code will express the thought that he can
remember figures just as readily without the code.
The answer is best given b y comparing the number code
with shorthand. T he beginner can write longhand far
more readily than shorthand. If a few words only are to
be recorded, he can write them in longhand, but if given
dictation at the ordinary rate he is lost until he masters
shorthand.
T o carry out the comparison, if you have a few numbers
to remember it will perhaps be easy for you to do this with
out the code,. B u t few people can remember a mass of
figures with accuracy.
Lesson Five
Page Forly-two
Figure Shorthand
T h e number code will enable you to retain and recall
any amount of figures with certainty. A little regular
practice on this Figure Shorthand will make you a master
of this subject which is both important and fascinating.
M an y applications of the number code are given in
Lesson Seven. Y o u will find them interesting and practical.
Lesson Five
Page Forty-three
SUMMARY
1 Figure analysis or relationship.
2 Well known figures.
3 Ingenious methods.
4 T he
Y ou must' know
*
Tests like
PR A C T IC E C H A R T 5
Write the numbers represented by
the following letters.
s . ..
N
M
(~t Soft
- S H ...........
7
R _____ J_____ P ____________ 3_____ 9____ 1
V _____ N _____ SH ___________ 8_____ 4_____ 6.
CH H ard
TC
0
J
F
4
C. Soft
Jj
2
1
___
SH
F _____
S
R _____
'J'--------
8..
. .. 2_....
4 .... .. 8 ....
7
N _____ Hard_______ 3____ 5____ 9.
S_____ F ____________ 1____ 4_____ 6.
D
7
........... 2 .... , 8
P _____ ____________ 3_____ 9____ 6.
_____ C H Hard______ 1____ 3____ 2.
.4
Soft
R
1
Hard
D _____
___
. .
___ J
...
...........
Soft
..... ..
............ .
L _____ R _____ Hard_______
...
9
5
7
3
5
2____ 8____ 7.
1
....
PRACTICE CHART 6
Cross out the silent letters, vowels and letters which have
no figure value in the following words. W rite the figure
value of the remaining consonants.
HFN
ro w
nor;
TTTR
NTTN
TNK
MI T D
MOP
R AT
RAM
LAP
JAM
CAN
CAR
CAR
FAN
FIG
FOR
RI I S _
RAO
HAT
APE
H A M
,T I N
MULE
HARE
TTDR
HT VF .
PIPE
LAKE
DTSH
ROAT
DOVE
N ATT.
F T R F.
CAKE
KNOB
REAR
MOON
R A I N .........T I R E ...
T .A T F .
T. TON
LTLV
FOOT
RELL
J ATT___
SHTP
COM R
KTTF.
M E
COAL
CAGE
FTT.F.
VASE
LAIR
FOAM
R AKF
BOMB
R F .F .F
NOSF.
CTTFF
TEAM
HILL
FISH
ROSE
MUFF
T. OAF
ROOF
RUSH
R AIL
FT F E
SHOE
ROPE
..
PIANO
WOODS
HOTEL
_
GNOME
MOOSE
........ .
ROACH
MATCH
LT f i H T
CHAIN
GOOSE
SHEET
SNARE
.
LODGE
JUDGE
CHTEF
CHATR
CHECK
HTNGE
KNIFE
MITMMV
CHEESE
WINDOW
HAMMER
...
DAISIES
WARRIOR
HAMMOCK.,
PRACTICE CHART 7
Change the following numbers into code word combina
tions:
-
1474____________________
3252______________ ______
5179____________________
2545___________________
7240____________________
7128____________________
9615____________________
8166____________________
4541___________________ 6971___________________ _
915__________________ __
324_____________________
921_____________________
301____________________ 814____________________ 685___________________ 951____________________
514_____________________
914___________________
314------------------------------
ROTH MEMORY
COURSE
A SIMPLE AND SCIENTIFIC
METHOD OF IMPROVING THE
MEMORYAND INCREASING
MENTAL POWER
SEVEN LESSONS
V/
DAVID M.ROTH
LESSON SIX
Copyright, 1918
By
D a v id M . R
A ll
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reserved ,
in c lu d in g
la n g u a g e s ,
th a t
i n c lu d i n g
oth
of
th e
tr a n s la tio n
S c a n d in a v ia n
in t o
fo r e ig n
Roth M
emory
C ourse
MENTAL
POWER
BY
DAVID M. ROTH
TH E
SEVEN
LESSO N S
O ne
FIFTY-WORD FOUNDATION
Two
MENTAL FILING
T h r e e
N A M ES AND FACES
F our
HOW TO READ AND A B C
MEMORY CODE
F ive
NUMBERS
Six
LESSON SIX
Page Tivo
Lesson S ix
Privilege
For example, take the word privilege, often incorrectly
spelled privilege. W rite the word correctly and enlarge
Lesson S ix
the i.
w ay:
Page Three
Until
It m ay be a*question of a single or double letter; for
example, the word until. W rite it unti//, and then mark
a large X through the final Z,, thus:
U N TILX
I have been surprised at the large number of well edu
cated people who spell develop w ith a final e, as develope.
This is due no doubt to confusion with the word envelope.
To impress the correct spelling of develop, add a large
capital E, thus:
.
D evelopE.
Then cross out the E as you did with the second L in
untilL.
Use this plan if words of this character trouble you.
Page Four
Lesson S ix
pencils.
Impress the word thus written by gazing at it
a moment. Shut your eyes and see in your minds eye
the word thus altered.
A little ingenuity in studying words will make you a
good speller. Students who considered themselves hope
less spellers have made wonderful strides b y using such
methods.
Conceive
Deceit
Deceive
Perceive
Receipt
Receive
Chief
Friend
Grief
Niece
Piece
Relief
Siege
Sieve
Thief
Lesson Six
Page Five
Busy or Buisy?
Busy is occasionally spelled bu;sy or busey. Just think
of it as a busy word, with no time to put in any extra
letters. W rite it a few times with this thought in mind.
Words like ncccssity and rccollcci can be conquered if we
pronounce them in practice, as nc-ccssity and re-collect.
The division of the word into syllables will impress the
single c.
Recommend
I never have any trouble with the word rccommend. I
have formed the habit of separating it into syllables, and,
as I write it, pronounce it re-commcnd.
Lesson S ix
Page Six
Repetition
Repetition is also a puzzler it is frequently misspelled
repetition. Associate repetition with repeat. There is no
danger of spelling repeat, repiat. When you fix clearly in
mind the similarity between repeat and repetition, your
trouble is ended.
Piece, a word that troubles many, can be associated with
a piece of pie. This will solve the problem, since pie
represents the first three letters of piece.
There are m any bothersome words that are overcome by
making a striking appeal to the mind's eye.
For example, expense is spelled expence by many persons,
probably because of,their fam iliarity with fence, defence,
etc.
Here is a simple, sure and practical way to fix the correct
spelling in mind:
Expense is usually a matter of dollars and cents. There
fore, write or print the word in the following manner:
E X P E N S E
M erely enlarging the S is also effective.
expenSe
Gauge is one of the most tantalizing words in the dic
tionary, and it is fortunate that we do not meet it fre
quently. It is usually spelled incorrectly.
Lesson Six
Page Seven
Judgment
M any are prone to put an extra e in judgment and
spell it judgement. In this case insert a large capital E
and cross it out. M ake the E as large as possible.
Impressing the wrong letter upon the mind may not be
as proper as emphasizing the right one, but it is effective.
A common tendency is to omit d in knowledge. Here
it is advisable to write the capital D very large. D o this
a few times.
T he combination of dg in judgment can also be impressed
upon most minds by putting a circle around these two
letters.
Page Eight
Lesson Six
Ab-bre-vi-ate
A-mend
Abundant
Assistant
Defendant
Accountant
Attendant
Observant
Arrogant
Clairvoyant
Recreant
Assailant
Com batant
Repentant
W rite every word several times with the large A as:
abundant
Underlining the a will also make a strong impression on
the mind's eye.
A n y one of these methods will serve to place the word
in your mind permanently, if you will do your part. Your
part is to write your words daily for two or three days, in
accordance with the instruction given.
Practice do not be satisfied with reading the words.
Lesson S ix
Page Nine
Belligerent
In the case of words ending with ent, use a similar
method. Take, as an example, the word belligerent.
Write the word in the usual w ay, except in the case of
the E , which you should make extraordinarily large
belligerEnt. Use a script E. M ake a big capital E that
will stand out with sufficient prominence to compel your
attention.
W ork out the following list of words having the suffix
ent as directed:
Confident
Consistent
Convalescent
Correspondent
Equivalent
Excellent
Independent
Insistent
Penitent
Persistent
Precedent
Superintendent
Possibl e
Run through this list four or five times.
Add other
Page Ten
Lesson S ix
Make the letter that causes the trouble stand out clearly and
give an account of itself.
Double Letters
I TT
EE
EE
(2 m s, 2 t s, 2 es)
Words Ending in f or fe
Still another class of troublesome words are those ending
in f or fe, which, upon extending to the plural, drop the
Lesson S ix
Page Eleven
K n ife . ..
Leaf . . , Leaves
L ife. . , . ., Lives
L o a f .. . . . . .Loaves
Shelf
Thief
Wife
Wolf
. . . Shelves
.. .Thieves
.. . Wives
.. .Wolves
'
kniVES
All as a Prefix
T h e use of the word all as a prefix often adds to the
difficulty of spelling.
When all is combined with another word as a prefix,
the final I is dropped, as you will observe in the following
list. S T U D Y this list, and write it several times:
Alm ighty
Almost
A lready
Although
Altogether
A lw ays
Well as a Prefix
T he same rule applies to words in which well is used as
a prefix, and to words in which fu ll is used as a suffix, as
follows:
Welcome
W elfare
Beautiful
Hateful
Peaceful
Woeful
Page Twelve
Lesson Six
H u rry . . . . Hurr Y in g
P it y ............P itY in g
Stu dy. .. .S tu d Y in g
T r y ........... T rY in g
H u rry . . . . Hurr-I-ed
P it y ...........Pit-I-ed
S tu dy. . . .Stud-I-ed
T r y ........... Tr-I-ed
Words Ending in E
Words ending in e, preceded b y a consonant, drop the
e when ing is added.
J Arrange becomes arranging.
Change
changing.
making.
Lesson S ix
Charge becomes
<<
Cure
<(
Deceive
D ivide
a
Freeze
a
Give
t(
H ave
(<
Hope
t(
Improve
a
Lose
Page Thirteen
charging.
curing.
deceiving.
dividing.
freezing.
giving.
having.
hoping.
improving.
losing.
placing.
Plunge
plunging.
Rule
ruling.
Smoke
smoking.
Take
taking.
Use
using.
W ade
wading.
W rite
writing.
W rit E ing
Charg E ing
Page Fourteen
Lesson Six
..
..
.,
,
. Blur red
Commit ted
. Drop ped
K nit ted
Refer red
Stir red
Wrap ped
Lesson S ix
Page Fifteen
Page Sixteen
Lesson S ix
Helpful Hints
Lshall now give you a few hints that will prove helpful.
E very one of them represents a large class of memory
problems. Adapt 'them to your needs as they arise and
you will soon prove their value.
I have previously indicated how easily the nautical
term port is associated with left, because the words contain
the same number of letters. The color of port wine fixes 4
in mind the red color of the port light.
Simple means like these will aid you in solving many
Lesson Six
Page Seventeen
A Practical Suggestion
Some high-school students were perplexed in trying to
remember that amylose is a product of digested starch.
The teacher finally suggested:
A my loses her cornstarch pudding.
In this manner amylose and starch were indelibly linked
in the students minds.
The distinction between chyme and chyle is hard to
remember.
Chyme is the result of digestion in the stomach. Y ou will
observe that chyM e anc toM ach each contain the let
ter M .
Having thus associated chyme and stomach it will be
easy to remember that chyle is formed in the intestines.
The tricuspid valve is on the right side of the heart. T h e
suggestion try (tri) to do right fixes the proper location
the right side.
*
Noteworthy Coincidences
Franklin Pierce was our Fourteenth President. N ote'that
the initials F. P . stand for both Franklin Pierce and
Fourteenth President. N ote also that there are fourteen
letters in the name Franklin Pierce.
He was elected in 1852, or 52. This is an easy date to*
remember because there are 52 weeks in the year.
Page Eighteen
Lesson S ix
Initialing
Initialing is an orderly arrangement of the first letters of
words or points we wish to carry in mind. Facts arranged
in this w ay are recalled readily.
The first letter is the prominent feature of a word. It
is the one that becomes the most clearly imprinted in the
mind. Given this first letter we can usually recall the en
tire word.
I had occasion to communicate with the following men:
Sisson
Merrill
Ireland
Lennon
Eaton
Arranged in the above order, the first letters formed:
S-M -I-L-E
This gave me an easy and sure w ay to keep these five
names in mind.
This is an interesting and valuable principle. Y ou can
apply it indefinitely. It is especially useful to the student,
and has a wide application in business and social life.
Lesson S ix
Page Nineteen
Schoolroom Suggestions
I have met many people who attribute their good mem
ories entirely to the practical suggestions received in the
schoolroom.
Perhaps you were taught the colors of the rainbow
through initialing. These colors m ay be impressed upon
the mind by the use of the coined'word:
V IB G Y O R
This is an odd word but one easily and lastingly fixed in
the mind. It gives the key to the colors:
V Violet
I Indigo
Blue
G Green
Y Yellow
Orange
R Red
M any music teachers use initialing with success.
tell you that the notes in the spaces spell:
They
F-A -C-E
T h ey also use another method of initialing for remem
bering the line notes E* G, B , D , F.
Page Twenty
Lesson S ix
Page Twenty-one
Lesson Six
Clifford
A Arlington
Buckingham
A Ashley
L Lauderdale
Lesson S ix
Page Twenty-two
S Succession
Occupancy
F Forfeiture
T Testam ent
J Judgment
P Prerogative
Lesson S ix
Page Twenty-three
D Dignities
F Franchises
A Advowsons
Corrodies or Pensions
T Tithes
Page Twenty-four
Lesson S ix
Treasury
Cranial Nerves
T h e cranial nerves in their correct order are;
Olfactory
Optic
M M otor Oculi
P Pathetic
T Trifacial
A Abducent
F Facial
A Auditory
Lesson S ix
Page Twenty-five
G Glossopharyngeal
P Pneumogastric
S Spinal Accessory
H Hypoglossal
>
These' first letters, in their proper order, suggest the
sentence:
, O, Mamma! Papa T ook A Fork
And G ave Pony Some Hay.
Page Twenty-six
Lesson Six'
Lesson S ix
Page Twenty-seven
A s analyzed:
C a ( F C l ) 2 Calves T w o
3 ( C a 3) Cabbages T hrice
( P 0 4 ) 2 Poor O x Foraged (4-aged) T w ice
The formula for Cryolite is
N a 3 A 1F 6
This suggested a little boy who had been lost. Searchers
found him at length crying beside a light (cryalite). T h ey
asked him if he knew the w ay home and he replied:
N a y N ay, N a y . (N a3)
His name was A L F and he was 6 years old (A 1F 6).
Absurd?
When you have once mastered this method you will find
these examples will not compare with those you will invent
for yourself, if your memory needs such aids.
Help for Students of Pharmacy.
Initialing can be used 10 fix troublesome combinations in
mind. I w ill give a single illustration:
Tincture Guaiaci Ammoniata, compounded of Alcohol,
oil of Lemon, Ammonia and oil of Nutmeg, suggested
A l Lemons A N ut.
T h e formula for Horsepower spells
P L A N
Pressure, Length, , iVumber of Revolutions.
Page Twenty-eight
Lesson Six
A dam s
And
A dam s
A
T y le r
Troubles
P ierce
Poor
G ra n t
Gave
C levelan d
Cigar.
R o o sevelt
Road
Jefferson
Jefferson
J a ck so n
Joke.
P o lk
Plenty
B uchanan
Bugles.
H ayes
Hayes
H arriso n
He
T a ft
To
M adison
Made
V an B u ren
Van Buren
T a y lo r
To
L in co ln
Link
G arfield
General
C levelan d
Cleared
W ilson
Washington.
Lesson S ix
Page Twenty-nine
Connecting Links
These reminders serve as connecting links between the
English and the foreign words. T h ey remind us of the
foreign words because of similarity in sound. T he follow
ing words scarcely require explanation, but let us take the
first word amusing.
This reminds us of diverting, which, in turn, reminds ue
of the similar sounding word divertido.
Page Thirty
Lesson S ix
Lesson S ix
Page Thirty-one
English
Reminder
Spanish
Lesson Six
Page Thirty-two
A Cumbersome Method
E arly writers on memory advocated a chain of reminders
from one word to another. For example, in proceeding
from the English word spear to the Latin equivalent
hasta, the following series of reminders is given:
5pear thrust quick motion hasty hasta
This method is awkward and impractical, and has often
been cited as an example of memory methods. It illus
trates one w ay of spoiling a good idea by employing
it to an unreasonable extent.
Latin Words
The examples of Spanish words given make clear to you
how the principle m ay be applied to the mastery of words
in any language. Here are a few illustrations of .Latin
words:
Reminder
Latin
English
Crow n........ . . . . Coronation. ............ Corona
D o g ............ . . . .C an in e............ .......... Canis
D ro p .......... . . . .D istill........................ Stilla
. .. .P a te rn a l.. , . . ,
. .Pater
Father
. . . . A c re ........................... Ager
Field
F ree............ . .. .L iberate.......... .........Liber
. . . . C a p ............................ Caput
Head
H orse......... . . . .E qu in e............ , . . . * Equus
Page Thirty-three.
Lesson S ix
English
H ouse.........
L a n d ..........
M a n ___..
R o b ........ .
S o u r............
T h in k .........
W a r ............
W ater.........
W riter........
Reminder
Latin
. . . .D o m icile...........___ Domus
___ Terra
__ H um an. . . . . . . ------Homo
__ R apine............. . .R ap to
-----A c i d ..................
........ Cogito
. . . . B elligerent. . . . . . . . Bellum
__ A q u a tic ..............___ Aqua
__ S crib e................___ Scriba
Terminations
Learning terminations is usually accomplished only
through much repetition.
W e cannot go into this subject thoroughly here. I wish
merely to point out a few helpful suggestions for fixing
terminations in mind.
T he Latin endings in the indicative and subjunctive
.moods, first, second, and third person plural, are:
muSj tis, nt
M an y years ago m y attention was called to the sen
tence*
Missed H is Aunt
Page Thirty-four
Lesson S ix
For example:
H ablo I speak.
H abla he speaks.
Hablamos we speak.
H ablan they speak.
Here is how an ingenious student quickly fixed in mind,
b y means of mental picturing, the endings of a, amos, an.
A small boy speaking or politely bowing, saying:
Oh, ah Amos and A n n
as he passes Amos and his girl, Ann.
Use your imagination when you study foreign languages.
Mansfield
W aco
T onkey
D el Rio
Leahy
Alam eda
Hopewell
W aterville
Appledale
Lamoine
Farmer
Withrow
St. Germain
Allstown
Palisades
Rex
Page Thirty-jive
Lesson S ix
N ote that Howdy represents Howard and Dyer, Nell'sson designated Nelson, Ton stands for Tonkey, Le He fo r
Leahy.
.
Here is another illustration b y the same student:
Preston
Falls C ity
High Point
Issaquah
M onahan
Inglewood
Redmond
D erby
Hollywood
Hazelwood
Factoria
K en n yd ale
Page Thirty-six
Lesson S ix
Lesson S ix
Page Thirty-seven
Observation
A n old Scotch professor asked his students to observe
closely. He put his finger into a ja r containing a vile
smelling chemical, then placed a finger in his mouth.
Requesting his students to do w hat he did, every one of
them regretted it for the taste of the liquid was sickening.
The canny prpfessor then explained the m ystery of his
immunity. Y o u did not observe me closely, for if you had,
you would have seen that the finger I put into m y mouth
was not the same one I put into the jar.
Close observation results in deep impressions. Impres
sions well recorded are easy of recalf, and it is for that
reason that most of the treatises on memory devote much
space to observation tests and exercises based upon ob
servation.
I do not say that these exercises are not valuable, but
they do not reckon with human nature. Few people are
so constituted in these days of rush and bustle that they
will follow a tedious program.
Concentration
Observation demands concentration and few people
really know how to concentrate. Concentration requires
attention, which in turn is based upon interest. There
fore observation and concentration result from making
things interesting.
M y course has been prepared with that point always in
view. It is always interesting and easy. Follow it step
by step and understanding^ and it will furnish, you with
a new interest in every subject.
Page Thirty-eight
Lesson S ix
A Great Change
One of m y students, a prominent architect, said re
cently, Killing time never bothers me any more.
Form erly, when obliged to wait for a train, minutes seemed
like hours. N ow hours seem like minutes, because of the
m any interesting and helpful things I can do in exercising
m y mind. This course has added years to m y life.
Here are a few practical, interesting and resultful tests.
T h e y will improve your ability to observe and will repay
you well for every moment devoted to them. M ake a
game of these tests^and invite your friends and family to
join in the fun.
Picture Test
So far as I know, the following test has never been
described before. I t is an excellent educator for young
and old. Use any drawing or picture large enough for all
to see.
Select some one object shown in the picture but do not
mention it. Just give the letter which begins the name of
the item.
For example, if the item selected is a rose, the letter to
be mentioned is r. T he first person giving the correct
answer has the privilege of making the next selection.
Children taught observation in this w ay will use their
eyes to far better advantage all through life.
Page Thirty-nine
Lesson Six
Map Drawing
M ap drawing affords excellent practice for students
of memory improvement because it requires close observa
tion. I dare say not one person in thousands can draw
from memory a rough outline of the United States.
Drawing an outline of the State in which he lives is
usually impossible for the average person, unless he lives
in W yoming or Colorado. This inability is not at all sur
prising. The eye has not been trained to remember what
it sees.
B y using a little imagination and some regular practice
you will find many interesting things in map drawing that
will aid the memory.
Page Forty
Lesson Six
For example, the lower portion of
the State of M ichigan resembles an
old hunched-up woman with her hands
in a shawl trying to keep warm. Also
note the topknot on her head.
Interesting Outlines
T he outline of Italy closely resem
bles a high-heeled boot drawn back to
kick a stone out of the way. T he stone being the island
of Sicily.
W ith a little imagination the outline of England and
W ales m ay resemble an old man riding a hobby horse.
The continent of South America looks like an elephant's
head and trunk.
France, Spain, and Portugal bear a close resemblance to
a pigs head with the snout in a bucket.
D rawing lines between the cities in the states in which
you are interested will aid the minds eye in fixing their
location as well as the outline of the state
B y making these outlines a few times you will get deep
impressions on the mind and readily develop a geographical
memory.
Puzzle Maps
The mind is also aided by the use of puzzle or jigsaw
maps. These maps are usually mounted on wood, or heavy
cardboard, which is then cut along the state lines. It is
good practice to assemble the various states into their
proper location,
Lesson S ix
Page Forty-one
Spelling Games
I learned this game when a boy and have taught it to
people of all ages. It is a most enjoyable and helpful game.
E very one of the party is given paper and pencil. A
word is then selected and the person forming the longest
list of words made up from the letters of the selected word
wins the game.
For example:
Bridges,
Page Forty-two
Lesson Six
Bid
Big
Die
D ig
Dire
Gird
Grid
Red
Rib
R id
Ride
Rig
Rise
Sir
Sire
An Educational Game
This game is a wonderful educator. It fixes the correct
spelling of many words in mind and also increases the
vocabulary.
Unknown words are frequently uncovered. For ex
ample, to the surprise of every one, gride and erg will be
revealed as real words.
Some one m ay insist that dyer is spelled dier.
knowledge gained in this w ay is well learned.
The
Lesson S ix
Page Forty-three
Short words are better adapted for this game than long
words containing too many vowels.
There is scarcely any limit to the number of words which
can be made from words like elaborate and preparation, but
I prefer shorter words.
However, almost any word will furnish material for a
good and resultful game.
Guessing Games
Answer Cat-tail.
A nice man.
Answer Tulips
Lesson Six
Page Forty-Jour
SUMMARY
1 The M inds E ye in Spelling
2 Use of Exaggeration
3 Impressing the Troublesome Letter
4 Common-Sense Methods
5 Suggestions
for Study
6 Initialing
7 Foreign Vocabularies
8 Aid
9 Developing Observation
i Games T h at Improve the M em ory
ROTH MEMORY
A SIMPLE AND SCIENTIFIC
METHOD OF IMPROVING THE
MEMORY AND INCREASING
MENTAL POWER
SEVEN LESSONS
BY
DAVID M.ROTH
LESSON SEVEN
Copyright,
lt>is
By
D avid M . R o t h
AJl
Roth M
emory
C ourse
MENTAL
POWER
By
DAVID M. ROTH
TH E
SEVEN
LESSO N S
One
FIFTY-WORD FOUNDATION
Two
MENTAL FILING
T H REE
NA M ES AND FACES
how
F our
rea d a n d m em ory cod e
F i v e
num bers
Six
m e m o r y a id s fo r s t u d y
S e v e n
PRACTICAL APPLICATIONS
btiepm&mtteoratum
DIVISION OF BU SIN E SS EDUCATION
LESSON SEVEN
Telephone Numbers
In Lesson Five you were shown how telephone numbers
can be remembered b y using the number code.
Here are a few illustrations showing how the name of
the exchange can be associated with the number.
Page Two
Lesson Seven
Shells
..
.Grandma
..
.Mane
. . .
Lighthouse
R e cto r . . .
B a rc la y .. , , , Bark
Harrison . ...H a ir
Schuyler . . . . S k y
D ouglas . . . . . Glass
W e st . . . . .. .Vest
S u tte r. . . . . .Butter
B ryan t, . . . . Brine
Visual Method
M r. Baer.
Lesson Seven
Page Three
Another Way
As you acquire fluency with the number code you will
not have to depend upon your code words.
47 13 can be represented also b y Rocky Dam.
M r. Baer, telephone Madison Square 4713 can thus be
converted into the following mental picture:
A M A D Bear on a Rocky Dam.
Associatidn of Thought
T h e above telephone number can be kept in mind by
the use of association of thought, instead of b y mental
picturing.
,
T he following thought will serve our purpose nicely:
A Bear will be M A D if you throw a Rock at Him.
N ote that Rock at Him represents 4713.
Rock is 47, at is 1, Him is 3.
Consider these examples carefully, and better still, go
over them a few times, using paper and pencil. Convert
these associations into their corresponding numbers and
the numbers into associations, without referring to the
book. In this way you will acquire a ready ability to
handle numbers of your own.
jPage Four
Lesson Seven
Tel. Greeley
2582.
(No hard
Lesson Seven
Page Five
A D o ck Coi
it
thoroughly.
H arp er an d B ros.
Tel. B e e k m a n 3900.
I had occasion to call this number and the line was busy.
I kept the number in mind readily by the following as*
sociation:
T h ey are B O O K M E N and may possess the facts I want.
B O O K M E N is a reminder for B E E K M A N .
May is 3, possess is 900. May possess is 3 900.
Price Lists
T o learn lot numbers and prices, convert them into
words b y means of the number code.
then be associated.
Page S ix
Lesson Seven
Association
Price
Soi
Mist
cloud
Mas on
works
Museum
tall tree
5.10
Miser
holds
302
4.70
303
304
305
15-14
1.47
Muscle
306
i -53
6.26
Message
tell me
Mask
change
Home safe
locked
309
5-7 i
13-95
Mishap
automobile
310
97.86
Meets
a big fish
307
308
drag
E x p la n a tio n :
The first lot number, 301, is represented b y the letters
m s i . For these form the word mist.
The price of this item is $7 . 51, for which we have the
sounds k-l-d. W e combine these into the word cloud.
The association Mist-cloud converted into figures repre
sents:
L ot number 301, mist; price $7 . 5 !, cloud*
In the same w ay Mason-works designates:
L o t number 302, mason\ price $4 . 70, works.
T h e method will now be clear to you.
T h e next table illustrates how a student in the brass
business made use of the number code.
H e wished to keep in mind the following figures:
Lesson Seven
Page Seven
Weight
3 -95*4
ii
2.7903
14
1.9708
16
1-5625
18
1.2396
20
.9826
Association
Weight
Hive
Maple
tree
3-9514
11
Tied
Neck
possum
2.7903
14
16
Door
To big
safe
1.9708
Dish
Tile
channel
18
D ove
Hid in
ambush
I- 562S
1.2396
20
News
Boy
vanish
.9826
Page Eight
Lesson Seven
i /8
04527
.1811
/ 2/8
3/8
4/8
!7/$
9/8
4074
7243
3.667
/ Association
Foot
/ Sore
lynx
Fan /
Devoted
Foam7
Race
car
Fire
Gun
ram
Fig
No
native
Much
joke
Fop
7243
2.218
3.667
Lesson Seven
Page N ine
Use Visualization
The various principles of visualization and association
can be applied to remember current stop-payment checks.
The means employed by each teller depends largely on
the kind of memory he has.
A teller with a strong visual memory is able to see in his
mind's eye the checks on which paym ent has been stopped.
He visualizes the amount and the signature, which is
usually a familiar one.
Page Ten
Lesson Seven
represents 86.15.
Page Eleven
Lesson Seven
A Convenient Method
Some students find it convenient to use long words and
consider only the first three sounds in, the words, when
transposed into figures.
For example:
R elative to represent 451
Rascals
407
N avigate
287
Pavem ent
983
Y o u m ay find it desirable to adopt this method. L et
me caution you that you can use it successfully only if
you follow it strictly. If you use pavement to represent
983, never use it to represent 9832 or 98321.
As Simple as Addition
The month values represent the sum of the odd days left ^
over from the previous months. January, being the first
month, has no odd days to inherit from the previous t
month, so its month value is 0.
Wesson Seven
Page Thirteen
Page Fourteen
Lesson Seven
J stands for
Month
Value Code
July
6 Judge
August
2 Ann
September 5 Seal
October
0 O h ! See
November 3 Nome
December 5 Doll
Lesson Seven
Page Fifteeri
Year Value
E very normal year has 52 weeks, plus one day.
In other words, every year is made up of 52 full weeks
and one extra day, except leap year, which has two extra
days.
This accounts for the fact that if January 1st of this
year falls upon M onday, next year it will fall upon Tues
day, unless this year is leap year. In that case January
of next year would fall upon Wednesday.
Since each year has either 1 or 2 odd days, in figuring
succeeding years the only changes are the figure 1' for
normal years, and the figure 2, for leap years.
1900
1901
1902
1903
1904
1905
1906
Icy Sauce
i . O dd Hati
2 New Hen
3 M y Ham
5 Yellow Hare
6 Showy 1Hill
Sew Shoe
Y ear Figure
1907
1908
1909
1910
1911
1912
1913
R e *inder
White Cow
My Hive
Hairy Ape
Low Woods
Wash Tide
Heat Tin
New Team
Page Sixteen
,
Ar t b
1914
1915
19 16
1917
1918
1919
19 2 0
1921
1922
19 24
6
0
2
*925
1926
1927
3
4
5
19 2 8
0
1
2
1923
1929
1930
1931 3
19 32
5
6
1933
1934 0
1935 1
19 36
3
1937 4
1938 5
1939 6
19 4 0
1941
Tff7
IFeary Hotel
Showy Dish
Wise Dog
White Dove
New Tub
Wire Nose
Holy Window
Shy Nun
Wise Gnome
New Snare
Home Nail
Wire Hinge
. Yellow InkSaw Knife
White Knob
New Moose
M y Mud
Yellow Moon
Show Mummy
U se. Hammer
White Mule
Home M atch
Weary Hammock
Yellow Muff
Huge Mop
White Rose
Annoy R at
Lesson Seven
- Ar
^
Year Figure ^ m in d e r
1945
1946
1947
19 4 8
1949
1950
1951
19 5 2
x953
1954
1955
19 56
1957
1958
1959
19 6 0
1961
1962
1963
19 6 4
1965
I966
1967
19 6 8
1969
6 . Huge Warrior
0 Icy Rail
1 White Roach
2 New Rake
4 Airy Roof
5 Oily Rope
6 Showy Lace
0 See Light
2 Wan Lion
3 Home Lime
4 Weary Lawyer
5 Yellow Lily
0 Wise Lodge
1 Wide Lake
2 New Loaf
3 M y Lap
5 Yellow Cheese
6 Huge Sheet
0 Icy Chain
1 Hot Jam
3 Home Chair
Wire Jail
4
5 Oily Judge
6 Huge Check
1 Haughty Chief
2 New Ship
Lesson Seven
Page Seventeen
4* u r
Year
F|jj5je
Rem inder
1973
1974
1975
19 76
1977
1978
1979
19 8 0
1981
1982
1983
19 8 4
6 Ash Can
0 WhosemComb
1 White Car
2 No Coal
4 Wire Cage
5 Yellow Cake
6 Wash Cuff
0 Whose Cab
2 New Vase
3 ' M y Foot
4 A ir Fan
5 Yellow Foam
0 House Fire
Note:
- d e d u c A
1985
I986
I987
19 8 8
1989
1990
1991
1
2
3
5
6
0
1
19 9 2
3
1993 4
1994 5
1995 6
19 9 6
.1
.1997 2
1998 .3
1999 4
Hot File
^/zyFish
M y Fig
Yellow Fife
Showy Fob
Use Bus
Wet Boat
Home Piano
A ir Bomb
Yellow Bear
Hush Bell
Odd Bush
In Bag
Home Beef
Air Pipe
The code word represents the year; the first word gives
the figure value of that year.
For example, Sew Shoe:
The code word Shoe represents the year 6, in other
words, 1 9 0 6 .
Sew gives you the figure value of this yfear 1906
which is 0.
19 0 6 .
Page Eighteen
Lesson Seven
Rule
To find the day of the week for any date, add together the
year figure, the month figure, and the date. Divide by seven.
The remainder gives-the day of the week, as explained below.
A few examples will make the working of this rule clear.
I t is exceedingly simple.
T o find the day of the week for December 25, 1981:
Y ear figure 1981
My
M onth
Doll
D ate
Dec.
25
33
1....... Monday
2 ....... Tuesday
3 ....... Wednesday
4 ............Thursday
5 ..................Friday
6 .............Saturday
Lesson Seven
Page Nineteen
months and the year value of these three years, which are
as follows:
1917 wise dog
.
1918 white, dove 1
1919 new tub
for January
1 for 1918
3 for February
15 for the date
Lesson Seven
Page Twenty
The year figures given for the years 1900 to 1999 can
also be used in
other centuries b y the addition of a century
figure as follows:
18th Century (1700s) 4
19th
(1800s) 2
21st
(2000s) 6
Examples:
August 12, 1755
Century figure.......................
Y ear figure yellow..........
M onth figure A n n .............
D a t e ........................................
4
5
2
12
23
D ivide 23 by 7 and you have a remainder of 2. The day
is Tuesday.
October 22, 1865
Century figure..................
2
Year figure wire.............. 4
Month figure oh! see..........
D a te ........................................ 22
28
D ivide 28 by 7.
is Sunday.
Lesson Seven
Page Twenty-one
Century figure....................... 6
Y ear figure white............
1
M onth figure-junior.......... 4
D a te ........................................ 20
31
Leap-Year Rule
In figuring dates in January or February of leap years
always deduct 1.
Examples:
January 11, 1920
Century figure.......................
Y ear
wire....................... 4
January-joys.......................
D a te ........................................ 11
15
D ed u ct.................................... i
14
Page Twenty-two
Lesson Seven
39
Divide 39 by 7.
nifies Thursday.
f>
15
21
D ed u ct....................................
1
20
Divide 20 b y 7. There is a remainder of 6 Saturday.
The year 2000 will be a leap year. 1700, 1800, and 1900
were not leap years.
Mental Calculation
W ith a little practice you can figure any date mentally.
This is excellent exercise in many ways. See if you can
Lesson Seven
Page Twenty-three
get the correct answers for the following leap year dates
Be sure and deduct 1 in each instance.
February
January
February
January
19,
25,
29,
15,
1896.
1924
2000
1784
Answer,
Answer,
Answer,
Answer,
Wednesday
Friday
Tuesday
Thursday
16,
24,
18,
16,
19,
6,
1,
4,
2,
25,
Answer
1805 Mon.
1765 Thurs.
1920 Sun.
1905 Sat.
1777 Sal.
1868 Wed.
1919 Wed.
1918 Thurs
1920 Tues.
1918 Wed.
Feb.
Aug.
Mar.
June
July
N ov.
April
Feb.
June
July
19,
30,
9,
22,
4,
19,
12,
17,
15,
4,
Answer
1916 Sat.
1921 Tues.
1900 Fri.
1916 Thurs.
1899 Tues.
1917 Mon.
1918 Fri.
1919 Mon.
2018 Fri.
1918 Thurs.
Page Twenty-four
Lesson Seven
Spade Symbols
Thus the ace of Spades will be represented by any word
beginning with 5 to designate Spades and ending with
T or D representing one. The words Sot, Soot, Suit, Sod,
Sud will designate the ace of Spades. We will use the word
Suit.
A n y of the words Son, Sun, Sign, Seine will properly
stand for the deuce of Spades,5 for Spades,and N for 2.
We select Sun.
The words Seam, Siam, Sam, Swim will mean the three
of Spades. We choose Seam.
<^The words Sore, Sewer, Seer, Sour, Sire wiU represent the
four of Spades. W e will take Sewer.
Lesson Seven
Tage Twenty-five
Card Words
Cards
Spades
Hearts
Clubs
Diamonds
Ace
2
3
4
5
6
7
8
9
10
Suit
Sun
Seam
Sewer
Seal
Sash
Sock
Safe
Soap
Suds
Statue
Stone
Steam
Hut
Hone
Home
Hair
Hail
Hash
Hook
Hoof
Hoop
Heads
Hooded
Heathen
Hay time
Cat
Cane
Comb
Car
Coal
Cash
Cook
Cuff
Cape
Cots
Cadet
Cotton
Coy dame
Dude
Den
Dam
Door
Doll
Dodge
Duck
Dive
Dupe
Dates
Dotted
Dayton
Diadem
J
Q
Page Twenty-six.
Lesson Seven
The Method
For example, let us say the first card in the pack is the
five of Clubs, which is represented by the word Coal. Your
first code word is Hat and you merely make a picture of
a Hat full of Coal.
T he second card m ay be the ace of Hearts, which is
represented b y the word Hut. Combine this in a picture
with your second code word, Hen.
The third card m ay be the six of Clubs, which is desig
nated b y Cash. M ake a picture of Ham and Cash.
T he fourth card by w ay of illustration is the seven of
Spades. See the Hare and Sock together.
The fifth card is the Jack of Spades.
with Statue.
Associate H ill
Lesson Seven
Page Twenty-seven
Page Tweniy-eighl
selected.
Lesson Seven
As you
I Lesson Seven
Page Twenty-nine
one else connecting the square just left and the new square
occupied.
A n y student of these lessons who wishes to perform this
spectacular feat and call the sixty-four moves in their
proper order from memory can do so if he has learned his
number code.
^
28
19
55
61
36
52
31
43
25
moves are as
58
4*
47
26
64
9
3
54
20
50
33
15
18
32
60
Easily Learned
Go through the list and see how easily it is learned. Use
any principle that will assist you. Also associate the last
Page Thirty
ivord, tough, with the first word, toe. Then you will have
an endless chain. This is necessary to perform the K night's
Tour, as you must always return to the starting point.
1 Toe
11 Toad
17 Toga
2 New
12 Town
6 Show
16 Teach
31 M ad
48 Rough
63 Jam
53 Lam b
59 Leap
49 Reap
34 More
19 Dope
25 Inhale
10 Doze
4 Wear\'
14 D reary
8 W aif
23 Enemy
40 Rouse
55 Hallelujah
61 Shout
51 Lad
57 Lake
42 Rain
27 Ink
44 Horror
38 M ovie
21 Annoyed
36 Homage
46 Rich
29 Unhappy
35 Mule
45 Rule
30 Messiah
13 Tomb
2S Enough
43 Room
37 Hammock
22 Noon
7 G ay
24 Nero
39 Imp
56 Hellish
62 Shine
52 Lion
5S Laugh
41 Rude
26 Enjoy
9 H appy
3 Home
20 Nice
5 - H o ly
15 Toil
32 M oney
47 1Work
64 Cheer
54 Holler
60 Chase
50 L a zy
33 M ummy
18 Tough
\' you know the words and are able to convert them
quickly into their respective numbers you m ay allow any
one to choose any square on the board as a starting place.
It is not necessary to begin with number i.
For example, if 44 is selected as the square from which
the K night is to start, in your series the word horror
represents 44, so you begin with horror and call up the next
word, which is movie. This gives you 38 as the next move.
In this w ay proceed through the list until you reach the
last word, tough, 18. T o complete the circle you must
Page Thirty-one
Lesson Seven
Good Exercise
T h e K nights Tour is interesting and affords good
practice on the code, as well as being stimulating, whole
some mental exercise. B y all means learn it and perform
it frequently.
Y o u will understand readily that the number code can
be applied to memorizing figures and statistics of any kind.
T he figures must be converted into a word or words
and associated with the fact itself. I could give you many
illustrations but they would not prove of as much value
as working out your own cases.
History Dates
In former years students of history were forced to learn
m any dates. Modern instructors do not require this, and
wisely so.
However, the number code enables the student who
has need for such figures to remember them readily. T h e
following illustrations show the use of the code for remem
bering dates.
'
Page Thirty-two
Lesson Seven
The European War began:July 28, 1914
W ar Gun o f Dire
Door, 14
Page Thirty-three
Lesson Seven
The Baltimore fire:
Page Thirty-four
Lesson Seven
Boston Tea Party:
Chemistry
Atom ic weights are easy for some students but prove
difficult to others. If you need help use means like the
following:
Aluminum atomic weight 27.
Aluminum is essentially a Yankee metal.
I f you prefer to use a minds eye picture you can visualize
an aluminum cup filled with ink.,
Yankee and ink both represent 27.
Lesson Seven
Page Thirty-five
Page Thirty-six
Lesson Seven
Book
i
2
Genesis
Exodus
Levit.
Numbers
Deuter.
Joshua
Judges
Ruth
I Sam l
I I Sam l
I K ings
3
4
5
6
7
8
9
IO
ii
Chp,
Code
Rem'der
50
HAT
HEN
HAM
HARE
H IL L
SH OE
CO W
H IV E
APE
W OO D S
T ID E
Gentle
Exit
Leave
Number
Dew
Josh
Judges
Root
Some
Same
King
40
27
36
34
24
21
4
31
24
22
Chp.
Lass
Race
Now go
Much
More
Narrow
A nt
Hair
M eat
Winner
Union
Page Thirty-seven
Lesson Seven
No.
Book
12
13
14
15
l6
17
l8
19
II Kings
I Chron.
II Chron.
Ezra
Nehem.
Esther
Job
Psalms
P ro vrbs
Eccles.
Song Sol.
Isaiah
Jerem.
Lament.
Ezekiel
Daniel
20
21
22
23
24
25
26
27
28
Chp.
25
29
36
10
13
10
42
150
3i
12
8
66
52
5
48
12
Code
T IN
TEAM
T IR E
H OTEL
D IS H
DOG
DOVE
TUB
N O SE
W IN D O W
NUN
GNOME
SN ARE
N A IL
H IN G E
IN K
K N IF E
30
Hosea
Joel
Amos
3i
Obadiah
MUD
32
33
34
35
36
37
38
Jonah
Micah
Nahum
Habak.
Zephan
4
7
3
3
3
Haggai
Zechar.
MOON
MUMMY
HAM M ER
M ULE
M ATCH
H AM M OCK
14
39
M alachi
29
14
3
9
KNOB
M O O SE
M UFF
MOP
Remder
Chp.
Kings
Crown
Cronies
Ezra
Near my
Pester
Job
Palm
Prove
Ache
Song
Icy
Jeer
Lame
Squeak
Daniel
Hose
Jewel
A im
A bad
Join
M ike
Name
Cook
Zephyr
Hag
Sack
Mallet
O nly
N obby
Image
D izzy
Thum b
Tease
Run
T o w els
M igh t
Done
Vow
Judge
Lion
Heel
Rough
Den
Tear
Hem
B oy
Toy
Wire
W ake
Aim
Home
Hum
In
Tear
Hero
Page Thirty-eight
Lesson Seven
16
17
18
19
20
21
22
23
24
25
26
27
Book
M atthew
M ark
Luke
John
A cts
Romans
1st Cor.
2nd Cor.
Galat.
Ephes.
Phillip
Coloss.
1 st Thess.
2nd Thess.
1st. Tim.
2nd Tim .
Titus
Philem.
Hebrews
James
1st Peter
2nd Peter
1st John
2nd John
3rd John
Jude
Revel.
Chp.
Code
Remder
Chp.
28
16
24
21
28
16
16
HAT
HEN
HAM
HARE
H IL L
SH OE
CO W
H IV E
APE
W OO D S
T ID E
T IN
TEAM
T IR E
HOTEL
D ISH
DOG
DOVE
TU B
v
N O SE
W IN D O W
NUN
GNOME
SN AR E
N A IL
H IN G E
IN K
M at
Mark
Lucky
Join
Axe
Romans
Corn
Corn
Gay
Fashion
Fill
Call
Thistle
Thistle
Time
Timothy
Tied
Film
Brews
Games
Beat her
Repeat
John
Johnny
Join
Dude
Rebel
N a vy
Ditch
Winner
N et
Knife
D utch
Dish
Tom b
13
6
6
4
4
5
3
6
4
3
1
^3
5
5
3
5
1
1
1
22
Joy
Show
Hurry
War
Haul
Home
Chew
Raw
Ham
White
Steam
Howl
Yell
Hymn
Hello
Ahead
Hut
Tea
Union
Page Thirty-nine
Lesson Seven
Memory Rhymes
Rhymes A id the Memory
A few years ago the following striking illustration of the
shortcomings of the average memory appeared in the daily
papers:
W R IT E A P O E M A N D R E M E M B E R Y O U R A G E
..United States Health Bureau Suggests Jingles Such as
In 1882 Little Susie Began to Boo
Page Forty
Lesson Seven
Page Forty-one
Lesson Seven
Page Forty-two
Lesson Seven
Lesson Seven
Page Forty-three
Page Forty-four
Lesson, Seven
28
52
29
5 45
42
II
49
16 34
7 63
8 - 55
9 48
IO ---- 69
12
94
13 32
14 60
17 74
18 82
19 36
15 84
20 73
Page Forty-five
Lesson Seven
3 52
Ham associated with Lion
4 29
Hare associated with Knob
$ 45
Hill associated with R ail
6 42
Shoe associated with Rain
7 63
Cow associated with Jam
8 55
Hive associated with L ily
9 48
Ape associated with Roof
10 69
Woods associated with Ship
11 49
Tide associated with Rope
' 12 94
Tin associated with Bear
13 32
Teariv associated with Moon
Page Forty-six
Lesson Seven
14 60
T ire associated with Cheese
15 84
H o tel associated with Fire
16 34
D ish associated with Hammer
17 74
D og associated with Car
18 82
D ove associated with Fan
19 36
T u b associated with Match
20 73
Nose associated with Comb
Thus you
Therefore
Page Forty-seven
Lesson Seven
recall every picture.
in regular order.
Page Forty-eight
Lesson Seven
i i D ude
12 Den
13 D om e
14 Deer
15 Doll
16 D itch
17 D u ck
18 D ive
19 D ep ot
20 N ew s
To Forget
M any people say that they wish to forget, rather than
remember. This is often said jokingly, but at times there
are things that we all wish to forget.
Y ou have seen that every time you recall a mental
Page Forty-nine
Lesson Seven
Mind is Supreme
You can bring your mind under such control that it can
dwell on any subject you please. Y our code words and
other lists in these lessons are invaluable for acquiring this
freedom of mental action. B y devoting a few minutes
daily to these lessons, you will gain not only a better
memory, but an ability to forget, and a mind under control.
Page Fifty
Lesson Seven
SUMMARY
1 Application of the Number Code.
2 Three
Feats.
Forget.
date due
O E M C O , INC.