# The Pictorial Multiplication Table/Introduction

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INTRODUCTION.
"Happy childhood" is an expression often used, as though happiness were inseparable from that period of existence; but there are many who regard it as the most miserable portion of their lives. In fact, those who would fain look upon childhood in the most felicitous aspect, seem compelled to confess that it has its cares and troubles. Everybody seems to associate a series of educational glooms with early days. There is the Alphabet to learn, Spelling to learn, Reading to learn, the Multiplication Table to learn, and—but we need go no farther; if we are moodily inclined, we may stop here, and lament, for an almost indefinite period, that before a child can make headway against many other troubles, the Multiplication Table, that juvenile horror of horrors, must be mastered. Some may say, "But why refer to that which is so unpleasant, and yet so unavoidable? It always has been so, and it always will be so; these things must be learned." It is true they must be learned, but it is not true that they must be learned in that distasteful manner. The first three difficulties I have conquered elsewhere; and here I have overcome the fourth, the Goliath, with a simple Mnemonical sling and stone!
​Figures do not make a striking or permanent impression upon the mind, either when seen or heard; but pictures and suggestive words do. Therefore, instead of presenting figures to the eye, I have substituted visible objects, and for their utterance I have substituted suggestive words. Those who are desirous of understanding more fully the philosophy of this scheme, which is strictly Mnemonical, I refer to my popular little work on "Memory, and How to Aid it;" but I trust it is not difficult to comprehend. One practical test of the Pictorial Table will do more to prove its efficiency than lengthy arguments in its favour, and repented assurances of its merits. But I may as well mention, for the benefit of those who may never have heard of MNEMONICS, or of "Stokes on Memory," that for years I have been declared to be the quickest teacher of the Multiplication Table ever known; and I believe this to be the best way of teaching it. This Method was invented by myself, in the year 1862; was sketched in ink by my friend, Mr. John A. Fowler, of Brighton, in 1864; and was drawn on wood by Mr. Charles Robinson; and engraved by Mr. Thomas Robinson, in 1865. The plan I formerly adopted was only available for my pupils, but this is for the World. At least, I offer it to the World, affectionately, confidently, proudly, or rather thankfully, that I am the means of presenting this universal and invaluable boon! Many children, parents, and tenchers have long wished for it, and its publication affords ​me particular pleasure. It is a thing which should be in every family, in every school; which every child should have, in this Country and in Foreign Lands. I hope to be able ultimately to make arrangements for the gratuitous distribution of Millions of Copies, and I entreat all who have it in their power, to aid me to the best of their ability.
WILLIAM STOKES,
Teacher of Memory.
15, Margaret Street,
          Cavendish Square,
                   London, W.
    January 1st, 1866.