OpenLLM-France/wikimedia huggingface dataset:
# Aids to Memory/Section VI

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SECTION VI. LOCAL MEMORY. Feats of Memory—Phrenological Organs—Regal Tables—History and Geography—Comparative Value of Mnemonics—Figure Experiments.
The Local System once thoroughly mastered, the most astounding feats of memory can be performed. Upon its foundation can be reared a superstructure of knowledge which can never be overthrown, for it stands on the rock of localisation instead of the sands of ideal repetition. Much curiosity and wonder are excited by mnemonic experiments, which have sometimes been called mental conjuring, or sleight of brain tricks. A long list of words or figures is written down at the dictation of the audience, and almost immediately reproduced by the mnemonist in any order. The words being numbered consecutively, a particular one demanded is instantaneously given, or the suggestion of a word produces the corresponding number. The figures are grouped in twos or threes, and the experimenter subjected to a similar test. Some thousands of statistics in chronology, history, geography, and science are handed to the astonished audience, who are requested to put questions on any of the facts stated. Arbitrary multiplication tables, and even imaginary alphabets and vocabularies, are committed to memory in one or ​Page:Aids to Memory (Sayer).djvu/48 ​Page:Aids to Memory (Sayer).djvu/49 ​Page:Aids to Memory (Sayer).djvu/50 ​Page:Aids to Memory (Sayer).djvu/51 ​Page:Aids to Memory (Sayer).djvu/52 ​Page:Aids to Memory (Sayer).djvu/53 ​in single words, to give the second consonant before the first. In answering questions on individual groups, remember that the seventh locality is to be considered as the first for the purpose of the experiment. When it is not necessary to use all your places at once, this numerical adaptation will often be necessary. One locality should not be favoured above another, lest the associative value of the others become diminished. A few arbitrary localities, independent of the fixed system—such as actual rooms in the house—will be found useful for associations not conveying ideas of permanent value.
# Aids to Memory/Section VII

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SECTION VII. SPEAKING AND RECITING. The Parliamentary Orator—Speaking without Notes—Mental Reporting—Memory of Books—Verbatim Reciting—Poetry and Prose.
A Certain gentleman was chosen to represent the free and enlightened constituents of Never-mind-where. This gentleman desired to distinguish himself by speeches in the House, but was unfortunately "unaccustomed to public speaking," as the saying is. Not to be daunted, however, it was his habit to enter his garden, and, choosing a select corner where were a number of heads of cabbage orderly growing, to pour forth his soul in oratory. He was soon able to express himself without hesitation on various popular topics, and, highly delighted, resolved to make his "maiden speech" in the House. The eventful evening came. The oration had been already made in the garden with unprecedented success. He rose tremblingly, surveyed the dense mass of upturned faces with increasing trepidation, and strove to remember his speech. But, if it ​Page:Aids to Memory (Sayer).djvu/55 ​Page:Aids to Memory (Sayer).djvu/56 ​Page:Aids to Memory (Sayer).djvu/57 ​Page:Aids to Memory (Sayer).djvu/58 ​Page:Aids to Memory (Sayer).djvu/59 ​Page:Aids to Memory (Sayer).djvu/60 ​Page:Aids to Memory (Sayer).djvu/61 ​reflect, that my principal business here is to get to that blest abode. I then look down upon the earth, and call to mind that, when I am dead. I shall occupy but a small space in it. I then look abroad into the world, and observe what multitudes there are, who, in every respect, are less fortunate than myself. Thus I learn where true happiness is placed; where all our cares must end; and how very little reason I have to repine or to complain."
One general principle should be observed in the acquirement of Verbatim Memory. It consists in analysing the composition to be learned, so as to grasp the general idea of the author. Then every sentence should be pronounced aloud, and those words which appeal to the imaginative faculties linked together by local and reflective associations.
The knowledge of anything does not imply a remembrance of it. St. Peter says, "I will not be negligent to put you always in remembrance of these things, though ye know them, and be established in the present truth" (2 Peter i. 12). As one idea is dependent on another, whether casually or systematically connected, it cannot be reproduced without the recurrence of the necessary link. An actor who knows his part is often powerless to proceed with it if the performer with whom he is acting has forgotten his. The last word in a speech is called a cue, and suggests the opening of the next speech. Dramatists would do well to associate these "cues" according to the rules of Mnemonics. In rapid conversations on the stage, no further associations are necessary; but in long speeches, or soliloquies, all the instructions given under this section may be followed with advantage.
# Poverty - A Fragment

If I am poor,
It is that I am proud;
If God has made me naked and a boor,
He did not think it fit his work to shroud.
The poor man comes direct from heaven to earth,
As stars drop down the sky, and tropic beams;
The rich receives in our gross air his birth,
As from low suns are slanted golden gleams.
Yon sun is naked, bare of satellite,
Unless our earth and moon that office hold;
Though his perpetual day feareth no night,
And his perennial summer dreads no cold.
Mankind may delve, but cannot my wealth spend;
If I no partial wealth appropriate,
No armed ships unto the Indies send,
None robs me of my Orient estate.
This work was published before January 1, 1930, and is in the public domain worldwide because the author died at least 100 years ago.
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# Poverty (Thoreau)

"If I am poor"
* "Poverty" in Poems of Nature (1895)
* "Poverty" in The Writings of Henry David Thoreau (1906) Vol. 5
* "Poverty - A Fragment" (umsourced)
# The Faerie Queene (1590/1596)/Books 1 to 3 (1590)/Book II/Canto VII

Cant. VII.
# The Faerie Queene (1590/1596)/Books 1 to 3 (1590)/Book II/Canto VI

Cant. VI.
# The Faerie Queene (1590/1596)/Books 1 to 3 (1590)/Book II/Canto V

Cant. V.
# Aids to Memory/Section VIII

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SECTION VIII. GENERAL APPLICATIONS. Unfamiliar Alphabets—Shorthand and Geometry—Musical Notes—Scientific Nomenclature—Declensions and Conjugations—Business Pursuits—The Mental Almanac.
It was stated in the opening section that "there was a time when" the child "knew nothing—not even the alphabet, that great introduction to all learning." A few words on the popular method of teaching the A B C may not be unacceptable. The English alphabet—if we consider only the printed forms—consists of twenty-six letters, expressed by forty-five different signs. The only letters which have the same character, whether capitals or not, are c, o, s, v, w, x, and z. The other nineteen letters have each two forms. Some of these are nearly identical, as B, b, K, k; others quite distinct, as A; a, D d, G, g. The common process is for the teacher to point to each of these letters in order, and make the child name it. Until he can repeat the whole of the twenty-six letters seriatim, he is said not to know his alphabet, and therefore to be unprepared to begin reading. What a sad mistake is this, even at the very starting-point of education! No wonder that his after studies are so e so illogically conducted.
Let us examine the subject carefully. First, as to the order of the letters. For what purpose does a child learn the alphabet? To be able to read, it may be replied. But if he is taught that Z is the first letter and A the lust, that purpose would not be overthrown. The words of a language are not dependent on alphabetical order. Even if the present order were a natural one—which it certainly is not, for vowels, consonants, and identical sounds are violently separated—the only use we could make of it would be in the classification of words for reference. The order of the ​Page:Aids to Memory (Sayer).djvu/64 ​Page:Aids to Memory (Sayer).djvu/65 ​Page:Aids to Memory (Sayer).djvu/66 ​Page:Aids to Memory (Sayer).djvu/67 ​Page:Aids to Memory (Sayer).djvu/68 ​Page:Aids to Memory (Sayer).djvu/69 ​ we thought of the word "hungry." The idea of Jane wary of the Jew fixes as surely the fact that the first Sunday in January falls on the 6th. From this any other day required can be determined. The 9th of January must, of course, be Wednesday. If the date be not in the same week as the first Sanday, add a multiple of 7 in order to find the Sunday before the required date. Thus Lady Day, or 25th March, falls on Monday, because Sunday is the 3rd, and, by adding 21, the Sunday preceding is found to be the 24th. The 1st of May must be on Wednesday, because the 8th of that month is on Wednesday. The latter fact is known by Sunday being the 5th. A few minutes' practice will enable the mnerionist to stand a rigid examination on any date in the almanac. A new series of associations must, of course, be constructed for any future year.
The applications of this beautiful science are, indeed, endless. From those we have already developed the student may construct many more, and succeed in adapting the system to the remembrance of such matters not particularised in this work, as necessity or choice may put in his way.
# Aids to Memory/Section IX

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SECTION IX. THE SCIENCE OF MEMORY. The Daughter of Heaven and Earth—Biblical Mnemonics—Evils of Forgetfulness—Memory and Understanding—Advantages of Mnemonics.
Next Mnemosyne, as recorded in the Greek mythology, was the Goddess of Memory, and the Daughter of Heaven and Earth. Mnemoneuo is the Greek verb which means to remember; and the term Mnemonics, the Science of Memory, is derived from it. The idea of Memory ​Page:Aids to Memory (Sayer).djvu/71 ​Page:Aids to Memory (Sayer).djvu/72 ​Page:Aids to Memory (Sayer).djvu/73 ​Page:Aids to Memory (Sayer).djvu/74 ​memory fails to register ideas as fast as they are perceived, it is quite as logical to use Mnemonics. "No scholar has," indeed, "ever been made or ever will be," without the same "thought and application" to study as heretofore; but we hope it is now evident that Mnemonics can "relieve the mind from that exhaustion which attends the incessant repetition of ideas, and thus enable its energies to be concentrated on purely intellectual acquirements."
The mechanical repetition of words in order to fix them on the memory has nothing "intellectual" in it. In fact, some people condemn learning by heart altogether, because the parrot-like recitations of many children evidence the association of sound without sense. Yet to ignore the value of verbatim memory is most absurd. Some persons can only rest in extremes. They will cram the minds of children with words without seeking to impress the meaning, and when this has failed as an educational scheme, they must needs reverse the entire process, and strive to impart the meaning without words, forgetting that the reflective powers can only be exercised on those things which are retained in the memory. "Wise men," says Solomon, "lay up knowledge," and are therefore not content with reasoning upon abstract conceptions. As knowledge can only be laid up in the memory, it becomes a duty so to arrange it that it may be easily reproduced. Mnemonics is the only true reconciler of the differences between memory and understanding. It stimulates imagination, attention, perception, and judgment, strengthens all the powers of the brain, and exerts a salutary influence over the feelings and affections of the individual.
"And what shall we more say?" The subject is an inexhaustible one, but the prescribed limits of our little book "would fail us to tell" of the further history, triumphs, advantages, and practicability of the Science of Memory. However gratifying it has been to ​the writer to express his sentiments on the twin subjects of memory and education, that gratification, like all other human pleasures, must have a limit. He cannot, however, drop his pen without enlisting the services of his readers in the defence, as well as in the practice, of Mnemonics. And this he will attempt to do in the conversational rather than the didactic form, furnishing effective arguments and illustrations in reply to anti-mnemonic objectors.
# Aids to Memory/Section X

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SECTION X. OBJECTIONS TO MNEMONICS. Royal Roads to Knowledge—Natural and Artificial Memory—Indirect Methods—Additional Labour of Mnemonics—Song, "Sweet Thoughts of Olden Time."
"Good morning, Mr. Smith! How is it I find you sitting under the park trees without your books? You'll be plucked at the examination next week, if you go on like this. I remember, when I passed my little go' at the University, I had to work day and night, with a wet towel bound round my head, and then it was a close shave to get through all right!"
"Ah! my plan's very different, Mr. Brown. I only devote four hours a day to actual study, and I can do more in that time than I used to do before in two or three days. Besides, the exercise and recreation I take. keep my brain clear for the morrow's work."
"You astonish me! I suppose, then, you have found out what is called a royal road to learning?"
"Oh, no! I still keep in the same road, but have given up the old conveyances I used to travel by."
"You speak in enigmas. Pray explain yourself."
"I will do so as well as I can. Let me first ask you a question. What is necessary to be done in study ​Page:Aids to Memory (Sayer).djvu/77 ​Page:Aids to Memory (Sayer).djvu/78 ​Page:Aids to Memory (Sayer).djvu/79 ​Page:Aids to Memory (Sayer).djvu/80 ​Page:Aids to Memory (Sayer).djvu/81
# A Sculptured Stone Found Near St. George, New Brunswick

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This work was published before January 1, 1930, and is in the public domain worldwide because the author died at least 100 years ago.
Public domainPublic domainfalsefalse
# The Johannine Writings/Preface

THE JOHANNINE  WRITINGS
BY
PAUL W. SCHMIEDEL
 PROFESSOR OF THEOLOGY AT ZURICH
 TRANSLATED BY
MAURICE A. CANNEY, M.A.
LONDON ADAM AND CHARLES BLACK 1908  __________________________________________________________________  __________________________________________________________________
PREFACE
 IN the German edition, the present work comprises three parts (8, 10,  and 12) of the well-known "Religionsgeschichtliche Volksbuecher." The  present edition gathers these discussions of the Johannine (and  incidentally of the Synoptic) problem into a single volume. It has the  further advantage--through the kindness of Prof. Schmiedel--of  incorporating many manuscript improvements in and additions to the  German text. For instance--not to mention smaller additions--S:S: 26  and 27 in Pt. I. Chap. III. (pp. 130-136), the second and third  paragraphs of S: 13 in Pt. II. Chap. V. (pp. 255-257), and the second  note in the Appendix (pp. 270-277) are entirely new. In fact, in this,  as in other matters, Prof. Schmiedel has spared himself no trouble in  order to lay the results of his studies in as complete a form as  possible (having regard, of course, to the limitations imposed by a  popular German series) before his English readers. In the List of Books  at the end of the volume references will be found to some of the  author's contributions to the "Encyclopaedia Biblica "which bear  directly upon the subject under consideration. It is hoped that the  present work will serve as an introduction, and in some respects as a  supplement, to Prof. Schmiedel's famous "Encyclopaedia" articles.
 THE TRANSLATOR.
 July 1908.  __________________________________________________________________
# The Johannine Writings/Part II, Introduction

PART II.
ORIGIN AND VALUE OF THE GOSPEL, EPISTLES, AND REVELATION OF JOHN.  __________________________________________________________________
INTRODUCTION.
 AMONG the twelve Apostles of Jesus a prominent place is taken by John,  son of Zebedee and brother of the first of the two Jameses who were  included in the band of twelve disciples. Tradition tells us that five  of the writings contained in the New Testament are by him: the Fourth  Gospel, the three Epistles of John, and "Revelation." By the side, on  the one hand, of the first three Gospels, and, on the other, of those  Epistles which were either composed by the Apostle Paul or have been  wrongly ascribed to him, these writings form a group of their own in  the New Testament which is quite as important as the others; and any  one who proposes to examine them, must of course regard them all  together.  __________________________________________________________________
# The Faerie Queene (1590/1596)/Books 1 to 3 (1590)/Book II/Canto IX

Cant. IX.
# The Faerie Queene (1590/1596)/Books 1 to 3 (1590)/Book II/Canto VIII

Cant. VIII.
# The Comedies of Plautus: Literally Translated into English Prose, with Notes/Volume 1

THE COMEDIES OF P L A U T U S
LITERALLY TRANSLATED INTO ENGLISH PROSE, WITH NOTES,
BY HENRY THOMAS RILEY. B.A. LATE SCHOLAR OF CLARE HALL, CAMBRIDGE.
IN TWO VOLUMES. VOL. I.
CONTAINING THE TRINUMMUS, MILES GLORIOSUS, BACCHIDES, STICHUS, PSEUDOLUS, MENÆCHMI, AULULARIA, CAPTIVI, ASINARIA, AND CURCULIO.
LONDON GEORGE BELL AND SONS, YORK ST., COVENT GARDEN, AND NEW YORK. 1894.
LONDON: REPRINTED FROM THE STEREOTYPE PLATES BY WM. CLOWES & SONS, LTD., STAMFORD STREET AND CHARING CROSS.
PREFACE.
The following pages contain a literal translation of all the existing works of Marcus Accius Plautus (or, as he is called by Ritschel and Fleckeisen, T. Maccius Plautus), the Roman Comic writer. It is believed that this version will be found strictly faithful, and to convey to the English reader much of that spirit which rendered the Dramas of this rugged but interesting author such especial favourites with a Roman audience.
The text of Ritschel has been adopted in the six plays to which his invaluable labours have as yet extended—the Trinummus, Miles Gloriosus, Bacchides, Stichus, Pseudolus, and Menæchmi. Hildyard's Edition has been used in the Aulularia, with the exception of the Supplement by Codrus Urceus, which has been translated from Richter's Edition. The text of Lindemann has been adopted in the Captivi; in the Asinaria, that of Richter; and in the Curculio, that of Fleckeisen.
Some account of the Translations of Plautus which have previously appeared in the English language will be prefixed to the Second Volume.
H. T. R.
CONTENTS.
This work is in the public domain in the United States because it was published before January 1, 1930.
This work may be in the public domain in countries and areas with longer native copyright terms that apply the rule of the shorter term to foreign works.
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# The Faerie Queene (1590/1596)/Books 4 to 6 (1596)/Book IV/Canto V

Cant. V.
# A Handbook of Phrenotypics for Teachers and Students/Notion

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NOTION.
By the word Notion I will understand any thing that stands before the mind, in reality or in imagination;—a general term, comprehending all and any other possible human term.
# A Handbook of Phrenotypics for Teachers and Students

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Price 2s.---To Pupils, 1s. 6d
A
HANDBOOK
OF
PHRENOTYPICS
FOR
TEACHERS AND STUDENTS.
BY
MAJOR BENIOWSKI,
THE DISCOVERER OF THESE PRINCIPLES OF THE ART OF MEMORY.
Part I.
DEVELOPMENT OF THE PRINCIPLE OF FAMILIARITY.
Entered at Stationers' hall.
LONDON:
PUBLISHED BY THE AUTHOR, 8 BOW STREET,
W. READ & CO. 16 HART ST, COVENT GARDEN.
(not listed in original)
* Introductory Remarks
* Notion
* Familiarity of Notions
* Symbols
* Remembering, Recollecting
* Noticing
* Committing to Memory
* Phrenotypic Classification of Human Studies
* Given Notions—phantoms or Sprung-up Notions.—Associating Notions
* The Probability of a Common Phantom Springing Up is Dependent Upon the Degree of Familiarity of Each of the Two Given Notions
* How to Commit to Memory Knowledge Belonging to the First Phrenotypic Problem
* How to Commit to Memory Knowledge Belonging to the Second Phrenotypic Problem
* How to Commit to Memory Knowledge Belonging to the Third Phrenotypic Problem
* The Principle of Familiarity
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These Feats of Memory, with Specimens of phrenotypically acquired huone may be witnessed and scrutinired at the
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This work was published before January 1, 1930, and is in the public domain worldwide because the author died at least 100 years ago.
Public domainPublic domainfalsefalse
# A Handbook of Phrenotypics for Teachers and Students/Familiarity of Notions

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FAMILIARITY OF NOTIONS.
By the expression, familiarity of a notion, I will understand the acquaintance with that notion. Thus the expression "The notion table is very familiar to me," will be synonymous with the expressions "I am much acquainted with a table;—I know a great many properties and circumstances relating particularly to a table." The expression "The notion elephant is not so familiar to me as the notion table," will be synonymous with the expressions "I am less acquainted with elephant than with table;" "I know less about the properties and circumstances relating particularly to elephant, than about those relating to table."
# A Handbook of Phrenotypics for Teachers and Students/Symbols

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SYMBOLS.
By this series of symbols—
I will understand a series of more or less familiar notions; the number of rays expressing the comparative degree of familiarity; e.g. table is elephant is will mean that table is three times more familiar to me than elephant. The following series will convey the idea of the comparative degree of my familiarity with table, ink, lion, zodiac, chicholo.
* table
* ink
* lion
* zodiac
* chicholo
The symbol O without any rays will represent a notion, the familiarity of which is equal to nothing.
​But such absolutely not-familiar notions we never find in practice; the new-born child only has to meet with notions of which it knows as yet nothing at all—or in other words, of which neither the color, shape, hardness, or any other property or circumstance ever met its senses before.
The number of degrees and shades of familiarity is infinite, taking, however, extremes we shall have two classes, viz.—
* 1. Familiar notions,
* 2. Not-familiar notions.
For a standard of extreme familiarity I will take the notion table. Those notions that are very far less familiar than table, I will call not-familiar notions.
As a symbol for familiar notions in general, I will employ
As a symbol for not-familiar notions in general, I will employ
# The Conservative (Lovecraft)/July 1918

The Conservative
Edited by H.P. Lovecraft
Contents
* Lord Kitchener
* The Spirit of Summer
* The Despised Pastoral
* On Shore
* Criticism of Amateur Journals
* Selenaio-Phantasma
* Time and Space
* Upon the Brink
* Merlinus Redivivus
* The Prodigal
* In the Editor's Study
* Two Loves
The Conservative
Edited by H.P. Lovecraft, under the Auspices of the United Amateur Press Association. Published at 598 Angell St., Providence, R.I., U.S.A.