Stokes on Memory/Addenda

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Bear in Mind,—

Bear in Mind,—

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The names of the objects I employ are given in the following Explanatory Rhyme, which children learn very pleasantly and very rapidly, by singing it, to the tune of "So early in the morning." The entire table to "twelve times twelve" is represented in fifty-seven simple and attractive pictures, which are systematically arranged. To each picture I have assigned a name, and the names I have strung to-gether in twelve couplets, which go to the child's tune, "Here we go round the mulberry-tree."

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This globe for rapidly teaching Geography, though designed by me many years ago was not published till the early part of 1868, its manufacture having been unsuccessfully attempted by several firms. I at length had the good fortune to make the acquaintance of the eminent draughtsmen, engravers, and printers, Messrs. John Emslie & Sons, 47, Gray's Inn Road, London, by whom the Globe has been beautifully engraved in copper plate, coloured, and wholly manufactured, with the most artistic skill. I originally announced the Globe at 2s. 6d. or to be sent free for thirty-six stamps, but believing it to be one of the requirements of the age, I ultimately decided upon producing it at 1s. or free for fourteen stamps. It is really unequalled as a marvel of cheapness, and the thousands which are being sold prove that the public appreciate its merits. It is liked by old and young, its extreme simplicity being one of its great recommendations. It is twenty-four inches in circumference, being at the scale of about a thousand miles to the inch.

An outline of the human face and head is seen upon the globe Noticing or what portion of the face or head the various geographical places are located, fixes their relative positions easily and indelibly upon the Memory, and renders the study of geography not only interesting, but fascinating. A child will, as an amusement, teach himself more geography in a couple of hours with this globe, than the most indefatigable schoolmaster could thrash into him in a twelvemonth. With the Mnemonical Globe beating a child will be found of no service, as he ​will not object to "take pains!" Even adults, who have either never known much of geography, or who have let their geographical knowledge evaporate, will find that they can fix in Memory the position of places upon the globe by this plan with remarkable ease and speed. Those who study the Mnemonical Globe will find that occasionally a little playful pleasantry with the geographical names will enliven the proceedings, and will produce and strengthen mental impressions. Picturing the meaning conveyed by the sound of a name, in conjunction with its given locality upon the face or head, is by no means an unamusing or unprofitable performance; in fact, quite the reverse. A little verbal distortion or substitution is also within the scope of Mnemonical licence. The following Mnemonical observations may serve by way of elucidation.

​As the human face and head are constantly before us, impressions made upon the Memory by means of the Capital Mnemonical Globe are perpetually being revived, so that every head we look at, supplies us with a gratuitous and unwitting exercise in geography.

I give on the opposite page an engraving from my little book, "The Divine Origin of Mnemonics," and suggest to all Biblical Students a careful perusal of the work itself.

The White Veil, worn in the Synagogue during prayer. At each of the four corners of the Veil hangs a string with five knots, suggestive of the Five Books of Moses.

A Jew covered with the White Veil, and having a Phylactery on the forehead and left hand. ​

Photographed on Wood and Engraved by Angerers, Son, Fru wirth & Co., London, from a steel engraving, 12 x 8 in. in Picard's "Religious Ceremonies and Customers," published in French at Amsterdam, in 1723.

​ Speaking to a young man who had recently commenced Sunday-school teaching, and wishing to show that comparatively little that is uttered is impressed upon the mind of those addressed, I said, "I dare say you find, for instance, that very often when you are trying to teach a scholar in your Sunday-school, the old saying is exemplified that what is said 'seems to go in at one ear and out at the other." "No," he answered egotistically, "I do not think I ever find it so!" "Indeed," I replied, " then I have no doubt you will find it so when you have had a little more experience, at present, I presume, ​you have not acquired enough skill in teaching to get that which you say into the one ear!" Unfortunately he is not the only Sunday-school teacher who is to be found in this predicament, and I am sure that even with the most skilled much of their labour seems wholly lost. To supply means for altering this state of things is most important. It is lamentable that thousands who kindly devote their time and energy to the endeavour to do good should mechanically follow a routine which invariably results in a very large amount of failure. The Memory Pictures of the Life of Christ are especially prepared to enable Sunday-school Teachers, parents, and others, to obtain and to impart a clear conception and vivid remembrance of the principal events in our Lord's Life and Ministry. The Mnemonic plan is very simple, and the hundred lithographs are remarkably minute in detail. This arrangement removes much of the difficulty of teaching, by affording means for readily attracting and fixing the attention of the learner, and when in the Memory, a most interesting pictorial delineation of the history is ever at the command of the mind's eye, which renders the subsequent study of the Gospel Narrative additionally intelligible and beneficial. The Memory Pictures will be found serviceable, not only for teachers and parents, but will be extremely acceptable to Ministers, and to all who desire to obtain a firm grasp of those facts, which though familiar, are too often but vaguely remembered, producing a painful sense of weakness and imperfection, which those who experience it would gladly dispel. By mounting the pictures upon calico, in the manner shown in the plan, a capital diagram is produced. This production should be in every Sunday-school, and in every home. (See page 216.) ​

The increased interest manifested in my System and in my various Works, has involved an amount of correspondence which has been remarkably heavy, and has often baffled both myself and my assistants. This has, fortunately, led to my invention of the

By which an entirely novel method of correspondence has commenced, which bids fair to become very extensively, if not universally adopted. It consists of a peculiar arrangement of words and sentences so contrived, that an almost endless variety of fresh combinations can be produced, by simply underlining the words required in the communication. The words are classified and located in such a manner, as to make an instantaneous, and indelible impression upon the Memory, so that they can be seen mentally, and can be used with the utmost readiness. The application ​of the method is quicker than shorthand, and it can be read as easily as ordinary print. By means of the Typogram, ten or more communications can be despatched in the time usually required for writing one, and it is often easier to send a Typogram, than to give instructions respecting a letter to a second party. It is novel in its shape as well as in its application. It requires no envelope, it can contain an inclosure, and it cannot be opened without detection. Its cost is little more than ordinary note paper.

The Typogram is equally adapted for business firms, and for private individuals. It may be used by persons in every grade of life, and for the most varied and opposite purposes. It asks questions, gives replies, makes requests, and supplies information. Its tendency is to promote friendly communication, business despatch, and commercial prosperity.

My terms to Institutions, etc., for a Public Lecture or Entertainment on Memory, with Diagrams, Illustrations by Pupils, Hints for Aiding the Memory, etc., are Five Guineas, and incidental expenses. For a Lecture or Entertainment to Schools, Two Guineas, and incidental expenses.

For a Drawing Room Lecture or Entertainment, Two Guineas, and incidental expenses. The Drawing Room Lectures and Entertainments are given at private residences, to families, and invited friends; are easily arranged, and are often preferred to public demonstrations.

As I frequently have engagements to lecture and teach in different parts of the Kingdom, it is desirable that those ladies and gentlemen who wish to take oral ​lessons, should WRITE TO ME, informing me of the fact, so that I may have an opportunity of apprising them, should I be visiting their district.

Those who go to London expressly to receive my lessons, should, if convenient, arrange to be there at least three clear days, so as not to take the lessons when fatigued with travelling; and in order that they may not simply acquire the System, but may apply it practically under my supervision.

I occasionally have a vacancy for one or two pupils as boarders, and I sometimes arrange for young gentlemen to travel with me, while studying and applying my System.

To meet the requirements of many who cannot take oral lessons, I have made special arrangements for giving

In these lessons I endeavour to make everything as easy as possible, and I try to adapt my mode of teaching to suit each correspondent. I do not profess to teach as easily, as quickly, or as thoroughly by letter as by word of mouth, but I do the best I can under the circumstances, and pupils taught thus have expressed great satisfaction.

My terms for teaching by correspondence are Five Guineas for one pupil, and One Guinea for each additional pupil taught by me at the same time, with the understanding that those instructed shall not communicate the method to others. For a class of Twelve or more pupils taught by correspondence, my Fee is One Guinea each.

A pupil wishing to communicate my System, can do so if the person about to be taught sends me One Guinea. I then write to the sender of the Fee inclosing a printed receipt, and I post a letter and a set of lesson papers to the pupil volunteering the instruc​tion. Should an opportunity occur, any person learning thus, or by correspondence, can take a Course of Class Lessons of me either in London or elsewhere, without any additional payment.

I make no charge for the extra instruction, and I hope that many will avail themselves of the invitation, as "Practice makes Perfect."

The new productions consist of the following, each with Companion Mnemonical Key:—

The above, which are extremely easy to learn, may be had by pupils for Five Shillings, or by post for sixty-two stamps; or by non-pupils, with instructions by post or otherwise, for Twenty-Six Shillings. Each set of Mnemonical Keys, and the instructions accompanying them, to be for the use of one learner only. Other Keys are now ready.

To fix in Memory the following dates, with the aid of the New Mnemonics, is an amusement of about twenty or thirty minutes. ​

Landing of Julius Cæsar	b.c.	0055
Return of the Romans in the reign of Claudius	a.d.	0043
Death of Boadicea		0061
Agricola begins his government		0078
Agricola builds his walls		0079
Adrian's Wall built		0120
Antonine's Wall built		0138
Death of Severus at York		0211
Britain independent		0288
Roman rule restored		0300
Martyrdom of St. Alban		0303
Romans leave Britain		0410
Landing of Jutes		0449
Heptarchy established		0582
Landing of Augustine		0596
Cambridge University founded by Sebert		0644
First Landing of Danes		0787
Egbert crowned		0827 ​
Alfred made King		0871
Oxford University founded by Alfred		0886
Massacre of Danes		1002
Court held at York		1069
Malcolm III. pays homage		1072
Siege of Gerberoi		1077
Domesday-book compiled		1080–1086
Mowbray rebels		1095
First Crusade		1096
Prince William drowned		1120
Maud lands		1139
Prince Henry lands		1152
Council of Clarendon		1164
Becket murdered		1170
Ireland conquered		1172
Third Crusade		1190–92
Interdict		1208–1214
Magna Charta		1215
Mad Parliament		1258
House of Commons founded		1265
Wales conquered		1282
Baliol King of Scotland		1292
Robert Bruce crowned		1306
Ordainers		1310
French War begins		1338
Calais taken		1347
Poitou and Guienne acquired		1360
Treaty of Bretigny		1360
Poitou and Guienne lost		1375
Tyler's Rebellion		1381
Wonderful Parliament		1388
Martyrdom of Sautre		1401
Siege of Rouen		1419
Treaty of Troyes		1420
James I. of Scotland released		1423
Joan of Arc burned		1431
Cade's rebellion		1450
All French possessions except Calais lost		1451

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I wrote the above in February, 1868, after an interview with W. E. F., Esq., M.P.; the interview having been sought, as I stated at the time, not only ​of my own accord, but at the suggestion of several friends of education in London and elsewhere, and in compliance with the wish of many of Mr. F's. constituents. From the frequency with which similar replies have been given by gentlemen rejoicing in the title of M.P., it might almost be inferred that M.P., meant Man Protected from Matters Practical and was synonymous with Mere Prater. We fortunately however often meet with an M. P. E., a Most Praiseworthy Exception!

I received the following reply to an application I made, expressing my desire to introduce my system of teaching at the Marlborough Institution, Dublin.

"Sir,—In reply to your letter of the 30th ultimo, we are to inform you that the commissioners of National Education do not require the services of any gentleman, unconnected with their own establishment to give lectures on any subject to the pupils attending their schools, or to the teachers in training.

WILLIAM STOKES, Esq.,

15 Margaret Street, Cavendish Square, London, W.

The Irish Commissioners of National Education are evidently under the delusion that, "the gentlemen of their own establishment" have arrived at the highest possible point of intelligence, and teaching power, but it may be profitable to themselves and beneficial to the Irish Nation, for them to learn that the very modest opinion at which they have arrived is decidedly erroneous.

​have a number of other letters from various Educational Committees, Councils, and other Bodies, similarly expressive of an earnest desire to investigate anything which may tend to promote Educational Science.

Judging from these official documents we might reasonably come to the conclusion that:—

Now this state of things would be extremely funny, if it were not that it is very sad. Hundreds of thousands suffer through the lethargic few. My earnestness has been treated hydropathically by a great many; but the "cold water" they have thrown upon my efforts has had an invigorating influence upon me, and some have already found themselves "in hot water" as the result. It is well that it should be so. If the wrong men are in the right place, the right men must do their work in the wrong place, and the activity and laudable indignation of the irresponsible, will utimately force the responsible to the fulfilment of their duty.

Surely the time has come when this well-tried System, which saves money, time, and trouble to a ​marvellous extent, and which is valuable in so many other respects, ought to be taken up heartily by those who have the intelligence to perceive its merits. In addition to my published works, I have many other inventions which I have not yet made known, but which would be valuable to the whole of the civilized community, and nothing would afford me greater pleasure than to issue them, were they likely to be sufficiently appreciated to warrant my undertaking their production. Were I to relinquish lecturing and teaching, and to give my undivided attention to their completion, and to the superintendence of their engraving, printing, and manufacture, I should be fully occupied for several years, and irrespective of my time, the cost of their production would involve an expenditure of many thousands of pounds. The entire bestowal of my time in this manner is not at all necessary, as I can publish at convenient intervals if desirable, but the Works should not be lost.

As my educational appliances comprise the means for the most economic and beneficial teaching, I urge those who supply funds for schools, or who pay for the instruction of their own children, to purchase my aids, and to insist upon their being used. I send teachers to charity schools, ragged schools, etc., at my own expense, and supply the requisite apparatus for teaching, gratuitously, to the utmost of my I ability, and I am anxious to receive

from those who desire to co-operate with me in this undertaking, and who wish to see Mnemonics triumph. There are now literally thousands of staunch supporters of my System; owing to their kind assistance much has been achieved, others will undoubtedly assist also, and we have faith in the results. ​

To a Sympathetic Reader in a Distant Land.

The importance of prompt and energetic exertion on the part of my friends can scarcely be over estimated. I strongly recommend the immediate purchase of my Guinea Sorted Packet of Mnemonical Works, etc., to all those who approve of my productions, and who wish their approval to assume a practical form. To a great many the investment would be nothing; while the benefits conferred upon their friends and others by giving, lending, or even by simply showing and recommending the different books and inventions would be very great. Some who could not afford to do this could easily dispose of the greater part of the Guinea's worth among their friends, by selling them at the ordinary published or postal prices, and as each packet contains postal value to ​the amount of £1 10s. 3d.; the Guinea investment might prove an absolute source of profit. This arrangement affords admirable means for increasing the usefulness of those who may adopt the following

My Guinea Sorted Packet of Mnemonical Works, etc., sent carriage free to any part of the Kingdom upon receipt of stamps or post office order for twenty-one shillings, contains the following:—

	Price by post
		s.	d.
1 Syllable-ized Pictorial Alphabet	toned	2	8
1 Syllable-ized„ Pictorial„ Alphabet„	plain	1	2
1 Book Rapid Reading and Rhymes		1	2
1 Sheet Rapid„ Reading„ and Rhymes„		1	2
1 Book Pictorial Multiplication Table		1	2
3 Sheet Pictorial„ Multiplication„ Table„		3	6
1 Historical Chronometer		1	2
6 Mnemonical Time Economizers		1	6
1 Divine Origin of Mnemonics		1	2
1 Life of Christ with Memory Pictures		1	2
1 Song "Memory," Sweet Visions of the Past		1	7 ​
1 Lithographic Likeness 9 in × 7 in		1	2
50 Typograms for Rapid Correspondence		1	2
6 Stokes on Memory		7	0
3 Capital Mnemonical Globes		3	6
Total value for One Guinea	£1	10	3

∵ Post office orders to be made payable to Mr. William Stokes, at Vere Street, London, W.

Cheques to be crossed "London and County Bank, Oxford Street."

All who are engaged in practical tuition should render me as much assistance as possible.

Teachers will find that a Guinea Pictorial Multiplication Table will save its cost over and over again; and a Mnemonical Globe should not simply be in every school, but if possible should be in the possession of every pupil. In many schools the pupils cannot afford to pay my fee; in such cases I am prepared to make special arrangements for teaching, upon terms which may reasonably mect their requirements. I can also, if desired, give quarterly, or term lessons, either personally, or by deputy, at colleges and schools, in addition to the ordinary instruction.

Many of those instructors who are desirous to do all they can for the advancement of their pupils, will doubtless give this subject proper consideration, and will see that they keep pace with the times, or perhaps that they get a little in advance of them. I thank my scholastic friends very warmly for their kindness and appreciation, but many of their breth ​ren are still indulging in "forty winks" of rather long duration, and it is by no means uncommon to hear the expression of such little incoherences as those embodied in the sentiments of

The importance of having thorough control over the Memory is practically pointed out on all sides. Almost every newspaper adds either distressing or curious evidence of mishaps, disasters, calamities, losses, inconveniences, annoyances, perplexities, disappointments, vexations, blunders, and bungles, arising from forgetfulness. "Remarkable Instances of Forgetfulness ss" would make an interesting little book. I wrote the following

upon reading the report in the Daily Telegraph, June 9th, of the description of the taking of Magdala, ​given on Monday, June 8th, 1868, at the meeting of the Royal Geographical Society, at Burlington House, by Mr. Markham, Secretary of the Society, and Geographer to the Abyssinian Expedition. He says:—"There was a regular crowd at the gate, as at the door of a theatre, but they had forgotten powder-bags, and had forgotten axes. So they climbed up."

I hope that the suggestions given, and the testimony added, will prove sufficient to change the opinion of those who may previously have thought that anything said as to How to Aid Memory was of as little practical worth as the popular theory of

But, as I have repeatedly urged, the subject of Memory and its cultivation is worthy of our most ferious consideration. There may be some, comparatively few, who are of opinion that their Memory is too good to be capable of improvement, but however great may be their power, they are under a delusion. The vast majority of mankind, however, are conscious of defective Memory, would gladly improve it, but despair of improvement. With very many, hopeless consciousness of defective Memory rests perpetually like a dead weight on the soul, exerting a most painfully retarding and depressing influence; but to all who suffer thus I say

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Mr. Stokes sincerely thanks the Press for Critiques, and all who have kindly given him Testimonials, or who have otherwise assisted him; and at the same time begs to intimate that he will be most happy to receive Testimonials from those pupils who have not yet sent them.

Many who have expressed their warmest appreciation of his System to their friends, have omitted making any written acknowledgment, as it is the general impression that its merits are so thoroughly established, that no further testimony is requisite.

Mr. Stokes has had long and most successful experience in the Cultivation of the Memory. He was identified with the Royal Colosseum from June, 1861, till February, 1863, during the greater portion of which time he gave from three to twelve Lectures or Entertainments weekly; since which period he has been connected with the Royal Polytechnic Institution. His first lecture at the Crystal Palace was delivered on Monday, February 6th, 1865. He has also Lectured extensively to various Institutions, Associations, Societies, Clubs, Congregations, Colleges, Schools, &c., in London, and in different parts of the country.

On Thursday, February 11th, 1864, Mr. Stokes had the honour of delivering a Lecture illustrative of his System of Memory, in Her Majesty's New School-rooms, Whippingham, Osborne, this being the first Lecture given in those Rooms, which were opened by Her Majesty on the previous Friday. The chair was occupied by the Rev. George Prothero, and a vote of satisfaction was proposed by the Rev. G. H. D. Mathias, seconded by the Rev. Thomas F. Fenn, and carried unanimously. Classes were immediately formed, and some of the gratifying results may be seen from Testimonials which follow.

References are also kindly permitted by many of the nobility, who have received Lessons of Mr. Stokes.

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"Royal Polytechnic.—One of the very best, however, and most useful of all the entertainments, is Mr. Stokes's Lecture on Memory, which is really an able and scientific discourse, given in such a way as all feel pleased with, and few forget." —From the Times, Tuesday, Dec. 27th, 1864.

"The audience, having been instructed by Mr. Stokes, succeeded to their evident gratification."—Daily Telegraph

"Instructive Lectures."—Morning Star.

"Mr. Stokes's pupils exhibited a power of Memory which was very remarkable."—Standard.

"The audience enthusiastically applauded each succeeding proof of the soundness of Mr. Stokes's System."—Morning Herald.

"Well worthy the attention of all who appreciate intel-lectual studies."—Era.

"Mr. Stokes has obtained a world-wide celebrity in the art of training the Memory."—Sunday Times.

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"Mr. Stokes is certainly at the head of all Mnemonical professors."

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By permission of the Rev. the Vice-Chancellor, and the Right Worshipful the Mayor, Mr. Stokes delivered his first illustrative lecture on Memory, at Oxford, by invitation, in the Clarendon Assembly Room, on Wednesday evening, October 23rd, 1867. The Rev. James E. Thorold Rogers, M.A., Professor of Political Economy, in the chair. A vote expressive of satisfaction was carried unanimously.

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"Mr. Stokes on Memory.—On Friday evening, November Sih, Mr. Stokes, of the Royal Polytechnic Institution, London, who has become remarkably popular in Oxford, ​delivered his second public lecture 'On Memory and its Cultivation,' in the Clarence Assembly Rooms, to an unusually numerous audience. The Rev. H. W. Bellairs, Her Majesty's Inspector of Schools, presided, and there were present several Professors of the University, Principals of Schools, Clergymen, and others interested in educational science, and a large number of Undergraduates. The platform was crowded with illustrators."

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"A Lecture on 'Memory and its Cultivation,' was given this evening, in the lecture-room of Christ Church, by Mr. William Stokes, of the Royal Polytechnic Institution. The chair was taken by the Venerable Archdeacon Clerke.

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"Last night a Lecture was delivered in the lecture-room at Christ Church, under the sanction of the Very Rev. the Dean, ' On Memory,' by Mr. William Stokes, of the Royal Polytechnic, London, whose teaching of Mnemonics was so successful last term at Oxford. The principal feature of the present Lecture was the introduction of several of Mr. Stokes's most recent inventions for assisting the memory. As explained by him, they are very simple; and judging from the testimony of those professors and undergraduates who have practically tested them, and from the astonishing achievements of his pupils, Mr. Stokes's inventions, together with his System of Teaching, fully merit the popularity they have gained at the University. The Venerable Archdeacon Clerke, subdean, presided, and took occasion to compliment both the lecturer and his pupils upon the success of he demonstration."

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"Mr. Stokes at the Town Hall.—Seldom is there such a large attendance as was seen at Mr. Stokes's Lecture on Memory, at the Town Hall on Tuesday evening, which was truly worthy of its title of a 'Mnemonical Entertainment.' Mr. Stokes's introductory address was marked by great fluency of speech, and appropriateness of illustration, and riveted the attention of his hearers, who at his will indulged in smiles, or were absorbed in cogitation. His 'wonderful boys,' from London, acquitted themselves admirably, and the display of memory by his Oxford pupils was most creditable, and as amateurs, was in some respects more surprising than the almost incredible performances of his more experienced little companions. The hints given for the improvement of the memory by association, and the explanation of Mr. Stokes's new plan of teaching geography rapidly with his Mnemonical Globe, were very interesting, and the audience spent a very pleasant and profitable evening."

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"Stokes on Memory.—On Friday evening last, Mr. William Stokes, Teacher of Memory, of the Royal Polytechnic Institution, London, delivered a lecture at St. Edmund Hall, explanatory of his system of Mnemonics. Various illustrations of the results produced by Mr. Stokes' plan were given by some pupils who accompanied him. The power of memory they exhibited was certainly wonderful. At the close of the lecture, the Rev. E. Moore, M.A., Principal, expressed his entire satisfaction with the illustrations, and thanked Mr. Stokes for the very pleasant hour they had spent with him, the undergraduates testifying by applause the feeling of satisfaction they shared with the principal."

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Referring to an illustrative Lecture on Memory, by Mr. ​Stokes, at the Polytechnic, etc., in an article entitled "The Triumph of the Unicorn."

"If ever there was a Sadducee of the Sadducees in that Mnemonical Lecturer's lecture-room, it was I. I listened, but with a sceptic's smile. I heard him say that the small boys upon the platform had been only a little while under his teaching, and that if I came next week I should probably find an entirely new set; any other boy of the present audience, or adult, whether male or female, could be taught, he said, in a few lessons the same wondrous feats. 'Could I be taught?' inquired I satirically. [The audience at once took me for a confederate.]

" 'Certainly,' said he, if I would favour him with a call at his private residence.

"I attended at this gentleman's house on the following Tuesday. Before introducing me to his class, he obtained my promise not to teach 'the System' to anybody else. I gave it him very willingly, for it did not seem to me likely that I should be in a position to damage his interests in that way. His classes consist of ladies and gentlemen, with a few children. The object of most of these persons, as in my own case, is merely the improvement of their Memories; but not a few of ample means and good position, but whose education happens to have been neglected, come to be instructed in private in the very rudiments of information. The Magician can teach the Multiplication Table to any one short of a born idiot in a few minutes, and that in such a way that it is never forgotten. His plan combines quickness and durability in a most uncommon degree. For all 'cram' purposes—for getting up any kind of knowledge at short notice—it is indeed incomparable. I am, as I expected to be, the dunce of the company, the least satisfactory of his pupils; and yet, after my three lessons, of one hour each, I feel myself quite capable of becoming a teacher of Mnemonics—although not of breaking my word. [The moral faculties are not injured by the process.] I am in possession of all the dates of the accessions of our monarchs, the arrangement and names of ​the phrenological organs, etc.; in short, of every sort of information to which I have chosen to turn my mind since its recent education. If I wish to remember the date of my wife's birthday, or the order of the hieroglyphics upon a Chinese tea-chest, those objects are secured by the same machinery.

"For the classification of ideas, the order of 'heads' in a sermon, or of 'points' in a speech, he may be relied upon never to break down. He seems to be a particular favourite with the clergy and all the good people who admire preaching. The former come to the Magician to learn how to deliver sermons, the latter how to retain them when delivered.

"I think I owed the amende honorable to the science of Mnemonics, and I have not hesitated to pay it. I don't like owning myself in the wrong at all better than my neighbours; but in the present case it seems to me that not only gratitude demands the confession, but the well-being of a large class of my fellow-creatures. I cannot imagine any person whom 'the System' would not benefit, while to some especially the careless—it would be scarcely less than the acquisition of another sense. A month ago I was not only an unbeliever in Mnemonics, but an arch-heretic; I am now one of the band of the faithful."

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Science.—Asiatic Society.—July 6th.—Lord Strangford, President, in the chair. Mr. A. C. Lyall, Major G. Pearse, R.A., and Mr. T. Williams, were elected non-resident members. On the wall were diagrams of the 214 radicals of the Chinese written language, so arranged that the numerical position of each might be instantly pointed out; a map of China, with the names of the provinces in native characters; an extract from the Chinese Scriptures, and three quotations from the native poets. On the table were two editions of the Tsien Tsz Wan (1000-character classic), one a copy as used in the Imperial Schools, the other an edition published on the continent, with the ​radical portion of each word printed in red and the "servile" strokes in black, and a chart of the radicals made by Mr. Jenner, and exhibiting the full association of the numerical rank, sound, and meaning of each. An oral lecture was given by Mr. T. Jenner on the Mnemonic acquisition of the Chinese written language. Mr. Jenner commenced by stating that he laid no more claim to the founding of a System of Memoria Technica than he could to the authorship of the Chinese language; but he hoped to show, to the convincing of those present, that he had successfully employed the Mnemonic System of Mr. W. Stokes, in the acquisition of that essential part of the written language of the Chinese, the Tsz-pǔ, or radicals. The importance of becoming properly acquainted with each of the radicals, and that in association with the numerical position in the native arrangement, was insisted on, by reason of the fact that every word in the native text is referred to one of these radicals, or keys, as its basis, and accordingly traced in a native lexicon, or any lexicon framed on the native plan, under the head of such key, and in the subdivision allotted to characters having the discovered number of supplementary strokes. The first illustration made was of the working out of three radicals, viz. No. 84, Ki, vapour; No. 42, Siou, small; and No. 94, Kicuen, a dog, which were selected as affording examples of three types of association; the passage of thought being consistently shown to travel in a straight, curved, and a broken line respectively (the "broken" line being used to indicate a short dialogue). Mr. Jenner next requested the members present to test the ready power afforded by the System, in making requisition of him for certain of the radicals by supplying only the number, and in repeated experiments it was shown that by association the sound and meaning of each were instantly brought to remembrance, and the form added thereto: the lecturer reproducing it at the table with the native pencil and ink, his back towards the diagram. Illustrations of the con. struction of words, e.g. "grace," which consists of radials 31, Hwih, an inclosure, 37, Ta, great, and 61, Sin, ​Le heart. Greatness within an inclosure making Yin, a cause (a great cause bringing many results about it), and Yin, a cause, in one word with Sin, the heart, making Gan, grace, i.e. the heart influenced by a great cause; the native classification of which word is under radical No. 61, with six additional strokes. With similar illustrations of the construction of Chinese words, the lecture conclud d, Mr. Jenner stating his conviction that by the help of Mr. Stokes's Memoria Technica he had acquired a knowledge of the name and meaning of each of the radicals, in certain association with its numerical rank, in less time than by simple memory he could have mastered the names and meanings.

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"One of the most pleasant of the varied entertainments supplied by the Polytechnic for its numerous patrons is the lecture of Mr. Stokes upon Memory. 'Practice makes perfect,' and this accomplished lecturer forcibly illustrates how an abstruse subject may be rendered clear and attractive by one who is experienced in ministering to the comprehension and taste of the public. Having marched his little troop of 'wonderful boys' upon the platform, he proceeded, on a recentoccasion when we had the gratification of being present, to give a popularised metaphysical disquisition upon Memory with as much energy and freshness as though he had but just taken up the subject, instead of speaking upon it for the ten-thousandth time. A few words upon his lecture may not, perhaps, be unacceptable to our readers. Mr. Stokes lays great stress upon the fact that what is called 'bearing in mind' is usually a perplexing and laborious effort, involving a large expenditure of mental energy, which might be economized greatly to our comfort and advantage. According to his theory, this bearing in mind,' while listening to a sermon or lecture, or whilst reading, distracts attention, as our thoughts are apt to revert to the ideas which preceded, instead of concentrating upon the required point. In ​public speaking, this effort of 'bearing in mind' is still more distracting, as not only that which has been said, but that which is about to be said, thrusts itself forward, and effectually interferes with that which is being said, and which ought to receive undivided attention. There are many public speakers who will fully endorse this view. To say that there is an infallible remedy for this seems almost too good to be true; but Mr. Stokes and his 'wonderful boys' seem to place this remedy beyond the bounds of scepticism. The audience are invited to suggest the topics of an imaginary discourse or speech, and when about a couple of dozen leading ideas have been named, the boys, without having seen the ideas in writing, repeat them throughout from memory, can say them backwards, can tell the number of any idea, or give the idea which corresponds with any number. Mr. Stokes explains how this power may be applied:—A lady may recollect fifty things that she wishes to buy, and important topics in conversation, without the use of written notes; thoughts which flit before the mind, which being lost cannot be recovered; sentiments in a particular speech or sermon, the taking down of which has been made an impossibility to the shorthand writer, and a great variety of other applications. By means of this remedy for forgetfulness, figures seem to be converted into playthings. The boys go through which flit before the mind, which being lost cannot be recovered; sentiments in a particular speech or sermon, the taking down of which has been made an impossibility to the shorthand writer, and a great variety of other applications. By means of this remedy for forgetfulness, figures seem to be converted into playthings. The boys go through a multiplicity of exercises with a large diagram of figures which, under ordinary circumstances, it would be almost irrational to imagine could ever be committed to memory. Historical facts are also as easily dealt with. On the occasion to which we have alluded, a young man was questioned from a closely-written scroll of historical facts and dates. The scroll was unwound and handed about so as to interlace the audience, who put numerous questions from various parts of it in rapid succession. The replies were instantaneous and invariably correct. The scroll measured seventy-two yards, and Mr. Stokes said that the illustrator could easily learn a fresh scroll of equal length in a few hours. A very large and formidable diagram of he 'Astronomical Distances and Magnitudes,' was re​peated by one of the boys in a surprising manner. He not only gave the distance or diameter of a planet, but could repeat the diagram from memory throughout, backwards or forwards without the slightest slip. Anybody seeing these illustrations will readily give credence to the testimony of those who affirm that they have applied Mr. Stokes's System with satisfactory results to the remembrance of ledger numbers, and other affairs of commercial life. Instantly giving the name of the day of the week, of any date of the year, is a startling feat, which the boys appear greatly to delight in. Years ago we heard Mr. Stokes himself repeat from memory Southey's wonderful description of, 'How the Water comes down at Lodore;' while we were in a state of bewilderment at his having gone through it accurately, and with such evident ease, he called upon his pupils to say it backwards, an impossibility to ordinary mortals, with which they complacently complied. 'The Far-Famed Fairy-tale of Fenella,' a long and very difficult piece of alliterative composition, was another illustration which the boys appeared greatly to enjoy. Mr. Stokes also blindfolded a boy and placed him in a chair with his back to a large blackboard. He then requested his audience to dictate figures at random, which he chalked down as they were called out, until the board was covered. He then desired a lad to read the figures to the blindfolded boy, and proceeded to explain how he arrived at some of his results. He had not uttered many sentences, however, when the blindfolded pupil said, 'Ready, sir,' and gained a good round of applause by repeating all the figures correctly which had been dictated. The audience looked at the boy, and looked at each other, and there appeared to be but one opinion—that the power of memory exemplified was very wonderful. Signing to the audience for a cessation of applause, Mr. Stokes asked if they would like the figures to be said backwards; and he had no sooner given the word, than the boy started off from the last figure, and went on to the first, as correctly as before. We have no space to mention all the illustrations we witnessed. We are glad of the opportunity of con​gratulating Mr. Stokes upon what he has done with poor, dull brains that were long past mending, in the view of many teachers; and we wish him success in a work which promises to become more and more popular, at least in his hands. We need scarcely say that all our readers have it in their power to check what we have written by a visit to the Polytechnic where he daily lectures."

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"Memory.—Thirty gentlemen formed themselves into a class for inviting Mr. William Stokes of the Polytechnic, London, to this city to teach his System of Mnemonics. The three lectures which form his course of instruction were given in the Established Church Normal College on the evenings of Tuesday, Wednesday, and Thursday, to the entire satisfaction of every gentleman present; and immediately before the class separated, a vote of thanks to Mr. Stokes was proposed, seconded, and unanimously agreed to, for the clear and interesting manner in which he demonstrated the almost universal application of the System, and how that to the public speaker, to the student preparing for examination, as well as to the man of business, it is invaluable."

​"Stokes on Memory.—The pupils of Mr. Stokes exhibit qualities of memory which rarely if ever can be shown by general or particular pupils of other teachers, and his System therefore is surely deserving of very grave attention trom educationalists."

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"Lecture on Mnemonics.—Last night Mr. William Stokes, from the Royal Polytechnic Institution, London, delivered a lecture on Mnemonics, or the System of Memory, in the Upper Queen Street Hall. The room was crowded to excess, and many persons had to be refused admittance. The feats of memory performed were truly wonderful."

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"Mr. Stokes is a public speaker of more than ordinary ease and self-possession, which arises, it is to be presumed. from his principles of Memory, for which he is so famed."

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"Royal Artillery Institution.—On Wednesday even-ing, the 13th inst., a very interesting lecture on 'Memory and its Cultivation,' was delivered in the Theatre of the Institution, by Professor Stokes, of the Royal Polytechnic Institution. A number of little boys, instructed by the lecturer, gave illustrations of his method of training the memory. Notwithstanding the inclemency of the evening, there was a large attendance of officers of the regiment, officers of Royal Engineers, etc., and ladies of Woolwich and the neighbourhood, who by their plaudits, manifested unmistakably their surprise and satisfaction. Mr. Stokes claims for his system the merit of its adaptation to every ​phase of thought and study, which the evidence he produced seems to justify. In proof of its adaptation to extemporaneous speaking, he gave an impromptu address upon twelve unconnected topics suggested by the audience; he also explained some of his recent inventions for smoothing the path of learning, and exhibited several diagrams of his pictorial plan of rapidly teaching the multiplication table."

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On Tuesday, June 4th, 1867, Mr. Stokes gave a Demonstration at the Wesleyan Training College, Horseferry Road, Westminster. The late Rev. John Scott, Principal, who occupied the chair, kindly sent the following Testimonial:—

"The performances of Mr. Stokes's pupils have greatly pleased and surprised me; and I think a System which can produce such results deserves to be extensively known.

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On Wednesday evening, July 3rd, 1867, Mr. Stokes delivered a lecture on Memory to a large audience, at the Sunday School Union, 56, Old Bailey; Thomas Brain, Esq., in the chair. At the close of lecture a resolution to the effect "That Mr. Stokes's System of Memory and Aids to Rapid Teaching are worthy of the attention of all interested in Education," was proposed by Mr. Hassell, of the Home and Colonial School Society, seconded, and carried unanimously, accompanied with thanks.

On Friday evening, September 6th, 1867, Mr. Stokes gave an illustrative lecture on Memory at the Mechanics' Hall, Tudor Street, Sheffield, his worship the Mayor, John Webster, Esq., in the chair; and on Monday, September 30th, Mr. Stokes delivered another illustrative lecture in the same hall, the Rev. Dr. Sale, vicar, in the chair.

On Thursday evening, January 23rd, 1868, Mr. Stokes delivered his first lecture in Bradford, at the Mechanics' Institution, M. W. Thompson, Esq., M.P., in the chair.

​On Wednesay evening, April 8th, 1868, Mr. Stokes delivered his first lecture in Halifax, at the Mechanics' Institution, F. H. Bowman, Esq., F.R.A.S., F.C.S., in the chair.

On Friday evening, July 10th 1868, Mr. Stokes gave his first entertainment in Huddersfield, at the Gymnasium Hall.

At each of these lectures the greatest satisfaction was expressed, as was also the case at several other lectures, and entertainments given by Mr. Stokes in these towns and in the surrounding neighbourhood. Mr. Stokes's numerous lessons have also been very highly appreciated.

Mr. Stokes has taught with very satisfactory results at the New Mechanics' Hall, Leeds. Reference kindly permitted to pupils.

Mr. Stokes has lectured at the Rev. C. H. Spurgeon's Metropolitan Tabernacle College. Some of the students have taken lessons of Mr. Stokes, and have given their names as private referees.

Mr. Stokes has lectured and taught at Cheshunt College, with considerable success. Reference kindly permitted to students who have acquired the power of Reporting Sermons and Lectures from Memory, and of Preaching without Notes, etc.

Mr. Stokes has lectured at the Spa Saloon, Scarborough, and has given lessons in the town. Miss Stephen, Principal of the School for Young Ladies, Denmark House, Prince of Wales' Terrace, Scarborough, had a lecture, and formed a class in August, 1868, and has kindly consented to be a referee.

"Spa Saloon.—Two boys who had been under Mr. Stokes's tuition gave proof of almost superhuman power of memory."—Scarborough Gazette, August 20th, 1868.

"Scarborough.—Mechanics' Hall.—An interesting entertainment was given in this room on Tuesday evening, illustrative of acquired memory, by Mr. William Stokes, under the patronage of the Worshipful the Mayor (R. Champley, Esq.). The "Magician of Memory" was assisted by several pupils in some extraordinary performances, and gave great satisfaction."—The Era, August 23rd, 1868. ​

"I am able to speak in high terms of Mr. Stokes's System of Memory for its simplicity and general utility. As a medical man, I can say that it does not overtax the brain; and I have great pleasure in recommending it to those desirous of educational advancement.

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"I have taken lessons in Mnemonics of Mr. Wm. Stokes, Russell Square, Brighton, and find that the system he teaches is remarkable for its simplicity, readiness of acquisition, and moreover appears to me to be wholly in con. formity with the laws of nature, as shown in the ordinary operations of the mental faculties.

"The System of Mr. Wm. Stokes, if generally adopted, would be of the greatest practical utility in the affairs of every-day life.

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"I listened with much interest to three Lectures on Memory, delivered by Mr Stokes to ten clergymen in my study. Mr. Stokes's System is very ingeniously arranged, and seems well suited to assist the Memory of listeners as well as speakers.

"Maidstone Parsonage,

"April, 1863."

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"Having attended the above Lectures, we can express our entire approval of Mr. Stokes's System. It is simple in its construction,—may be mastered by moderate attention,—and may be safely used to retain any number of unconnected ideas or facts. We wish it all the success which it justly deserves.

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"This is to certify that, at the request of Mr. William Stokes, at the conclusion of a Lecture delivered by me in the Town Hall, Brighton, between three and four years ago, I catechised him upon the matter introduced, and he replied from Memory, with a degree of accuracy which appeared to me to be very extraordinary; and further, that upon being made acquainted by Mr. Stokes with the means by which he obtained these results, I found them to be both simple and philosophical, and available for general adoption.

"Meanwood, Leeds,

"May 8th, 1883."

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My dear Sir,—The able Lecture you aenvered in Her Majesty's New School Rooms, Whippingham, and the practical illustrations which you gave us, convincingly demonstrated the power and general applicability of your ​System of Memory. Speaking from my own experience, I consider your method to be very valuable, and that, when known, it will be very generally adopted.

"Wm. Stokes, Esq."

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"A simple plan of operation, by which any person of ordinary capacity may readily accomplish far more than ordinary tasks."

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"The short time in which it may be acquired is very remarkable. We can already perform many of the great Feats of Memory which occasioned much surprise at your lecture in Her Majesty's School Rooms, Whippingham, on the 11th instant."

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"Its uses are as various and extensive as the occupations of life and the pursuits of the intellect, to all of which it is rapidly applicable."

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"My dear Sir,—I have felt much interest in your system of Mnemonics, which is at once very ingenious and very simple. Its principles are easily mastered, and it is evidently capable of indefinite application. The advantages of cultivating the Memory are obvious enough; the danger against which we have to guard is, that of sacrificing other and higher qualities of the mind to that which has been called our beast of burden. Your System, ​founded as it is upon an intelligent appreciation of the laws of association, appears to me more likely to quicken than to deaden other mental powers, especially those of attention and invention. I am, I own, less struck with the feats which you teach your pupils to perform, than with the power which the mind acquires of following and retaining a chain of reasoning with ease and certainty, and of reproducing the arguments which have been presented to it, either in the order in which they were originally arranged, or in any other.

"Your manner of teaching is very pleasant; and I shall certainly recommend any of my friends who have the opportunity, to put themselves under your tuition.

"W. Stokes, Esq."

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On the evening of Monday, October 31st, 1864, Mr. Stokes delivered a Lecture on Memory, for the Exeter Literary Society, at the Athenæum, Exeter, on which occasion Sir Stafford H. Northcote, Bart., C.B., M.P., who occupied the chair, bore important personal testimony to the efficiency of Mr. Stokes's System, and very kindly gave a variety of Practical Illustrations, to the great satisfaction of the audience. (Fully reported in the local papers.)

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Mr. Stokes had the honour of giving a Course of Private Lessons to His Worship the Mayor of Leicester (Alfred Burgess, Esq.), and to many ladies and gentlemen, who have kindly given their names as Referees. He also held several large Classes at the Great Hall, at which satis-faction was expressed. (1865).

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A vote of satisfaction was unanimously passed at the termination of a Course of Lessons given by Mr. Stokes to a large Class of ladies and gentlemen held at the Rev. W ​Barber's, St. John's Parsonage, Leicester, in July, 1865, among whom were the following clergymen:—

Rev. Wm. Barber, M.A.	Rev. James Bonser, B.A.
Rev.„ T. Jones, M.Α.	Rev.„ M. W.Moggridge, B.A.
Rev.„ E. Badeley, B.A.	Rev.„ Arthur Pertwee, B.A.
Rev.„ Charles R. Ball, M.A.	Rev.„ J. Spittal, M.A.

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Mr. Stokes has lectured and taught at Rugby. His Introductory Lecture was delivered on Tuesday, May 23rd, 1865, in the Assembly Room, Town Hall. The Rev. John Moultrie, M. A., Rector of Rugby and Canon of Worcester, in the Chair.

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On the evening of Thursday, October 26th, 1865, Mr. Stokes delivered an illustrative lecture on Memory, at Windsor, the Rev. H. J. Ellison, M.A., Vicar, in the chair. A vote of satisfaction was carried unanimously.

Mr. Stokes has taught at Clewer House School, Wind-sor. References kindly permitted to the Principal, W. R. Harris, Esq., Mayor of Windsor, 1865.

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"Before I had the pleasure of meeting with you, I had never dared to preach without notes; since, I have laid them aside, greatly to my advantage."

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"We, the undersigned, would be wanting in common courtesy, did we not express to Mr. Stokes the great satisfaction we have had in being made acquainted with his admirable method of teaching the Multiplication Table, and at the same time thank him for the gentlemanly and generous manner in which he has brought its merits under our notice.

"The method is both novel and ingenious, and by it the table is rendered attractive, is easily and quickly mastered, and is permanently retained.

"To demonstrate its real worth, at the suggestion of Mr. Stokes, we applied a test as severe as the circum​stances and our professional experience as teachers would warrant.

"Three boys were chosen from the Infant Department of the Normal School, between the ages of seven and eight, and entirely ignorant of the table, and given in charge to Mr. STOKES. A week was allowed him to accomplish the task of teaching the table. The boys called on Mr. Stokes on three successive mornings, and were under lesson for half an hour each time. At the close of the third lesson they were subjected to a strict examination, and were found to have acquired the table perfectly, no amount of cross-questioning being able to put them out.

"This result is so creditable to Mr. Stokes, and so valuable a product of his System of Memory, that it is no more than simple justice to him to let the fact be known.

"We hope this testimony will have some weight with our professional brethren, in leading them to make inquiries regarding a system which may be turned to such good account in their every-day work.

​"After an experience of three months of Mr. Stokes's System of Memory, I find my memory greatly improved, both as regards mental notes of cases, and heads of sermons. As to dates, I believe it to be invaluable; it is easy of application, and I am sure it will improve any one who will give it a moderate degree of attention.

"294, Bath Crescent, Glasgow,
"February 18th, 1867."

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"My dear Sir,—I cannot refrain from expressing the great benefit I have derived from your System of Memory. I find it of incalculable service in fixing in the mind trains of thought, while it furnishes the certain means of recalling the same without difficulty. Yesterday was the first time that I applied your System to my pulpit work, and I have the greatest pleasure in stating that I was enabled by it to go from point to point, from the commencement to the close, with the greatest ease, and without missing a single link. I consider your System invaluable to the student in the acquisition of historical, scientific, and all other kinds of knowledge; and nothing could be more fitted to promote the rapid progress of University and Theological Students than the introduction of your System into our Chartered Universities and Theological Halls.

"Minister, Blackfriars United Presbyterian Church."

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"At the conclusion of my Service yesterday morning, Mr. Stokes reproduced to me my Sermon, from Memory alone, with such readiness and with such extraordinary accuracy of arrangement and detail, that I was astonished. I could not have been anything like so accurate myself.

"Glasgow,
"February, 25th, 1867.

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"We, the undersigned, eight students of the College, Hackney, have much pleasure in certifying that Mr. William Stokes, Teacher of Memory, of the Royal Polytechnic Institution, has given a Course of Three Lessons in his System of Memory to us here; and that he imparted to us the Art of Speaking without Notes in the First Lesson of the Series.

"We cordially recommend	Mr. Stokes's System.
"William Attwell.	"Joseph Halsey.
"Thomas Betts.	"E. S. Jackson.
"John Blackburn.	"G. W. Joyce.
"Eben. Evans.	"William A. Mills".

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"221, Strand, W.C. "June 11th, 1867. "After receiving a course of three lessons, I was elated to find that I could commit to memory a Five Act Drama in one-third the time I had hitherto found necessary to effect the same object. "WALTER CHANDLER." (Late of the Theatre Royal, Coventry.)

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"4th July, 1867.

"I have learnt Mr. Stokes's System of Mnemonics, and can strongly recommend it as an aid to the acquisition of ancient and modern languages. "W. HALL, "Author of the Greek Roots, &c. Son of the late Mr. H. Hall, author of the French Roots, the Latin Roots, and other Educational Works."

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From Lieutenant-Colonel Arthur Stevens, Madras Staff Corps, 32nd Regiment M.N.I. "23, Regency Square, Brighton, "12th June, 1867.

"My dear Mr. Stokes,—I have been advocating your System here. With its assistance, in about three hours I ​have committed the heads of the manœuvres (62 in number) of a battalion to memory, from whence I trust they will never fade.

"Your System is admirable for young officers and sergeants to keep the drills in their heads.

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"My dear Sir,—In compliance with your request to me to give you my opinion of your System of Mnemonics, I send you the following in the form of a Testimonial.

"I have had a practical knowledge of Mr. Stokes' System of Memory for about two years, and can confidently speak in its favour. Previous to my acquaintance with his method, I had examined three other systems, one of which I learned several years ago, and found of great use to me in fixing dates and figures. This the three systems are adapted to do, but only one of them is applicable to other subjects,—that one Grey's Memoria Technica'!

"My personal experience of Mr. Stokes's method, and my obsevation of the applications of it made by others, have convinced me that his System of Mnemonics is of almost unlimited range, and of inestimable worth. I have myself applied the method in a variety of ways with marked success, and am sure its use cannot fail to improve any memory.

"From what I had heard and seen of the results of the method, I was induced, two years ago, to give my son the advantage of learning it, and attended the course of lessons with him, that I might be enabled to superintend and assist him in his studies, rather than from the expectation of deriving much benefit myself. I was most "agreeably disappointed," and so pleased was I with Mr. Stokes's teaching that I arranged with him to take mv ​son as a private pupil and boarder, for a few weeks last year, with fruits that were, and are, very satisfactory.

"I am gratified to find other parents have since made a similar arrangement, for I feel confident they will join me in recommending our example to be followed.

"Mr. Stokes, is an earnest, thorough teacher, with remarkable readiness and ability.

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"It secures the best results without burdensome toil."

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"I am very pleased to add my testimony to the value of Mr. Stokes's System of Memory. I received three Lessons from him, and consider I gained many times over the value of the fee I paid for them. From what I learned, and what I have myself been able to accomplish, I am quite satisfied that with ordinary attention and application, the System may be easily mastered and very extensively applied. As a mental training for youth, I am sure it is of the utmost importance. I may add to this, that Mr. Stokes has given me a most correct outline of two of my sermons, and applying the System for a similar purpose myself, I have been very successful.

"For students at school or college, and for public speakers anxious to keep to the point, the three lessons will be found invaluable.

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"Mr. Stokes has taught two classes of boys in my presence; and after listening to six lessons, I do not hesitate to state my conviction that his System of Memory, if fully carried out, must greatly benefit his pupils.

​"His suggestions on thought-linking are excellent, an by his System of prompters, the leading features of Sermons, Speeches, Arguments, etc., etc., may be easily and permanently retained in the Memory.

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"I have much pleasure in confirming Mr. Shera's testimony. Mr. Stokes's power as a teacher of Mnemonics is very great. Valuable as his treatises and lectures are, it is in the Class that the true excellence of his System is developed.

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"My dear Sir,—I am ready to bear testimony to the success of the method which you have developed for creating and sustaining an Artificial Memory. I have not only seen the evidence of its value in the case of those adults who have availed themselves of your service, but in the use which my own children have made of the instruction which you have afforded them.

"Your method, in my opinion, is simple, intelligible, and coherent, and I am glad that you have been induced to visit this place.

"W. Stokes, Esq."

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"I had heard of Mr. Stokes, the Lecturer on Memory, from (ex) Professor Rogers, and satisfied myself, by attending a public Lecture, that very surprising results attended his System.

​"Afterwards he was good enough to attend at full school time, and add to the proofs formerly given of the genuineness of his professions. On this a class was formed to receive instructions in the rules of the Art, consisting of Professor Donkin, Mr. Daman, our Mathematical Master, twenty-four boys of various ages, and myself. At the close of three Lectures there was scarcely one of us who could not have repeated by heart any reasonable number of figures, however oddly combined, if a few minutes was allowed to consider their order. Mr. Stokes's System applies to numbers so readily that the merest child can without effort learn and retain by its aid dates and distances which a lifetime otherwise could scarcely master. It is also applicable to the repetition of passages by heart, the retention of lectures, speeches, and sermons in the memory and the like. In this, the ordinary rules of the Art will furnish a kind of backbone along which the various parts of a composition will naturally lie, and these, joined with good but not remarkable abilities, would enable a man to repeat and retain what he may have heard or read at a great length. Mr. Stokes supplements his peculiar System with many useful hints which would be of universal application in matters of Memory. Professor Donkin, Mr Daman, and myself, all feel our capabilities much enlarged by the instruction we have received; and I think I may say that it would not take much time or labour to produce from it a power of reporting without notes, and an almost complete independence of Arithmetical Tables.

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"Dear Sir,—Having learnt from you the principles of your Mnemonic System, I have taken some pains to test the applicability of the method to cases of the kind most likely to be useful to myself; and I am glad to assure you that the result has been very satisfactory to me.

​"I may mention as an instance, that I have found no difficulty in learning by heart the logarithms (to 7 figures) of the first hundred numbers. I have also tried applications of other kinds with equal success.

"I think the System will satisfy the reasonable expectations of any one who is willing to bestow a moderate amount of pains and attention on acquiring familiarity with the practice of it.

"I remain, dear sir, yours truly,

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"A very great assistance, not only to the development of the Memory, but also of the intellectual powers generally."

Rev. S. L. Warren, M.A., Wadham College, Oxford.

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Dear Mr. Stokes,—I have already derived benefit from your System of Memory, and believe that it will be of increased use in my preparations for the pulpit.

"One of the strongest proofs of the usefulness of your system was given in your own reproduction of a sermon I delivered a few Sundays since. I do not think there was one line of thought left out, and these were all clothed in my own language.

"Wishing you every success, believe me,

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"Dear Sir,—I have pleasure in bearing testimony to the excellence of your System of Artificial Memory, and to the pains which you take with your pupils. I find that my children who attended your class are able to remember with great ease all the important dates belonging to that ​portion of history which they have studied; and I have no doubt that they thus obtain a far firmer grasp of the facts than they would otherwise have done. I regard your System as a great help to the student of History, who by its aid may readily acquire, and retain, an exact knowledge of even the most complex Chronology. The System may also be applied with advantage to numbers generally, and to other things.

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"My dear Mr. Stokes,—I write to thank you for the care you have taken in imparting to me your System of Memory. I used to have to take a great deal of time and pains to remember facts or dates in history, whether singly or in connection; but now, owing to your method, I can fix them almost immediately, and can retain them with ease. I have also applied your plan to the remembrance of ideas in English and in Greek, and to learning by heart, with as much success as to history and dates. Hoping that you will succeed in extending your system everywhere,

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"Mr. Stokes, of the Royal Polytechnic Institution, London, gave two astonishing demonstrations of his system of Memory in this school, and I fancy the great powers displayed by his pupils at first occasioned the impression that such results were not to be obtained by ordinary learners. Mr. Stokes has since, however, taught the whole of the boys here, and his lessons have created more surprise than his demonstrations. The simplicity ​of Mr. Stokes's system is hardly to be imagined, and those who listen to his suggestions would pay themselves no compliment were they to say they could not immediately and subsequently turn them to practical account. My boys only received their third lesson this morning, and have, as usual, been giving attention to their ordinary work; but I am sure that I could select more than a score who, by the scientific use of their natural Memory, could at this moment afford surprising proofs of the good they have acquired; and I believe that all the boys will pursue their studies, not only with additional power, but with fresh energy and increased hope. From my childhood I have been acquainted with Mnemonics, and I have derived good from even imperfect aids; but I must confess I was very doubtful of many of the benefits enthusiastically attributed by many of Mr. Stokes's pupils to his particular plan. The culture of the Memory I find, however, is a science in Mr. Stokes's hands, and most heartily do I wish him success in its dissemination. I can confidently add the testimony that my own Memory has been improved by Mr. Stokes's training. I think that almost every honest man must acknowledge that his Memory is at least in some points defective, and I cannot imagine any that Mr. Stokes's method would not benefit. To all interested in education I especially commend it, and I shall endeavour to manifest my approval of Mr. Stokes's system practically, by rendering its constant use a special feature of Christ Church School.

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The following Testimonial is from Mr. Samuel Mc Burney, who took lessons of me by Correspondence: and who has since represented me very ably in the Isle of Man; having lectured publicly upon my System, and taught very successfully under my guidance. At the time of his writing the Testimonial I had not had the pleasure of seeing him—only his photograph.

​

" Mr. Stokes,

"Dear Sir,—I cannot well enumerate all the benefits which I have derived from your System, not only in improving the Memory, but as an incentive to study; and as a means of developing all the powers of the mind. Suffice it to say, that a memory formerly remarkable for nothing but its want of retention, has become a wonder to those unacquainted with your modus operandi. I have done, and shall do all in my power to promote your System. I have much pleasure in sending you my father's testimony to the efficiency of your method.

"I remain, dear sir, yours very truly,

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"Mr. Stokes,

"Sir,—I regard it equally as a courtesy and a duty to express my admiration of your Mnemonic System. I have taught mnemonically for a long series of years; but the success that has attended my son's exhibition of your System, both in public and among the pupils of my establishment, convinces me of its superiority to anything I have either studied or seen exemplified. Several of my pupils, by no means notable for good memories, have by your method learned hundreds of dates within a few days, in so correct and intelligent a manner that to me it seems actually marvellous. It is a very important feature of your System that it is of value, not only for dates and other figures, but for the retention of facts and thoughts. For your credit, therefore, and for the public good, I cannot withhold my humble testimony to the ease and effectiveness with which your Artificial Memory is imparted and impressed.

​"Mr. William Stokes, after a public lecture to our Young Men's Christian Association, at Kingsland, formed a class of nearly a dozen persons, of which I and two of my sons, looking forward to professional life, formed a part.

"I am happy to bear my testimony to the pleasing and successful method adopted by Mr. Stokes for the purpose of aiding and strengthening the power of Memory. I heartily advise all who have the opportunity to place themselves under his instruction.

"In this commendation I know all who were associated with me concur.

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"Miss Webb has much pleasure in stating that Mr.Stokes has given a Course of Memory Lessons at her house to a class of fourteen, and that she and her pupils and friends, comprising the class, have been much interested with the valuable information imparted, which becomes increasingly useful in proportion as it is applied."

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"Dear Mr. Stokes,—Of your excellent and very simple system I can scarcely speak too highly, and am daily thankful with the vast help it affords to all, especially to those boys who have defective memories. It enables them to do marvels with it in their school-work. This they can prove if called upon unexpectedly at any moment. I advise parents and teachers, and indeed all who can, to take lessons of you, as your method confers so much power and would save so much toil, both to the children and them​selves; and to exercise the memory without it appears to me an irrational waste of time.

"Wishing you all success in your arduous warfare against doubt and prejudice,

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"Dear Sir,—I do not like your visit to Witney to pass away without expressing to you the satisfaction and advantage that I have derived from it. After seeing the results of your system, as exhibited by some of your pupils, I did not hesitate to enrol myself among your scholars, together with two of my daughters. My only regret now is, that my sons were not at home to profit by your instruction also. My children and some of my younger parishioners, who have had more time than I have had, have already, within a few days, acquired a power of learning by heart, and committing facts to Memory, which at once proves the simplicity and extraordinary effectiveness of your system. For my own part, I find myself, at a period of life when the Memory begins naturally to fail, in possession not only of a new power, but of one which my own fault alone can prevent me from developing into a Memory far more powerful than I have ever possessed before. I have already found your system extremely useful, and quite hope that if I meet you again I shall have cause to thank you for an assistance which must be an unfailing and increasing advantage to me in the various portions of my parochial and ministerial work.

"Believe me, dear Sir, very faithfully yours,

"W. Stokes, Esq." ​

"Dear Sir,—I am very happy to add my testimony to that of many others, as to the value of your system, and to acknowledge the complete success which has attended its introduction into the education of my children. Their progress since my governess has taught them by your plan, has been much more rapid than it was previously, and the knowledge gained is remembered with greater accuracy. The children delight in the method, and the facility with which it is acquired enables the youngest to profit by it.

"Wishing you much success in the work you are engaged in,

"W. Stokes, Esq."

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"I can conscientiously recommend your lessons on Memory. I consider the System the best in existence, and, if intelligently applied, really valuable."

"Admirably calculated to develop and aid a dull intellect, as well as to render considerable assistance to a ready mind."

"I can safely affirm that, in intellectual matters, the most profitable hour I ever spent, was in learning your wonderful and easy System."

​"Your System is perfection of association."

"It strengthens the power of application."

Miss Thompson, Principal of Ladies' School, 7, Vernon Terrace Brighton.

"Young persons would find it invaluable in preparing for Examinations."

"Based upon the soundest principles of mental philosophy."

"Simple and ingenious."

"Your instruction was interesting, clear, and practical."

"While it imparts artificial means of recollection, it at the same time strengthens and improves the natural memory."

"My son, Mr. Edward White, who has taken Lessons of Mr. Stokes, considers the System valuable and applicable to languages and mathematics."

​"I strongly recommend Mr. Stokes's System for the ready and accurate acquirement of chronology."

"I have applied your System of Artificial Memory to the learning of history, geography, and languages, and have found it generally useful."

"At my examination, I found your System of Mnemonics of considerable utility."

"I have tested the System practically, and have found it answer well."

"I have much pleasure in bearing testimony to the use-fulness and efficiency of Mr. Stokes's System of Mnemo-nics, especially in remembering sermons, dates, etc."

"I have much pleasure in stating that I think Mr Stokes's System of Artificial Memory to be both simple and ingenious, and likely to be of much use to any one who thoroughly masters and applies it."

"Having a very bad memory for names, I learnt, for the sake of carrying in my head, a plan of my Parish in the order the Parishioners live; and I have found your System also particularly useful for learning poetry and dates."

​"Mr. Stokes, of London, teaches a very fine System of Mnemonics, which is based on the principle of a combination of the faculties; the larger aids the smaller, and one remembered fact suggests another. He has produced very satisfactory results from this method."

"I have pleasure in testifying to the advantages of Mr. Stokes's System of Mnemonics, as improving and aiding the natural memory."

"Miss Ripley presents her compliments to Mr. Stokes, and will be happy to have her name placed upon the list of referees."

"Mrs. Marsh is very glad to have had the opportunity of taking Lessons from Mr. Stokes, as she finds his System of great use to her in a variety of ways; and she is sure it will become more and more serviceable."

"It is particularly useful in the remembrance of abstract ideas and technicalities, and gives a clue to consecutive thinking."

"My pupils are delighted with it, and find they can use it to great advantage. It is far superior to anything of the kind with which I am acquainted."

​"We are much pleased with your admirable System."

"I have found it exceedingly useful."

"I can thoroughly and heartily recommend his System.'

"I am delighted with your Lessons."

"It is the champion of thought against rote."

"It is a great assistance."

"I am much pleased with your system, and shall arrange for its perpetual use in this school."

"I have more than ordinary pleasure in adding my testimony to the great value of your System of Memory."

"Your System possesses many and great advantages peculiarly its own."

​"Scarcely any limit to its application."

"After three Lessons given by Mr. Stokes to a class held at my house, I was able, with little spare time for practice, to perform with ease the feats of Memory which I had witnessed at the Polytechnic."

"I have no hesitation in testifying to the immediate benefit I received from one Lesson from you in your System of Mnemonics. I put it to proof, with gratifying results to myself, on the Sunday following, in using it for preaching two sermons without notes."

"I find it saves me a great deal of trouble; it is of constant use, and every day it becomes more beneficial to me."

"I have applied your System of Mnemonics to three different university examinations, to extempore speaking, and to Mr. Pitman's short hand, and in all these things I have found it useful."

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Mr. Stokes has lectured and taught at Trinity College, Cambridge, with great success, and has most gratifying Testimonials, etc., some of which are published in "Stokes's Rapid Writing," and elsewhere.

​

"I took lessons of Mr. Stokes about twelve years ago, and he speedily developed my Memory to such a degree that I was able to take a leading part in his Public illus-trations before large and critical audiences. I have had frequent opportunities of seeing the beneficial effects of Mr. Stokes's teaching upon others, and I believe it is im-possible to give his System a fair trial without satisfactory results. I have found it invaluable for business, study, and education. Were it possible for me to part with this System, which has become part of my nature, I would not do so for a very considerable amount. I think the Guinea I paid for instruction in it, was the best investment I ever made. Some of Mr. Stokes's Memory Aids are now being used in the instruction of my children, with both pleasure and profit.

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"Mr. Stokes lectured and taught in this School some years ago, and again recently. His Mnemonical System supplies extended means for applying the Natural laws of Association and Suggestion and increases both the capacity and the tenacity of the Memory.

"Some of my pupils have given illustrations before their friends of the power they have acquired under Mr. Stokes' training, and have applied his System successfully to examination work.

It is only fair to Mr. Stokes to add, that while I have encouraged the use of his System, our varied and comprehensive curriculum has not allowed us to do him full justice.

​

"My dear Sir,—It affords me great pleasure to state that your system of Mnemonics has been of great assistance to me in my professional capacity; and I trust that many others may be induced to avail themselves of your valuable aid.

"E. G. ALABONE, M.D., M.R.C.S.Eng., L.M., F.S.A." "W. Stokes, Esq."

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"My dear Sir,—I have very great pleasure in giving my unqualified testimony in favour of your System of Memory. "I took Lessons of you about five years ago, and in preparing for Nautical Examinations, etc., I have found your suggestions most helpful. For thought-splicing, your System cannot be excelled.

I am, I believe, the youngest Ship Master in the Merchant Service, having been appointed immediately after I was 21 years of age-21 years being the earliest time al-lowed by the Board of Trade; and I gladly acknowledge the assistance I derived from your tuition. I consider it saved me two years' work, or rather enabled me to do the work in two years' less time than I otherwise should have taken.

"W. Stokes, Esq.,
"Royal Polytechnic Institution, London.

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There is an increasing demand for Stokes-ian Schools. Recent testimonials from Benjamin Lomax, Esq., of London University, Principal of Arnold House School, 27, Sussex Square, Brighton, and others, afford abundant evidence of the advantages of the System for School work. ​

In addition to the numerous Testimonials which have been kindly sent to Mr. Stokes by his Correspondence Pupils, he has a great many private letters showing the progress of the writers, and expressive of their satisfaction. The following are a few extracts.

"Dear Sir,—The first Lesson came safely to hand, yesterday, by return of post. I have mastered it thoroughly, and shall be obliged if you will send me the second Lesson."

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"Thanks for the second Lesson. I have learned all you requested, and have applied the System independently with considerable success."

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"I have gone carefully over your instructions in the third Lesson, and am very pleased with the System. I do not think I shall experience any difficulty in carrying out your suggestions, but will avail myself of your kind offer of assistance, should I require it."

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"I have not met with anything in the Lessons to puzzle me yet."

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"I am obliged for your special explanations in reply to my questions. I quite understand now, but must confess that till your letter came I felt in an impenetrable fog."

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"Thanks for your kind inquiry as to my progress. I have been away from home, and since my return have been very busy, so have not yet learned all you sent me; ​but I understand the System so far, and have found it useful many times. I will try to resume my study of your papers as soon as possible, and will let you know when I am ready for more."

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"I have learned the papers, and shall be glad to have some more."

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"I have succeeded in getting through all your exercises thoroughly, and have enjoyed them very much."

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"The lessons have been a source of amusement and pleasure far beyond my expectations."

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"I found your System of great use at my recent examination."

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"I can report a sermon from Memory capitally by carrying out your suggestions."

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"I remember what I read very much better now than before I took your Lessons."

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"I can remember names by your System very easily."

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"I have not told my friends I have been taking your Lessons, and they are astonished at the change in my Memory."

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"I had to take the chair at a Public Meeting last week. and found your suggestions very useful."

​"I have learned several hundred dates by your Mnemonics already, and I feel sure I could master any reasonable number without further assistance."

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"Lady——beneficial to the Memory, but very interesting." thinks Mr. Stokes's Lessons are not only

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"Captain——has already found Mr. Stokes's suggestions of service in his Military studies, and will be glad to receive whatever Mr. Stokes may wish to send next."

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"The Rev.——is greatly obliged to Mr. Stokes, for the assistance afforded him in extemporaneous preaching and impromptu speaking."

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"Miss——will thank Mr. Stokes to forward her another Memory Lesson, she learned the last one very easily, and thinks the System becomes more and more interesting as she progresses."

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"You are quite right. I should hardly have thought you would have discovered the fact you name from seeing my photograph. I hesitated in sending to you at first, as I thought it would be a great disadvantage not to be able to see you; but you appear to understand me as thoroughly as can be wished."

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"I enclose you some practical applications that I have made of your System. I have found them help me very much."

​"I am greatly obliged to you for dividing the Lessons so as not to give me more at a time than I could manage with my poor brain, and I am thankful for the vigour you have imparted to my Memory."

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"I fear I have been a very slow and patience-taxing pupil but as you have succeeded with me, I think you may rely upon succeeding with anybody."

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"As I had suffered severely from fever, I thought you might find mine an exceptional case, and fail with me; but I can remember better now than I could at any other period of my life."

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"I thought that India had taken all my brain power out of me; but you have evidently found some left, and have enabled me to use it."

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"I did not take proper care of myself, and my Memory lost its power. Your lessons have done me real good, and I shall always feel grateful to you."

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"Before I took your Lessons my Memory was so bad that I should have been sorry for anybody to have known my pitiable condition; but I can remember well now, and my mind seems to have fresh vigour."

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"A gentleman dissuaded me from learning your System for a long time, and he laughed at all Mnemonics. After having had the benefit of your Lessons, I feel a certain amount of contempt or dislike for him, his advice having been greatly to my disadvantage."

​"My brother and I are ready for some more papers. His Memory is naturally very good, while mine is quite the reverse, as we told you; but we are both astonishing our friends with our Mnemonic performances, I am happy to say."

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"Dear Mr. Stokes,—I see from an advertisement that you are to be in this town during next week. The Lessons you gave me by Correspondence, three years ago, have been very useful to me, and I think I know your System very well; but as you were good enough to say in one of your letters that I could attend any of your public Classes that might be convenient to me, without further payment, I shall avail myself of this opportunity of testing my proficiency and seeing if I can get any fresh ideas. I hope your Classes will be well attended."

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"I hope to be in London on Thursday next, and if possible shall call to see you and add more fully my thanks for your attention, and shall go to the Polytechnic to hear your Lecture and to see your "Wonderful Boys." I think I could assist, if you wanted an "Old Boy" as an illustrator. I really feel surprised that at my age—not far from three-score years and ten—you should so have improved my Memory."

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"Probably you have wondered why I did not write to you; and you will no doubt be surprised to see I am in Paris. I left England unexpectedly with some friends, and have not had much time to devote to Memory,' but at length have done all you wished. If you will send me another Lesson within a week from now, to this address, I will study it while travelling in France and Germany, and when ready, will send you another address, for more papers."

​

"Be sure you send by return mail, please, as we are looking anxiously forward to the pleasure of receiving the next Lesson."

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"You have certainly done my Memory great good. If ever you decide to come to America, be sure you let me know. I shall be glad to see you; and I shall post my friends well up in the fact that you intend to take the ferry over."

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"Please send me some more papers. The children as well as myself have learned the last you forwarded; and they are applying your System to their ordinary lessons."

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"Your Lessons have certainly been useful to my elder sons. Please send me the books marked on the enclosed list of your works, for the use of the younger children."

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"The members of the Class desire me to thank you for your kindness in giving special suggestions to suit their varied defects and requirements."

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"I hardly know how to thank you enough for the good your Lessons have done me."

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"We are sorry you cannot accept our invitation: we should really be delighted if you could spend a few days with us—we should like to see our teacher."

​"Dear Mr. Stokes,—I am much obliged to you for the care you have bestowed upon me in giving me my Lessons. I feel much indebted to you for your key, and I beg you will accept a key from me. I send it you by rail—a tur-key!"

∵ The gentleman who sent this turkey also sent a salmon some time afterwards.

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"I am really much obliged for the pains you have taken with me. My friend, whose name and address I enclose, is so surprised at my improvement that he wishes to take Lessons. I enclose you his fee—Post Office Order payable at Vere Street. If you will forward his papers I will assist him, and you may rely upon my always doing my best to get you pupils."

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Several Correspondence Pupils have introduced Mr. Stokes to the towns in which they reside, to teach their relations and friends. Mr. Carlson, a Swedish gentleman who took Correspondence Lessons in Liverpool, assisted in arranging for Mr. Stokes to go there, and before receiving further instructions gave very remarkable illustrations of Memory in public. He stated at one of Mr. Stokes's demonstrations at the Royal Institution, Liverpool, that he had found the System invaluable in acquiring the English language, and in numerous practical matters.

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