Assimilative Memory Part 16

The number of Indians in the United States is estimated as 241,329.

Considering how unkindly treated many of them have been, we find an a.n.a.lytic phrase which fits the fact--"{N}o {r}e{d} {m}a{n} ha{p}py."

The population of the state of New York in 1880 was five millions, eighty-two thousand, eight hundred and seventy-one (5,082,871). An a.n.a.lytic phrase founded on any conspicuous characteristic of the population, or on any prominent aspect of the geography of the State [Niagara Falls, for instance], which many of its people have witnessed, would suffice, or "A (5) {L}egal (0) {C}ensus (8) O{f} (2) {N}ew-York's (8) {F}olks (7) {C}omprising (1) Eigh{t}y's."

The pupil who conscientiously studies the rules and examples in this lesson will find that he can have the great satisfaction of always being exact and reliable in regard to numbers.

1. Give an original a.n.a.lytic phrase expressing the number of acres in Yellowstone National Park.

2. Why do we not give all three of the l's in the word "loyally" a figure value?

3. In translating the word "debt," why is it not 191 instead of 11?

4. What makes these phrases easy to remember?

5. Give an a.n.a.lytic phrase expressing the number of patents granted in the United States.

6. What great satisfaction can the conscientious pupil always have?

7. Suppose, when the pupil reaches this page, he has learned that the number of the population, or of patents, or of Masons, Odd Fellows, &c., has changed, what is he to do?

8. Must he not deal with the latest statement of the fact, and find his own a.n.a.lytic number words?

DATES OF THE ACCESSION OF THE AMERICAN PRESIDENTS.

The date-words opposite each name can be learned by _one_ careful a.n.a.lytic perusal. If the relation is not understood in any case, a glance at the explanations which follow the series of Presidents will remove all doubt or difficulty.

[*]GEORGE WAs.h.i.+NGTON {F}a{b}ian (1789).

JOHN ADAMS {B}i{ck}erings (1797).

[*]THOMAS JEFFERSON {S}{t}eed (1801).

[*]JAMES MADISON {S}{p}eculative (1809).

[*]JAMES MONROE {D}o{c}trine (1817).

JOHN Q. ADAMS U{n}{l}ucky (1825).

[*]ANDREW JACKSON U{n}whi{p}ped (1829).

MARTIN VAN BUREN {M}o{ck}ed (1837).

[+]WILLIAM HENRY HARRISON Ha{r}{d} cider (1841).

JOHN TYLER {R}u{d}derless (1841).

JAMES K. POLK {R}ea{l}m-extender (1845).

[+]ZACHARY TAYLOR Wa{r}{p}roof (1849).

MILLARD FILLMORE {L}i{c}enser (1850).

FRANKLIN PIERCE {L}oo{m}ing (1853).

JAMES BUCHANAN {L}e{c}ompton (1857).

[*]ABRAHAM LINCOLN A{g}i{t}ation (1861).

ANDREW JOHNSON {Sh}a{l}l (1865).

[*]ULYSSES S. GRANT {Ch}a{p}ultepec (1869).

RUTHERFORD B. HAYES {C}o{c}oa (1877).

[+]JAMES A. GARFIELD {F}a{t}al (1881).

CHESTER A. ARTHUR A{f}{t}er (1881).

GROVER CLEVELAND {F}{l}ood (1885).

BENJAMIN HARRISON {F}i{b}rous (1889).

GROVER CLEVELAND {B}oo{m} (1893).

[*] Those who were in office more than four years were re-elected for a second term. The second term always began four years after the beginning of the first term.

[+] Those who were Presidents for less than four years died in office and were succeeded by Vice-Presidents. President Lincoln was murdered forty days after the commencement of his second term of office, when Vice-President Johnson became the 17th President.

1. How can the date-words opposite each name be learned?

2. What must be done in case the relation is not understood?

3. What is the relation between William Henry Harrison and "Hard cider"?

4. Why would not "Sweet cider" do?

5. What Presidents served more than one term?

6. How is this indicated?

7. How many died in office?

8. When is the pupil supposed to learn the series of Presidents?

REMARKS.--The pupil is presumed to have learned heretofore the series of Presidents from Was.h.i.+ngton to Grover Cleveland, and to have recited it forwards and backwards many times. Now let him learn the dates of their accession to office, and then let him recite the series both ways in connection with those dates several times: as, George Was.h.i.+ngton, 1789; John Adams, 1797; Thomas Jefferson, 1801, &c., &c., to Grover Cleveland, 1893 and then back to Was.h.i.+ngton. Although it is much better for the pupil to find his own a.n.a.lytic date-words, yet, as many may not have the time to do so while studying this lesson, I append a few explanations of the facts on which the above a.n.a.lytic date-words are founded.

"'Fabian' was applied to the military tactics of Was.h.i.+ngton, on some occasions, when he imitated the policy of Quintus Fabius Maximus Verrucosus, a Roman General who not daring to hazard a battle against Hannibal, hara.s.sed his army by marches, counter-marches, and ambuscades." "Bickerings" were incessant during John Adams's administration between his own supporters and the faction of Hamilton.

"Steed"--Jefferson rode on horseback to the Capitol to take his oath of office as President. Arrived there he dismounted and fastened his steed to an elm-tree, since known as Jefferson's tree. He did this to signalise his disapprobation of royalty, and his preference for democratic equality. "Speculative" were the celebrated "Madison Papers."

"Doctrine"--the Monroe doctrine declared that no foreign power should acquire additional dominion in America. "Unlucky" was correctly applied to John Quincy Adams's administration. See Barnes's U. S. His., p. 175. "Unwhipped"--Jackson always came off victorious in all his duels and military campaigns. "Mocked"--Van Buren was appointed by Jackson as U. S. Minister to England. The United States Senate rejected his nomination. This political insult secured much sympathy for him, and helped to make him President. "Hard-cider" was a party watchword during Harrison's campaign for the Presidency. "Rudderless"--Tyler often changed his political views, and finally turned against the United States Government, of which he had been Chief Executive.

"Realm-extender"--during Polk's administration the United States acquired the territory embracing California, Arizona, New Mexico, and Texas. "Warproof"--Taylor was a successful warrior.

"Licenser"--Fillmore's administration pa.s.sed the Fugitive Slave Law, which enabled the Southern masters to recapture runaway slaves.

"Looming"--during Pierce's term the cloud of civil war was looming up in the distance. "Lecompton" const.i.tution of Kansas was a pro-slavery doc.u.ment which Buchanan favoured. "Agitation" preceded and attended Lincoln's inauguration, and finally culminated in the civil war.

"Shall"--Johnson made use of the imperative "shall" in regard to the removal of Edwin M. Stanton, for which attempt he was afterward sought to be impeached. "Chapultepec" was the battle in which Grant entered upon that career of military achievement which secured him two Presidential terms. "Cocoa" was characteristic of the drinks allowed at Hayes's table at the White House. No wine was tolerated. "Fatal" was Guiteau's shot to Garfield. "After"--although Tyler, Fillmore, Johnson, and Arthur became Presidents on the death of their chiefs, yet only Arthur succeeded to the Presidency in 1881, which is indicated by the first two consonants of "After." "Flood"--Cleveland vetoed an unprecedented number of bills during his term. There was a "flood" of them. "Fibrous" applies metaphorically to mental qualities; it means strong, sinewy--high talents, just below genius. "Boom" refers, of course, to the large amount of support which Cleveland obtained on his second election to the Presidency.

1. Should the pupil find his own a.n.a.lytic date-words in this exercise?

2. How were Was.h.i.+ngton's military tactics sometimes characterised?

3. What is the relation between "Bickerings" and John Adams?

4. Why is "Steed" a.n.a.lytic of Jefferson's inauguration?

5. What has the word "Doctrine" to do with Monroe's administration?

6. To what book is the pupil especially referred in regard to J. Q.

Adams's administration?

7. Is "Mocked" a case of Con. or Ex. in the case of Van Buren?

DATES OF THE ACCESSION OF THE ENGLISH SOVEREIGNS.

From 1000 A.D. to 1700 A.D., the last _three figures only_ need be given, and from 1700 A.D. to date only the last two figures require to be given. It is better for the pupil to find his own phrases. A slight acquaintance with English History will make all the formulas here given easily understood. Green's short "History of the English People,"

d.i.c.kens' "Child's History of England," Collier's "History of England,"

and "History of England," by the author of the "Knights of St. John,"

may be recommended.

(1) William I. (1066)--(0) Ha{s}tings (6) {ch}ampion (6) {j}ustified.

(2) William II. (1087)--He (1) {d}ecorated (0) hi{s} (8) {f}ather's (7) {g}rave; or (0) {s}ilvering a (8) {f}ather's (7) {g}rave.

(3) Henry I. (1100)--(1) {Th}e (0) {s}cholarly (0) {s}overeign.

(4) Stephen (1135)--(1) {Th}e (3) {m}onarch's (5) {l}iar.

(5) Henry II. (1154)--(1) {Th}e (5) {l}and (4) {r}estorer.

(6) Richard I. (1189)--(1) {Th}e (8) {f}awners (9) {p}unished.

(7) John (1199)--(1) {D}epriving a (9) {p}retty (9) {b}oy.

(8) Henry III. (1216)--(1) "{Th}ird" (2) He{n}ry's (1) {t}ender (6) {ch}ildhood.

(9) Edward I. (1272)--(2) O{n} a (7) {c}rusade (2) u{n}supported.

(10) Edward II. (1307)--(3) A {m}onarch (0) e{s}pouses a (7) {c}omrade.

(11) Edward III. (1327)--He (3) {m}ade (2) Wi{n}dsor (7) {C}astle.

(12) Richard II. (1377)--A (3) {m}onarch's (7) {c}ollector (7) {k}illed.

(13) Henry IV. (1399)--A (3) {m}onarch (9) {p}unished (9) {b}orderers.

(14) Henry V. (1413)--A (4) {r}ioter (1) {t}urned (3) {m}onarch.