11. Never try to find _analytic_ date or number words until you _know the material facts connected with the date or number_ before you. The student wishes to fix the date of Voltaire's birth, in 1694. "The Shaper" and "The Giber" occur to him. If he is ignorant of the facts of Voltaire's life, he will correlate thus: "_Vol_taire ... (1) ... volatile ... (2) ... 'fixed' ... (1) ... 'The Shaper' { Th}e { Sh}a{ p}e{ r} (1694);" or "Vol_taire_ ... (1) ... tear to pieces ... (1) ... mocking dissector ... (1) ... { Th}e { G}i{ b}e{ r} (1694)." If he had known that Voltaire was a born writer, he would have found the analytic relation in "Voltaire ... { Th}e { Sh}a{ p}e{ r} (1694)" or if he had known that he was a terrible mocker, he would have said: "Voltaire ... { Th}e { G}i{ b}e{ r} (1694)." If he wished to fix the date of the discovery of America, he might think of "{ T}e{ r}ra{ p}i{ n}" (a large tide-water turtle, abounding in Maryland), and correlate thus: "Discovery of America ... (1) ... Maryland ... (3) ... { T}e{ r}ra{ p}i{ n} (1492)." But if he remembers that Con. covers all cases of Cause and Effect, Instrument or Means to End, Person by whom, &c., and if he reflects that this discovery has been a blessing to the Old as well as the New World, he would say: "Discovery of America ... (3) { T}{ r}ue { B}oo{ n} (1492)." Or, if he considers that the moment America was made known to Europe the whole of the Western Continent was open to every new-comer, he would find analytic date-words thus: "Discovery of America ... (3) ... { D}oo{ r} o{ p}e{ n} (1492)." If he merely wants to fix the fraction 92, he could use the first two consonants of the name of one of his ships, and say: "Discovery of America ... { P}i{ n}ta (1492)."
Correlate an _Isolated Fact_ to something (to some fact in its environment or _entourage_ that is BEST KNOWN and) which you are sure to THINK OF when you wish to recall the Isolated Fact.
HOW TO REMEMBER PROPER NAMES WHEN INTRODUCED.
An infallible method of remembering proper names is (1) Get the name when introduced. If not quite sure, ask for it. (2) _Pronounce_ the _name aloud_ whilst _looking at_ the person. Do this several times, if possible. The object is to produce a concurrence or connection between the _sight-image of the Person_ and a _sound-image of his Name_. (3) To help the ear for sound, always pronounce everyone's name aloud whenever you meet him. This helps nature. These directions carried out never fail to make a pupil perfect in remembering proper names.