ers from 0 to 100, and
which must be chained together before they can be learned.

By the use of this table, which should be committed as thoroughly as
the President series, so that it can be repeated backwards and
forwards, any date, figure or number can be at once constructed, and
bound by the usual chain to the fact which you wish it to accompany.

When the student wishes to go farther and attack larger problems than
the simple binding of two facts together, there is little in Loisette's
system that is new, although there is much that is good. If it is a
book that is to be learned, as one would prepare for an examination,
each chapter is to be considered separately. Of each a _precis_ is
to be written in which the writer must exercise all of his ingenuity to
reduce the matter in hand to its final skeleton of fact. This he is to
commit to memory both by the use of the chain and the old system of
interrogation. Suppose after much labor through a wide space of
language one boils a chapter to an event down to the final irreducible
sediment: "Magna Charta was exacted by the barons from King John at
Runnymede."

You must now turn this statement this way and that way, asking yourself
about it every possible and impossible question, gravely considering
the answers, and, if you find any part of it especially difficult to
remember, chaining it to the question which will bring it out. Thus,
"What was exacted by the barons from King John at Runnymede?" "Magna
Charta." "By whom was Magna Charta exacted from King John at Runnymede?"
"By the barons." "From whom was," etc., etc.? "King John." "From
what king," etc., etc.? "King John." "Where was Magna Charta," etc.,
etc.? "At Runnymede."

And so on and so on, as long as your ingenuity can suggest questions to
ask, or points of view from which to consider the statement. Your mind
will be finally saturated with the information and prepared to spill it
out at the first squeeze of the examiner. This, however, is not new. It
was taught in the schools hundreds of years before Loisette was born.
Old newspaper men will recall in connection with it Horace Greeley's
statement that the test of a news item was the clear and satisfactory
manner in which a report answered the interrogatories, "What?" "When?"
"Where?" "Who?" "Why?"

In the same way Loisette advises the learning of poetry, _e.g._,

"The Assyrian came down like a wolf on the fold."

"Who came down?"

"How did the Assyr