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Mental Magnetism Course
 MENTAL
MAGNETISM
COURSE

by HARRY LORAYNE

Published by
INFORMATION, INCORPORATED
New York, N.Y
 For My Son
Robert Emery Lorayne

Science is organized knowledge, wisdom is organized life.

Immanuel Kant.

©1969 by Harry Lorayne

All Rights Reserved

Printed in the United States of America

 TABLE OF CONTENTS
Page

FOREWORD VII

PART I: HOW TO ORGANIZE THE POWER OF YOUR MIND.

COURSE A. ORGANIZATION 1

COURSE B. HOW TO DEVELOP STEEL-SHUTTER CONCENTRATION 9

COURSE C. HOW TO MAKE PROBLEMS HALF-SOLVE THEMSELVES 23
COURSE D. HOW TO BUILD A FILE-CABINET MEMORY 39
COURSE E. CREATIVE THINKING AND IMAGINATION 157
COURSE F. LOGIC 179
COURSE G. MATH 187
COURSE H. HOW TO FLASH-LEARN ANYTHING 241
COURSE I. LEARNING 257

PART II: HOW TO ORGANIZE THE POWER OF YOUR PERSONALITY.

COURSE J. THE EFFECTIVE USE OF TIME 265

COURSE K. WHAT IS THINKING 277
COURSE L. CURIOSITY 285
COURSE M. ENTHUSIASM 291
COURSE N. HOW TO DEVELOP "X-RAY" POWERS OF OBSERVATION 299
COURSE O. HOW TO BREAK BAD HABITS AND ACQUIRE GOOD ONES 311
COURSE P. HOW TO BUILD A WILL OF IRON 325
COURSE 0. HOW TO OVERCOME WORRY AND FEAR 337
COURSE R. POSITIVE DOING 357
COURSE S. PRIVATE "I" 361
COURSE T. HOW TO MAKE PEOPLE DO WHAT YOU WANT 367
COURSE U. FAITH, TRUST, BLUE SKY 389
COURSE V. SUCCESS AND LUCK 395
 GENERAL INSTRUCTIONS

READ THIS PAGE BEFORE YOU BEGIN THESE MENTAL MAGNETISM COURSES.

THE HARRY LORAYNE MENTAL MAGNETISM COURSE

teaching-machine course is actually twenty two courses.

To begin this great series of courses, first remove the Auto Proctor Mask from the inside
front cover.

Now you are ready for a wonderful adventure inimproving your mind and improving your
life! Start with Course One. Place the Auto-Proctor Mask down the right-hand side of the
page, covering the right-hand column, which is a column of answers.

Read the first question. Write your answer in the blank space provided. Then move the Mask
down so that it reveals the answer to that first question. Notice how the answer appears to
you You are almost certain to be RIGHT. But if you are wrong you will be
instantly.
corrected INSTANTLY. And from that point on, answer the questions one by one, moving
the Mask down just one answer-space at a time. By the time you reach the second page,
you'll be doing this automatically.

IMPORTANT NOTE: Do NOT sections. Even if you may not be vitally

skip any of the
interested in one of the sections, go through anyway, step by step as described above.
it

Every section reinforces every other section! MORE learning becomes FASTER and
EASIER when you DO NOT SKIP. Later when you review, you can flip to any course
you may want at that moment.

Now remove the Auto Proctor Mask and begin Course One, with a great new world before
you.

VI
 FOREWORD

al. This course is presented in programed-learning form. The

information and ideas are served up for your digestion one frame
method
at a time. There is method to this madness! Let me explain my
m d.

a2. I've always believed, and it has been found to be so by all

educators, that in order for a student to really learn and to
really absorb, he must become actively involved. I will force involved
you to become actively in d by presenting my systems and
ideas one frame at a time.

a3. It is also true that when a student sees some progress, his

absorption for that subject accelerates, and his learning capacity

expands in order to match that accelerated rate of abs--ption. absorption

a4. I will force you to see progress as you proceed with this

course. All right then; how do I f —

e you to a) become actively
involved, and b) to see progress as you proceed? force

a5. Good question; simple answer! You will become actively

in d by answering a question in almost every frame you involved
read! You will see p ss because I will make sure that 95%
of your answers will be correct! progress

a6. You will answer each question by writing it in the answer

box at the right of the frame. This writing of the answers is what actively
forces you to be ac ly in d.
involved

a7. The questions will be either in 'fill-in-the-blank' form, or

in 'multiple-choice'
in the answer box up
form.
to now
Have you been wr
?
— ng your answers
writing

a8. If not, please start again, and fill in those an s! As you

go along with me, you may start to feel that the questions are too
easy and perhaps a bit repetitive. This is for a specific purpose! answers

vn
a9. You may find that the word or phrase you have to write in
the answer box is the same for, perhaps, four, five or six frames
in a row. Write it in each time.' Again, this is for a sp c specific
purpose!

alO. Let me try to explain that p se this way. Ninety percent

of theinformation in this course consists of concrete, definite
systems and methods that you can apply immediately. purpose

all. A small per age consists of discussion about subjects

that by theirvery nature, are a bit vague. Getting this type of
information into your mind is my problem. percentage

al2. The problem is solved when

force you to write those
an — rs and become actively
I

d. Because, if by no other
in
way, the information will filter through into your subconscious.
answers

You'll absorb and learn by osmosis, if you will! involved

al3. I'm not kidding! It's almost akin

to self -hypnosis. If you
answer each and every q by the time you've completed
n,
a section - that information will be ingrained in your subcon- question
scious.

al4. So; answering all the q ns will force you to absorb

the definite and concrete rules both consciously and subcon-
sciously; and the very small percentage of other information - questions
subconsciously, if nothing else.

al5. Now, how do I make sure

that you will answer nearly all
the questions correctly? This, of course, is my problem and
you needn't worry about it. Basically, it's repetition and the question
fact that quite often the answer is used in the q n itself!

al6. The reason I'm telling you all this is that I don't want you
to feel insulted because most of the q ns seem so easy to
answer. Almost ridiculously easy. But, that's done on purpose. questions

al7. So even if you feel that way, be sure to a r each and

every question. Now you may still be wondering why I've pur- answer
posely made the questions easy to a r.
answer

vra
al8. Well, as I said before, it's one way of allowing you to see
your progress. Frankly, it is simply the 'reward' idea. Too
many people become discouraged if they a r questions incor- answer
rectly. Being correct is your 'reward' and gives you the incentive
to continue.

al9. Finally, a ring q ns with each frame keeps you

from rushing and skimming over material. That is not the way answering
to absorb my systems and ideas.
questions

a20. My problem is to make sure that you learn what I teach.

If you follow all my instructions, and answer all questions, as
I tell you to,my p m is solved. problem

a21. If you've an d the q s in each frame of the pre-

ceding few pages, as I'm sure you have, you're ready to begin the answered
course.
questions

a22. Before you do begin, I want to tell you just a little bit about
the way
I've placed the sections. You'll find the course has been
broken down into two parts: the first on Mind Organization, and Organization
the second, on Personality O n.

a23. Many of the sections could have fit into either, or both,
parts. For example, the s s on Observation, Time, Making sections
People Do What You Want, Worry and Fear, etc., are in the 'per-
organization
also.

a24. And of course, some of the sections in the first part could

personality

a25. mention this so that you won't think of reading only the
I

p--t you think you're interested

from the beginning.
in. Read both p — s; and read part

parts

a26. Reading from the beginning, you may notice that occasion-
ally I refer to another section which you haven't reached yet.
Since the same subject is sometimes touched on in more than one section
s n, this couldn't be helped. Don't worry about it.

DC
a27. Be sure you understand the ideas and rules in each section
before going on to the next. Occasionally, you may find it worth-
while to re-read a particular s Do so whenever you feel
. section
like it or when I suggest it.

a28. In other words, work at your own speed and your own tim-
ing. Your s —d and your t g will be best for you. speed

timing

a.29. Ayn Rand once wrote, "We are born unarmed. Our mind is
Dur only weapon."
Turn the page and start developing and organizing that weapon
n n right now.
 PART I:

HOW TO ORGANIZE THE POWER OF YOUR MIND

 ORGANIZATION

Al. There is only one thing that can help you avoid chaos in No answer
business; in social dealings; in life itself; and that one thing is — required
organization.

would be no learning, no knowledge, no writing, no science, no

creative thinking, no competitive business — nothing.' organization

A3. I'm sure this must be obvious to you. One's entire life
around organization from the moment of birth, even
is built
from the m 1 of conception. moment

A4. The world we live in, the universe, everything around

us — is organized and planned. All of our activities, whether planned
directed toward making a living, or enjoying ourselves, or both,
are pi d and or ed. organized

A5. An expectant mother follows a definite regimen suggested

by her obstetrician. After birth, the baby is fed, bathed and
made to rest according to another definite r n. Even his regimen
food consists of a formula of planned ingredients.

A6. When the child starts school, he is faced with more order,
planning and organization. And so it goes, until he becomes the
reluctant participant in a carefully planned and or d organized
funeral.

A7. So, from conception to death we must organize our pur-

suits, our activities, even our joys and our sorrows. Above all,
we should and must o ze our thinking. organize

A8. To o e your thinking is to control it, and according

to Charles Darwin, "The highest possible stage in moral cul-
ture is when we recognize that we ought to control our organize
thoughts."
A9. Business, of course, recognized the importance of organi-
zation long ago. That's why business utilizes so many efficiency efficiency
experts — which is only another name for one who is an expert
in organization. The same is true of eff y engineers and efficiency
e y consultants.

A10. Organization
basically a question of systemization.
is
Have you ever taken the time to watch the sy tion that
a busy short-order cook uses during a busy lunch hour? systemization

All. Take a few minutes out and watch a busy short-order

c —
pose.
. Almost every move he makes is done for a definite pur-
cook

A12. All the ingredients he uses are within easy reach; the most
used, closest to him. He is thoroughly familiar with the position
of these in s so that he can reach for any one of them ingredients
almost without looking.

A13. Most important, each time an order

is shouted at him, he
immediately —
no matter what else he's doing — puts a key
ingredient for that o r onto his grill, or into view. order

A14. a bacon, lettuce and tomato sandwich is ordered, he

If

may imm ly place two strips of bacon onto his grill. If immediately
eggs are ordered, he'll stop what he's doing for a second, just
to put out two —
s. eggs

A15. Placing these key in ts into view, is enough to re-

mind him of all standing orders. If he tried to simply remem-
ber the orders as they were called, he'd be inundated with them, ingredients
and in a mess in no time at all!

A16. Any competent short-order cook has at least one —

in-
gredient for every order, which he immediately places on his
working surface the moment the order is called. key

A17. That is the or d or systematic way of being a short-

order cook. The same idea should be applied to any activity. organized
The fastest, easiest, most efficient, and best way of doing
anything, including thinking, is the or d way. organized
A18. The short- order -cook example is an example of advance
preparation, which is an essential step toward organization. preparation
Pr tion, planning ahead, anticipating and getting ready for
minor difficulties or obstacles are all important parts of organization
or tion.

A19. This course is an effort on my part toward helping you

to or ze your thinking. I'm taking a chance, because Don
Marquis said, "If you make people think they're thinking, they'll organize
love you. If you really make them think, they'll hate you."
And I don't want you to hate me!

A20. But I'm willing to take the chance, even though I realize
that mostof us are lazy and become annoyed at having to make
the effort to th —
clearly and in an organized manner. think

A21. In this day and age when efficiency and o n are

virtually essentials for success, I see no reason for anybody
to tolerate inefficiency in himself. Particularly, since some- organization
thing can be done about it.

A22. Of course, there is only one person responsible for how

you think, and whether that thinking is organized; and that
p n is — you.' person

A23. The fact that you're reading this course right now is
your first step toward the goal of an or d mind. You're organized
interested; and in 1 is necessary for learning anything. interest

A24. Another necessity for learning is to do something about

it; and when you picked up this course, at least you did
s ng.' something

A25. Unfortunately, too many people are talkers and wishers

instead of doers. And, those who need help most are the ones
who rarely make the effort to procure that h--p. help

A26. People who have perfect teeth will visit the dentist at
least twice a year. The people who should see their d ts,
rarely do — until it is too late. dentists
A27. Visiting a psychiatrist has become the thing to do in cer-
tain circles; but again, many of those who really need to visit a
ps ist, never admit it and therefore never do it. psychiatrist

A28. My main business being memory, I get to meet the 'talk-

ers' and 'wishers' quite often. After one of my lectures, the
people who already have pretty good memories will be most memory
anxious to find out about my books or about my course in
m y.

A29. Then I often get the others who say, "I have the worst

m y in the world and nothing can ever help me!" Well,

nothing ever will help them so long as they have that attitude memory
and refuse to even try.

A30. Then there are those whose attitude is, "Boy, I'd give a
million dollars for a m y like that!" But will they make
the effort to find out how to acquire such an ability? Seldom. memory

A31. I mention this only because it seems to me that most

'how to' books are rarely read, and 'how to' courses rarely
taken — by those who need to learn '
most desparately.
'
how to

A32. As for those who won't make the effort to get help, well
there's an old song that says, "That's their Red Wagon" and No answer
they'll just have to keep draggin' it around. required

A33. I guess Spinoza had people like that in mind when he said,
"So long as a man imagines that he cannot do this or that, so No answer
long is he determined not to do it; and consequently, so long required
is it impossible to him that he should do it."

A34. Organized thinking really means controlling thought reac-

tions and th 1 sequences properly, and solving problems in

the most efficient manner possible at the time. thought

A35. You'll see, as you continue this course, that it is my

contention that most of our thinking is wholly directed toward
solving some p m or other. problem
A36. The way we react mentally to anything that happens to us,
that we see, hear; touch or experience — and the way we go
about solving the p ms it poses, is what occupies our-minds problems
all the time.

A37. This being so, it is an obvious conclusion that we might

just as well react and s--ve our pr s in an organized way solve
rather than any other way. problems

A38. You'll find that that is the crux of this Mind Power
Isometrics Course. And you'll see that all my ideas, systems
and methods are geared toward just that — solving p s problems
in an organized way.

A39. Just recently I read about the proper reaction to an in-

sult, written by Russell Lyons. He wrote: "The only graceful

way to accept an insult is to ignore it; if you can't ig —
e it,
top it; if you can't top it, laugh at it; if you can't laugh at it,
ignore

it's probably deserved."

A40. This, of course, is no cataclysmic event — being in-

sulted, that is.But if you're going to have your mind react
properly, you might as well do so with smali events as with events
large e —ts.

A41. The way you think is the way you live. Th —

properly,
clearly and effectively, and success and happiness must come
to you regardless of the obstacles, disabilities, irritations Think
and annoyances that must inevitably come to all of us.

A42. Pry open that closed mind, and imagination, org n

and creativeness will be sucked into it as air into a vacuum.
When Newton was asked how he discovered the law of gravity, organization
he answered, "By thinking about it."

A43. When he saw an apple fall to the ground, he reacted prop-

erly; he thought about it. His mind asked, "Why did it fall down;
why not up?" etc. His thoughts covered the subject from all problem
possible angles, trying to solve the p m, or answer the
questions.

A44. It isn't my intention to teach you to discover great na-

tural laws; but perhaps, after you've gone only part way through
this course, you'll learn the importance of seeing things clearly, thinking
and th
way.
— ing of them properly, effectively and in an organized
A45. You may be of the opinion that you do th — clearly. Per-
haps you do — but since early Greek civilization, philosophers
have been suggesting that before anything else, we should think
'know ourselves.'

A46. We all spend more time thinking about ourselves than

about any other subject, yet isn't it amazing how little we do
know about o s? ourselves

A47. In thinking about a problem, you must learn to get out of

the well-worn grooves. Th or observe from every possible
angle. You'll learn to do just that, if you continue along with me. Think

A48. Organizing your mind also implies heading toward a def-

inite goal.If your thinking is merely daydreaming, in most
cases you're going nowhere, and heading toward no particular goal
g-1.

A49. If, of course, your daydreams are constructive, if they

act as inspirations, if they lead to action, then they are produc-
tive; and that's fine. But if your d ms take the place of daydreams
action, that's bad.

A50. Too many of us fall into the habit of becoming satisfied

by d s; they tend to become substitutes for the real thing,
and we sometimes find ourselves refusing to make the effort of daydreams
striving toward reality.

A51. The late Richard Himber was a successful musician, ma-

gician and businessman; and also a good friend of mine. I once thinking
asked him to give me one sentence on how to succeed. He said,
"Hard work applied properly and intelligently, and th ng organized
in an or d manner, must lead to success."

A52. argue with that. Hard work is an asset,

It's difficult to
certainly — applied properly; and the ability to think
Jf_it's
is our most useful asset jf_ it is or d thinking.' organized

A53. Professor William James said, "Compared to what we

ought to be, we are only half awake. We are making use of only
a small part of our mental resources." True; but attempt to resources
organize and discipline those re ces and you're on your way
toward a more successful, happy and creative life.
A54. "It is the mind that maketh good or ill, that maketh
wretched or happy, rich or poor," yet we spend more time on
inconsequential things than we do on or ing our minds-. organizing

A55. Time is more important than money; it's the most valu-
able commodity we can spend; so if it's a bargain you want, time
spend some t —
on your thinking powers. Make up your mind
that there's much room for improvement, and you'll make some improvement
im 1.

A56. There's no limit to how much we can learn, you know, if

we only acquire that most important single piece of knowledge,
and that is the k ge of how little we know! knowledge

A57. Although it's impossible, I've attempted in this beginning

section to tell you what the Mind Power Isometrics Course is
all about. I say that it's impossible, because an or d organized
mind encompasses nearly all things.

A58. Organized thinking will help to rid yourself of fears, wor-

ries, doubts, indecision — uncertainties, in general. It will aid
you in reacting properly, in solving pr ms effectively. problems

A59. It will help you to replace bad habits with good ones, to
plan ahead. I will show you how, with or d thinking, you
can think more creatively; make people do what you want, and organized
utilize your time, enthusiasm and curiosity to a much better
degree.

A60. I show you how, with organized th

will g, you can re-
member anything you want to, quickly and easily; how to think
logically; do simple arithmetic faster and easier than you ever thinking
dreamed possible; learn new vocabulary instantly -- and much,
much more.

A61. I do not intend to pretend to teach you these things with

what I call 'blue sky' writing. What I mean by 'blue sky'
writing is the kind of wr
teaches nothing, really.
— g that goes on and on and on, but writing

A62. You'll find a minimum of theory in this course; in the

main, I'm interested only in concrete and definite rules; sys-
tems and methods which you can actually apply immediately. apply
Their application is up to you, of course, but a
can — and immediately!
—
y them you
 HOW TO DEVELOP STEEL-SHUTTER CONCENTRATION

Bl. How would you like to be able to concentrate on anything

you want to? Well, you can. It's just a matter of forming a
h---t. habit

concentration

B3. Also, as in anything else, it may be just a bit easier said

than done. To help you, I'll give you certain definite rules to
follow. Follow these rules conscientiously, and you'll acquire concentration

B4. I'll cover four main points. First, how to get down to
work; get started. Then, how to concentrate on what you're
concentrate
speeches, lectures, conversations. And fourth, how to con-
centrate on problem-solving.

B5. I'll discuss them one at a time. First, of course, is -

getting down to work. Once you've done that, at least you've
concentrate

B6. The worst enemy of getting started, is procrastination.

This will be discussed more thoroughly in the section on will
power. When you study that section, you'll learn that if you procrast -
apply the third rule: Begin, and all its sub-rules, you won't ination

B7. All right then; just beginning is, of course, of utmost

importance. But, just as important, is to organize the entire
procedure of getting down to work. It must be attacked in an organized
org d manner.

B8. Organization is merely planned direction. It is a planned

procedure, a planned system, a p d schedule of events or
tasks planned
 ! !

B9. To help you get down to work, which is part and parcel
of concentration, you must use organization. This is simply
a p d schedule of tasks and duties, done one after the
planned
other, in the shortest possible time and with the least amount
of waste.

BIO. Organization is doing the right thing at the right time;

eliminating the waste of doing the wrong thing at any time.
Org n, for our present purposes, is basically the Organization
proper way to get down to work each day.

Bll. Thinking or believing that you'll do a certain task or

chore whenever you get the chance, is tantamount to neglecting
procrastinating

B12. All right; set up a planned schedule of events for any

tant, set a definite time for sitting down and starting each concentration
day.

B13. Set a definite t —e each day to get started!

time

B14. Plan exactly what has to be done each day. Start at the
beginning of that day's work. Do it, step by step. Plan exact-
ly when you'll finish it, and p
tomorrow
—
where it is you must start plan

B15. Without such a definite step-by-step p--n of attack you

must waste time generally, and in getting started particularly. plan
Without this p d procedure you have an excuse to procras-
tinate .
planned

B16. Organize and set up a p d procedure for work.

Start at a definite t--e. Know exactly what it is you have to planned
do, or learn, or accomplish. Don't wander aimlessly. Elim-
inate all excuses for procrastination. time

B17. And keep this in mind: It is much simpler and much

easier to ore and plan this way than the way you are organize
doing things today

10
B18. All the preceding frames have been used to stress the
main goal - to get down to w
moment of wasted effort.
—
immediately, without a single
work

B19. Most professional writers will tell you that they write
for a certain number of hours each day. And they usually
set a quota of a c n number of words to get down on paper! certain

B20. They sit down at the desk at a definite t--e each day.
They allow no delays. Because they know that even a five time
minute d —
y can kill an entire work period.
delay

B21. It's that ol' debil "excuse". The tendency will be to

think, "Oh, what the heck, I wasn't able to get started on t--e
anyway. I might as well do it tomorrow!" time

B22. Excuses are a one-way street to procrastination and

failure. Keep off that street. Start at a d te time each
day. definite

B23. As to your working conditions: A professional writer

will have his typewriter at the same place and in the s —
position always. Everything he needs, ashtrays, cigarettes, same
pencils, erasers, glasses, paper, carbon, etc., will be there.

B24. Because everything he needs is already there, he will

never have to get up after he's started - losing his train of
thought or allowing "ex s" to squeeze in. excuses

B25. Be sure your working conditions are always set the

way you want them. The best way to do this is to set them
up properly, refill what has to be refilled, etc. - at the finish work
of the preceding day's w--k.

B26. On the other hand, I know one writer who breaks all
his pencil points at the end of each day's work! This is a
"gimmick" he uses to help him to st--t the next day. start

11
B27. At the right time the following day, he sees those pencils
and has to start sharpening them. He has almost forced him-
self to s
write.
—
t; he's already, at least, thinking of what he has to start

B28. You'll see, when you read the section on memory, that
this is simply, association. Those pencils must make him
think of his writing, because one is ass d to the other! associated

B29. If you can think of any similar "gimmicks" to help you

to get st d, fine. Use them if they work for you .

started

B30. All right, then; to help you to concentrate, you must

above all, get down to w
first, — work

B31. The easiest way to do this, is to

a) procrastinate c) begin
b) sleep
c) begin
d) make excuses

B32. You must have a p d procedure for any task which

requires concentration.
planned

B33. Plan exactly what has to be done; start at the beginning;

learn or do it step by step; know or p
st — tomorrow!
—
where you must plan

start

B34. With this planned procedure or system, you have no

time, reason, or inclination for using .

a) excuses a) excuses
b) paper
c) pencil
d) benzedrine

B35. Plan a definite time to st

for the amount of w — —
each day, and set a quota
to be dqne. Good, bad or indifferent,
start

don't stop until that a of work has been done! work

amount

12
 !

B36. Make it a rule never to d —

y your starting time.
a short delay can kill an entire working period.
Even

delay

B37. Make sure the working conditions are right for you.
Eliminate all possible chance for subconsciously or con-
sciously making ex s. excuses

B38. If you follow these rules and suggestions for getting

down to work consistently and conscientiously, they will
become h ts. — habits

B39. Once you've formed the habit, getting down to work

becomes instant and automatic. You're readv to slash into
your w — without any wasted time, motion or energy! work

B40. Now let's look at the second step in c tion:

How to concentrate exclusively on what you're reading or
hearing. concentration

B41. Concentration is exclusive attention on any one object

or subject. Therefore the problem is, how do you give your exclusive
entire and ex att to one subject?
attention

B42. Now we come to the real "meat" of how to acquire the

ability to con There
. is one Golden Rule, one short
phrase, I will teach you, which is the entire secret of concen- concentrate
tration.

B43. That Golden Rule is: GET YOURSELF INVOLVED! !

Remember that and think about it. In order to give your

exclusive attention to one subject, or to concentrate, you involved
must get yourself in .

B44. Now then, how do you get yourself d? Here's

the "Silver" Rule, the basic method and device for any form
of thinking: involved

ASK QUESTIONS

13
B45. I'll touch on this some more in the section on creative
thinking; and all thinking is basically the same. In any kind
of thinking, you're trying to solve a p m. problem

B46. Ifyou think in the past, you're remembering; if you

think in,or of, the future, you're anticipating or expecting,
and if you think in the present, you're p m-solving. problem

B47. At the moment, we're interested in the present; in

problem-solving. To solve problems, you must ask
ns. questions

B48. I'll get to actual problem-solving in a little while -

rightnow - concentration. The "asking questions" device,
which is used by scientists, inventors, businessmen, any one concentrate
who has to con or think, is the magic kev to concen-
tration.

B49. It starts your thinking. Now let's see how to applv it

concentrate

B50. All right; you have to read something, anything; tech-

nical matter, a homework assignment for school, etc. How
do you concentrate on it; how do you get yourself in d? involved

B51. Simply keep in mind that in any of these instances, you

should read to find specific answers to s c questions.
specific

B52. Unless you are reading a novel or story simply for

enjoyment, you are reading in order to find specific a s answers
to specific q s.
questions

B53. So, before vou start reading, ask vourself exactlv what
questions you want this article, book, magazine, lesson, news-
paper, etc., to a r. answer

14
 .

B54. List the questions on a piece of paper, if necessary.

But ask the a s first - before vou start reading.
questions

B55. Make up these questions by using the six serving men

Imention in the idea-creating section; what, why, where,
when, who and h — how

B56. For example, say you want to read an article on,

"A Plan To Free Cuba." Here are some of the questions
you may want a d. "What is the plan? Who is its answered
author? What are his qualifications? What action does the
plan require? How long would it take? What are its chances
for success? What would happen if it succeeded?" and so on.

B57. You are automatically in d with the subject and

with the material you're reading, simply because you are involved
asking q s.
questions

B58. Do you seewhat this technique does for you? It centers

your ex att on these important questions and exclusive
prevents you from being distracted by minor details! And -
you're involved. attention

B59. Read with these questions in mind always. Every

sentence you read must be judged on this basis: Does it
answer your q s, or does it not? questions

B60. Although this gets a bit into the area of speed-reading,

which I'll touch on soon, if a sentence does not answer any
of your q s, flash read it. That is, don't bother read- questions
ing it word for word. Skim the sentence and continue search-
ing for your answers.

B61. If you have your particular q s in mind as you

read, you will judge each sentence by whether it does or
does not answer any of those questions. questions

B62. If it doesn't, fl —
read that sentence; skim it. But,
does answer a question, follow this simple two-step
if it
procedure: flash

15
B63. a) Slow down and read that s ce carefully. Be
sure you understand it.
sentence

B64. b) Pick up your pencil and underline the key words of

that s ce. That's right; mark up that book Un ! ne sentence
the key words of the sentence that answers your question.
Underline

B65. I'll elaborate on the key word idea in the memory

section, when I teach you how to r r speeches. In that remember
section, I'll teach you just how to go about locating a
key word

B66. This underlining-the-k-- w —

technique is of utmost
importance. It is a deliberate physical act which assures key word

concentration

B67. converts routine (and often boring) reading into

It
active, physical thought; it prevents your mind from wan-

dering. (And this, is another key to concentration; keep wandering

your mind from w ing.)

B68. It makes the material in any book or article come to

life for you. It forces you to evaluate, weed out, judge and
emphasize. It gets you completely in d! involved

B69. You may underline only one or two sentences on an

entire page, or, four or five in an entire article, because
they are the only s ces that answer your specific sentences
questions.

B70. But, the less you u ne in an article, the better

you should feel about it Think of all the excess material,
!

the padding, the unnecessary work you've eliminated! underline

B71. If a sentence (or a paragraph) doesn't answer your

question, it's worthless. So, all that remains for you to do
now, is to glance over the article and concentrate on only underlined
the un ned sentences.

16
 !

B72. All right then - what you're actually doing when you apply
this technique is this:1) You form q s. And 2) you read questions
to a r those questions. That's all there is to it!
answer

B73. You've just acquired a great step toward turning the read-
ing of any material into your own personal acquisition. You've concentrate
learned to c te on it as you hammer out your an s.
answers

B74. The physical marks, the un ing of these an s,

will be your own personal milestones along the road to mastery underlining
of that material
answers

B75. They are an active, physical record of what you've

learned. Ready to flash-review anytime you wish to go back
over that material. They are also an active, physical step concentrating
toward strengthening your con ing ability!

B76. So; the Golden Rule for concentrating is: Get Y

Involved.
Yourself

B77. In order to get yourself involved - to give your exclu-

sive attention to one subject - you apply the "Silver" Rule:
Ask s. Questions

B78. Pre -questioning of any material you are about to read

a) the door c) concentratior

b) the car
c) concentration
d) the answer

B79. Then, when you read that material, you are looking for
sp c answers to s questions. specific

specific

B80. So before you start reading, ask yourself the questions

you want .

a) eliminated d) answered
b) concentrated
c) hidden
d) answered
17
B81. This technique centers your exclusive a n on the
important issues and keeps your mind from w ing. attention

wandering

B82. a sentence does not answer any of your questions, skim

If

it. does answer a question, slow down and r

If it that sen-
tence slowly and carefully. read

B83. Be sure you understand it. And, most important, pick

ud vour pencil and underline that s ce. or its kev words.
sentence

B84. By doing this, you are getting yourself completely involved.

You are actively asking questions and locating and
the answers. c) underlining
a) erasing
b) reading
c) underlining
d) finding

B85. The physical marks of underlining will be your milestones

along the road to concentration and of any material
you're reading. a) mastery
. a) mastery
b) forgetting
c) re -writing
d) striving

B86. Learn and apply these rules and suggestions on how to

concpntrate
automatic
concentration

B87. Besides reading, we gain information from, and must concentrate

learn how to c te on, things we hear.
So let's apply the same technique of q and a question
to listening!
answer

B88. Do you find it difficult to concentrate on speeches or

lectures or even conversations? Well, the ability to concen-
trate while listening may be even more important than to do reading
so while r--ding.

B89. It is an indispensable art. That's right; it's not a natural

gift,but an acquired art. You can acquire it by learning the
rules set forth in the following frames. Basically, it is the concentrating
same idea as con ing while reading.

18
B90. The main problem is to be able to maintain attention
while someone is talking or lecturing. Remember, you must
give your exclusive attention, or m n attention on what maintain
the person is saying.

B91. It is. unfortunately, much easier to iust allow vour mind

to wander. And usually, you don't even realize that it has

w ed. When you do, it's too late; you've lost the speaker's wandered
train of thought.

B92. Let me tell you why it's easier to allow your mind to
wander. The human brain thinks about four times as fast as
the tongue can speak. That huge gap provides the time for wandering
all sorts of distracting personal thoughts; time for w ing.

B93. There's only one way to avoid this mind-wandering; to

fill in those time gaps; and to concentrate - and that is to
GET YOURSELF IN D! INVOLVED

B94. Remember, that's the key to concentration! And you

accomplish it in the same way as before, by self-q ing!
questioning

B95. Self -questioning will force you to keep pace with the
speaker and to get in d. It will do this in four different
ways. I'll devote a few frames to these four ways so that involved
you'll thoroughly understand the reasoning behind them.

B96. First; by summarizing what the speaker has already

said; trying to boil it down to a single thought or two. A-- Ask
yourself, "How can I sum up these statements in a single phrase
or sentence? How and why do they tie in with his last point?" summarizing
You're s izing what the speaker has already said.

B97. Second; by anticipating the speaker's next point, with

q s like, "What exactly is he getting at here? What
examples will he give to prove this point? Where will he go questions
from here?" and so on.

B98. Ask yourself these questions and ant te the answers.

Anticipate the speaker's next point, and you're forcing your-
anticipate

19
 ! !

B99. Third: bv listening between the lines for points that are
not put into words. "What does he mean by that? Is he hint-
ing at something he's not mentioning here? Why isn't he between
bringing up that point he mentioned last week?" etc. You're
listening b n the lines.

B100. Fourth; by asking yourself ifyou agree with the speaker!

"Is that statement correct? Isn't he forgetting or neglecting
to mention so and so? Doesn't he realize that that situation agree
has altered?" and so forth. You're asking yourself whether
you a with the speaker.

B101. You are forcing yourself to keep pace with the speaker
and to get i d with the subject by asking questions in
these four main trains of thought. involved

B102.You are summarizing what he's a dy said; anticipa-

ting what he will say; listening b n the lines and wonder- already
ing whether you agree with him
between

B103.A tip to help you remember these four steps. There is

an island in the Caribbean called, Saba. It is a mountainous
island. Picture this island; picture Saba, and it will help you anticipate
remember, summarize, a e, between (the lines) and
do you agree !

B104.I've given some sample self -questions. You are to use

your own, of course. Many of them will come to mind as you
listen. Happily, you must 1 n in order to ask yourself these listen
questions.

B105. These questions all have one vital trait in common.

They change that listening from a passive to an active task!
They eliminate mind-w ing. wandering

B106.They force you to keep your mind constantly and exclu-

sively focused on the sp 's thoughts; to literally pull the
core of meaning from the speech, talk, lecture or conversa- speaker's
tion.

B107. Basically, they force you to think step for step, along
with the speaker! They force you to c te!
concentrate

20
an indispensable art. The main problem is to maintain , concentrate
att n while someone is talking or lecturing.
attention

B109. It is easy to let your mind wander because there is a

large time gap between the speed of the human brain and the
s— d of speech. speed

BllO.The only way to avoid mind-wandering is to get involved

and use the technique of .

a) falling asleep c) self-ques-

b) taking milltown tioning
c) self -questioning
d) hypnotizing yourself

Bill. Ask questions in four ways. Remember the island of

Saba. Summarize; anticipate; between the lines and do you
with the speaker. agree

B112. Summarize what the speaker has already said; try to

boilit down to one phrase or to a single th 1.
thought

Bl 13. Anticipate the speaker's next point. Ask y f what

he's getting at; is he going to prove it with examples, etc.

yourself

B114. Listen b
put into words. Is
n the 1 —s for points he doesn't actually
he hinting at something; what does he
between

m — by that, and so on. lines

•
mean

B115. Do you agree with each point the speaker mentions? Is

he c ct? Has the situation changed on one particular point?
Is he leaving out certain facts? and so on. correct

B116. If you ask these questions, mentally, or in writing for

a lecture, you're getting yourself i with the speaker
and his subject! involved

21
 participation and work.
a) hazy
b) active
b) active
c) bored
d) placid

B118. You're forcing your mind to cease its wandering and

stay constantly and with on the
speaker's thoughts. b) exclusive
a) much ooredom
attention
b) exclusive attention
c) maintained disinterest
d) closed eyes

B119.Make a habit out of these rules, suggestions and tech-

niques and you'll have acquired the art of c ting while
someone else is talking! Now let's go on to the fourth use of concentrating
concentration. Let's explore the immensely profitable skills
of problem-solving and decision-making .... and make you
a master of each.

22
 HOW TO MAKE PROBLEMS HALF-SOLVE THEMSELVES

CI. Later on, I'll use one full section to help you to think
creatively. All you learn there can be applied to clear
thinking and c tion. concentration

C2. As I told you before, thinking in the present is mainly

problem-solving. So let's spend some time on learning how
to concentrate directly on solving. problem

C3. The first rule is the one you've already learned:

Ask questions.' Asking q s and tracking down the
answers is the greatest single source of progress. questions

C4. All the experiments going on in our scientific

laboratories are nothing more than different and diversified
ways of asking q s of nature. All inventions are questions
really only physical answers to such questions.

C5. A-- yourself continuously, "Why was, or is, a certain

why was, or is, a certain
thing being done, or not done; and
method being used instead of another?" etc. Ask

C6. You already know how to ask questions; just use those
six honest serving men, what, why, when, — ,where and who! how

C7. All right; rule one for solving p s is, ask

questions. Unfortunately, few people who think they think,
really do] You must ask questions in order to think.' problems

C8. Ask questions of y f and anyone else. Don't be

afraid;remember, "He who asks a question is a fool for five
minutes; he who doesn't ask a question remains a fool yourself
forever]"

23
C9. The second rule is: Define Your Problem Precisely]
All the questions and all the answers in the world won't help,
if you don't really know what the problem is. So, d e the define
problem.

CIO. Most likely, many of the problems that are plaguing you
now could not be clearly defined. Stop to think for a moment
and you'll realize that most of the p s cannot be problems
pictured in their entirety.

Cll. The problem is usually quite vague; you see the tentacle
of the octopus, but not the octopus itself. You can do some- tentacle
thing about one tentacle; then perhaps, something about
another t le. But the body, the cause, the nucleus of your problem
p is still with you.

C12. I think this is why many of our s linger as long

as they do, sapping our energy, causing mental fatigue, and
making us more tense and neurotic than we already are. problems

C13. So; be sure to define the problem. Take any particular

p and write it out in detail. When you try this, you'll
find that many parts of the problem are really nothing but problem
incidentals.

C14. List only the essentials of the problem; keep eliminating

the foggy un- essential details and you're getting down to the
core of the . problem

C15. You may discover that the entire was quite

vague in your mind. Many of the incidentals surrounding it
can be put aside; they're unimportant. They were the 'might- problem
be 's' and 'what will happens' - anticipations. They need not
concern you now.

C16. Write down precisely WHAT is wrong - WHERE it is

wrong - and WHY it is w . wrong

C17. Now
you're getting down to the heart of the problem in
ugly nakedness. You've eliminated the vagueness and
all its attention
you can give your exclusive att n to the core of the
p only. problem

24
C18. Most problems well organized and precisely d ned in
this way are already partially solved! defined

C19. You may not realize it until you think about it, but many
times we're concerned with problems that don't actually exist!
Be sure the problem you feel you must solve - really e s. exists

C20. Then, do a little 'brainstorming!' List all the solutions

you can, no matter how silly or wild. You realize that you're
attention
problem and also to its solution.

C21. List all the obstacles standing in the way of solution.

Beside each obstacle, list any and all s ns for that solutions
obstacle that come to mind, no matter how ridiculous or far-
fetched. Get all this down on paper and you'll be closer to obstacle
solving that problem than you've ever been.

C22. You've eliminated all the fog surrounding the p

and you can give your attention and concentration to solving it. problem

C23. Look for the key problem within the overall problem.
Just to give one example; in building a bridge, the actual problem
bridge construction is not the key p m! The problem is
the traffic that will be using that bridge. key

C24. Where will that traffic be coming from and where will it
be going to ? How heavy will that traffic be at its peak time ?
How much heavier will that traffic get in years to come? The key
traffic is the— problem, not the bridge itself.

C25. All right; practice getting to the core or nucleus of any

p . Soon you'll be able to cut through the outside layers problem
to the k-- problem inside. You'll be thinking of and attacking
the disease not the symptom. key

C26. Once the problem is whittled down to its essentials, to

its k-- form, it is in a soluble and attackable form. key

25
C27. Remember, the key problem is not always the obvious
one! Any distant factors may contain that k-- you're looking
for. Keep digging till you find it. key

C28. Therefore, the second rule for concentrating on, and

solving, problems is: D the problem precisely! Cut Define
away the non-essentials. Look for the k-- problem within the
overall problem! key

C29. The third rule is really an obvious one: Get The Facts
You Need To Solve That Problem! The necessary tools for
any type of thinking, are f — s. facts

C30. You've got to develop the capacity for finding things out;
for searching for facts. Almost any problem can be solved if
you are aware of enough f — s about the situation. facts

C31. Perhaps the best way of getting facts is to know whom to

go to; whom to ask! Turn to experts and specialists in the
particular field, if necessary, but g-- the facts! get

C32. Let me give you one example. I know of an automobile

dealer who hired an efficiency expert to find out why a certain problem
percentage of the potential customers were walking out of the
showroom without buying a car. He knew the p m. He facts
was after the f — s.

C33. Remember, the key problem was not the car itself,
because other dealers were selling it well. The problem
was why weren't his salesmen scoring? key

C34. I don't want to go into complete detail, but the efficiency

expert found two apparently silly facts. Tie clips and clocks! clips
All the salesmen wore the same large s with amodel
car on it; and there were many c ks — tie
in the showroom. clocks

C35. The expert suggested that both these things be elimin-

ated! It seems that potential customers were becoming too
interested in the clips and were not giving their full tie
attention to the sales pitch!

26
C36. Also, in the process of being sold a car, too many
potential customers would look at a cl--k, realize they w^re
late for some appointment or other, and leave with a prom- clock
ise to return.

C37. Of course, many of them never returned! They already

had all the information; price, trade-in, model, etc., that they clips
needed, so they perhaps bought from someone closer to them,
etc. There are no more tie s or c s in that dealer's clocks
showroom!

C38. I'm giving just this one perhaps extreme example of the
importance of getting to the core of the problem. Get the
f — s! facts

C39. To help get those f s and help solve the problem, we

come to the fourth rule: Keep An Open Mind And Weigh All
Sides Of The Problem! facts

C40. Stop seeking justification for the action you want to take.
Don't accept just those facts which fit your prejudices, and
reject all others. Don't attempt to warp the f
wish or desire.
—
s to fit your facts

C41. Be careful of fallacious syllogistic thinking, as men-

tioned in the section on logic. Be sure the original premise thinking
of your th g is correct, and don't substitute all for some.
Read the section on 1
false conclusions.
—
c; it will help you to avoid reaching logic

C42. Watch out for syllogistic traps and follow the fourth
rule: Keep an open mind and weigh all sides of the ,

and you'll avoid the pitfalls of incorrect thinking. problem

C43. Consider every side of the problem calmly and

carefully. That's the only way to keep wish, sentiment and
faulty thinking from keeping you from the facts and from thinking
clouding and fogging your th g.

C44. Finally, the fifth rule: Let Your Thought Lead To Action!
Here is where we veer slightly away from the precise subject concentration
of c n and move more firmly into the p m-
s g area. problem
solving

27
C45. In trying to solve any problem, be sure your thought
leads to ac All the questions you ask, all the facts you
.

—
collect, will be of little help if they, in turn, do not 1
action.
to
action

lead

C46. After gathering all the facts and going through the self-
questioning, you must come to a decision. Your first act is
the reaching of a d n. decision

C47. How do you learn to make decisions? Well, the best

advice I can give you is to work at forming the habit of making
d ns. (There are some more aids in decision -making in decisions
the section on utilizing time effectively.)

C48. Deliberate and weigh all the factors of the situation.

List all the pros and all the cons. Let this act as a balance
sheet or jeweler's scale. Your d n, usually, should be decision
made on the side toward which the heavier factors tip that
scale.

C49. A good idea is to devise two or more possible s ns

or plans of action. Then d e which is best - choose the solutions
best one.
decide

C50. Do this by bringing all the factors to bear, as I just told

you, on both solutions. Deliberate and weigh the evidence,
facts, etc., of these two solutions and see which way that scale
jeweler's s tips.

C51. Just as one example: A manufacturer found that his

product wasn't moving as well as usual because a competitor's
product was displacing his. He arrived at three possible solutions
s ns.

C52. First, of course, was to develop a better product.

Second, spend more money by increasing advertising and cut
prices at the same time. And third, buy out the competitor. decision
He had to make a d n; which was the best solution?

C53. He made balance sheets on the three solutions. Listed

the pr-- and c --s of each, like this: pros

cons

28
C54. The first possibility - developing a better product -
wouldn't cost too much immediately. But it would involve
long and tedious experiments; more delay as the competitor's product
pr 1 kept displacing his; loss of clients, etc., etc.

C55. The second possibility - money spent on adv ing -

would help his competitor too. Price cutting could start a

price war he might not be able to win. advertising

C56. The third possibility - buying out his competitor -

involved a large immediate cash outlay. But there was an
immediate gain of the net profits now being lost to the competitor
com r.

C57. If he bought out his competitor, he'd avoid an expensive

battle, and so on. Of course, many, many more pros and
c--s were listed. cons

C58. After careful deliberation and weighing of these lists,

or balance sh —
s, it was obvious that the correct solution
was to buy out the competitor. sheets

C59. Once this d n was made, action was started. decision

C60. Most problems do not entail decisions of that stature.

Most decisions, after applying the rules - getting the facts
and asking all the q s - can be made without all this questions
lengthy deliberation.

C61. Now, is there a way of assuring yourself that the

decision you've made is the right one? Yes, there is. Here
are two simple rules for checking out that d n. decision

C62. First, if possible, test out your decision on a small

scale. This, of course, is not always p le, but if it is,

do so. possible

29
C63. Second, assume that the d n has already been
made unalterably. Imagine yourself living with it; anticipate
the consequences, both immediate and years from now. Are decision
you, and will you be, happy and satisfied with it?

C64. Now do exactly the same thing with the choice you
rejected. Your own experience and intuition will come to
bear here, and in an almost eerie way, will help pinpoint correct
the c ct decision! Try it, you'll see that it works.

C65. So, try to test out each s n on a small scale.

And/or imagine the decision is already made, and try to
forecast how it will come out. solution

C66. Decision making is a habit. Apply the rules I've given

you and ask these three questions of yourself over each
decision. 1) Am I ready to use all the courage I have to back decision
up this d n?

C67. 2) Do I have enough knowledge and experience of this

subject to assure me that I'm making the c ct decision? correct

C68. And 3), is this decision the best I'm capable of making?
If your answer to each of these q s is affirmative, the
odds are you've made the correct decision. questions

C69. If your a s are negative, do something about it!

Keep working on the decision and the solution until the

answers are affirmative. answers

C70. Practice on the small, or minor, decisions. Once

you've formed the h 1 of making them quickly and

correctly, all you have to do is multiply in order to handle habit

the big ones!

C71. Just remember, that the longer you take to make a

d— ~--n, the closer you get to making no decision at all! decision

30
C72. Now, before we review all you've learned on concen-
tration, let's do a quick review on concentration as
particularly geared to problem-s ing. solving

C73. Most thinking done in the is concerned

with problem-solving.
a) future c) present
b) past
c) present
d) bathroom

C74. The first rule for solving problems is: Ask q s.

You must questions in order to think. questions

ask

C75. The second rule is: D your problem precisely. Define

Write out the problem in d 1 and eliminate all the fog
surrounding it. detail

Learn to get down to the core or k-- problem. key

C76. Most problems, well organized and precisely d d

are already partially solved. defined

C77. Once the problem is whittled down to its key form, it

is in a soluble and attackable form. Now, find the s n.
Do a bit of brainstorming to help find that solution. solution

C78. The third rule is: Get the f---s.

facts
Turn to experts and specialists if necessary, but be
sure you the facts. get

C79. The fourth rule is: Keep an open mind and weigh all
factors of the p m. problem

Don't distort the facts to fit your wish or d res. desires

C80. Be careful not to use exceptional cases as general-

izations. Work with the norm rather than the ex n. exception

31
C81. Make sure that your original assumption is correct.
Look out for false or faulty thinking. Always check your
original as n. assumption

C82. Consider every element of the problem calmly and

c — fully. carefully

C83. The fifth rule is: Let your thoughts lead to a . action

a) problem
b) solution d) decision
c) prayer
d) decision

C85„ See my rules for building good habits in the 'O' section.
Then work at forming a h 1 of making decisions. habit

C86. Make up b ce sheets for each solution. List all the

pros and cons of each one. Your decision can then usually
be based on those balance sheets. balance

C87. To check
if your decision is the correct one, try to

test out on a small scale; and/or imagine a decision

it

already made. Then try to an te the consequences. anticipate

C88. Finally, work until you get an aff ve answer to

these three questions. Am I ready to back up my decision?
Do I have the knowledge and experience to assure a correct affirmative
decision? And, is this decision the best decision I'm
capable of?

C89. Make it a habit to reach quick and correct decisions

over minor problems and you'll solve larger p ms much
easier. problems

32
C90. Like the owner of a clothing store with a competitor on
each side. The store on his left had a large sign reading,
"Close-Out Sale." The one on his right had a sign say- no answer
ing, "Big Fire Sale." required
So our man in the middle put up his own sign, which
read simply, "Main Entrance!"

C91. Now for a complete review on concentration. Let's

look over everything we've learned in the last two sections.
The first problem in concentration is to get down to w--k. work

C92. Applicable here, is the third rule in the will power

procrastinating

C93. To help you to get down to work you must have a

planned procedure. Set a definite t for sitting down to
work each day. time

C94. Know exactly what it is you have to do. Start at the

beginning, and learn, or do, it step by s . step

C95. Don't delay your starting time or you'll set up ex s

for not starting at all. excuses

C96. Be sure all working conditions are as perfect as

possible. Get them ready after you finish the preceding
day's w--k. work

C97. Concentration is ex ve attention on one subject. exclusive

C98. The Golden Rule for concentration is: Get yourself

in d. You get yourself involved by asking s. involved

questions

33
C99. When you read anything, you are looking for specific
a s to specific questions. answers

C100. As you read, look for answers. When you find an

answer, pick up your pencil and un e the key words of
that sentence. underline

ClOl.This underlining-the-answer idea is of utmost impor-

tance. It forces you to weed out and evaluate. It gets you
in d. involved

CI 02. Be sure to apply this ideaabove all others; mark up

that book, un the sentence, or the key words of the underline
sentence, that answers a q n!
question

CI 03. Concentrating while listening is an indispensable art.

The main problem is to maintain att n. attention

C104. You maintain attention by questioning what the

speaker says. There are four ways of asking these
q s (Remember Saba.)
.
questions

C105. Summarize, ant te, listen b n (the lines), and

decide if you agree with the speaker. anticipate

between

CIO6.D0 this, and you're involved; you're changing passive

listening into participation.
a) passive c) active c) active
b) average d) slovenly

C107. You're giving the subject your exclusive attention and

your mind doesn't have the opportunity, time, or inclination
to w r. wander

34
CI 08. Most important on the subject of thinking and
con n - and I can't stress this strongly enough „-

is to GET INVOLVED. concentration

C109.The rules and techniques taught in this section are all

geared to help you to do this one thing - get yourself
involved

C110. Apply, practice, and use all the techniques, ideas, hints
and suggestions given here; ask questions, get involved - and
you've acquired the art and the ability toe te. concentrate

Clll I didn't want to leave this section without telling

you that I'm not trying to oversimplify problem-solving.

Since it is something in which you're always engaged, I just problems
want to make it easier for you. I realize full well that there
are p ms too big to solve by, say, simply writing them
out.

CI 12. The important thing is that once you're doing some-

thing - anything - about your problem in a direct and
intelligent manner, there's much more chance of getting solved
them s ed.

C113.What about those 'too big' p s; things like lack of

money, poor health, physical handicaps, etc? Obviously they
can't just be brushed aside; but you can make them easier to problems
bear, or try to.

C114.If you're suffering from any of the above, there are

cliches offered to make you feel better. Cliches like,
"This too shall pass" and "I cried because I had no shoes, no answer
until I saw a man who had no feet," etc. required

C115.Well, perhaps these points of view do come in handy at

times, if you can really make yourself believe them; but I
don't go along with them for real p m-s ng. problem-
solving

C116. Thinking about how much worse off someone else is,
can perhaps be a temporary relief. At best, it's the easy way
out - if it is a way o--; because unfortunately, the way most out
of us are built makes an individual more aware of a cut on
his finger than a war on another continent.

35
C117. Realizing that somewhere someone else is suffering
more than you are, doesn't relieve your situation any. Not
only doesn't it r ve the situation, it can make things relieve
worse. It may stop you from trying to do something about it!

C118.I think that no matter the other guy's troubles or

problems - if all the troubles in the world were bunched
together and put on the auction block, most of us would buy troubles
back our own t es rather than anyone else's!

C119. All right; what can be done about, say, money p ?

The first thing perhaps, is to remember that one way to make
ends meet is to get off your own! problems

CI 20. Few of us are fortunate enough to have someone take

care of our obligations. Since you've got to take care of
y if what are you waiting for?
?
Do something. yourself

C121. Not enough money? Well most of us have that p .

In this era of living up to every penny we earn; and in this problem

era of very little down payment, or no down p nt, too
many of us live way over our heads. payment

C 122. There are two solutions to this p m. One of course,

is to earn more money. Now you're thinking, "That's a big
help; wouldn't I earn more if I could?" Well, maybe. Many problem
people earn top money according to their skills - but just as
many do not.

CI 23. A few reasons - laziness, fear of changing to a new job

or new location, and lack of confidence. One of the sorriest
types of business failure is the person who has remained in change
the same place for years - afraid to make a ch e.

C124. This type also firmly believes that he just didn't have
the right opportunities. Well, that's as good an excuse as
any. because opp y is a state of mind - plus action! opportunity

C125. Also, it isn't too difficult to earn money in your spare

time. You'll be surprised at the many ways there are to

earn extra m y, if you'll just take the time to look into it money
that you usually take to feel sorry for yourself.

36
C126. That's one solution. The other, and probably more to
the point, is to manage the m —
y that you do earn more
efficiently. Start a savings plan; don't buy anything you can't money
afford now, no matter how much time you have to pay for it,
and so on.

C127,One important point; are you contributing toward the

solution of a problem, or are you becoming a part or cause of
that p ? problem

C128. For example, if you're a habitual spendthrift, you

certainly have no cause to complain about lack of m .

You are the problem; so do something about that. money

CI 29. Of course, health is very often something that is

entirely out of our hands. But in many cases, h h is
something we can control. Aside from normal precautions, health
we can make it our business to have a complete physical
check-up at least once a year.

CI 30. I'm not suggestingthat you become a hypochondriac,

but you feel that something is wrong, why worry about it
if

before you see a doctor and find out if it is something to worry

w about.

C 131. Another little 'big problem solver' - stop procrastin-

ating. He who p tes will gain more weight. If you procrastinates
feel its necessary to go on a diet, stop talking about tomorrow
or next week; start now or you probably won't start at all. start

C132.Keep in mind that most often, in almost every kind of

p m, it's not what you do that tires or hurts you in any problem
way; it's what you don't do that eventually causes more of a
p (
more pain and more trouble! problem

C133.H you have a physical disability, I won't evade the

issue by telling you that there are people worse off than you
are. I might, however, suggest that you stop using that disability
d ity as an excuse.

C134.It's your ability that counts, not your disability. Your

mental attitude toward the dis y is more important disability
than the d y itself. There may be nothing you can do
about the latter, but you can and must do something about the disability
former.

37
C135. Perhaps the best known handicapped person in America
was Helen Keller. She once paraphrased Emerson's, "No
man had ever a defect that was not somewhere made useful no answer
to him," in saying of herself, "I thank God for my handicaps required
for without them I could not have succeeded."

CI 36. Whether or not you agree with her statement, you must
agree with her att de. There is no other good way of
looking at it. What has happened to you is not anywhere as attitude
important as how you reacted to it.

C137.Stop concerning yourself with what might, or should,

have been; be concerned rather with things as they are. problems
So hope you'll agree that there is something you can
- I
attitude
do about the big p ms; even if it's just a matter of
att e.

C138. Let's face it: "What cannot be cured must be endured,"

but we should make it as easy and pleasant as possible for our-
selves and others. Where there is something, anything, tangible attitude
that can be done - of course, do it. If not, arrange your
mental a de so that you can make the best of it anyway.

C139.It's amazing what we can learn to live with once we

make up our minds to do so, or once we have to do so. As a
silly example; somewhere I read or heard of a gardener who no answer
wrote (to the Dept. of Agriculture), "I've tried everything you required
told me to .... on how to get rid of dandelions, but I've
still got them."

C140.In the next mail, the gardener received a wise piece of

advice. "Dear Sir; if you've tried everything we've told you
to, and you still have d ions, there is only one thing dandelions
left to do - learn to love them!"

38
 HOW TO BUILD A FILE-CABINET MEMORY

Dl. believe that the one mental faculty that really exempli-
I

fies anorg d mind is the faculty of memory. Perhaps it's

because this is closest to me that I feel it's most important. organized

D2. Learn my systems of trained m y, and you'll also

learn to think clearly and concisely about anything else; you'll
organize and expand your mind for all things. memory
.

D3. Anyone can learn to train his or her memory. All that's
necessary is a little org n. Let me show you.
organization

D4. First let me assure you that there is no such thing as a

bad memory. There are only trained memories and untrained
m s. memories

D5. I will teach you to r r as you've never been able

to r r before. remember

remember

D6. I don't care if you think you have the worst in memory
the world! It is simply untrained. Just answer all the ques-
tions in this section, do the things I tell you to, and I'll tr — train
your m y.
memory

D7. The basis of a tr d memory is association. Asso-

ciation, pertaining to m simply means the connecting
, trained
up or tying up of two (or more) things to each other.
memory

D8. Anything you manage to r r now is due to the fact

that you have subconsciously ass d it to something else. remember

associated

39
D9. Anything you've ever re ed, you've remembered
because you subconsciously ass ed it to something you remembered
already knew or remembered.
associated

D10. The problem is that the associations you had before

were subconscious; you had no control over them. I will
teach you to a e consciously. associate

Dll. Once you can do that, you'll have a tr

the rest of your life
— ed m y for
trained

memory

D12. To sum up, then, you cannot remember anything if you

do not a it to something else.
associate

D13. The things you already remember will aid you in remem-
bering new information by making conscious ass s.
associations

D14. How will the things you already r r aid you in re- remember
membering new information? Simple! You will learn how to
assoc any new piece of information to something you al- associate
ready know or r r.
remember

D15. This idea has helped you all your life. Even in your
early school years, you were taught some new and difficult
associations

D16. Do you still remember that the lines of the music staff
are E, G, B, D, and F? These meaningless letters were made
easier to r r by thinking of the sentence, "Every Good remember
Boy Does Fine."

association

40
D18. The F were the new things to
letters E, G, B, D, and
r r "Every Good Boy Does Fine" was something you remember
already k — and remembered.
knew

D19. The new thing — the thing you had to commit to memory
was ass ed to something you already k . associated

knew

D20. "Never believe a lie." If you r r that sentence,

you'll never forget that "believe" is spelled with the i before
the e. remember

D21. The word "lie" is smack in the middle of the word

"believe." Everyone k s how to spell "lie." This will help knows
you to r r how to spell the more difficult word "believe."
remember

D22. "Never believe a lie" — is an example of a conscious

association

D23. Most of you were taught to r r that the outline of

Italy was shaped like a boot.
remember

D24. Most of you still can remember the shape of Italy. The
shape of Italy was the new piece of information. The b--t boot
was something you already k —
and remembered.
knew

Do you see how simple it all is? The same methods and ideas association
can be used to r r any new thing.
remember

"piece" is spelled with the i before the e could be the phrase:

"A piece of pie." association

41
D27. These have been simple examples of c s asso-
ciations.
conscious

D28. My methods and systems of simple c s associa-

tions can be applied to remembering anything.
conscious

D29. Now let's add another rule: "In order to remember any
new piece of information, it must be associated in some ridic-
ulous and/or illogical way to something you already know or remember
r r."

D30. It is much easier to r r and picture ridiculous

things than it is to remember or picture logical things.
remember

D31. The ass ns I'll teach you will be based on ridic-

ulous mental images or pic es. — associations

pictures

D32. These images or pic s will be illogical or rid .

pictures

ridiculous

D33. It is easier to recall or see a pi —

re of a baseball bat
flying through the air and hitting a lamp than it is to see the
bat merely lying near the lamp. picture

D34. It is easier to recall or see a p e of a ridiculous

carpet made out of millions of newspapers than it is to see a
newspaper simply lying on a carpet. picture

D35. Therefore, it is easier to recall rid s associations

ridiculous

associations

42
D36. remembering, in most cases, is with
The problem of
what awareness." We don't remember many
call, "original
I

things because we're not originally a

register in our minds.
—
e of them. They don't aware

D37. Wemay see, hear or feel a thing, but we do not take

that fraction of a second necessary to let it reg r. We
are not really aware of it. register

D38. That's the reason for most of us not remembering.

Notice I didn't say, 'forgetting' — since we can't f 1

something that we never really remembered. forget

D39. My systems will solve the original awareness problem

for you. Once the s ms are applied, they force you to be systems
a— e without you even realizing it.
aware

D40. Once you are o y aware, then any new informa-

your mind, and half the battle is won.
tion registers in
originally

THE LINK METHOD OF MEMORY

D41. I want to show you right now how ri s associations
ridiculous
will help you to remember a list of fifteen items backwards
and forwards.

D42. I call this the Link method of m y. Because you

Link together each item you want to remember.
memory

D43. Although you'll agree that you never before could have
re ed fifteen items after reading them only once, you'll remembered
—
be able to do it easily by using the L k method of associa-
tion. Link

D44. Here are the fifteen items you're going to r r:

carpet, paper, bottle, bed, fish, chair, window, flower, cigar-
ette, nail, typewriter, shoe, pen, donut and car. remember

43
D45. Let's make ridiculous mental pictures or ass ns
of these fifteen items!
associations

D46. It is important to remember that you must actually try

to see the ri s pictures in your mind's eye.
ridiculous

D47. If you merely think the words, you will not r r

them. You must SEE the pictures in your mind's eye, if only
for a split second. remember

D48. Let's review the basic rules again. Associations are

easier to remember if they are:
(a) beautiful (c) ridiculous
(b) logical
(c) ridiculous
(d) vague

D49. When you create an association, you must:

(a) write it down
(b) paint the picture (d) see the
(c) think the words picture in
(d) see the picture in your mind. your mind.

D50. Ready? We will assume you already know the first

item, carpet. That is the thing you already r r.
remember

D51. The first item is c 1.

carpet

D52. The new piece of information you wish to r r is

paper. The second item is p r. remember

paper

D53. Now let's make a ridiculous a n between •

;

carpet and paper

association

44
D54. For example: Picture your carpet at home made out of carpet
paper. See yourself walking on that paper c 1 and feel^the

paper
your mind's eye!
association

D55. Here you must not simply answer the questions. You
must stop for a moment and actually see that a n.
association

D56. You have just made a ridiculous association between

carpet and .

paper

D57. The is crinkly because it is made of paper.

carpet
moment. Then stop thinking of it.

association

D58. In the Link method, once you've seen the r s

association in your mind, stop thinking of it and go to the next
step. ridiculous

D59. Any picture or association you think of between the two

items is okay, as long as it is a r s one.
ridiculous

r s and see just that one. association

ridiculous

D61. For the first experiment, I will suggest one or two ridic-
ulous a ns tor each pair of items. Please remember
that you must actually try to see the picture. Make it a mental associations
image.

D62. You have already associated to paper. Now simply

stop thinking about it and go on to the next association.
carpet

45
D63. Now we'll assume that you already remember paper.
The new piece of information you wish to remember is bottle.
You must a te bottle to paper. associate

D64. Remember, this is called the L--k method because it is

like a chain. You always a te the present piece of infor- Link
mation to the previous piece of information.
associate

D65. All right. A ridiculous association between, or with,

paper ana bottle could be this: You might see yourself read-
ing a gigantic bottle instead of a p — r. paper

D66. Or, you might picture a b pouring paper from its

mouth insteadof liquid; or a bottle made of p instead of bottle
glass.
paper

D67. Pick the association you think is most r s, and

see it in your mind's eye. ridiculous
You've just associated paper to .

bottle

D68. You've actually seen a mental picture of pouring

from a paper
bottle instead of liquid.
Remember: you must actually — the picture in your
see
mind's eye.

D69. Now that you already remember bottle, let's a e

the next item.
associate

D70. Bottle to bed: Do not picture a bottle lying on a bed.

That is not r s or illogical enough.
ridiculous

D71. Make the association ridiculous! Why not see yourself

sleeping in a gigantic bottle instead of a b--? Or, see your- bed
self drinking from a bed instead of from a b !

bottle

46
D72. See the picture you think is most r s in your ridiculous
mind's eye. See yourself sleeping in that b e. Or see
yourself drinking from that clean white b-d. bottle

bed

D73. You've just associated bottle to —

bed

D74. Since this is of utmost importance for all my memory

systems, I must keep reminding you that you must actually
— the picture you select in your mind for at least a split see
second.

D75. You have iust seen the ridiculous association between

b e and b--. bottle

bed

D76. The next new thing to be remembered is, fish. The

thing you already remember is, bed. So we must a e
fish to bed. associate

D77. See a gigantic

allaround. The b--
f — sleeping in your bed. It's flopping
is getting all wet and slimy because of fish
it.

bed

D78. Remember; you must see this ridiculous picture in fish

your mind. A gigantic is sleeping in your See — .

the picture. bed

You've just associated bed to .

fish

D79.
r
We now remember f —
r the next item — chair.
and
; that will help us to
fish

remember

D80. See yourself fishing and catching ch s instead of

fish. chairs
Or, see a gigantic fish sitting in your favorite .

chair

47
D81. Have you selected and actually s--n one of these pic- seen
tures? Do you see yourself reeling up a c r out of the —
water? Or, do you see a f--h sitting in your favorite chair? chair

fish

D82. You have just associated fish to .

chair

D83. Now we want to remember window. We must a e

window to chair. You might see yourself sitting on a window associate
pane (it gives you a pain) instead of a c .

chair

D84. Or, you're violently throwing chairs through a closed

w Glass is flying all over the place!
.

window

D85. See the ridiculous association of the chair and w window

in your mind's eye. See the glass flying as you throw that
c---r through that w w. chair

window

D86. You have just associated to window.

chair

D87. I want to give you a few simple rules to help you make
r s associations. But before I do, let's review.
ridiculous

D88. Think of carpet. What does carpet make you think of?
Your carpet was made of , and was crinkling under foot.
paper

D8S. What does paper remind you of? Wasn't that a ridicu-
lous picture of paper pouring from the mouth of a ?
bottle

48
D90. A gigantic bottle was sleeping on your —
-

bed

D91. Bed. What did you associate with your bed? Wasn't it
getting all wet and slimy because a gigantic was sleeping
in it?' fish

D92. Ah yes: a fish! Do you remember fishing and catching

s instead?
chairs

D93. There's glass flying all around because you're violently

throwing chairs through your .

window

you actually saw them in your mind, you're with me so far. associations
If you didn't r r one or two, go back and strengthen
that particular association. remember

D95. We've all been raised to think logically, not ridiculously,

so it may take just a little practice to make your associations ridiculous
r s enough.
Here are four simple rules to help make r s ridiculous
pictures.

D96. First; picture the item or items out of proportion. In

other words, larger than life. One way to make your pictures
ridiculous is to think of the items out of p n. proportion

D97. I've used the word, "gigantic" quite often. This was to

proportion

D98. Second; picture the items in action whenever possible.

I suggested that you picture yourself throwing chairs through
a window and to see the glass flying around. That's action. action
If you make the violent, all the better.

49
D99. Third rule; exaggerate the amount of items. As you go
on; you'll notice thatI'll tell you to picture millions of an

exaggeration

DIOO.Last and most applicable: — Substitution. Simply pic-

ture one item instead of another. I suggested that you picture
yourself catching chairs instead of fish. That's sub . substitution

D101. You'll see more examples of this as we go along. When-

ever you picture one item instead of another, you're using
substitution

D102.The rules then, are: — Make the items larger than life,
or out of pr n. proportion
See the items moving and in violent .

action

exaggeration

substitution

D104. Although it isn't necessary for you to commit these

four rules to memory, you should try to get one or more of
associations

D105.In my sample associations that follow, you will always

find one or more of these aids for forming ridiculous pictures: action
(1) out of proportion, (2) a n, (3) exaggeration, and (4)
sub .
substitution

D106.Now to continue with our Link Method: The last thing

we remembered was window. The new thing is — flower. ridiculous
We must make a r s a n between window
and flower. association

D107.You might see windows growing in your garden instead

of flowers. If you actually see them growing, that's action;

seeing the windows instead of flowers is sub n. substitution

50
D108. Perhaps you'd rather see yourself opening a window and
a million flowers fly into your face. Millions of flowers is. exaggeration
OY n HitHncr vnn in thp face (and hurtinsr vou) is
a n. action

D109.A11 right. Choose a ridiculous picture and actually see

it in your mind's eye for a moment. That's window to f .

flower

DUO. You've just associated w to flower. Actually see window

the windows growing instead of s.
You've associated window to . flowers

flower

Dill. The thing we now know and remember is flower. The

new piece of information is, cigarette. You must make a ridiculous

ette. association

D112. You might see yourself smoking a large flower instead

ofa c e. Or: gigantic cigarettes are growing in your cigarette
garden instead of f s.
flowers

ridiculous
D113. Select the picture you think is most r and
actually —
it in your mind's eye.

es growing.
,

See the smoke coming

see
out of the f r. Or, see the c

flower

cigarettes

D114. You've just associated flower to

Please remember to pause each time to actually
.

— cigarette
the picture in your mind. That is essential.
see

D115.The new thing to remember is, nail. We already know

association
between cigarette and n — nail

D116. Pretty soon you'll find it quite simple to think of your

associations

51
D117. For cigarette and nail, it's easy to think of picturing D12
!

yourself smoking a large nail instead of a c Or,

you're hammering cigarettes into a wall instead of n s. —
.
cigarette j

j^

nails

Dl 18. Select one picture and be sure to pause before going on

and actually —it in your mind's eye. See the smoke coming act

out of the n--l. Or see those c s being pounded into nail

that wall.
cigarettes

D
Dl 19. You've just associated cigarette to .

nail

D120. using this Link method of m

In y, do not think of all
I

the preceding items. Just work with the previous and the i

present items each time. Just the two items. memory

D121. You've just memorized nail. The new thing to remember

is,typewriter. You must make a ridiculous be- associationj
tween nail and t r.
typewriter

D122. All the keys on your t are nails and they're

pricking your fingers as you type. Or, you're hammering a typewriter
gigantic n--l through your typewriter and ruining it.
nail

D123. Select the most ridiculous picture, or one you've thought

of yourself, and actually —
it in your mind's eye. Feel those
see

keys on the typewriter turn into n — s and prick you. Or, see
yourself pounding that nail through that t and ruin-
nails

ing it. typewriter

typewriter

D125.The next thing to remember is, shoe. Since we already ridiculous

association

shoe

52
D126. You're walking along the street wearing typewriters on
your feet instead of s —
s. Or, you're typing on your t
with your shoes instead of your hands.
r shoes

typewriter

D127. Whichever ridiculous picture you select, you must see

actually —it in your mind's eye for a moment. See your
s
t
— s hitting the keys of that typewriter. Or see those
s on your feet as you walk on the pavement.
shoes

typewriters

D128.You have just associated typewriter and .

shoe

D129. Since you already know shoe, this is now associated in a

r s wa y to the next item, which is, pen.
ridiculous

D130. You're writing with a shoe instead of a p-n. Or, your

shoes have gigantic p--s on the front of them, and write on pen
the sidewalks as you walk.
pens

D131. Pick one picture, and pause before you continue, to see
actually —it in your mind. See that s--e writing words
across that paper. Or see those p--s on your shoes leaving shoe
marks as you walk.
pens

D132.K you've actually seen the picture, you've just associ-

ated shoe to —
pen

D133.Now the new thing to remember is, donut. You already

ridiculous
and d — t.

donut

D134. You might see yourself writing on a donut with a p-n.

Or, you're eating a circular pen instead of a d
getting ink all over your face.
t, and it's — pen

donut

53
 .

D135. There are many different r s associations that

can be made with each pair of items. For this pair, you might ridiculous
choose to see yourself writing on a crumbly donut with a leaky
— Or, you're dunking a pen into your coffee instead of a
.
pen
donut.

ridiculous
D136. Select the one picture you think is most
actually — it in your mind's eye before you continue.
and
See see
that p-n dunking into the coffee. Or see that pen writing your
name across the crumbly surface of that d t.— pen

donut

D137.You have just associated pen to .

donut

D138. The last new thing you want to remember is, car. You
association
between donut and c-r.
car

D139.A large donut is driving a c--. Or, you're driving a

gigantic d instead of a car. car

donut

D140. Select one of these ridiculous pictures, pause and

actually — it in your mind's eye. See yourself behind the
see

steering wheel of a huge d

driving your own c--.
— t. Or see a life-size doughnut donut

car

D141. You've just associated donut to —

car

D142. K you've answered every question and if you've actually

seen all the r s pictures, you will have no trouble
remembering all fifteen items in sequence. ridiculous

D143. Why not let me work all the way from carpet to car with
you right now, and see how amazed you are at your new and
wonderful m y. Here we go: memory

54
D144. Carpet — you were walking on a carpet made of p .

It crinkled as you walked on it.

paper

D145. Paper — paper was pouring from the mouth of a b

instead of liquid.
bottle

D146. Bottle — you were sleeping in a gigantic bottle instead

of ab—
bed

D147. Bed
it all
—
wet and slimy.
a gigantic f — was sleeping in your bed, making

fish

D148. Fish — you were fishing and catching c s instead of

fish. Or perhaps, a giant fish was sitting in your favorite chairs
c .

chair

D149. Chair — you were throwing chairs violently through your

w causing glass to fly all over the place.
,

window

D150. Window — windows were growing in your garden instead

off s.

flowers

D151. Flower — you were smoking a flower instead of a

c .

cigarette

Dl 5 2. Cigarette — you were hammering cigarettes into your

wall instead of n s. —
nails

55
 .

D153.Nail —
you were hammering a gigantic nail through your
. yuui iiiigcriips were ucing pncKeu oecause
\ji , typewriter
all the keys on your t were nails.
typewriter

D154. Typewriter — you were walking and wearing typewriters

instead of s — s.
shoes

D155.Shoe — you were writing with your shoe instead of a

p—
pen

D156. Pen — you were eating a circular pen instead of a d .

donut

D157. Donut — finally, you were driving a gigantic donut instead

of a c--.
car

D158. Did you answer all the questions? If you did, you real-
ize what you have done, don't you? You've re d fifteen
items in sequence. remembered

D159.If you missed one or two, go back and strengthen those

associations

D160.Now, why not try it on your own? Think of carpet; that

should bring the next item to mind. Think of that next item
and that should bring the n--t item to mind; and so on down to next
car. Try it on your own.

D161. Have you tried it? Did you r r all fifteen? I know
you did! Now let's try it backwards. Simply think of car; remember
that should make you think of d .

donut

56
D162. Think of donut; that should make you think of p--. And
keep right on going.
pen

D163. You'll find that you'll be able to r r all of these

items backwards, in perfect sequence.
remember

D164.Now, if you've recalled all these items forward and

b d, why not try a different list of items.
backward

D165.The amount of items is immaterial, so long as you make

ridiculous
mind's eye.
see

D166.Now you can show-off to your friends! Have a friend

call and list anywhere from ten to twenty items. You show
that you can r r them forwards and backwards. remember

D167. You'll find that you can retain any list memorized via
the L —
method for as long as you desire. Link

item to mind like a filing cabinet. associations

D168.You can also remember as many L--k chains as you

wish. Each one will be a separate chain, and will not conflict
with the others. Link

D169. You can only find this out for yourself by trying and using
the L — method of m y. Link

memory

PRACTICAL USES FOR THE LINK METHOD

D170.When you use the Link system to memorize information
importance
remember
of guarantees that you will r
to you, it r
that information as long as you need to.

57
D171. Simply linking this information into ridiculous associa-
it in your mind.
tions will set Once it's set, the original
associations

Dl 72. This system — and all my systems — are aids to your

true memory. They are means to an end. Once you've remem-
bered anything via the systems, you'll retain them for as l--g long
as you desire.

D173.The L
in
—
method of memory is used to remember things
sequence. Lists of errands and appointments are things in Link
sequence. A speech or article is really only some thoughts
listed in a s e. sequence

D174. Later on, I will teach you to remember things out of

s but right now, let me show you some practical uses sequence
for the
e,
L — method.
Link

D175.Say you have the following errands to r r for one

day. Wash the car; make a bank deposit; mail a letter; visit
the dentist; retrieve an umbrella left at a friend's house; buy remember
perfume for your wife; see the TV repairman; buy a hammer;
purchase a book; repair your watch; and bring home a dozen
eggs.

Dl 76. Well, you have a busy day! Instead of making notes, why
not remember all these e
memory?
s using my L — method of errands

Link

D177. Assuming you've listed these e s in the order you

wish to do them, you can use the Link method to memorize errands
them since you'll now have simply a list, or seq e, of things
to do. sequence

D178.A11 right! The first thing to do is get that car washed.

between car and bank. association

D179. You might see yourself driving right through the glass
doors of your b —
Get the picture? See the guards fleeing
. bank
from the c-r. Now go on.
car

58
D180.You must mail a letter next. So see yourself depositing
1 instead of money, at your bank. See the puzzled^
s letters
expression on the teller's face as you hand him your bank book
and the letters. Remember, always —
the pictures in your see
mind.

D181.Now you have to remember your dental appointment.

Make a ridiculous a of your dentist pulling letters
out of your mouth instead of teeth. See him pulling. See the association
forceps pulling out of your mouth — a letter!

and umbrella. For example: your dentist is working over you ridiculous
in the rain; he's holding an u over his head.
umbrella

D183.Now just go right down the line, associating each errand

association
you actually s-- the pictures in your mind, you'll have them
committed to memory in no time. see

D184. The way to do it in actual practice is to memorize your

list oferrands before you leave your home. Then do the first
thing. When that's done, it will automatically bring the next errand
e d to mind!

D185.Try it once and see for yourself! I cannot stress enough

ridiculous
possible, and the necessity of actually
in your mind's eye.
— ing each association
seeing

D186.Now you have learned how to use my L system to

memorize all your errands for the day. The next simplest
— Link
and the most obvious application of this L
remembering shopping lists.
—
system is for
Link

D187.If you're going to the supermarket and you don't want to

worry about losing your written lists, simply L together
all the items you wish to purchase. Link

D188. For example: 'see' yourself breaking a tremendous

loaf of bread and there's a large carrot inside; the carrot is no answer
laying eggs; one egg breaks and a roll flies out; the roll required
barks like a dog; you wrap the dog in paper; you tear paper
into strips, which you put in your frying pan .... etc.

59
D189.This L--k will help you to buy, bread, carrots, eggs,
rolls, dog food, paper products, bacon .... etc. You've made Link
a simple L — of the items you wish to purchase.
Link

D190.The order in which you Link them is immaterial. Simply

go over the L in your mind as you shop, and any item you
didn't put into your shopping cart yet will pop right into mind. Link

Dl 91. Another valuable application of the Link method is in

m zing jokes and anecdotes, speeches, articles and tech-
nical information. I will go into detail on these things before memorizing
I conclude this section.

D192. Let's take a few moments to review the L

m
— system of
Link

y.
The Link method teaches us to r r things in
memory
se .
remember
sequence

D193.To do this, we always make an ass n between the

previous and the present. association
An association consists of making a r s picture
between two items. ridiculous

D194. These ridiculous associations must actually be s

the mind's eye for a moment.
— in

seen

D195.If you do this correctly, you'll be able to r r a list

of asmany items as you wish, both forwards and b s. remember

backwards

D196.A list of errands and appointments can be memorized

via the
s
L —
e.
method because they are simply items in Link

sequence

D197. You can retain any list memorized with the Link system
for as long as you like, because
(a) you like the list (c) you'll be
(b) you'll keep it in your pocket using it

(c) you'll be using it

(d) you're getting paid to remember it.

60
D198. After memorizing a list via the Link method, you have
formed a of all the items.
(a) chain (a) chain
(b) club
(c) painting
(d) history

D199. If you've answered all the questions correctly up to now,

then you understand the uses and workings of the L
of memory.
method — Link

D200. We'll be talking about it some more later on, but right
now we come to the Peg Method of m y.
memory

D201.The P-- method will teach you to remember things out

of sequence. But more important, it will teach you to remember
numbers of any kind. Peg

D202. 1 call it the P-- method because it will give you pegs
upon which to hang anything you wish to remember.
Peg

D203. Just as in the Link Method you associated one item to

another, in the P-- method you will learn some pegs to which Peg
you can always a e anything you wish to remember.
associate

D204.Most important, you will learn how to r numbers.

Numbers are the most difficult things to remember. remember
This is because n s are completely abstract and intangible.
numbers

D205.I will teach you, via the P-- method of memory, how to
make n s tangible and meaningful. Peg

numbers

D206.The P-- method will teach you to count with objects

(that can be pictured) instead of n s. Peg

numbers

61
D207. Before explaining how it works, you must learn a simple
phonetic alphabet. This ph c alphabet is based on the way phonetic
words sound. It is the key to the P-- method.
Peg

D208.No need for dismay! This ph c alphabet consists of

only ten sounds.
phonetic

D209.With the simple memory aids I'll give you, it won't take
you more than a few minutes to learn this alphabet.
phonetic

D210. These will be the most worthwhile few minutes you've Peg
ever spent. Because the P-- method will teach you to remem-
ber n s and anything in conjunction with n s in away numbers
you never dreamed possible.
numbers

D211. The method is based on the fact that there are only ten
digits in ournumerical system and only ten basic consonant
ph-- — c sounds in the English language. phonetic

D212. Remember, there are only t-- digits in our numerical

system, and only t —
phonetic consonant sounds in our language. ten

ter.

D213.Iwill give you one ph-- -c sound to represent each of

the digits: 1, 2, 3, 4, 5, 6, 7, 9 and 0.
phonetic

D214. The sound will always represent that number and the
number will always represent that s .

sound

D215. will give you a simple memory aid to help you

1

r r each one. Once you know them, you'll always re-

member them. Now let's start. remember

62
D216.The #1 has only one downstroke. The letter t has only
one downstroke. So, let's let the letter t represent the n
1. number

D217.The letter t has —downstroke. The #1 also has —

downstroke. Therefore the #1 will always be represented by one
the letter t.

one

D218.1 = -.

D219. - = t.

D220. Remember that we are interested in the sound, not the

letter itself particularly. Only the sound it represents. We
are interested in the s more than the letter itself. sound

D221. The letter d has the same phonetic sound as the letter t.

D has the same p c sound as t.

phonetic

D222. The letters t and d have the same phonetic s .

sound

D223. From now on, whenever you hear the phonetic sound of
tor -, you'll think of the #1.
d

D224. Whenever you see or hear the #1, you'll think of the
ph sound - or d. phonetic

63
D225. 1 = - or -. Now let's go on to the next number.
t

D226. There are two downstrokes in the typewritten letter n.

So, thesound n will always represent the n r 2.
number

D227. 2 = -.

D228. - = n.

D229. t = -.

d = -. 1

D230. - = t or d.

D231. 2 = -.

- = 2. Now let's go on. n

D232. There are three downstrokes in the typewritten letter m

'

m represent the #-. Or, as another memory aid,

So, let's let
an m tipped on its side (g) looks like the #3. 3

D233. The sound of the letter m = -.

64
D234. 3 = -.

D235. - = 3.

D236. 2 = -. 1 = - or -. n t d
- = t or d. m = -.

3 = -. Now let's go on. 1 3

D237. The final sound in the word fouR is r. So, let's let the
sound r always stand for the #4. Remember, it is the
not the letter itself that we're interested in.
s — sound

r 4
D238. 4 = -. r = -.
m = -. n = -. 3 2

t= -. d = -.
1 1
r = -. Now let's go on.
4

D239. The Roman Numeral for 50 is L. That will help you to

r r that the sound L will always represent the #5, and
vice versa. remember

D240. 5 = -. L = -.
L 5

4 = -. 3 = -. m
r
2 = -. 1 = - or -.

L = -. Now let's go on. n t d

D241.The letter j turned around looks almost like a 6. (J (j ).

So the sound of the letter j will always represent the 6.

number

D242.The phonetic
soft g, etc.
s —
d of the letter j is the same as sh, ch,
All these sounds are made with the lips, tongue sound
and teeth in the same positions. They are all the same
ph c sound. phonetic

65
D243.Sh, ch and soft g are the same phonetic s as the sound
letter-. Just as d is the same phonetic sound as -.

D244. j = -. sh = -.
6 6
ch = -. soft g = -.

6 = -, or -, or -, or soft -. 6 6

j sh ch g

L 4
D245. 5 = -. - = r.
3 = -• - = 2. m n
- - n. 1 = - or -.
2 t d
6 = -, or -, or -, or soft -.

j ch sh g

D246. You can form the letter k with two sevens. One 7, right
side up, and the other upside down (TO. That will help you
to remember that the sound of the letter k will always repre- 7
sent the #-, and vice versa.

D247.Hard c and hard g are the same p c sounds as the

They too, therefore, will represent
letter k. the #7.
phonetic

D248. k = -. hard c = -.
7 7
hard g = -. 7 = -, or hard -, or hard -.

7 k c g

6 5
D249. j = -. L = -.

r = -. m = -. 4 3

n= -. t= -.
2 1

k= -.
7

D250. 6 = -, or -, or -, or soft -.
j sh ch g
7 = -, or hard -, or hard -,
keg

D251.The number 8 is similar in appearance to the hand-

written letter f (<?/•). So, the sound f, v or ph will always
represent the #8. V and ph are the same p c sound as phonetic
f.

66
D252. f = -. v = -.
8 8
8 = -, or -, or -.

f v ph

D253. 7 = -, or hard -, or hard -.

6 = -, or -, or -, or soft -.
keg
j sh ch g

D254. 5 = -. 4 = -. L r
3 - -. 2 - -.

1 = -, or -. 8 = -, or -, or -.
m n

t d f v ph

D255.The #9 is an almost exact mirror image of the letter P.

p and b are the same ph sound. Therefore, the sound
of p or b will always represent #9, and vice versa. phonetic

D256. p = -. b = -.
9 9
9 = - or -. f = -.

p b 8

D257. - = k. 6 = -, or -, or -, or soft -.

= L. 1 sh,
- 4 = -. j,

ch, g

5 r

D258. - = m. 2 = -. 3 n
- = t or d. p« -,
1 9
9 = - or -. Now to finish.

P b

D259. The sound for zero will be s, z or soft c. The first

s of the word Zero is z. This will help you to remember sound
that s, z, or soft c represents the digit -.

D260. We'll use the letter s as the representative letter for

0, since it is the most commonly used. Just as j is represen-
tative of sh and ch for 6, and f is representative of v and ph k
for 8, and - is representative of hard c and hard g for 7.

67
D261. 8 = -. p = -.
9
= -, or z, or soft -. f = -.
s c 8
k=-. j = -.

7 6

D262. L = -. r = -. 5 4

m = -. n = -. 3 2
t= -. s = -.
1

= -, or -, or soft -.
s z c

D263. The vowel sounds, and w, h, and y have no meaning in

the p c alphabet. We are interested only in the phonetic
consonant sounds. phonetic

D264.I'm quite sure you know

a quick final review.
all the s — ds by now; but here's

sounds

D265. r = -. - = 7 (choose any one), 4 k, hard <

d = -. soft g = -.
1 6
8 = - (choose any one). ch and sh = -.

f , v, ph 6

D266. 2 = -. b = -. n 9
- = 5. s, z, soft c = -.

- = 3. = - or -.
L
1

m t d

D267. sh = -. 9 = - or -.
6 p b
v = -. hard g = -.

8 7

D268.Now let's see how these ph c s s help you re-

member all numbers — large or small. phonetic

sounds

D269. The c in the word, 'coat' would represent the number

7
-. But the c in the word 'cent' would represent the digit -.

68
D270. The word, 'coat' has only two consonant sounds. The
hard c represents 7 and the t represents -. r
1

D271.The word, 'coat' therefore, must represent a two-digit

number. That number, of course, must be --.
71

D272.The word, 'cent' has three consonant sounds. Soft c = 0,

n = 2, and t = 1. The word 'cent' therefore, can only stand for
the #---. 021

D273.The word, 'butter' has three consonant sounds. The

double tt is only one sound. Therefore, the word 'butter' rep-
resents the three digit number 91-. 914

D274. Do you see how any particular word must represent one
number or one series of n s only?
numbers

D275. Remember that double consonants are one sound only.

Double tt is 1, not 11. Double LL is 5, not 55. Double dd is
-, not 11. 1

D276. Silent consonants have no meaning in our phonetic alpha-

bet. 'Knife'would represent 28, not 728 because the k is silent.
'Limb' would represent 53, and 'dumb' would represent --. 13

D277. You must practice these sounds until they become second
nature to you. Make it a game. Whenever you see a number,
an address, phone number, price, license plate, etc., see if you sounds
can't break it down into s s.

D278. Whenever you see a word on a sign, see if you can

word into n
translate the s.
numbers

69
D279. For the time being, try these: — What numbers would
753
these words represent: —
9154
climb
62154
butler
chandelier 9210
hypnotize 9794
bookkeeper

D280. The sounds for these numbers are: RMTP

4319 JNKF
6278 PSRS
9040 TRJSL
14605 MTFP
3189

D281.Do not continue until you're sure you know all the sounds
of the ph alphabet in and out of order.
phonetic

D282. Do not continue until you're sure you know which sounds
represent which n s and which numbers represent which numbers
s s.
sounds

D283. Now that you know the phonetic alphabet, I want to teach
you to form ten Peg^Words. These words will be formed as
already shown by utilizing the particular consonant s s. sounds

D284.I will select words which are easy to picture or visualize.

The word itself is not as important as the pic it creates

in your mind. picture

D285, The Peg Word for #1 must contain only one consonant
s---d. sound
That one consonant sound must be the one which repre-
sents the number -. 1

D286. The word, TIE, will always represent #1. Tie has only
one consonant s That sound represents the #1.
.

sound

D287. Therefore 'tie' can only stand for #-. The sound the
word contains tells you what number the w--d represents! 1

word

70
D288.Tie = -.

D289. 1 = the word ---.

tie

D290. Most of the Peg Words I give will immediately suggest

a picture to you. For tie, picture a necktie. Where I feel aid
is necessary, I'll suggest a pi e for the word. picture

D291. For #2 we must use a word that has only one consonant,
and that consonant must be the letter or sound of -.
n

D292. The word, NOAH, will always represent #2.

no answer
required

D293.Noah = -.

D294. 2 = the word .

Noah

D295. 1 = ---. 2 = .

tie Noah
tie = -. Noah = -.

1 2

D296. Picture an old, white-haired man on an ark for Noah.

Remember, it's the p e in your mind that's important.
picture

71
 .

D297.I'm sure you know now that the Peg Word for #3 must
contain only one consonant , and that consonant must be
an m. sound

D298.The word, MA, will always represent #-. Picture your

mother for ma, of course.
3

D299.Ma = -.

D300. 3 =

ma

D301. Noah = -. 1 = ---. 2 tie

2 = . tie = -.
Noah 1
Ma = -. 3 = --.

3 Ma

D302. The Peg Word for #4 must be one of these:

a) car
b) rat c) rye
c) rye
d) new

D303.RYE will always represent #-. Picture either a bottle of

rye whiskey, or a loaf of rye bread for the word, rye.
4

D304. 4 = ---. = 2. rye Noah

ma = -. tie = -.
3 1
rye = -.

D305.The Peg Word for #5 LAW. Picture a policeman in

uniform, because he represents the
is
— law

72
 5 law
D306.1aw = -. 5 = ---.

4 = ---. 3 = --.
rye ma
2 = . 1 = ---.

law = -. Noah tie

D307.Only one of these words could represent #6. Which one?

a) juice
b) shoe b) shoe
c) rain
d) shoot

D308.Shoe can only represent #6 because it has only one con-

sonant s —
d, and that sound is the one for #-. sound

6 shoe
D309. shoe = -. = 6.

Noah = -. — = 5. 2 law
tie = -. --- = 4.
1 rye
6 = . -- = 3.
shoe ma
D310.COW will always represent #7. The only consonant
sound in COW is hard c, therefore it can only represent #-.
7

D311. 7 = ---. cow = -. cow 7

3 = --. rye = -.
ma 4
Noah = -. 5 = — 2 law
6 = . tie = -.
shoe 1

D312. The Peg Word for #8 is IVY. Remember that f, v, or ph

are the same ph c sound. Picture either poison ivy or ivy
growing all over the side of a house. phonetic

D313. 8 = ---. - = ivy. ivy

Noah = -. — = 4.
2
8

rye
ivy = -.

D314.#9 is represented by the sound p or b. BEE will always

represent #-.
9

73
D315. Remember please that either p or b represents #9. There-
fore, the word, bee, can only represent #-. Pie, bye, buy, boy, 9
pew, pa, bow, etc., would have done as well. But I've selected
the word, , —
to represent #9. bee

D316.The word, baby, could not represent #9 because it has

two consonant s s. It could represent 99; not 9.
sounds

D317. 1 = ---. 8 = ---.

7 = — -. 9 = ---. tie ivy

cow bee

D318.Now, the Peg Word for #10 must contain two consonant
s s, because the number 10 contains digits. — sounds

two

D319. Since t is the sound for 1, and s or z is the sound for

2 — we can use the word, TOES. The sounds, of course, are
,

in the proper order. zero

D320.Why does word for #10 have to have two consonant

sounds?
the
Because #10 has — digits.
two

D321. toes = --. = 10.

10 toes
3 = --. shoe = -.

ma 6

D322. 1 = ---. 6 = .
tie shoe
2 = . 7 = ---. Noah cow
3 = — . 8 - ---. ma ivy
4 = ---. 9 = ---. rye bee
5 = ---. 10 = .
law toes

D323. - = ivy - = Noah 8 2

- = rye - = law 4 5
- = tie - = ma 1 3
- = cow - = bee 7 9
- = toes - = shoe 10 6

74
D324. If you've filled in all the blanks up to now, there is
no doubt that you already know all the P--
10.
W — s from 1 to Peg

Words

D325. Your m y is a fantastic machine. If at first, you're

not sure of a Peg Word, all you have to know is the sound.
memory

D326. Say you want the word for #1. You know the sound is
t, but you can't think of the w--d itself.
word

D327. Simply think of the sound and say any word that comes
to mind containing that consonant (or sounds) only.
"Toy, tow, tea, tie." sound

D328. As soon as you say the right P-- Word, it will 'ring
a bell' in your mind, and you'll know it. The Peg Word for Peg
#1 is ---.
tie

D329.
tance.
So you see, it's the s — d that's of utmost impor-

sound

D330. Thorough knowledge

of the ten ph c sounds will
make a simple task to make up your own
it Peg Words for
numbers, as you'll see in a little while. phonetic

NOW PUT YOUR NEW NUMBER -MEMORY TO WORK:

D331. Right now, let me show you how the ten P-- ds
can help you memorize ten objects in and out of order after
W — Peg

hearing or seeing them only once.

Words

D332. The Pegs will always remain the same. Once you make
them up and r r them, you'll always have these Pegs to
hang new information onto. remember

75
D333. So be absolutely sure you know the first ten P--
W — s inand out of order before you continue. Peg

Words
.

D334. Here are ten items numbered out of order, which you
will r r in no time at all:
9. purse 5. key remember
6. cigarette 2. TV set
4. airplane 8. wristwatch
(see next frame)

D334. (continued)

7. salt-shaker 10. telephone

3. lamp 1. glass no answer
required

D335. All you have to do to memorize these ten items in and

out of order, is to ass e the item to the Peg Word for its
number associate

associations
and how to make them r s.
You have also learned that you must actually s-- the ridiculous
ridiculous associations in your mind.
see

D337. You'll be doing the same thing here; but instead of

associating items to each other as in the Link method, you'll
be associating the item to the P-- Word. Peg

D338. All right. You have to remember that a purse is #9.

between, or with, purse and bee. association

D339. You might see yourself opening a purse and a million

(exaggeration) bees swarm out, stinging you (action). Be
sure to s-- the picture in your mind's eye. see

D340. The item to remember for #6 is cigarette. The P--

Word for #6 is, shoe. See yourself smoking a shoe instead
(substitution) of a cigarette. Or, you're wearing gigantic Peg
(out of proportion) cigarettes instead of shoes. Select one
and see it in your mind for a moment.

76
D341. You have, so far, associated bee to p , and shoe
to c . purse

cigarette

D342. #4 is, airplane. A r s association between

plane and the Peg Word for #4 (rye) might be: — a gigantic
loaf of rye bread is flying in the sky like an airplane. Pause ridiculous
for a moment and see the picture.

D343. #7 is salt-shaker. The P-- Word for #7 is, cow. See

yourself milking a cow and salt-shakers are coming out in-
stead of milk. Or, the cow has salt-shakers instead of Peg
udders! See the picture.

cigarette
D344. You have associated shoe to c ; bee to p ;

purse

salt -shaker

airplane

D345. #3 (ma) is, lamp. See your ma wearing a gigantic

lamp. See the lamp going on and off. Remember to pause
and s-- the picture in your mind. see

D346. #5 (law) is, key. See a gigantic key swinging a club

and walking the beat like a policeman. Remember to s--
the picture. see

D347. #2 (Noah) is, TV set. You might see Noah sailing on

a TV
set instead of an ark. You must s-- the picture in your
mind's eye. see

bee
D348. So far, you have associated
purse and b-- cigarette
shoe to c
airplane and r— rye

salt-shaker

D349. And - lamp

ma to 1
—
key and 1-- law
Noak to T-
TV

77
D350. The item to remember for #8 (ivy) is, wristwatch. You
can see millions of wristwatches growing all over the side of
your house instead of ivy. Or, you're wearing ivy on your ridiculous
wrist instead of a watch. Select the one you think is most
r s and see it in your mind.

D351. #10 (toes) is, telephone. You might see yourself dial-
ing with your toes, or, you pick up the phone and it turns out
you're holding your toes to your ear. Be sure to actually s-- see
the picture.

D352. #1 (tie) is, glass. See yourself wearing a gigantic

glass instead of a necktie. Or, you're drinking neckties from
a glass; or, a large glass is wearing a necktie. Select one see
and s-- it in your mind.

wristwatch
and tie to g .

telephone

glass

D354. If you've made all your associations r s

enough and strong enough, you've just remembered ten items
which were given to you completely out of order ridiculous

D355. You've also r red them forwards, backwards

and out of order. You don't believe it? Well, I'll prove it
to you in a moment. remembered

D356. In the next frame or two, I'll have ten numbered blanks
for you to fill in. Ifyou do fill them all in, then you've
r red the ten items. remembered

D357. An example of how to go about it: You want to remem-

ber the item for #1. The s
think of the Peg Word, t--.
—
d for one is t. That makes you sound

tie

D358. What does tie make you think of? Well, weren't you
wearing a gigantic glass instead of a tie? Then the item for
#1 is, .
glass

78
D359. Fill in these blanks with the correct memorized items.
1. g— - 6. c
glass
TV
cigarette
salt-shaker
O
£, T1- 7I. c
s -
lamp wristwatch
"} 1 - ft w- - --
key telephone
4. a 9. p
5. k-- 10. t

D360. Did you get them all? I'm sure you did. If you missed

association

D361. Now try it out of order.

k } __ _
4 Q airplane wristwatch
purse TV
9. 2. --
salt-shaker key
7 R glass telephone
1 - in

D362. You realize that if you heard the item, you'd know
which number it belonged to! The item would bring the P--
Word to mind. Peg

D363. Say you heard, airplane. Well, a loaf of rye bread

was flying in the sky; or, you were eating a plane instead of Peg
bread. Rye is the P-- Word for #4. So, airplane must be
#-. 4

D364. Now fill in these blanks with the proper numbers: — 2 5

TV set - key - 3 1
lamp - glass - 10 7
telephone - salt-shaker - 9 6
purse - cigarette - 8 4
watch - airplane -

D365. Finally, try this: -

10. 5. - — telephone key
purse airplane
9. 4.
wristwatch lamp
H "l
salt-shaker TV
7. 2. -- cigarette glass

6. 1.

D366. Do you realize what you've accomplished? You've

r red ten items given to you in a haphazard order and
you've remembered them forwards, backwards and inside out! remembered

D367. Do you see how

things out of order?
the — Words help you remember

Peg

79
 NOW MAKE YOUR MEMORY EVEN MORE POWERFUL:
D368. You should now be amazed at your own m y power!
But wait, why not remember twenty items instead of ten? memory

D369. I will help you to make up P-- Words up to #20.

After that you can make them up by yourself. It's easy.
Peg

D370. Since #11 has two digits, the Word for it must
have two consonant s s. Each sound must be a t or d to Peg
represent the digit 1. The Peg for #11 is, TOT. Picture an
infant. sounds

D371. 11 = ---.
tot = --. tot

11

D372. The Peg Word for #12 must contain the s s t and n
in that order. Ton, tone, tan or tune would do. But it's easier
to picture, TIN. So TIN will always represent #12. sounds

D373. 12 = ---. -- = tin. tin 12

tot = --. 11 = ---.
tin = --. 12 = ---. 11 tot

12 tin

D374. For #13 we'll use, TOMB. (Remember the b is

silent.) Picture a gravestone. Do you see why tomb can
only stand for #--? 13

D375. tomb = --. = 13. 13 tomb

tot = --. tin = --.
tomb = --. 11 12

13

D376. The Peg Word for #14 is, TIRE. Tire = --.
14 = .
14

tire

80
 tot
11 = ---.
D377.
12 =—
13=- — .
tin

14 = .
tomb

tire

D378. The Peg Word for #15 is, TOWEL. Towel = --.
15. 15

towel

tin = --. 14 =
D379.
towel = --. 11 =
13 =
— . 12
15
tire
tot
tire = --. . 14 tomb
tot = --. 12 = ---. 11 tin
tomb = --. 15 = . 13 towel

D380. The easiest Peg to picture for #16 is, DISH, d = 1,

sh = 6. Dish = — 16
= 16.
dish

D381. tin = --. 11 = ---. 12 tot

15 = . tomb = --.
tire = --. 16 = . towel 13

14 dish

D382. For #17, we'll use, TACK, t = 1. ck is one sound,

and it represents 7. Tack = --. 17
17 = .

tack

D383. 15 - . - - - 13 towel tomb

12 = ---. = 16
tin dish
17 = . = 14
11 = ---. tack tire

tot

D384. For #18, we need a t or d and f or v sound in that

order. The Peg Word for #18 is, DOVE. Dove = --. 18
= 18.
dove

D385. Dish = --. Tack = --. 16 17

Tomb = --. Towel
13 15
Tot = --. Tin = --.
Dove = — . Tire = --. 11 12

18 14

81
D386. The Peg Word for #19 is, TUB. Tub = ... 19 = ._-.
--- = 19. 19

tub

tub

D387. There are tw o digits in the #20. The sounds for these
digits are n and s or z in that order. So the Peg for #20 is, 20
NOSE Nose = --.
.

20 = . nose

D388. 11 = ---. 16 = .
tot dish
12 = ---. 17 = .
tin tack
13 = .
18 = .
tomb dove
14 = . 19 = ---. tire tub
15 = . 20 = . towel nose

D389. 19 = ---. 11 = ---. tub tot

13 = . 17 . tomb tack
12 = ---. 14 = . tin tire
18 = . 16 = . dove dish
20 = . 15 = . nose towel

D390. 1 = 6 = . tie shoe

2 = . 7 = Noah cow
3 = --. 8 = ma ivy
4 = ---. 9 = rye bee
5 = ---. 10 = . law toes

D391. See how easy it is? It' s not as if the P-- Words were
just any words. They must fit — —o c*lr*hQh£*tI
C a.L\JllcLU" , DU
c;r* Peg
they're easy to remember.
phonetic

D392. After a little more pra ctice, you should know them as
well as you know the numbers. You should be able to recite
them as quickly as you can count. Put in some practice learn- Peg
ing these —
Words.

D393. Now, if you w ant to show off, have a friend number a

paper from 1 to 20. Have him call out a num ber. Then have associate
him call out a tangib e object for that numbei r. You ass e
the object to the P-- Word for the number. Peg

D394. After he's called them all,and writte n them so he'll

remember them, you show that you r r them forwards,
backwards and in and out of order. remember

82
D395. I'm sure you realize by now that you can create a P--
Word for any number. For 900, you could use basis or bases.
For 821 fiend; 1439 - tramp, etc. Peg

D396. This is not necessary, of course. If you know the

sounds of the ph alphabet, you can make up the words
as you need them. phonetic

D397. You can, if you like, make your own list up to 100.
Although these can be made up as they're necessary, it might
facilitate your m y for numbers if you've got them ready, memory
as you'll see later on. This is up to you.

D398. Ifyou do want to make up the list now, keep in mind

that the words must fit the ph alphabet.
phonetic

D399. Also, select only words that can easily be pictured.

Nouns are best. It is what you actually 8— in your mind see
that helps you to re r.
remember

D400. And finally, try not to select words which will create
a similar picture, or conflict, with other words. For example —
for 82, do not use vine. This is too similar to the word for ivy
#8, which is —
Phone would be better.
.

D401. For 78, you could use CAVE; for 97 - BOOK; for
52 - LION; for 71 - COT; for 64 - CHERRY: for 46 - Peg
ROACH; for 29 - KNOB; - MOP; 100 - DISEASE,
etc. Do you see how each — Word
for 39
fits our ph alpha- phonetic
bet?

remember
D402.
and — The Peg system
of order.
will help you to things in

out

D403. It is a simple matter to remember the Peg Words be-

cause each word must fit its number via the ph alpha-
bet. phonetic

83
D404. Now I want to show you how to use what you've already
learned of the P-- method for some other practical purposes.
Peg

D405. First of all, you can use the P-- method in place of, or
in conjunction with, the Link method. Peg
For things to be remembered in sequence only, the
L — system is best. Link

D406. However, if the exact sequence is not important, or

even if it is and you want to know the information out of se-
quence, too — then the P-- system is the one to use. Peg

D407. For example: You can remember your errands and

appointments with the P-- system just as you memorized the
ten items in and out of order. Peg

D408. Assume you had the same errands to take care of as

when taught you the L--- method. Wash the car; bank
I

deposit; mail a letter; dentist appointment; get umbrella; Link

perfume for wife, etc.

D409. Simply a te car to tie; bank to Noah; letter to

ma; dentist to rye; umbrella to law; perfume to shoe, and
so on. associate

D410. The L--- method can be used in conjunction with this

Peg system if at one of your stops you have to buy more than Link
one item and you want to make sure you r- -- r them
remember

D411. For example, one of your errands is to stop at a de-

partment store and buy a toaster, a hammer, a bulb, rubber
bands and a bathroom scale. How would you r r ill of remember
them?

D412. If your trip to the store were #7, simply a -- e

department store to cow. Now L —store to toaster; toaster
to hammer; hammer to bulb; bulb to rubber bands and rubber
associate

bands to bathroom scale. Link

84
D413. That's all! Associate your next errand to #8 (ivy).
The L
you.
— will take care of the incidentals of each errand for

Link

D414. Utilizing the P-- method, you can do your errands in

any order you like. But it works just as well if you want to Peg
do them in s e.
sequence

D415. After memorizing the list with the P-- method, think
of, tie. That will remind you of your first errand or appoint-
ment. Peg

D416. When that chore is done, think of Noah. That will tell
you what you must take care of next. Then think of --, to
remind you of the third errand, and so forth. ma

D417. Do you see how the P-- method is useful for remem-
bering appointments? Simply associate the first appointment
to tie; the second to Noah; and so on. Peg

HOW TO REMEMBER PRICES AND STYLE NUMBERS:

D418. Let me repeat again — the most important thing you've
ever learned is the ph alphabet. phonetic

D419. I said before that numbers are the most difficult

things to r r. They are completely abstract and mean-
ingless.
remember

D420. You now have at your fingertips the key to making

ALL n rs, forevermore, meaningful, interesting and
tangible. numbers

D421. Half the battle in r ing anything is to make

intangibles tangible and meaningless information m ful. remembering

meaningful

85
D422. be amazed at your new-found
In a little while, you'll
ability to r r prices, style numbers, telephone numbers,
addresses, long-digit numbers — numbers of any kind. remember

D423. Actually, you have the ability and the knowledge for
re ing numbers right now. I just have to show you how remembering
to apply the ph alphabet.
phonetic

D424. Assume that for some reason you have to r r

that a certain toaster is priced at $18.11.
remember

D425. Your Peg Word for 18 is, dove; the Peg W--- for 11
is, tot. Associate toaster to dove and tot in one picture.
Word

D426. For example, you might see doves flying out of a

toaster instead of bread, and the doves are flying to, and
pecking at, an infant (tot). You must s— the picture in your see
mind's eye.

D427. Once you've made this picture or a tion, you'll

find it easy to remember that that toaster costs $18.11.
association

D428. Every time you think of toaster, the r s pic-

ture of doves flying out of it and attacking a child will come
to mind. ridiculous

D429. Simply revert or translate the Peg W — s (or sounds)

back to numbers — and you have the price
Words

D430. If you have no definite P-- Word for the numbers, it

doesn't matter. Make up the words as you go along.

Peg

86
D431. If you had r that a TV set was priced at
to r
$142.95, you could make
a picture of a train with a gigantic
bell coming right out of the screen of a TV set. remember

D432. Train = 142; bell =95. Do you see how it is the sounds
that tell you the price? The s s are the important things.
sounds

D433. Even for the original example: — A toaster at $18.11.

One word could do the trick. Ass e toaster to tufted.
Tufted — 1811. It's fun to make up pictures like this. Associate

D434. If you've practiced the ph alphabet as you should

have, you'll be able to make up a word, or words, for any
price. Or any number, for that matter. phonetic

D435. See if you can follow these: — $94.21 — brained;

$14.54 - trailer; $158.62 - television; $920.50 - pencils;
$97.15 — big towel or pigtail; $6 checkers. $67.40

D436. Make up your words to cover as many digits as pos-

sible. you need, or use, more than one word, simply make
If association
an ass tion or picture which gets all the words in! Or,
use the L —
if necessary. Link

D437. Can you make up a word, or words, for these prices? bronzes
$942.00 b
$ 23.94 n number
$ 51.40 1
letters

D438. The word, or words, for $940.51 could be,

a) necklace
b) sentence d) bracelet
c) brighter
d) bracelet

D439. Here is a list of items and their prices; see if you

can r r them all.
toaster - $18.11 dress - $ 42.50 remember
steam iron - $19.85 chair - $112.34
radio - $28.72 book - $ 6.52
lighter - $10.15 lamp - $ 14.61
87
D440. If you made up words for each price and made a

item, you should remember them all.

association

D441. See if you do: — $18.11 $ 42.50

toaster dress
$19.85 $112.34
steam iron chair
radio book $28.72 $ 6.52
lighter lamp
$10.15 $ 14.61

D442. Here's a tip. Whenever you have to remember a number

with a zero in front, simply use the 's' sound for zero and
form a word. 01 — seat; 02 — sun; 03 — seam; 027 — sink; soil, sail, seal,
05 . soul, etc.

D443. For example, to r r $95.04, you could use bell-

sore or blazer.
remember

D444. Now, do you understand how to r r prices?

Simply form words out of the price as per the p c remember
alphabet.
phonetic

D445. A te the item to the word, or words. Always be

sure to actually —
the picture in your mind. Associate

see

D446. You can r r style numbers in exactly the same

way. remember
If the style number
a watch is #205, you could
of
a te watch to nose -law or to nozzle. associate

HOW TO REMEMBER TELEPHONE NUMBERS:

D447. Telephone numbers are no problem either. You can
r r them just as you do any other numbers. remember

D448. Since telephone numbers will eventually consist of

all
only numbers I'll teach you how to
(no exchange name),
r r that kind now. remember
D449. When you reach the section of this course that teaches
you to remember names and faces, you'll know how to
a te a telephone number to a name.
associate

D450. That will be taught to you in the section on Substitute

Words — a method of remembering or ass ting names.
associating

D451. For now, I'll show you how to remember the telephone
numbers of people who can be pictured. You know by now
that it's difficult to r r anything that can't be pictured remember
or visualized.

D452. Say the carpenter's number is 141-6410. You could

a e carpenter (man in overalls, holding tools) being
very tired (141), lying down and covering himself with shirts associate
(6410).

D453. If you actually saw that picture in your mind's eye,

you'd always remember the carpenter's telephone number.
It is 1 . 141-6410

D454. Had you madea picture of the carpenter trotting

(trot —141) and tearing his clothes to shreds (6410) with
his tools, you'd still remember his t number. telephone

D455. You can also use your original Peg Words if you like,
and Link them. For example, link carpenter to tire (14); tire
to dish (16); dish to rats (410). If you dial 14-16-410, you'll carpenter
reach the c r.

D456. I personally find it simpler to make up words covering

as many digits as possible. This gives you less words to
r r. remember

D457. even possible to fit one word to the entire number,

It is

occasionally.I.E. — 720—5127; the word, 'consulting' would

encompass that entire phone number in our ph alphabet. phonetic

89
D458. So, if your dentist's phone number is 720—5127, you
could picture him (drill in hand) consulting with everyone.
You'd always remember his phone n . number

D459. In most instances, however, unless you have plenty of

time to think up the long words, it's best to use the shorter
words as they come to mind. But do try to get as many num- word
bers into one w —as possible.

D460. I've decided that I might take a moment to tell you how
to r r the exchange name and number also, since many
of you do still have to dial the first two letters of an exchange remember
name.

D461. The first word of your a tion should remind you

of the first two letters of the exchange name and the exchange
number. association

D462. The way to do it is this: — The word you select must

begin with the first two letters of the exchange name (the two
you have to dial). The next consonant s —
d must be the one
which represents the exchange number in our ph alpha-
sound

phonetic
bet.

D463. Any following consonant s

make up are ignored or disregarded.
ds — in that word that you

sounds

D464. For example: For COlumbus 5, your word must begin

with, co. The next consonant s must be L to represent 5.
So, coal, cold, colt, collar, colony, etc., would serve the pur- sound
pose.

D465. To repeat, only the CO and the L sound count, in this

example. The other consonant s s in cold, collar, etc.,
are ignored here. sounds

D466. For REgent 2, you could use rein, rent, render, etc.
Remember that you're only interested in the first two letters
and the very next consonant s The sounds after that are
.
sound
disregarded.

90
D467. Of course, the idea is to select a word which can be
pictured and which fits the rest of the ass n.

association

D468. For example, for FLeming 9-2814, see a picture of

whoever this number belongs to, flipping a knife into a tire
Flip (FL 9); knife (28) and tire (--). 14

a) EXeter 4
b) LOngacre 5 c) ESplanade 7
c) ESplanade 7
d) ESplanade 1

D470. The word, 'goal' can only represent

a) HAnover 5
b) GOrdon 5 b) GOrdon 5
c) GAbney 3
d) Hickory 6

D471. Circle 7 can be represented by the word

a) sickly
b) sect c) cigarette
c) cigarette
d) crack

D472. Do you see how this one word can help you to remember
the first two letters and the exchange number of any telephone
n r? number
i

D473. It is only necessary to remember the first t— letters

of the exchange name, because those are the only two you have
to dial. two

D474. The rest of the number, of course, is remembered as

I've already taught you. If the lamp maker's telephone number
is DE 4-4203, you could pi e a deer wearing a lamp on his picture
head, caught in a heavy rain which causes a seam to open on
his body.

D475. Do you understand why? The lamp in the picture is to

represent the lamp maker; deer represents DE 4; rain —
42 and seam — 03. The sillier the p e or association, picture
the better.

91
D476. The same number, of course, could be remembered by
picturing or a-- ing the same deer with a lamp instead of
antlers being held for ransom. associating

D477. Which telephone number would the following association

represent? A gigantic deck of cards is being shuffled.
a) DE 7-6851 a) DE 7-6851
b) DE 6-8615
c) CI 7-5168
d) DO 7-1658
D478. Which telephone number does this picture represent?
A gigantic lump of coal is acting like a train and driving through
a zoo. no answer
required
(see next frame)

D478. (continued)
a) CI 5-1042
b) CO 5-1420 b) CO 5-1420
c) DI 4-4201
d) DE 1-2410

D479. Why not take a moment here and see if you can r r
allthese telephone numbers and who they belong to:
carpenter - 141-6410 doctor - 794-5140 remember
shoemaker - 501-9390 banker - 154-7632

dentist - 720-5127 tailor - 215-0947

baker - 450-1394 TV repairman - 747-1967

D480. Now try these:

Lamp maker - DE 4-4203 coin store - HI 5-3841

no answer
Post office - LI 7-0139 library - RE 1-4263 required

D481. Have you tried to remember them? If you have, you

must agree that your m y for telephone numbers has im-
proved by 100%! memory

D482. Ordinarily, without the use of my systems, all these

numbers would become completely confused in your mind.
There's nothing to 'peg' the numbers to. With my P-- Peg
method, it becomes a snap.

D483. Again, let me remind you that in actual practice, once

you've associated a price, style number or telephone number
which you intend to use often enough, the association will soon remembered
no longer be important. You've r ed the information.

92
D484. My systems help you to grasp new information originally.
They help register the information into your m y. They
are means to an end. When the end is accomplished, the means
memory
are unimportant.

D485. Now, for a quick review: To remember the price of

any item, a te the item itself to the (phonetic alphabet)
words that fit that price.
associate

D486. To remember the style number of any item, associate

the item to the w--ds that fit that style number.

words

D487. To remember phone numbers, associate the person

(or image of the person) to the words that fit that phone
n .
number

D488. Let me pause here for a moment to tell you that when-
ever I suggest you try something in this course, you should try
it. Just reading it will not help your m y.
memory

D489. Just answering questions isn't enough either.

all the
Try all the things I Do this for three reasons; one,
tell you to.
for the practice; two, for the incentive you will see that
my systems do work; and three, to give you confidence and
. . .
memory
prove that your m y is definitely improving.

HOW TO AMAZE YOUR FRIENDS - TONIGHT!

D490. Now we come to the most interesting and useful appli-
Peg
cation of the P-- method of memory; remembering long-
digit numbers.

D491. Before getting this far in this course, do you think you
could have remembered a n r like this, 522641639527, in
a minute or two? I don't think so!
number

D492. And, even if you could remember it normally, do you

think you'd know it forwards and backwards and r r it
for as long as you liked? I don't think so!
remember

93
D493. Well, instead of trying to remember twelve unassociated
digits, teach you to lock this number in your mind by re-
I'll
membering only six objects or words. no answer
required

D494. And by now, you know how easy it is to remember a

few objects, using my L —
system of memory.
Link

D495. Look at, and study, this:

52 26 41 63 95 27
number
lion notch rod jam bell neck
Do you see how each word must represent the n r above it?

D496. The words could be P-- Words you've previously

determined, or words you made up as they were needed. In Peg
either case, the s
digit number above it.
—
ds in each word must represent the two-
sounds

D497. Now, make a L between lion and notch; notch and

Link
rod; rod and jam; jam and bell and bell and neck. Be sure
to make the ass ns ridiculous, and s-- each picture
associations
in your mind. Try it!

see

D498. You could use the following pictures: — see a lion with
a large notch in him; see yourself whittling notches into a
gigantic curtain r--. rod

D499. See yourself spreading jam on a curtain rod; now you're

spreading some jam on a bell, and there's a gigantic and heavy
bell around your n — neck

D500. Once you've made the L

memorized a twelve-digit number!
— of these words, you've
Link
Simply go over the Link in your mind and say the
number indicated by each consonant s d. — sound

D501. Do you see? You've just memorized a completely

abstract and intangible long-digit number by making a L
of only six tangible items!
Link

94
D502. And,it isn't necessary to L —
even that many items!
You remember that I told you that you can make up Link
w--ds to lit as many digits as you like.
words

D503. You could remember 522641639527 this way too: -

522 641 639 527 no answer
linen chart jump link required

D504. Do you set? Each word now represents three digits.

So you can remember this twelve -digit number by Linking
only four w--ds! words

D505. The thing to do is to look at any long-digit number and

make up the words for as many digits at a time as you can.
Just make sure that the s —
ds fit the n rs.
sounds

numbers

D506. Sometimes you may be stuck at one digit. Then simply

use your original P-- Word for that single digit.
Peg
On the other hand, if you have the time to find w--ds
that take in more digits, that's fine.
words

D507. The important thing is that instead of trying to remember

meaningless numbers, you're remembering m ful pic-
tures.
meaningful

D508. If you had the time to think of 'jumbling,' you could

have remembered 522641639527 by making a L
three words!
of only —
Link
522 641 639527
linen chart jumbling

D509. How would you r r this number, 994614757954?

It'ssimple.
994 614 757 954 remember
paper ashtray clock bowler
piper jitter click blower
pauper shudder cloak player

D510. Here's a formidable looking number,

42109483521461279071. Very few people would even attempt
to r r that. remember

95
D511. But look at it now:
4210 9483 5214 6127 9071 no answer
rents perfume launder shouting basket required

D512.
membered a
All you have to do is L
twenty-digit number!
five — words and you've re-

Link

D513. You needn't break the numbers into even groups. I'm
just doing that for explanation purposes. Just start at the number
beginning of the n
as they come
r and make up words and L
to you.
them — Link

D514. For example: —

0195 910 2 749527
numbers
staple beds Noah crippling
•

You see, the n s do not have to be in even groups at all.

D515. You can use this method to show off to your friends
right now Have them write a long-digit number on a piece
of
!

paper, and then simply L —

it forwards and backwards! Link

D516. You know you can remember a L of items back-

wards, so there's no reason why you can't remember a long-
digit number backwards. Link

D517. Simply start with your last item and go backwards to

the first, translating sounds into n rs as you go! You
can't help but remember the numbers backwards numbers

D518. Incidentally, if you made a L —

of the first list of
items I taught you at the beginning of this programed course,
carpet to car, you memorized this number ! ! Link

7491994915918664218540741251941469212174

D519. Unbelieveable ? think so. Do you see the impor-

tance of knowing the s
!

— I

ds of the ph alphabet now? sounds

phonetic

96
D520. To remember any long -digit number, simply break
the number into words and L the words. —
Be sure that each word contains only the s ds that
Link

represent the numbers you're interested in. sounds

D521. Now you can remember long-digit numbers as you

never have before because of my P-- and L systems of
Peg
memory.
Link

D522. Before I teach you how to remember names and faces,

why not see if you can r r these long-digit n rs. remember

7415270139 28497011502041
numbers
37029410785 95247380126

D523. Well, you've come this far with me, and if you've
if
answered questions, I know you now agree that you
all the
have vastly improved your m
memory
.

You can already r r as you've never done

before.
remember

D524. would strongly suggest that you thoroughly under-

I
stand the L
and faces.
—and P-- systems before going on to names
Link

Peg

HOW TO REMEMBER NAMES AND FACES:

D525. Although the system for remembering names and associations
faces has little to do with the Peg and Link, it does have

D526. I don't think I have to tell you that the biggest memory
problem of our time is remembering names and s.
faces

D527. Most of us recognize the face; it's the n

gives us trouble.
that — name
That's because most of us are 'eye-minded.' We
remember what we s-- better than what we hear. see

D528. Since most of us recognize, or remember, faces,

why not take advantage of that fact and, in some way,
the name to the f — tie
face

97
 !

D529. Many of you may have seen me perform personally,

or on the Jack Paar, Johnny Carson or Ed Sullivan shows.
If you have, you've seen me r r up to seven hundred remember
names and f —
s at one time!
faces

D530. I can do this (and I do it almost every day at private

performances) because of a simple system that does the work
for me, and will work for you as well. You too, can remember names
n s and f s.— faces

D531. Of course, I realize that you do not necessarily want

to r r up to seven hundred names and faces every day.
You do, however, want to remember the people you meet remember
daily in business and socially.

D532. All right. Before going into the actual system, let
me better your m y for names and faces by 25% by giving
you some simple rules. memory

D533. Most people forget names because they never remem-

bered them in the first place! You don't forget the n
just never took the time and effort to commit it to m
— ,
you
y.
name

memory

D534. As a matter of fact, half the time you don't even

hear the name properly, so how can you re it?
remember

D535. People love to hear their own names, so don't be

embarrassed to ask them to repeat it. You'll flatter them
if you do. Be absolutely sure you hear the n — name

D536. The first rule then,

you're being introduced.
is: Be sure to h — the name when

hear

D537. If you're not sure of the spelling, try to s

you'll be corrected. This will help to fix it into your
1 — it and
memory.
spell

98
D538. I repeat, it is flattering to make a fuss over another
person's name. Do not be embarrassed to ask to h r it . — hear
again or to try to sp it. — spell

D539. The second rule then, is: If you're not sure of the
spelling; spell it, or have the person s it for you.
spell

D540. If there is any odd fact about the name, or if it is

similar to a n you know, mention it. The person will be
pleased to discuss it. name

D541. During the course of your initial conversation, be it

short or long, repeat the name as often as you can. Remember
to r 1 the name. repeat

D542. Finally, always use the name when you say good-bye.
Don't just say, good-bye; say good-bye, Mr. so and so!
Remember to always use the when you say good-bye. name

D543. Basically, all these rules are accomplishing one main

thing. They are forcing you to be interested in the person's
name. And, as I said before, i 1 is an essential part of interest
memory.

D544. So remember to apply the rules.

person's name.
Be sure to h — the

hear

D545. you're not sure of the spelling, try to s

If the name.
there's any odd fact about the
If or if , it's spell
familiar to you, mention it.
name

D546. Always r 1 the name as often as possible during

the conversation. repeat
And — be sure to use the when you say good-bye.
name
D547. If you apply these few rules religiously, you will
immediately better your m y for n and faces by at memory
least 25%.
names

D548. Now let's take care of the remaining 75%. If you

apply the system I'm about to teach you, you should never name
again forget a n —
or a f — face

D549. To simplify the process, you will learn first, what to

do with the name, and then, how to associate the n
f—
—
to the
name

face

3550. Actually they go hand in hand. If the system you're

about to learn is applied correctly, the name will conjure up face
the face for you, and the f will bring the n —
to mind.
name

HOW TO TURN NAMES INTO PICTURES:

D551. All right; first the names. As mentioned before, the
most difficult things to r r are abstracts and intangibles. remember

D552. There is nothing more abstract and/or intangible than

most names. Usually, n —
s have no meaning at all to you.
names

D553. Of course, there are many n —

s that do have meaning,
such as Carpenter, Green, Cook, Fox, Coyne, Brown, etc.
names
Names like these that already have present
,

no problem. meaning

D554. Then there are other n —

s that may not have a
definite meaning, but will suggest or create a picture in
your mind. names

D555. For example, there are names like, Jordan (the River
Jordan); Sullivan (John L. Sullivan, prize fighter); Lincoln
(President of the U.S.A.), etc. This category of n
no problem either.
—
s creates names

100
D556. The n —
s that do create a problem are those that
have no meaning at all and create no picture in your mind.
names

D557. So, I you my system which I call, Substitute

will teach
Words. This simply a method of making meaningless and
is meaningful
intangible names m ful and t le.
tangible

D558. The Substitute Word system is this: — Upon coming

across a n —which is intangible and meaningless to you,
you simply find a word, phrase or thought that sounds as
name

close to the name as possible, and that is tangible and meaningful

m ful.

D559. Any word that you ever have to remember that is

meaningless, can be made easier to remember if you create
a S e Word for it that is meaningful and intelligible. Substitute

D560. Any name, no matter how long or odd- sounding and

meaningless can be made to create a meaningful picture in
your mind if you use my system of Substitute W
s. Words

D561. For example: The name, Freedman, although not

uncommon or difficult, really means nothing until you think
of a man being fried (fried man — Freedman), or a man pictured
waving an American flag — he's free, (free man — Freedman).
These things can be pic ed in your mind.

D562. For the name, Fishter, you could picture a fish

stirring something (fish stir — Fishter), or, see yourself
tearing a fish in half (fish tear — Fishter). These things, pictured
or actions, can be p ed, whereas the name itself cannot.

D563. Some of you may want to simply picture a fish for

Fishter. That would do it for some of you. R r the
main thought and the incidentals will fall into place by true Remember
memory!

D564. You realize, of course, that in applying the system of

Substitute Words you are actually forcing yourself, without
pain, to get to h--r the name right in the first place.' hear

101
D565. You cannot apply the Substitute W-.-- system you do
not hear the n —
correctly.
if

Word

name

D566. The very fact that you are thinking of the name, in
order to create the S e Word, will help impress the
n —on your mind.
Substitute

name

D567. You have automatically become interested in the name

merely by searching for a S W for it. It forces
you to be originally aware of the name. Substitute
Word

D568. I recently met a man whose name was Olczewsky,

pronounced ol-chew-ski. I simply pictured an old man
chewing vigorously on a ski. Old-chew-ski — Olczewsky. meaningful
See how the name has become m ful?

D569. For the name, Ettinger, you could picture someone

having eaten or 'et' and injured himself. Et injure —
Ettinger. Silly? Yes, of course. But it does make the name meaningful
m 1.

D570. Please keep in mind that the pictures you use are a
matter of individual choice. The Substitute
to you first is the one to use.
W —
that comes
Word

Doii. l 11 give you examples oi uic o vvuiuo uun

I may use, but that doesn't mean that you have to use them
too. You use whatever brings the name to mind for you. Substitute

D572. Some more ideas and examples: For the name, Smith,
I always picture a blacksmith swinging his hammer. For
Cohen, Cohn or Cohan, I p re an ice cream cone. For picture
Gordon or Gardner, picture a garden.

D573. For Berg — ice berg. For any name ending in 'witz',
(Liebowitz, Shomowitz) picture brains for wits. For names
ending in 'ly', (O'Mally, etc.) p re a meadow, or lea. For picture
words ending in 'ler', (Chandler, Handler) you might picture
either a policeman or a judge's gavel to represent law.

102
D574. If you have a very close friend named, Williams, you
can picture him when you meet someone else named Williams.
Or, picture sweet potatoes (yams) writing their wills. Will Williams
yams — W .

D575. These are all examples of S W s or

thoughts.
Substitute
Words

D576. The following frames will be used to give you more

examples of Substitute W--ds or thoughts for some names
which ordinarily would be completely abstract and meaning- Words
less. Please study them carefully and see if they are the
words you would select.

D577. Steinwurtzel: Picture a beer stein worth selling.

Steinwurtzel

D578. McCarthy: I always picture the famous ventriloquial

dummy, Charlie McCarthy, for this name. Or, picture a Mack
truck carting tea. Ventriloquial dummy or Mack cart tea =
McCarthy

D579. Brady: Picture a girl's braids; or, you're braiding

the lines of a large letter E. Braid E = .

Brady

D580. Moreida: You could picture yourself reading and

calling formore and more books to read. Or, your maw
(mother) is a big reader. Maw reader, more reader = Moreida

D581. Carruthers: Picture a car with cow's udders.

Carruthers
Kolodny: You might see a large knee that's all
different colors. Colored knee = . Kolodny

D582. Kolcyski: Either a piece of coal skiing in a sitting

position, or, it's too cold to stand and ski, so you sit and ski.
Coal sit ski, cold sit ski = . Kolcyski

103
D583. Zauber: See yourself sawing a bear in half, or sawing
in the nude. Saw bear, saw bare = .

Zauber

D584. Zimmerman: Picture a man cooking or simmering

in a large pot.(I mean the man is in the pot.) Simmer man =
Zimmerman

D585. Platinger: Picturing a plate with an injury (all ban-

Platinger

D586. Casselwitz: You might see a castle so full of brains

(wits) that they're oozing out of all the windows. Castle wits =
Casselwitz

D587. Pukczyva, pronounced, puk-shiv-a: This difficult

name ismade easy to remember by picturing a hockey puck
so cold that it's shivering. Puck shiver = .

Pukczyva

D588. Smolensky: A small camera (lens) is skiing. Small

Smolensky

D589. There you are. It's easy, isn't it? There are some-
times many different S Words or thoughts which
would suffice for any particular name. Substitute

D590. The one you think of first is usually best. If the

S
a good one.
w — brings the name to mind for you, then it's
Substitute
Word

D591. Only some practice and experience will prove to you

that there is noname, no matter how strange sounding or
lengthy, which cannot be broken down into a S Substitute
W — or thought. Word

104
D592. Always keep in mind that your Substitute W--ds do not
have to be exact. If it brings the main element of the name to
mind, that will suffice. Words

D593. For example: A pic —

e of a bell would probably be
enough to remind you of the name Belden. Although you
could see a bell in a lion's den if you liked. And 'whole picture
nickel' could remind you of Hulnick, although 'hull nick' is
closer.

D594. Before looking at the next frame, see if you can think
of S W —
s or thoughts for these names: — Briskin,
Hayduk, Citron, Welling, Robinson, Kusik, Stapleton, Fawcett, Substitute
Krakauer. Words

D595.
names?
Did you think of a S W —
for each of thjse
If you had any trouble, look at these: — brisk skin —
Briskin; hay duck — Hayduk; sit run — Citron; well ink —
— Substitute
Welling; robin son — Robinson; cue sick — Kusik: staple ton Word
Stapleton; faucet — Fawcett; crack hour (clock) — Krakauer.

W
How
— s, let's
to associate
get to themore import,
names to faces.
nt part of the system.
Substitute
Words

D597. Before we do, however, I just want to remind you that

now you can a te people's names to telephone numbers.
associate

D598. If you want to r r that Mr. Rosenbaum's tele-

phone number is HI 6-6072, you might see a gigantic rose
dressed as a bum (rose bum — Rosenbaum) who keeps remember
hitching (HI 6) up his pants to show his shoes (60) which are
really large coins (72).

D599. Mr. Stein's phone number is LE 7-9472. S-- a leg

(LE coming out of a gigantic beer stein. The leg is
7)
obviously and horribly broken (9472).
See

D600. Or, you see the leg coming out of the stein and you
break (947) the knee (2). Do you see how to a te the
name to the number? associate

105
D601. If my (Mr. Lorayne) phone number were DO 5-3340,
you could pic- -re dolls (DO 5) that look like judges raining
(judge or law, rain — Lorayne) all over you. The dolls have picture
fantastic memories (3340).*

D602. Or, p re the little judge dolls as wrapped like

mummies (33) and holding roses (40).
picture

remember
D603. Any time you want to
with anything else, use the S W
a
—name in conjunction
system.
Substitute
Word

D604. Even if someone owes you money! Mr. Campbell owes

you $12.00. P re a large piece of tin (12) eating from a
can of Campbell soup. Or, a camel (Campbell) is made of Picture
tin.

D605. Now then, back to names and faces. You realize that
if it were possible you to really pay attention to n
to force
always, and to really look at and pay attention to f s, there — — names

just would be no memory problem with names and faces. faces

D606. Utilizing
the names. Now
my idea of S
we must do the same
W — s
for the faces.
takes care of

Substitute
Words

D607. The only way to remember n — s

ciate the person's name to his face in some ridiculous way.
and f — s is to asso- names

The S W
to associate to the person's face.
—
idea has given you something faces
Substitute
Word

D608. Now, how do you a e the Substitute Word to the

face? Simple. Whenever you meet someone new, look at his
face and try to find one outstanding feature.' associate

D609. This one o ing feature can be anything; small

eyes; large eyes; thick or thin lips; low or high forehead;
lines or creases on forehead or face; long or broad nose; outstanding
narrow or wide nostrils; clefts, dimples, warts; small,
large or outstanding ears; large or small chin — anything.'

106
 .

D610. You are to select the one thing that is o ing to

you. Someone else may select something entirely different.
outstanding

D611. What you select may not be the o ing feature,

but the thing that stands out to you at first is the thing that
will be obvious and outstanding when you see that face again. outstanding

D612. The essential point here is that aside from finding

the outstanding feature, you're of necessity, paying attention
to, and being interested in the person's f . face

D613. The person's face is being etched into your memory

simply by trying to apply the system, and finding that
o ing feature. outstanding
It forces you to be originally aware of that face.

D614. When you've decided on the outstanding feature, you're

ready to associate the name to that particular part of the f — face

D615. Say you meet a Mr. Sachs. Mr. Sachs has a very high
forehead. You might see millions of sacks falling out of his
forehead. Or; see his forehead as a sack instead of a
forehead
f d.

D616. Remember that the picture must be ridiculous and/ or

illogical and you must actually — it in your mind's eye.
see

D617. You realize that you're to use the same laws and prin-
ciples as you've already been taught in this course. They
worked for you before, and they'll work for you in solving the
faces
problem of remembering names and s.

D618. Makmg up S W s for the names and finding

an outstanding feature on the face is easy. The most essential
thing is to actually see the picture in your mind's eye. Substitute
Words

107
D619. Look at Mr. Sach's face and you must actually — the
picture of millions of sacks falling out of his forehead. That's
all there is to it!
see

D620. Ifyou meet a Mr. Robrum who has a large nose as his
o ing feature, you might picture his nose as a bottle
of rum and a robber stealing it. Rob rum — Robrum. outstanding

D621. Mr. Galloway has a cleft in his chin. See the p e

of a girl (gal) going or falling away, out of that cleft. Gal
away — Galloway.
picture

D622. Miss Van Nuys has bulging eyes. See two large vans
making lots of noise, coming out of those bulging eyes. Van
noise .
Van Nuys

D623. You meet a Mr. Cohen. Mr. Cohen has extremely

heavy eyebrows. Look at his face and actually —
a picture
of ice cream cones instead of his eyebrows. See the ice
see
cream dripping into his eyes!

D624. There is way to practice this and prove

really only one
to yourself that works. That is to go ahead and do it. Just
it
reading this won't help; you have to actually go ahead and -- do
it!

D625. Although newspaper and magazine pictures are one-

dimensional, you can use them for practice. Cut out many
pictures of faces and use them as practice cards. Give the systems
pictures names, or use their own and apply my s ms.

D626. You'll find your m y for names and faces improved memory
by a great percentage already! Why not try it right now? In
each of the next fifteen double frames I'll give you a picture Substitute
of a face; I'll help you make up S
the o ing features.
W —
s and find
Words
outstanding

D627. All you'll have to do is make the ass

one and actually —
it in your mind's eye.
n for each
Unfortunately, I association
can't do that for you!
see

108
D628. Here we go: This is Mr. Carpenter.
The name is no problem because it already
has meaning. If you look closely, you'll
see a scar on Mr. Carpenter's right cheek;
(see next frame)

D628. also he has a very small mouth.

Pick the one which is most outstanding to
you and a te carpenter to that. associate

(see next frame)

D629. You might see a carpenter working

on the small mouth (get the tools; hammer,
saw, etc. into the picture) trying to make
it larger.

(see next frame)

D629. Or; the carpenter is trying to repair

the scar. Whichever you choose, look at
the face and actually
your mind's eye.
—
the picture in see

D630. This is Mr. Brimler. See the deep

dimples in his cheeks? You can see those
dimples being brim full of judges' gavels

(see next frame)

D630. (law). Be sure to see the picture.

Brim law = .

Brimler

D631. This is Miss Standish. Her 'bang'

hairdo is the first thing that strikes me
about her face. See many people standing
in the hairdo and scratching violently

(see next frame)

D631. because they itch. Look at Miss

Standish and see the picture. Stand itch =
Standish

D632. This is Mr. Smolensky. He has a

very broad nose (or a double chin). See
someone skiing on the nose and taking
pictures of it with a small camera ( lens ).
(see next frame)
109
 D632. Be sure to actually see the action
in the picture. Small lens ski =
Smolensky

D633. This is Mr. Hecht. See the ridi-

culous picture of his mustache being vio-
lently hacked from his face. Violence and
action make the pictures easier to recall.

(see next frame)

D633. Be sure to look at the face and see

the picture. Hacked = .

Hecht

D634. This is Mrs. Bjornsen, pronounced

Byorn - son. Look at Mrs. Bjornsen and
try to actually visualize a boy (son) being
born in the very wide part in her hair!
(see next frame)

D634. Born son =

Bjornsen

D635. We've already met Miss Van Nuys.

Look See some moving
at her bulging eyes.
vans driving out of those eyes, making a
terribly loud noise. So loud, you have to
(see next frame)

D635. hold your ears. See the picture.

Van noise = .

Van Nuys

D636. This is Mr. Hamper. You can use

his very wide mouth as the outstanding
feature. See yourself cramming all your
dirty clothes into his mouth because it's a

(see next frame)

D636. hamper. Look Mr. Hamper and

actually — at
this picture in your mind.
see

110
D637. This is Miss Smith. A common
name, but just as easy to forget as an un-
common one if no association is made.
Miss Smith's lips are very full. They
(see next frame)

D637. appear to be swollen. See a black-

smith swinging his hammer at those lips,
causing them to swell. Be sure to the see
picture.

D638. Here's Mr. Kannen. You might

select his outstanding ear, or the lines in
the corner of his eye, or the thin long
mouth as the outstanding feature. Which-
(see next frame)

D638. ever you select, you can picture a

cannon either shooting from the feature, or
shooting it off. Be sure to actually see the Kannen
picture. Cannon = .

D639. This Mr. D'Amico. You can't

is
miss the head of wavy hair. See this
full
hair as a gigantic dam The water is over-
.

flowing as you scream 'eek' and 'oh.' Or;

(see next frame)

D639. you're running toward the dam,

shouting 'me go.' See the picture. Dam
eek oh, dam me go = . D'Amico

D640. This is Miss Forrester. I would

picture trees (forest) growing out of those
heavy, definite lines on her lower cheeks.
If you want to get the last syllable into the

(see next frame)

D640. association, see the forest tear ing

her cheeks. Forest tear = .

Forrester

D641. Here is Mr. Pfeffer. The P is

silent. Look at his cleft chin. See lots and
lots of pepper coming out of it, making him
(and you) sneeze. Look at Mr. Pfeffer and

(see next frame)

111
 D641. the picture.

See

D642. Remember, it's not enough to just read and answer

my questions in these frames. You must actually the
association in your mind's eye if you want to remember
—
see
these names and faces.

D643. This is Mr. Silverberg. He has

a strong, jutting chin. Look at the face
and see a large silver iceberg instead
of his jutting chin. Actually see it

(see next frame)

D643. glittering and you'll get the idea

of silver in there. Silver berg =
Silverberg

D644. Finally, here is Miss Kornfeld.

Look at that very wide mouth. I would

see millions (exaggeration) of ears of

corn falling from her mouth. Be sure
(see next frame)

D644. to actually see the picture in

your mind. Corn fell = .

Kornfeld

D645. I've purposely used a wide assortment of names to

show that it makes no difference. you made the ass
If ns
strong and ridiculous enough, and most important, if you
actually saw the pictures, you should remember most of these associations
people.

D646. I've also purposely used the same o ing feature

twice, to show that that makes no difference either.

outstanding

D647. Remember, it's the fact that you're looking for that
o ing feature, and tying the name, or Substitute Word
for the name, to it, that's important. outstanding

112
D648. Naturally, in meeting many people, you will be using
the same outstanding feature again and again. It makes no
difference because in looking for that f re, you're etching
feature
the face into your mind.

D649. In the next fifteen frames, I'll repeat the pictures of

these same people in a different order. Write the correct
n—
move
in each blank. You will see if you're correct as you
to each successive frame.
name

D650. Look at each face. The same feature you thought was
outstanding before should strike you immediately now. Look
at this o ing feature and the association you made will
outstanding
come back to you, supplying the name like a filing cabinet.

D651. This is Mr.

Hamper

D652. This is Miss

Forrester

Kornfeld

D654. This is Miss

Smith

D655. This is Mr.

D'Amico

D656. This is Mr.

Pfeffer

113
D657. This is Miss

Standish

D658. This is Mr.

Silverberg

D659. This is Mr.

Kannen

D660. This is Mrs.

Bjornsen

D661. This is Mr.

Smolensky

D662. This is Mr.

Brimler

D663. This is Mr.

Hecht

D664. This is Mr.

Carpenter

D665. This is Miss

Van Nuys

114
D666. Did you get most of the names right? Did you miss
a few s? If you did, that's all right — I expected you to!
I expected you to forget a few names for a variety of reasons. names

D667. First of all, it is more difficult to visualize one-

dimensional pictures than a real person. Second, it would be
better if you looked at the faces and searched for the outstanding
o ing feature yourself.

D668. The fact that I pointed out the outstanding features

for you, did not help you get a subconscious picture of the
entire f — in your mind. face

D669. Well now, you've met quite a few people all at once for
the first time you're trying this technique. Also, had you
actually met these people, you'd have had time to see the associations
people on and off and check your ass ns, and 'rap'
in the names.

D670. So you see, I didn't expect you to r r them all.

If you did,or if you missed only one or two, you're doing
excellently. remember

D671. If you go back and strengthen your ass ns on

those you missed, you'll have them all now.
associations

D672. I can only repeat, the best way to practice this system
is to do it and use it. Next time you meet someone new, try
my systems, you'll amaze yourself. Your m y for names memory
and faces will surprise even you.

D673. you meet a large group of people, such as at a

If

cocktail party, applymy systems with each person you're

introduced to. Then as you see the people again during names
the evening, the n —
s should come right into your mind.

D674. This serves to 'rap' the names into your m y.

When meeting new people during the regular business day,
apply the systems. Later on, when you have the time, think memory
of their faces and the names will come to mind. This serves
as review.

115
D675. You'll find that after the names are etched into your
m your original association may fade, but you'll always
y>
know the name. memory

D676. The important thing over the hump of actually

is to get
putting my m y systems toPut them to work; use
work.
them and they will diligently work for you !
memory

D677. At first, you may feel that my system for remembering

names and stakes too much time.
faces

D678. Try it, and you'll see that it does not. After a bit of
practice, you'll be able to think of a Substitute Word for the name
and find an o
, ing feature on the face, and associate
them in less time than it usually takes to say, 'hello.' outstanding
\

D679. Before going into the final review, I want to mention

one or two other facts. Keep in mind that I've given you only
the 'meat' of my m y systems. memory

D680. They can be manipulated and twisted and molded to

solve any m y problem that can ever come up.
memory

D681. This may take a bit of imagination on your part. Of

course, without your realizing it, applying my systems has
improved not only your m y, but also your sense of memory
observation, concentration and imagination.

D682. Making up Substitute W---s for names and looking for

o ing features on faces has 'forced* you to observe, Words
concentrate and use your imagination.
outstanding

D683. Making up r s associations for Peg and Link

methods and for names and faces has certainly made you
exercise your imagination and 'creative thinking' abilities. ridiculous

116
D684. To think creatively means to think along new paths;
paths you've never explored before. This, of course, takes
imagination. My m y systems have started you exploring memory
along paths you've never dreamed existed.

D685. If you haven't realized it yet, all m y is really

based on one important point. And that is, that anything to be
remembered must register in your mind. memory

D686. This goes hand in hand with observation. If you do not

observe something, whether heard, seen or felt, and if it
doesn't r ter in your mind, how can it possibly be remem- register
bered.

D687. Any new piece of information, if originally grasped

and registered is already half r red.
remembered

D688. Go over my systems and you'll see that they're based

on one thing. They force you (painlessly, since we're all
basically lazy), to observe and register anything you wish to remember
r r.

D689. Now, before going too much farther into the subject
of mind organization, or mind power, let's review all we know memory
about my m y systems.
association

D690. It easier to remember violent, silly, illogical or

is
r associations than it is to remember pleasant or
s
logical ones. ridiculous

D691. The system which enables you to remember things in

sequence only is called the
a) Link method a) Link methoc

b) Peg method

D692. The system which enables you to remember things in

and out of order and in sequence is called the

a) Link method b) Peg meth<

b) Peg method

117
D693. The most important thing about any association is to

a) write it down
c) see it in
b) love it
your mind
c) see it in your mind
d) forget it

D694. The Link method teaches us to always associate the new

present to the previous. information

D695. Associating the present item to the previous item as in

the Link —
method forms a sturdy mental ch n of all the items.
chain

D696. In the Link method, once we've associated two items,

we stop thinking about that association and proceed to the
n--t one. next

D697. The basis of the Peg method is the phonetic alphabet.

The sounds of the alphabet aid us in forming phonetic
P__ w---s.
Peg Words

D698. The sounds of the phonetic alphabet also are of great

value in remembering n rs of any kind.
numbers

D699. To remember style numbers, telephone numbers,

we use the P-- method of memory.
long-digit numbers,
Peg

D700. To remember a telephone number we must associate

the person to the number with the help of
sounds of the phonetic alphabet.
P-- W — s or the
Peg Words

D701.
of
To remember
memory.
a shopping list we use the L — method

Link

118
D702. To remember the exchange name and number of a
telephone number we must use a word which begins with the
first — letters of the exchange name. two

D703. The very next consonant sound in this word must be the
sound which represents the exchange n r.
number

D704. In order to remember a long-digit number forwards

and backwards we use a combination of the P-- and Link
methods of memory. Peg

D705. The numbers themselves are retained via the P--

method; and their sequence, via the Link method.
Peg

D706. A word to represent the #9751 would be

a) booklet
a) booklet
b) magazine
c) brakes
d) bagatelle

D707. A word for the exchange name and number CI 7, could be

a) circle
c) cigarette
b) curve
c) cigarette
d) kick

D708. The only way to remember names and faces is to

associate the name to the .

face

D709. If we associate the name to the face properly and in

some ridiculous way, the face will bring the to mind

when we see it again. name

D710. Any name can

use of S W — made
be
s.
tangible and meaningful with the

Substitute
Words

119
D711. A Substitute Word is simply a word, phrase or thought
which can be pictured and which s s like the name we want
to remember. sounds

D712. In order to associate the name to the face, we must

look for one o ing feature on the person's face.
outstanding

D713. The name, or the Substitute Word for the name, is

associated to that ing feature in a ridiculous way.
outstanding

D714. To remember a person's telephone number, we would

a e the Substitute Word for his name to his telephone
number. associate

D715. If you want to remember anything, it must first

register in your mind. You cannot remember anything you
do not ob . observe

D716. My memory systems will strengthen your sense of

imagination

D717. Aside from actually learning my systems, the most

important thing is for you to try them and to u-- them.
use

D718. If you don't try them, and more important, use them,
never really know if they can work for you, will you?
you'll
So please, —
the sv^tcms! use

D719. Incidentally, after using my systems for a while,

they'llbecome almost second nature and you'll use them almost
without thinking. Make them a habit! U-- the systems! Use

120
D720. There isn't anything you can't r r easier,
better and with more retentiveness if you will apply my

systems to it. remember

HOW TO REMEMBER FOREIGN LANGUAGE

AND ENGLISH VOCABULARY:
W Words
D721. My system s can be of great value
of Substitute
in remembering foreign language vocabulary.

D722. The system for remembering foreign language vocabu-

lary breaks down to simply this: — You must a the
foreign word to its English meaning. associate

D723. Of course, there is nothing more abstract and/or

intangible than a foreign (to you) word. You have already
learned, however, how to make any meaningless word meaningful
(or name) m ful.

D724. Why not use a S W in order to make any

foreign word tangible and meaningful?
Substitute
Word

D725. easy! First, handle the foreign word exactly as if

it
It's
were a person's n
as you did with names.
— .Invent a Substitute Word for it, just
name

D726. Then all you have to do is to a e the Substitute

Word for the foreign word to its English meaning.
associate

D727. All right; let's try it. Remember, in order to make

a foreign word tangible and meaningful, use my svstem of
S- —- W---s. Substitute
Words

D728. The Spanish word for 'bird' is 'pajaro,' pronounced

Substitute

121
D729. Since 'pajaro' means 'bird' simply a parked
car to bird in a ridiculous manner. associate
You might picture a parked car crammed full of birds,
or a gigantic b —
is parking a car, etc. bird

D730. But why don't you make each picture or tion as

we go on? Later on, I'll test you on all the foreign words I've
used as examples. association

D731. In that way, I can prove to you that you can r r

foreign language vocabulary with the use of my systems.
remember

or with, bird and parked car? Remember, you must actually

see the picture. association

D733. Let me remind you that the S W I use is

not necessarily the best one for you.
Substitute
Word

D734. Just as I told you when I taught you to make up Sub-

stitute Wordsfor names, you are to use whatever comes to
your mind first. The only rule is that it must s d as close sound
to the foreign word as possible.

D735. I won't go into too much detail here since I have

already done so in teaching you how to make up S
W — s for names. Substitute
Words

D736. Just remember that if you get the main part of the

association

D737. 'Ventana' means 'window' in Spanish. A

All right.
S W
or thought for 'ventana' might be a girl
(whom you know) whose name is Anna, and 'vent.' Substitute
Word

122
D738. Now this (vent Anna) must be associated to window.
Simply p re Anna violently throwing vents (air vents or picture
ventriloquists) through a closed window. Be sure to see the
picture. See the vents going through that w . window

D739. The French word for window is, 'fenetre.' You could
picture a window eating a raw fan; or a fan eating a raw
window. Fan ate raw = . fenetre

D740. So pick one of those associations, and be sure to

actually —
it in your mind's eye.

see

D741. The Spanish word, 'hermano,' pronounced air-mon-o, see

means 'brother.' Just picture your brother as an airman.
Be sure to — the picture. See the airman's wings on your brother
b .They're gigantic wings.

D742. The Spanish word for 'room' is, 'cuarto,' pronounced

say, quarter. association

D743. A room piled high and completely filled with quarters

would do it. Be sure to actually the picture in your mind. see
See the quarters filling that r—
room

D744. 'Vasa' means 'glass' in Spanish. See yourself drinking

from a gigantic vase instead of a k .

glass

D745. The word for 'bridge' in French is, 'pont.' See your-
self punting a football on or over a bridge. Or, you're punting
a b instead of a football. bridge

D746. 'Pluma' means 'pen' in Spanish. See yourself writing

with a gigantic plume instead of a pen; or, you're writing on a
gigantic plume with a leaky . pen

123
D747. The French word for 'father' is, 'pere.' A te
father to pear (the fruit) and you won't forget it.
Associate

D748. You might see your father eating a gigantic (bigger

than he) pear, or, a gigantic pear is rocking you to sleep;
it's your f ! father

D749. If you've made all the associations as I've suggested,

using your own Substitute W
s and pictures, you should have
no trouble filling in the following blanks. Words

D750. For example, 'pajaro' sounds like 'parked car.' When

you hear the word you'll think of that and you'll remember that bird
you associated a parked car with a .

Therefore, you'll always remember that 'pajaro' is the bird

Spanish word for .

D751. The Spanish word, 'ventana' means .

window
The French word, 'fenetre' also means .

window

D752. The Spanish word, 'hermano' means .

brother
The Spanish word, 'cuarto' means .

room
The Spanish word, 'vasa' means .

glass

D753. The French word, 'pont' means . bridge

The Spanish word, 'pluma' means — pen

The French word, 'pere' means .

father

D754. Try this: The Spanish word for pen is . pluma

The Spanish word for brother is .
hermano
The French word for bridge is .

pont

D755. fenetre pajaro

Window (French) is . Bird (Spanish) is .

Glass (Spanish) is . Room (Spanish) is . vasa cuarto

Father (French) is . Window (Spanish) is .

pere ventana

124
D756. Did you get them all? If your associations were
strong enough and r s enough, you must have
answered them all correctly. ridiculous

D757. Do you realize that you've just thoroughly r d

nine f words and their English meanings after hearing remembered
them or seeing them only once?
foreign

D758. I have, of course, used simple words; the first ones

that came to me. I suggest you try this system the next time
you have to remember any f word or words. foreign

D759. Aside from foreign languages, my system can be used

for anything youmay be studying which entails r ing
words which have no meaning to you, at first. remembering

D760. A medical student, for example, can r the

word 'femur' if he associates fee more to whatever it is it
must be associated to. remember

D761. The same is true for sacrum (sack of rum); fibula

(fib you lie); patella (pat Ella or pay teller); coccyx (cock Substitute
(rooster) kick*? or fork ^irs) Do vnn qpp hnw thp 9 - - - Words
W s make these words easier to remember?

D762. A pharmaceutical student might picture or a e

someone pushing a large bell down over him while he throws
pine trees from under it, in order to remember that atropine associate
(I throw pine) comes from the belladonna (bell down) root or

leaf.

D763. Remember; with a bit of thought you can make up much

better Substitute Words. For example, you could picture a
giver (donor) of a bell to r r, or remind you of, belladona! remember

D764. you always keep in mind that it is much easier to

If
remember pictures than intangibles, you'll always use my
system of S W —
s to help you remember foreign
words or any words which have no meaning to you at first.
Substitute
Words

125
D765. To remember a foreign word and its English meaning,
you must a e the Substitute Word for the foreign word
to its English meaning. associate

D766. In this way, the foreign word will always bring the
English meaning to mind, and more important, the English
meaning will bring the f word to mind. foreign

D767. You can do exactly the same to help you r r

English vocabulary. Simply associate the Substitute Word
for the word you don't know, to its definition. remember

D768. Look: The word 'peduncle' means a flower stalk, or

stem. See yourself having paid your uncle with flower stalks
instead of money. (Paid uncle — p le.) You'll never peduncle
again forget the meaning of that word.

D769. 'Abnegate' means 'to reject.' See Lil Abner (comic

strip character) jumping onto a gate . (Abner gate — abnegate.)
But he keeps being pushed off, or rejected Abnegate means
. reject
to r —— t.

D770. 'Culpable' means 'deserving of blame.' Picture your-

self calling a pebble (call pebble — culpable), to come take
its punishment because it's deserving of b — e. blame

D771. I can only assure you that students in my residence

classes have told me that they've r red hundreds of
words and their meanings this way. Try it and see remembered

SPEECHES : (HOW TO DELIVER AND REMEMBER THEM.)

JOKES & ANECDOTES
D772. Another, and quite valuable application of the L--k Link
system (in conjunction with other ideas), is in memorizing
speeches and articles. I'll give an example of how to memorize
m ze a technical article later on, and an example of the
same with a speech in just a few pages.
D773. Before going into the actual example of a speech and
how to m ze it, let me give you a thought or two about memorize
delivering s ches in general.
speeches

126
D774. I may get away from the subject of m
y, specifically,
for some frames, but have no fear, I'll get back to it soon
enough. Meanwhile, you may find some helpful ideas here. memory

D775. There's an anecdote about a nervous speaker who

approached the podium and began haltingly: "My f-f-friends,
when I arrived h-here th-this evening, only God and I knew no answer
what I was g-going to s-say. Now, only G-God knows!" required

D776. Well, I can't be of too much help to you so far as

nervousness is concerned. I can only remind you that you
were asked to sp--k only because it was thought that you knew speak
your subject.

D777. Just fix it in your mind that if anyone in your audience

knew the s ct better than you, he'd be at the podium and
you'd be listening to him . subject

D778. Of course, if you're ever in the position of having to

talk about something you know very little about, I wouldn't position
blame you for being nervous. Don't let yourself be put into
that p n, and you'll avoid that n sness. nervousness

D779. There's a little mnemonic that I always mention to my

when I'm teaching them to memorize a speech. The
students
mnemonic is, KISS, which has nothing at all to do with memorizing
m zing the speech.

D780. It stands for, Keep It Short Stupid; or Keep It Simple

Stupid! Although it has nothing to do with y, m many of memory
my students who deliver sp--ches, swear by it.
speeches

D781. The most difficult thing to do when giving a talk is to

come You must learn
to a period. to do it or you'll bore your
audiences. Learn to come to a p d. period

D782. At some functions, the speakers are given a time

limit. Yet many go blithely over that 1 t. —
I guess they

think that what they have to say is so important, and they say limit
it so well, that they can break the rule.

127
D783. If these people think that an audience that's collectively
looking at their watches every few minutes is an attentive or
happy one, they're mistaken. At best, they're making it diffi-
speakers
cult for the sp rs who have to follow.

D784. Don't become hypnotized by your own voice! Stand

up; speak up; shut up! That's the rule to follow. Get up,
make your point as emphatically as you like, then sit down. no answer
required

D785. Perhaps we ought to use the system an African tribe

uses. A
speaker must stand on one leg throughout his talk.
Once the other leg touches the ground, the s r must speaker
stop; even in mid-sentence!

D786. At a dinner where Will Rogers was toastmaster, each

s was allotted ten minutes. One went on for over an
r
hour. As he sat down, he apologized to Will, saying he'd
speaker
left his watch home. Mr. Roger's answer was, "There's a
calendar right behind you."

D787. So, learn to come to a period. You won't bore your

audiences that way, and you'll have no need to be overly
n ous. Remember: KISS. nervous

D788. Incidentally, don't worry about being a bit nervous

before your talk. Almost every good and experienced performer
or s r has this problem. speaker

D789. There would be something amiss if you weren't a

bit n s and tense before facing an audience. Once you're
on, you won't even think about it. nervous

D790. Aside from the actual content of your talk, the most
important consideration is you; the way you s
impression you make on your audience.
—
k and the
speak

D791. I can only advise you to try to be natural. Don't

stand stiffly at the lectern. Move and gesture once in a
while, so the people in the a ce can move their eyes. audience

128
D792. Try not to sp--k in a monotone. Emphasize a word
here and there. Audiences need a chance to move their eyes,
to smile or laugh. If not, they'll make up for it by moving' speak
restlessly, laughing or talking and generally losing interest.

D793. A trick used by many s rs is to catch the eye of

one person at a time and imagine they're speaking directly to
him. This keeps you from staring over everyone's head or speakers
continuously staring at your notes (although I'll eliminate all
need for notes soon).

D794. So, keep your talk short and to the point; try to get
some humor into (don't be a comedian unless you're pro-
it Speak
fessional), and come to a definite ending. Sp--k with some
authority and look at your au ce. audience

D795. When you have to take a breath, take it. There's no

need to rush on breathlessly. As a matter of fact, a pause
at the proper time is effective. no answer
required

D796. Now, although this may seem obvious, it's amazing

how many sp rs overlook it. Don't use long, complicated speakers
words when simple, short w--ds will do.
words

D797. Don't use technical terms or phrases unless you're

sp ing to people who are in the same business or profession speaking
and can understand them. If you must use t cal terms
to a general audience, define them so that your listeners can technical
follow you.

D798. The best way to get a point across is to call upon your
audience's knowledge and experience rather than your own. To
use an analogy pertaining to your particular field of k ge knowledge
only, will leave the listeners confused.

D799. They'll be thinking about that and trying to decipher

when they should belistening to your next point. This,
it

incidentally, holds equally true when you're sp

anyone individually.
—
ing to speaking

D800. You can get up and s —

k in front of an audience;
although I know your arguments against it, including, "I'm speak
too shy; I've never done it before; I don't s
afraid I'll make a fool of myself," etc.
—
k well; I'm
speak

129
D801. Well, remember this; if you wait until all objections
are overcome, you'll never attempt anything. Thomas Bailey
Aldrich said, "They fail, and they alone, who have not striven." speaker
Sure, you may fail as a public s r, but you'll never know
if you don't try.

D802. The reason people don't try new things is the fear of
failure, but you can't go through life without facing new things
occasionally. If you never make an effort, you'll never f--l, fail
but you'll stagnate; that's for sure.

D803. So, if you have to make a s — ch, don't worry about it

too much. Follow the suggestions already made and the system
I'm about to teach you — and you'll do just fine. speech

D804. Your second s — ch will be better than your first, and

the third will be better than the s d. You can only improve speech
as you continue to try.
second

D805. Now let's get back to the subject of m y; how to go

about memorizing that speech. The worst thing you can do is memory
to try to memorize your s —ch word for word.
speech

D806. Speakers who falter or hesitate during their speeches,

do so, usually, because they've forgotten the next word, or forget
because they're afraid that they will f 1 the next w--d.
word

D807. Therein lies the problem. Hasp h is memorized

word for word, and then a word here and there is forgotten, speech
the s surely will not be delivered as it should be.
speech

D808. Why should you have to grope for one particular word?
If you can't think of it, just use any other w--d that serves the word
purpose. Isn't that much better than hemming and hawing until
you r r the exact phrasing just as you memorized it? remember

D809. People, realizing this, felt that the next best thing
would be to simply read the s . This solves the problem
of forgetting words, until you lose your place on the paper, speech
and forget what you're talking about altogether.

130
D810. Besides, it seems to me, that it's annoying to an audi-
ence to listen to someone reading a speech w for w . word
I know I feel that way; he might just as well give me a printed

copy of the speech to read at my own leisure. word

D811. So, the next step seems to be not to prepare at all.

Well, not quite. Even if you're well-versed in your subject,
you may forget some of the facts you want to sp--k about. speak

D812. As in the case of the itinerant preacher who always

complained that he made his best speeches on the way home.
All that he had forgotten to tell his listeners came to mind then, speech
and his horse usually heard the best part of the s .

D813. The best way to prepare a speech is to lay it out

thought for thought. Most of our better sp rs do just that. speakers
They simply make a list of each idea or th 1 that they want

to talk about, and use this list in lieu of notes. thought

D814. This way, you can't forget words since you haven't
memorized any. You can hardly lose your place; one glance
at your list will show you the next th 1 to put into words. thought

D815. But, for those of you who would rather not rely on
pieces of paper — the Link method can help you easily.
Memorizing a s h thought for thought, from beginning to speech
end, is memorizing a sequence.

D816. To m ze anything in seq you know that you

,

use my Link method of memory. Incidentally, all that I tell memorize

you about speeches, of course, also holds true for sales talks
or sales presentations. sequence

D817. All right then; to memorize your speech or sales talk,

I'd suggest you go about it like this: First, write out, or read,
the entire s h. When you're satisfied with it, read it over speech
once or twice more to get the 'gist' of it.

D818. Now, get yourself a piece of paper and start to list your
KEY WORDS. Here's how; read the first thought of the s .

This may be contained in one, two or more sentences (or para- speech
graphs); it doesn't matter.

131
D819. Now select one word or phrase from these sentences
which you think will bring the entire th 1 to mind!

thought

D820. The word or phrase that brings a thought to mind is a

a) verb c) Key Word

b) adverb
c) Key Word
d) adjective

D821. It's easy to find the Key W —

s. In every sentence or
paragraph there must be one word or phrase which will remind Words
you of the entire th 1.

thought

D822. If you have a choice of words, pick the one which" is

easier to picture. A noun is usually best. Pick a Key Word
which is easy to p e. picture

D823.
to the
Now
end of
pick the K--W
your speech.
— for the next thought, and so on,

Key Word

D824. When you're through, you'll have a list of K-- W

which will bring every thought in your speech to mind in
— its Key Words
proper seq e.
sequence

D825. Actually, if you were to keep this list in front of you

as you delivered the s h, it would serve the purpose. But,
speech
if you've mastered the Link system, you know that it's just as
easy to Link the K-- W —
s, and then throw away the paper.
Key Words

D826. So remember, in every thought in any speech or article

there must be one w
to mind. These words are K--
—
or phrase which will bring that thought
s. W — word

Key Words

D827. you read your speech or article to get the 'gist' of

If

then go through
list of
it to select your K--

words in sequence.
W —
s, you will have a
it,

Key Words

132
D828. A list of words in s can be easily memorized
sequence
memory.
via the Link system of
So use the L system to memorize these Key — -s.
Link

Words

D829.
of a
I've written a s
PTA
—
ch that might be made by a member
group. Since I made this up out of 'whole cloth,'
please don't hold me to any of the 'facts' it contains. It's speech
merely an example.

D830. Ordinarily you'd write the s —

ch, then go over it in
order to get the g--t of it, as already mentioned. To save time speech
and space, we'll assume you've already done that.
gist

D831. I'll forego the frame format only when quoting the

s —ch itself. I'll stop at the conclusion of each thought, and

help you select the Key W--ds.
speech

Words

Ladies & Gentlemen:

I have been selected to talk to you about some

of the existing problems within the school which
our children attend.
I'm sure that you are already aware of these
problems. Certainly you're aware of the crowded
conditions of the classrooms; a situation which
has existed for some time now.
In classrooms built to comfortably handle 25
children — it is not unusual to find anywhere
from 45 to 50, or more, students.
Bussing some of the children to other schools:
schools on 38th St., 51st St., 86th St., Argyle Ave.,
and 129th St. — didn't relieve the situation any.
Approximately the same amount of children who
attended other schools during previous years
were bussed here, keeping the crowded condition
status quo. The problem remains unsolved.

D832. That concludes the first thought of the s ch. Now

what do you think would serve as a Key Word? Crowded con- speech
ditions, of course. Either list that on a piece of paper, or
p re it in your mind as the start of a Link. Let's continue:
picture

133
 Have you taken a close look at some of the
seats and desks used by your children lately —
when they're lucky enough to have them?
As of the most recent survey, just about
every third seat and every third desk is in ex-
tremely poor condition and should be replaced.
We have received estimates ranging from
$5,000 to $9,000 to repair or replace all seats
and desks, where necessary, but so far, no
action has been taken.
Those estimates, incidentally, do not include
the many cracked and stained blackboards used
by both students and teachers in many classrooms.

D833. That's the end of that particular th 1. Can you think

of a Key W ? Why, furniture, of course. List it; or asso-
thought
ciate it to — crowded conditions.

Word

D834. The picture might be of a room so crowded with

f re, that desks and chairs are falling out of the windows,
etc. Be sure to make the picture ridiculous and see it in your furniture
mind's eye. The speech continues:

We are fortunate in having some fine teachers

here, but I'll be surprised if they continue on.
You know that the highest salary of any of our
teachers, male or female, is $5,500 per year.
No wonder they all have to moonlight — and no
wonder they almost all are thinking of changing
careers.
Aside from ourselves as parents, our teachers
are the most important people involved in the up-
bringing and teaching of our children. At times,
even more important than we are, I imagine.
And yet they earn less money than the man who
takes care of your car; your teeth; your hair;
your insurance; your clothes; your garden, or
your plumbing!
This atrocious situation must be remedied if
we value the welfare and well-being of our children.
If left as is, our kids will soon be cared for and

taught six to seven hours each day, by people who

are incapable of earning $5,500 or less, any other
way. If that is what you want, then do nothing
about this terrible situation.

134
D835. That concludes that thought. The obvious K-- Wis,
salaries. I simply picture money (bills) for this. List it; -or Key Word
continue the Link. (I mention listing the words only because
you may prefer to Link them after you've culled them all. I Link
prefer to form the L--k as I go.)

D836. You might p re furniture so stuffed with money that

the m y is falling out of all the drawers, and so forth. The picture
speech continues:
money

Did your child tell you about the fire-drill fiasco

thatoccurred here just a week after our last PTA
meeting?
Did he or she tell you that one of the alarms did
not sound and that eight classrooms full of children
were not aware that a drill was in progress?
Have you heard that one of the exit doors was
warped and would not open? Almost 150 children
had to be led to another exit which was being used
by others. It took these 150 children and the
teachers, 15 to 20 minutes longer than usual to get
out of the school building.
Had there really been a fire — you can imagine
the tragedy we'd be facing now. And did you know
that the sprinkler system has not been tested for
over three years now? The sprinklers are there,
but there's no guarantee that they're in working
order.

D837. All right; just fire would serve admirably as the Key
Word. Ass te it to salaries
. I simply 'saw' money (lots
of it) burning. To continue: Associate

This leads me to the subject of intelligence tests.

I'd like to burn them all! In my personal opinion,
they do much more harm than good.
It's been almost a year since we decided that some
of our children were just not good test-takers. They
are intelligent children, but some of them freeze when
faced with an intelligence test.
I'm sure that there are many children in slow
classes right now that do not belong there. I believe
that these children should be allowed to be in the
regular classes until it is proven that they can't
handle it.
Perhaps it might be a good idea to have tests to
tell us whether a particular child is a good test taker!

135
D838. The K-- W--- for this, of course, would be, tests To .

Link it to fire, I'd see myself taking a t--t as it burns right

there while I'm taking it. Or — any picture you like. To con-
Key Word
tinue :

test

We've touched on the subject of school lunches

before, but we've never really made any effort to do
anything about it.
You've all heard the standard complaints. The
food that should be hot is usually cold, or vice versa,
before your child gets it. And, the food in general,
is not very tasty.
We know that the dietary value of the food is fine,
but if it's not appetizing and the children don't eat it
— then it doesn't really matter if the food is nutritious
or not — does it?

D839. This entire th 1 can be brought to mind for me by

using the Key Word, lunches. I picture sandwiches wrapped in

wax paper. (That's how I remember my school lunches.) thought

D840. To associate that to tests, I saw myself taking a test on

one of these wax paper -wrapped sandwiches. Or, one of the sandwiches
s ches is taking a t — The speech continues:
.

test

And it's certainly about time that something was

done about the sanitary conditions in the hallways,
washrooms and schoolyards.
Either the school does not have enough janitors
to handle the job, or those that they do have are not
competent enough to handle it.
Each time I pass the main school playground, I'm
appalled at the mass of litter I see there.
I think that each of us should take the time to teach

our children to use the litter baskets at all times —

but certainly, more maintenance is also required.
While we're at it, we also should do something about
the outmoded playground facilities.

D841. K
The —W ,of course, would be sanitary conditions. Key Word
I'dp re millions of those wax paper-wrapped s es
(lunches) all over the place, causing unsanitary conditions. picture
Finally
sandwiches

136
 I'm sorry to have painted so black a picture
of our school. But I was asked to talk about the
problems that existed.
Ladies & Gentlemen, may I
In conclusion,
remind you that we have committees to take care
of our refreshments at our meetings, and com-
mittees to arrange for speakers and entertain-
ment, and so on.
I think we can do without the coffee and cake

and without the entertainment if we have to. I

think it's time we used these committees, and
other active committees to do some looking into
— and perhaps straighten out, the problems of . .

Crowded conditions
School furniture
Teachers' salaries
Fire drills
Intelligence tests
School lunches
and Sanitary conditions

I thank you.

D842. Since the conclusion of a s h is usually remembered,

you needn't bother with a K-- W —
here. That's up to you.
,

If you want to use one, committees would suffice.

speech

Key Word

D843. The ending is a 'cutesy' one, listing all the K-- W

s,
which I've done purposely. I'll talk about some of the numbers
—
and things I've included, in a while. Right now, the s
generally.
—
ch,
Key Words

speech

D844. First, of course, make your L--k, from crowded condi-

tions to sanitary conditions . If you've done that, and assuming
you knew what you were talking about in the first place (which
Link
you would, if you were asked to make this speech) — you should
already be able to deliver it.

D845. To start, the first K-- W--- is, crowded conditions.

This would remind you to talk about whatever it is you want to Key Word
say about that particular th 1.

thought

D846. You'd know what you wanted to say, otherwise you

wouldn't have written it as part of your s ch. Most likely,
your child has been telling you all about how crowded the speech
classes usually are, etc.

137
D847. All right; you finish talking about the crowded conditions;
what do you talk about now? Well, c d conditions auto-
matically leads you to furniture.
. . . crowded

D848. This reminds you of all your th ts on the subject.

The desks, chairs, blackboards, and so on. When you've said
thoughts
all you want to say about the f re, this will lead you to
the Key Word — salaries.
furniture

D849. So — mention whatever you want to about that. The

t rs are underpaid; they have to moonlight; they're
teachers
thinking of changing careers, etc. When you're finished,
s ies will lead you to fire. . . .
salaries

D850. If what I wrote in the speech were true, you'd have no

trouble remembering your th ts on this subject. If your
child was one of those who couldn't get out of the building, thoughts
you'd be incensed about it.

D851. Anyway, finish your thoughts on the subject of fire

drills. This will automatically lead you to tests. So, . . .

deliver your thoughts on the subject of in ce tests.

intelligence
Some students can't take them; they freeze, although they're
intelligent kids, etc.

D852. This will lead you to lunches. Talk about the food
. . .

not being hot enough or cold enough, and that it doesn't taste
too good, in any case, and so on. no answer
required

D853. This will lead you to the subject of sanitary condi- . . .

tions. Perhaps more janitors are necessary; or better ones, thought

and so on. When you're finished with this th conclude
your s —
ch.
1,
speech

D854. Talk about the committees you have for entertainment,

coffee and cake — and that these c ees should be used to committees
straighten out the problems of and just recite your
K-- W---s. Key Words

D855. So you see, making a Link of the Key Words will cause
each thought to automatically lead you to the next th 1, and thought
so on, right through to the end of your s h, sales talk or
article. speech

138
D856. At first, you may have to list, perhaps, two or three
K— W s forsome thoughts. List as many as you need in
order to remember the entire speech or article. Key Words

D857. As you use this idea, the amount of Keys necessary will
be less and less. And, most important, the confidence you gain
by knowing that you r r your talk, will show when you remember
deliver it.

D858. Just keep in mind that you must take care of the th ts;
the words will take care of themselves.
thoughts

D859. If, for some reason, you wish to memorize a speech

word for word, use the same method. You'll just have to go
over the s h more often. speech

D860. Remember that all these systems are aids to your true
memory. "If you r r the main, the incidentals will fall
into place." remember

D861. Use the above system for r ing a speech or

article and you'll find that eventually even the incidental words
will fall into place. remembering

D862. The rule is: R r the main ideas and the incidentals
will fall into place.
Remember

D863. You see, you never really forget anything you've remem-
bered. You just need reminding. My systems and methods will
serve as the reminders or aids to m y. memory

D864. For remembering speeches, use the system just taught

you. L —
your Key s. This will help even so far as
delivering your speech is concerned. You'll have more confi-
Link

dence because you know you remember the speech. Words

139
D865. Keep in mind that if you r r the main th ts of
the speech, the incidentals, the ifs, ands and buts will fall into
place.
remember

thoughts

D866. And the exact same system is used to r r articles

you read. Pick out the Key s for each thought. remember

Words

D867. L the Key Words, and you've memorized the article

thought for th With a bit of practice, you'll actually be
.
Link
able to do this as you read.

thought

D868. Getting back to the Parents-Teachers Assoc, speech

example, I purposely put in things like, 'schools on 38th St.,
51st St., 86th St., Argyle Ave., and 129th St.' Again, this is
problem
really a theoretical p m.

D869. In practice, if you were in a position to deliver a

s ch like that, you'd have been living in that neighborhood
for some time and you'd know the streets on which the other
speech
(near) schools were located. But for purposes of explanation,
assume you didn't.

D870. After you had the Link for the main parts of the speech
firmly in your mind, you'd form a 'tangent' (or 'off-shoot')
L--k. That is, another L — to remind you of the streets.
Link

Link

D871. Simply start the tangent Link with your original K--
W — For example, if you had peg words for 38, 51 and 86 —
.

you might Link crowded conditions to movie (38), to lot (51),

Key Word
to fish (86), to sock (substitute word for Argyle), to tune up
(129)!

D872. That's all! You would do the same if you thought it

necessary to remember the sequence of 'your car; your teeth; salaries
your hair, etc' in the section on teachers' s ies. Form a
L--k, starting with money, to car, and so on to 'plumbing.'
Link

D873. You can form as many t nt Links as you need. It

won't matter and it will work. You can only prove this to
yourself by trying it! tangent

140
D874. The most important point here, and with all my m y
systems, is that in just trying to apply the s ms, you're memory
forced to be originally aware of the material, and it's half
memorized to begin with! systems

D875. Do you ever have to remember lyrics and scripts?

Although it's usually necessary to memorize them word for Link
word, the L —
method and Key s will be of great help.
Words

D876. Use the L method just as I've taught you to. Remem-
ber the main thoughts in sequence. You'll have to go over it
Link
more often to get it word for word, but knowing it thought for
th first will make the chore that much easier.
thought

D877. If you have trouble remembering your cues in a play,

why not a e the last word of the other actor's line to the
associate
first word of your line?
Even if your cue tells you to perform an action instead
associate
of talking, you can still a it.

D878. Are you irritated because you hear a batch of jokes and
anecdotes, then hurry home to tell them to your wife — and
can't r r one of them? remember

D879. This happens most often when you hear a group of jokes
atone time. Well, the system of Key
when used in conjunction with the L system. —W —
s comes in handy
Words

Link

D880. Simply select a K-- Word from the punch line. That's
usually best. Or, whichever word or phrase brings the entire
joke to mind for you. Key

D881. You may have heard a gag about say, watermelons;

then one about the political situation; then one about girls;
then about a book; etc. These, then, are your K-- Words. Key

D882. A e watermelon to politics; politics to girls;

girls to book, and so on.
Associate

141
D883. Since you were originally interested enough to want to
r r the jokes, these Key Words are enough to bring them remember
to mind.
Interest is very important to my. memory

D884. It is difficult to remember anything that you're not

interested in. My systems almost force you to be in ed,

without your realizing it. interested

D885. Next time you hear a batch of jokes or anecdotes, try

this idea. Simply L your Key Words. You'll be amazed at
the results'. Link

D886. Although it isn't usually necessary to r r jokes

in sequence (unless you're a comedian), it's better to r r remember
them in sequence than not at all!
remember

HOW TO MEMORIZE TECHNICAL MATERIAL:

D887. Utilizing three things I've already taught you — the Key
Word idea forremembering what you read; the phonetic alpha- remember
bet; and the substitute word of thought idea — you should now
be able to r r any technical reading matter, easily.

D888. Let me qualify that 'easily.' Please keep in mind that

any new skill, either mental or physical, must of necessity
take a little more time during the learning stages. This holds skill
true for any s-- 11.

D889. When you originally learned to type, it was a laborious

task, searching out each key. When you originally learned to
drive, or to swing a golf club, these seemed to be sk
you'd never really master.
—
s that skills

D890. When you or lly learned to read, nothing could have

seemed more involved. Now all these things are second nature.
You hardly think about them. originally
In this case, obviously, applying my ideas will slow down
your reading at first.

D891. I can only assure you that I (and most of my students)

can read technical material (non-technical material goes without read
saying) and make the Links in order to memorize the informa-
tion — just as fast as you can r--d it without really m zing memorizing
it.

142
D892. It's simply a matter of applying my ideas and systems,
and continuing to apply them, until they become second n---re, nature
just as any other s 1.— skill

D893. Also — if you had to r--d and remember technical

material similar to what I'm about to use as an example — read
you'd ordinarily have to go over it many times, mentally
repeating the t cal facts over and over again. technical

D894. And even then, you'd most likely fail to retain the in-
formation. So actually, even though applying my systems of
m y may slow down your original reading time quite a bit,
memory
you'll really be saving lots of time and effort right off the bat!
And, you'll retain the information for as long as you need and
use it.

D895. And most important, of course, is the fact that you'll

be able to really m ze all the material during the first
reading. At least, you'll be able to do so after you've tried to memorize
apply these ideas for a short while.

D896. At first, perhaps two or three readings will be necessary.

But each r —
ing will take much less time than the preceding.
Then after a short while, only the first r —
ing will be necessary.
reading

reading

D897. I'll go into the example now, teaching you what to do, in
detail. When we're finished, I'll make some more comments
about it. I've selected the listing of a foreign country from the no answer
1968 World Almanac. required

D898. I feel that this has enough of a blending of numerical

facts and other f--ts to serve as a good ex —
le. I've culled
out and used only some of the information, and I've paraphrased
facts

it. example

D899. Let's assume that, for some reason, it is necessary for

you to r r all the facts contained in this excerpt from the
World Almanac. Please read it straight through (the next three remember
frames) just once before applying my systems.

D900. Venezuela
Capital — Caracas. Area: 352,142 square miles.
Population: (est. 1967) - 9,189,282. no answer
Venezuela has a long, irregular coastline on the Carib- required
bean Sea. Its neighbors are Guyana, Brazil and Colombia.

143
D901. Ithas 72 islands included in its territory. One of these
islands, Nueva Esparta, is an important pearl center.
A large part of Venezuela is drained by the Orinoco River, no answer
Angel Falls, 3,212 feet (tallest in the world), was found on the required.
Caroni River by Jimmy Angel, an American aviator, in 1937.

D902. The chief industries of Venezuela are mining, agriculture,

fishing and stock raising. It is one of the world's leading pro-
ducers of petroleum.
no answer
Maracaibo and Valencia are two other important cities.
required
Monetary unit: Bolivar. 4.40 Bolivar per U.S. $1.00.

D903. All right; if you've read the excerpt, let's go over it now,
step for step, as I explain exactly how I would go about memorizing
me ng it. Not necessarily word for word, but fact for
exact f--t. fact

D904. Please work along with me; unless you do, you won't
be able to prove to yourself that this really works. Also — my
helping you with the substitute thoughts, the Links, and the helping
transposing of numbers into words, phrases and pictures, is
not really h —
ing you.

D905. Because, in doing so, I'm taking away your or al

awareness. There's really no great need for you to pinpoint
your concentration, since I'm doing most of it for you. original

D906. In studying material such as the example, forming your

own substitute thoughts, Links and transpositions is what forces
—
you to concentrate (be originally a re) — actually constitutes aware
concentration.

D907. Since I have no choice but to help you the first time
you're trying it, I'd suggest that you make your p res as
strong and as vivid as you possibly can. pictures

D908. First of all, it is necessary to have a picture in mind

which will start the L--k; a picture heading, or title, so to
speak. The first thing that came to mind when I thought of Link
Venezuela, was — I'm standing near a body of water, waiting
for a whale, and asking, "When is a whale here?"

D909. That phrase, "When is a whale here," sounds almost

like 'V a.' A picture of a whale is the start of my Link. Venezuela
That is my substitute word for V .

Venezuela

144
D910. I'm going to give you the p res and transpositions
that to my mind first. Obviously, that does not mean that
came
they are the ones you would have used. You can make up yeur pictures
own, or use mine just for this example.

D911. All right then; since I cannot picture Venezuela but can
p re a whale — w--le is the start of my Link.
picture
The next piece of information is that the capital city of
Venezuela is Caracas. My substitute word for Caracas is
whale
'crackers.'

D912. You must now make a ridiculous or illogical picture in

your mind between or with 'whale' and 'crackers.' I pictured
a w — e eating gigantic Graham cr rs. If you're working
along with me, pause here and see that picture.
whale

crackers

D913. Next; the area of Venezuela, in square miles, is 352,142

miles. I transposed this number to 'melon train.' Since the
last picture in my mind was cr rs, I must associate that crackers
to 'melon train.'

D914. My picture was of a train made of crackers, carrying

melons; that's all. It's a melon train'. So; whale (Venezuela)
will remind you of crackers (Caracas) which will remind you
melon
of m t (352,142).
train

D915. then, the estimated, 1967 population is - 9,189,282.

Now
My p re was of a bee (9) swooping down on the melon t picture
in order to rob it. (He's followed by his cohorts, more bees.)
train

D916. After the holdup, they 'divvy up' (189) the loot. But,
as in almost every cops-and-robbers movie I've seen, there's
an argument during the 'd
'knifin"(282).
—
ying up' which results in a divvying

D917. Don't let that apostrophe in knifin' bother you. True

m y will tell you that it's knifin' not knifing. And even if
it doesn't, this can't cause confusion because — since you know memory
that this reminds you of the population, only three digits could
possibly be valid here.

D918. In other words, 'knifing' would transpose to 2827, and

the p tion couldn't be 9,189,2827. So you'd know, of course,
that it could only transpose to 282. population

145
D919. Bee; divvy up; knifin' - 9,189,282. Be sure to actually
see the p res in your mind's eye as you form your L--k.
pictures

Link

D920. Since the last definite p re in my mind is that knife

(knifin'), want that to remind
I me of — "Long, irregular coast-
line on the Caribbean Sea." picture

D921. saw myself using that

line right
I —
fe to cut a long, irregular
down the whale's back. I cut real deep (I get violent), knife
and beans were flying out of the long, irr r cut.
irregular

D922. 'Beans' to remind me of Caribbean. You could think of

the whale carrying the b--ns, if you like. Carry b--n — Carib- beans
bean.
(I'm going along just as if all the information here is bean
completely new to you. See my comments later on.)

D923. "Venezuela's neighbors are Guyana, Brazil and Colombia."

My Link continues: One of those flying b--ns hit a girl I know beans
whose name is Anna — on her head. This knocked off her wig,
and I saw that it really wasn't Anna, but some guy! Guy Anna
Guyana
- G a.

D924. As the wig flew off, a large chunk of brass, which was
under the wig, fell toward the ground. B--ss to remind me of Brass
Brazil. (You can use Brazil nuts here, if you can p re them.)
picture

D925. This chunk of b — s fell onto,

Colombian coffee. This picture is enough to remind me
and crushed, a can of
of brass
Colombia. I can picture this easily because I use C n
coffee. Colombian

D926. If you feel you can't picture it, use whatever picture
Columbus (Christopher) creates in your mind. (If you think Venezuela
it's necessary to be reminded that these are neighbors of
V a, get a neighing horse into your p .) picture

D927. "Venezuela has 72 islands included in its territory. One

of these is s, Nueva Esparta, is an important pearl center." islands
I pictured ooins flying out of the crushed can of C n
coffee. Coin - 72. Colombian

146
D928. As they flew out, they remained stationary, floating or
hovering, to remind me of islands. One of the c--ns had a
coins
letter 's' at its center, which I was trying to pry off. But it was
impossible — 'never S part' (from c--n) to remind me of
coin
Nueva Espartal

D929. The 1 was shiny and glittery because it was a

r S
pearl. It was center of the c--n. This reminded me that
at the letter
Nueva Esparta is an important pearl center.
coin

D930. "A large part of V is drained by the Orinoco

River." I saw myself still trying to pry that S from the c--n,
Venezuela
but with an oar. While I'm doing this, water (river) keeps
knocking me down, which drains all my strength.
coin

D931. The river draining me and 'oar knock' (Orinoco) serve

to remind me that the O o River drains most of Venezuela.
Orinoco

D932. you needed was something to remind you of the name

of the r —
If all
you could simply have pictured the prying with an
r,
river
oar, but the prying didn't work, so you knocked the S with the
o-r.
oar

D933. All right then; whale (Venezuela) will remind you of Crackers
crackers (Caracas). C rs will make you think of melon
train (352,142 square miles in area). M t leads you Melon
to bee, divvy up, knifin' ( population: 9,189,282).
train

D934. The knife automatically makes you think of the picture

of cutting a long, irregular line
flying out of the cut.
on the whale's back; b
(Long, irregular coastline on the
— beans

C n Sea.) Caribbean

D935. The flying bean reminds you of Anna, who is really a

guy; and the chunk of brass falling from under the wig, which
crushes a can of Colombian coffee. (Guyana, Brazil and neighbors
Colombia are n rs of Venezuela.)

D936. Out of the crushed can of C n coffee, fly coins,

which hover like islands. One of the c--ns has an 's' at its Colombian
center, which you'll never part from it. You try, with an oar,
to pry it and knock it — to no avail. coins

147
D937. This last has reminded you that 72 islands are included
Venezuela's territory. One of these islands, Nueva E
in
is an important p
most
—
1 center.

of the country.
And, the Orinoco River drains
a,
Esparta

pearl

D938. Fine. The next piece of information about V :

"Angel Falls, 3,212 feet tall, was found on the Caroni River by
Jimmy Angel, an American aviator, in 1937." Venezuela

D939. My last definite p re is of an oar. I see many oars

floating on a river, but suddenly, they all go over (or form) a
picture
waterfall. The w 11 is as high as a 'mountain' (3,212 feet).

As the oars hit bottom, some of them die and become angels.
waterfall

D940. Use whatever 'angel' conjures up in your mind. I saw

human forms in flowing robes and gossamer wings, playing
harps. They looked like Uncle Sam (beards; top hats) and were
getting to heaven on airplanes. One of the a
gymnastics (lifting barbells, etc.).
Is was doing — angels

D941. This angel is scooping macaroni from the waterfall with

a mug. ('Mug' represents 37; had I found it necessary to be angel
reminded of the century, I'd have pictured the a doing all
this in a 'tub;' 19.)
picture
All this (which is really all one p re in my mind)
reminds me

D942. ... that the next piece of information pertains to a

w which is 3,212 feet high (mountain); it is named
11

Angel Falls (angels) because it was found by Jimmy (gym- waterfall

nastics) Angel, an American (Uncle Sam) aviator (airplanes),
in the Caroni (macaroni) River in 1937 (mug)'.

D943. "The chief industries of V are mining, agri-

culture, fishing and stock raising. And it is one of the world's
largest producers of petroleum." Venezuela

D944. The last picture in my mind is the mug. want this I to

me to the thought of — chief industries. saw myself mug
lead
saluting a gigantic m-g ("Yes, chief") to remind
I

me of 'c — chief
industries.'

D945. A miner (a man with a light on his hat, or carrying a

pickaxe) is coming out of this gigantic
— —
but he's riding a
,
mug
tractor. The m r reminds me of mining; the tractor (you
might have seen a plow) reminds me of agriculture. miner

148
D946. This miner on the tr r is casting (fishing) with one
hand. With the other hand, he's picking up cows, sheep, goats, tractor
etc. He's raising them.
The fishing with one hand reminds me of f ng, of
fishing
course.

And the raising of farm animals with the other hand

D947.
reminds me of stock r —
ing. If you want to use stocks, as in raising
stocks and bonds for this association, that would work just as
well. Again, all this is really only one p re in my mind. picture

D948. So — the 'mug' has led me to 'chief industries,' which

are, mining, ag re, fishing and stock raising.
agriculture

D949. Then I saw a picture of this miner on the 'tractor,' etc.,

going over something on the ground which caused millions of
gallons of oil to spurt out of the gr
V
—
d. This reminds me that
a is one of the world's leading producers of oil
ground

Venezuela
(petroleum).

D950. saw this tremendous geyser of oil splitting and falling

to the gr
This r
I

—
d in two places. In each place, a large city grew.
ds me that the next piece of information is — two
ground

important cities (besides Caracas) are Maracaibo and Valencia. reminds

D951. To remember the names of the c s, I saw David

Merrick holding high, a bow. Merrick high bow — Maracaibo. cities
If you don't know David Merrick, or if you can't picture him,
see a bride and groom (marry) reaching high for a bow. Marry Maracaibo
high bow, is close enough to remind you of M o.

D952. Now see that bow being so high that it reaches the
valance on your drapes. Valance to r d you of Valencia. remind
If you don't know what a valance is, you can use either 'valiant'
or 'lance see' as your substitute word for V a. Valencia

D953. All right then; the geyser of o-- falling to the ground in
two places, etc., reminds you that the next piece of information oil
is about two important c s, and that they are Maracaibo and
Valencia. cities

D954. Finally, the coinage of Venezuela is the Bolivar; the

rate of exchange is 4.40 Bolivars to the U.S. dollar. Bolivar
Associate 'bowling' to whatever you used to remind you
of Valencia. Bowling to remind you of B ar. Get 'roars' picture
into that same p re to remind you of 4.40 (roars).

149
D955. Well; if you've worked down with me and made all your
pictures ridiculous enough and strong e gh, you should know
enough
all the information pertaining to V a, that you've read
•
only twice.
Venezuela

D956. Let's see if you do. Work along with me now. Think of
a whale. That should lead you to the picture of a whale eating
gigantic crackers. This tells you that the capital city of Vene-
Caracas
zuela is .

D957. Crackers should lead you into thinking of a 'melon train.'

This (assuming you know the phonetic alphabet, of course) tells
you that the area of Venezuela in square miles is 3 . 352,142

D958. 'Melon train' should lead you to the picture of — 'bee,

divvy up, knifin' — which tells you that the estimated 1967
population of Venezuela is 9, people. 9,189,282

D959. The knife leads you to the picture of cutting a long,

irregular line down a whale's back and beans flying out of the irregular
cut. Venezuela, therefore, has a long, i r coastline on
the Sea. Caribbean

D960. A flying bean knocks the wig from Anna's head (it's a Guyana
guy), revealing a chunk of brass which falls and crushes a can
of Colombian coffee. This tells you that Venezuela's neighbors Brazil
are, , and .

Colombia

D961. Out of the crushed can of coffee, fly some coins which
hover or float like islands. One of the coins has an 's' (which
glitters) at its center. You try, but you never can pry that 's' coin
from the c .

D962. This association has made you originally aware of the 72

fact that there are -- islands within Venezuela's territory; one
Nueva

Esparta

D963. You're trying to pry that 's' with an oar; you 'knock'
the etc. Oar and knock remind you of the
's,' River,
which drains most of the country. Orinoco

150
D964. The oars form a w 1, which is as high as a

mountain. Angels, looking like Uncle Sam, fly (on planes) waterfall
toward heaven. One a 1 is doing gymnastics as he scoops

macaroni from the river with a mug. angel

Angel
This you the following:
silly picture tells Falls,
D965.
3, — feet high, was found on the C i River by Jimmy Angel, 3,212
an American aviator, in 19--.
Caroni

37

D966. Mug makes you think of saluting it (chief), and the miner
coming out on a tr r, fishing with one hand and lifting up farm tractor
animals with the other. The t r hits something, which
causes a tremendous geyser of oil to spurt out of the ground. tractor

D967. This reminds you that the chief industries of Venezuela mining
are agriculture,
, and stock raising. And, that
, i

it is one of the leading producers of p m. fishing

petroleum

D968. The geyser and falls to the g

of oil splits d in two
places. In each place, a. c —
grows. In one of these cities,
David Merrick is reaching high for a bow; the bow is up near
ground
the valance. Somebody is bowling on that valance; and the
city
bowler roars.

D969. The memorized information: Two important cities of Maracaibo

Venezuela, besides Caracas, are and The .

coinage is the Bolivar, and the rate of exchange is -. —

Bolivars Valencia
to the U.S. dollar.
4.40

D970. Did you get most of it, or all of it? If you made the
original p res as I suggested, I'm sure you did. This explan- pictures
ation, of course, took much more time than it would ordinarily
take to read and m ze all this information. memorize

D971. It takes much, much longer to endeavor to explain what

goes on in the mind than what actually goes on in the m —
mind

D972. As I've told you, I can read technical information like

this, probably as quickly as you can r--d it 'normally,' forming
the pictures as I go along. This is only after doing it for some read
time. Nothing worthwhile comes too easily!

151
D973. On the other hand, there's nothing wrong with going over
this kind of material once or twice in order to thoroughly
m ze it, is there? memorize

D974. Now, a few qualifying remarks about all the preceding.

As with everything else, it's important to be selective. If any
of the information is already known to you, it would be unneces- associations
sary to form ass ns to remind you of it.

D975. I've spent some time

Venezuela. I was aware of the
in
fact that Caracas coinage unit is the
is the capital; that the
B r; that the rate of exchange is 4.40, etc. So, I personally, Bolivar
would not have had to form associations pertaining to those facts.

D976. I would only have done so if I thought it important to keep

the sequence of facts intact. This of course, is up to you. As
you read any t cal material, or any material for that technical
matter, you Link the things you feel you have to be reminded of.

D977. An assumption must be made here; that assumption is

that when anybody tries to r r material as in my example,
that person has some knowledge of, and interest in, the subject. remember

D978. In other words, nobody would ever (except perhaps as a

stunt or demonstration, as I sometimes do) just want to
m ze something 'in limbo,' so to speak. memorize

D979. There's usually some good reason; the material pertains

to the reader's studies or business or hobby, or what-have-you.
Therefore, to repeat, some prior knowledge or in 1 is interest
always present.

D980. I stress this fact for two reasons. First, to reiterate the
point that it is usually unnecessary to ass te everything; I

did it that way with the example because it is an example. associate

D981. And secondly, that the material will always have at

least some meaning, some point of reference, to you. It will
never be completely and wholly abstract. (Of course, even if abstract
it is completely a ct, my systems will still work.)

152
D982. When I use this same example in my residence classes,
some students always ask, "Mr. Lorayne, I've memorized it all,
and I see how well it works, but how will I know, for example, knifin'
that 'melon train' represents area and that 'bee, divvy up,
k is the population, and so
' '
on?"

D983. Since this question is always asked, I assume some of

you would like it answered. In order to a r it, I must make answer
that assumption again. If you were trying to r r material
such as the example, you'd be doing the same with other coun- remember
tries.

D984. All you'd have to do is to memorize the facts of all the

countries in the same order. Since the order would always be
the same, and that o
tion becomes
—
r would be 'set' in your mind, the ques-
theoretical.
order

D985. Once you 'patternize' it, you would know that 'm
t represented the area in square miles, and etc., because
'
melon
that particular piece of information, in that subject, always
comes at that spot in your Link. train

D986. Do you see? There is a semblance of order to all things,

thankfully, and
association represents.
that o — r, or pattern, tells you what a particular
order

D987. And of course, even if this were not so, it still is no

problem. All you'd have to do is to get one sub te thought substitute
into the picture to tell you what the p re represented.
picture

D988. I suggested when I told you that a neighing horse

Just as
in a picture would remind you that the rest of the ass n
pertained to the neighbors of the country. association

D989. And, most important, the 'original awareness' will tell

you what picture pertains to what by 'true' memory. Remember originally
that just trying to apply my systems forces you to be o
a — e.
lly
aware

D990. Finally, I've taught you to m ze the information in memorize

step-for-step order. This does not mean, of course, that you'll
know the information in only that o r. You'll know it in any order
r.
order

153
D991. I've forced you to pinpoint your concentration onto that
particular information. I've forced you to be or y aware,
and you'll know the material in any o
questions may# fall, say, during a test.
r; no matter how the — originally

order

D992. I'll prove it to you, or rather you can prove it to yourself

by answering the questions in the next eleven frames. I'm
assuming, of course, that you've made the ass ns, as
associations
explained, in the first place.

D993. The tallest waterfall in Venezuela is s.

Angel Falls
It is feet high.
3,212

mining
D994. The four chief industries of Venezuela are ,

an d ,
( 1
agriculture

fishing

stock raising

D995. Three important cities of Venezuela are ,

Caracas
5
anf} ,

Maracaibo

Valencia

D996. Venezuela has -- islands included in its territory.

72
The estimated 1967 population of Venezuela is
people. 9,189,282

D997. Venezuela is one of the world's largest producers of

petroleum

The capital city of Venezuela is . Caracas

D998. The largest waterfall is on the River. Caroni

The coinage of Venezuela is the . Bolivar

The rate of exchange is — per U.S. dollar. 4.40

D999. Venezuela has a , coastline on the

long

irregular

Caribbean Sea

154
D1000. The tallest waterfall was found by in the
year .

m Jimmy Angel

1937

D1001. The area of Venezuela is square miles. 352,142

The River drains most of the country. Orinoco

The island, , is an important pearl center. Nueva Esparta

D1002. The man who found the tallest waterfall was an

from
(occupation) (country). aviator

America

D1003. Three of Venezuela's neighbors are ,

Guyana
and .

Brazil

Colombia

D1004. If you worked with me originally when I taught you to

m ze the information pertaining to Venezuela, there is
no doubt that you answered all the questions correctly. memorize

D1005. I listed them in a completely haphazard order, and

every bit of information that you learned, or tried to r r,
has been covered. I hope I've proven my point! remember

D1006. You'll become more proficient with this marvelous

tool each and every time you apply it and use it. It will become
easier for you even if the material to be m zed becomes memorized
more difficult.

D1007. No reading material, no matter how complicated, tech-

nical, or seemingly abstract, need ever bother you again, so
far as m ing it quickly is concerned. memorizing

D1008. And remember; the ridiculous p res you form

need not continue to run through your mind.
pictures

155
D1009. They are the means to the end. Once the information
isingrained (through use), the p s (the means) will fade.
They're no longer necessary; the end has been accomplished. pictures

D1010. If you are interested in going much deeper into the

subject of a trained memory, I might suggest you obtain my

book, Memory Isometrics Course. This deals with the subject memory
of m y only.

156
 CREATIVE THINKING AND IMAGINATION '

El. "The sorcery and charm of imagination, and the power it

gives to the individual to transform his world into a new world no answer
of order and delight, makes it one of the most treasured of all required
human capacities."
Frank Barron.

E2. Although imagination, or creative thinking, is one ingre-

dient success cannot do without, it's difficult to write about
im tion in a concrete and definite manner; and yet it is a imagination
specific and definite activity.

E3. How can I teach you to be more imaginative, to think

cr vely? Well, the only way I know is to force you to go

ahead and do. it. And also to give you some specific and definite creatively
rules to start applying, which I'll do in just a few pages.

E4. You've got to practice creative thinking just as you do

anything else. If you practice kindness, you'll become kinder; practice
if you practice courage, you'll become more courageous. If

you p e creative thinking, I assure you, you'll find your- imagination

self using your im tion more and more.

E5. Most
of us nowadays have fallen into mental ruts that are
difficult toclimb out of. Years ago people had to p ce practice
creativity in order to live. Too little im tion is necessary
in today's way of life. imagination

E6. Except for those whose livelihood depends on creativity,

most us would much rather exert ourselves physically than
of
mentally. Of course; it's much easier to do menial, physical think
labor than it is to create new ideas, to invent something; to
th--k.'

E7. And yet, although ph 1 labor was also necessary, I

agree with Henry J. Taylor that, "Imagination lit every lamp

in this country, produced every article we use, built every physical
church, made every discovery, performed every act of kindness
and progress, created more and better things for more people.
It is the priceless ingredient for a better day."

E8. You all agree, I'm sure, that creative imagination is of

cardinal importance. I'm also sure that you'd all like to be able
to think creatively. But right now you're probably thinking that imagination
the ability to use im n creatively is something you have
to be born with.

157
E9. Well, you're quite right! You do have to be born with it —
and most of us are. As children, we have the most vivid
im tions. But as we grow older we tend to let those imag- imaginations
inative powers grow dormant. They atrophy from lack of use.

E10. Some of without ever re-awakening that

us go through life
marvelous y to use the imagination, to think
ability; the a
creatively. What an awful loss! Your own personal loss, and ability
perhaps a loss to mankind; who knows?

Ell. Who knows what wonderful things your im n might

have created only you had used it? Or, do you think that only
if

a privileged few can come up with new ideas? Maybe so, but imagination
with a little effort and exercise, you may become one of the
privileged few.

E12. I do not believe that imagination is a special gift. We all

have it, if we want to work at it, and for it. It's really nothing thinking
more than a habitual way of th g. Then how do we acquire
that h---t? habit

E13. Well, applying many of the things in this course will cer-
tainly help. Enthusiasm, curiosity, interest —
are all part of habit
the h 1. Applying the rules I'll be setting up for you in a few
moments will ingrain that h . habit

E14. You may take a walk through the city streets,

see, a writer
and where you and would see nothing unusual, he'd come back
I
with numerous ideas or plots for stories. His in 1 and interest
curiosity gear him toward being on the alert for such ideas.
He's looking for them.

E15. To most writers, any chance remark, any observation —

with a bit of thought, imagination and exaggeration can be turned Exaggeration
into a story plot. Ex tion is a necessary ingredient in
creative i n. imagination

E16. Exaggerating one thought or idea is a good exercise for

creative thinking. I think every good invention started out
that way; the exaggeration of an idea. The steam engine, after exaggeration

E17. One thing you must do, is stop thinking that 'there is
nothing new under the sun' —
that everything has already been No answer
done and that all ideas have already been explored. You know required
this isn't so.

158
E18. As a matter of fact, although I mentioned before that
creative i n isn't necessary in today's way of life;
conversely, it's about the only way to really get ahead. * imagination
The people who really 'make it' are usually those who create
new ideas.

E19. I'm not referring only to writing stories or inventing

it is you're doing now. imagination

better bookkeeping systems, and easier working conditions in

general. And there's room for these in any business, and in Imagination
any walk of life.

E21. Before
I give you those specific rules I spoke about it —
is mycontention that a large part of cr ve imagination is
based on correlations. Correlating one thing or thought to, or creative
with, another, is the basic, the beginning, of most new ideas.
Also, it's a great exercise.

E22. A co tion, for my purposes, means to link or connect

two objects by means of words which either sound alike, mean
the same, are exact opposites or synonyms, are arrived at by correlation
changing one letter at a time, or are brought to mind somehow
or other, in some logical manner.

E23. To c e 'pencil' to light 'bulb,' you might reason

this way: pencil — lead — heavy — light — bulb. Do you see
the process? correlate

E24. Pencil naturally makes you think of lead; the mineral

lead very heavy; light is the opposite of h
is
ically leads you to bulb!
—
y; and light log-
heavy

E25. You can go

in any direction at all. For example; pencil —
pen ink— blot — bolt —lightning — light b —Of — .

course, the idea is to use as few words, or steps, as you can. bulb

E26. How would you c e diamond to cigarette? Well,

here's one way; diamond ring —
smoke ring — smoke — —
cigarette. A longer wav could be; diamond carat carrot — — — correlate
vegetable —
leafy leaf —
tobacco —
cigarette. —

159
E27. Of course, you could have said; diamond sparkle — —
sparkler —
fire smoke— —
cigarette. There are many ways
to c e any two objects. correlate

E28. Want few? Why don't you try to c

to try a e rope
to book; car to stamp; rubber band to necktie, and fish to ther-
mometer. Try them yourself before you look at the next frame. correlate

E29. Here's one way to do each one: Rope — hang — picture —

book. Car —
2- door door —
lock lick— — — stamp. Rubber
band —
stretch —
shrink small —
short — — shirt — tie. thermometer
Fish —
angler angle— degree th— — r.

E30. Here's another way to c e each of these: Rope —

strand —
stand sit — relax —
read —
book. Car —race — —
pace — lace — lack —
lick —
stamp. Rubber band rubber — — correlate
sap — sup — —
eat —
gravy stain tie. —
Fish food — —
fool — cool — temperature — thermometer.

E31. You can make quite an interesting game out of this. For
example, assuming a group of people are playing; have everyone No answer
print one word (an object) on cards or pieces of paper. These required
are all put into a container and mixed.

E32. Now, going in turn, a player withdraws two slips of paper

and reads the two objects. As soon as they're heard, everyone
writes a correlation for those two ob s. objects

E33. A time limit can be put on this; say, three minutes. Now

sense, of course, or the player receives, say, 10 points. (In correlations

thisgame, the idea is to keep your score low.)

E34. The scoring is according to how many words are used be-
tween the two vital words being correlated. The object is to
use as few w — s as possible. words

E35. So, if a player used four words, he receives a score of 4,

etc. Set a limit, say 25, and upon reaching that 1
player is out. The game
t, the —
continues until one player is left. limit
He's the winner.

160
E36. When you and your friends become proficient at the game,
you can make it more difficult and more interesting by using
more d It words on the slips of paper. You might even difficult
try using words other than nouns.

E37. This game is not only a good creative exercise, it's also
entertaining. The c ns the players come up with are
usually quite varied, interesting and funny. correlations

E38. For practice, try c ng:

thread to paper ashtray to television correlating

book to cart chair to gun
playing card to eyeglasses lamppost to bus

E39. Yes, you'll have to think a bit, and use your im n

even more, in order to work these out; but that's the idea, isn't imagination
it? Since, as I've said, most new ideas start with a
correlation
be familiar with the idea.

E40. There is no doubt that you can stimulate your creative

ability by questioning, exaggerating or c ing anything.
correlating

E41. Yes, questioning anything will start the ideas coming

faster than ever before. Asking yourself a q n about question
anything and then searching for the a r, will help start
your creative imagination working. answer

E42. I'll talk about questioning things some more, when I talk
about curiosity —
but it's important enough to mention here, questions
too. And don't worry if you think some of the q ns are
silly; sometimes the silliest q s lead to the brightest questions
ideas.

E43. And even if some of your answers are not very practical,
even you don't come up with any a
if rs at all at times,
you'll still be better off than if you hadn't tried. Quantity, answers
sooner or later, will breed quality!

E44. Don't allow yourself to become discouraged. People

whom you've envied because their work or contributions No answer
seemed to have the inspiration of genius, will tell you that it required
was really the product of long, dull and patient hours of work.

161
E45. They had the stamina to finish what they started, and
that's quite important. A good rule to follow, which I'll enlarge
on in a moment, is to f— sh any creative effort you start. finish

E46. All right; now for those definite and specific rules I've
mentioned. Every new business started with an idea. Everv
new product started with an idea. Every new way of advertis- idea
ing, or selling, or packaging, etc., started with an .

E47. Ideas, imagination, creative thinking - these are the

surest formulas for success. Learn to think creatively and
you're on your way to s s. success

E48. Most of our big companies pay big money for ideas that
will savethem m f
or produce more business. Emplovee
suggestion plans are now being used in many large industries. money

E49. Iguess everyone has heard the story of the man who
made a fortune by telling the Coca Cola Company to 'bottle it.'
General Motors alone has rewarded new i
million dollars.
— s with over ten ideas

E50. Business always changes; it will always ch

there is always room and need for new i .
— e. So
change

ideas

E51. The people who come up with the ideas that help busi-
ness to ch —e will find their bank accounts changing and
growing even faster. change

E52. There are definite rules you must follow to practice

thinking creatively, and they are rules you've been using all
along. Either consciously or subconsciously, you've already rules
used the r — s that help you produce new ideas.

E53. I'm just going to pinpoint these rules and techniques for
you. Follow them consciously and conscientiously and you're
on your way to developing your cr ve ability. creative

162
E54. All right. Let's start. Anything and everything can be
done differently. There is nothing that can't be changed. No
matter how it's being done now, it isn't necessarily being'done changed
the best way. Anything can be ch d.

E55. Things can be packaged differently; things can be made

differently; things can be sold differently; things can be done
d yj and so on, ad infinitum. differently

To get it done better and more efficiently.

differently

E57. This brings us to the first rule for strengthening your

creative powers. Locate, Or Zero In On A Need! Pick out
anything; any product, service or procedure, think about it, need
and locate or zero in on a .

E58. What about the product should be changed for the better?
There is always something. Many things if you look at it long
enough. Z —
in on a need. Zero

E59. Askyourself questions like, "Would this be better or

more practical if it were larger? Smaller? Rounder?
Heavier? Lighter? and so forth. Ask these q s and questions
try to answer them.

E60. Ask yourself "Is this too small? Should it be made

1 r?"
larger

E61. Or ask, "Is this too large? Can it be made s r?"

Or ask, "Is it too light? Can it be made h r?" smaller

heavier

E62. Or ask, "Is it too heavy ? Can it be made 1 r?"

And so on. There are dozens of q s you can ask lighter
about anything.
questions

163
E63. As I said before, questioning anything will start your
imagination working, and will help you 1 a need.
locate

E64. Did anything annoy you today? Did you come up against
any particular problem ? Good! Each time you recognize a
problem, you've taken your first step toward creating an i — idea

E65. Select any procedure at your office; go over it in your

mind step by step. Try to find something wrong or inefficient questions
about it. Ask yourself q s about each st —
step

E66. Remember, each time you find a problem or something

wrong, you're on your way to c g an idea.
creating

E67. Finding the problem, 1 ing a need, is the nucleus of

creative thinking!
locating

E68. Try now. Select anything (product or service) and

it

try to locate a n —
d. Find a way it can be done better. need
Anything can be done b r.
better

E69. You know that the auto manufacturers try to come up

with something new every year. Even if a product doesn't
need something n--, tnat something new can sell more of it. new

E70. Telephones didn't need colors, or different models, but

those ideas have brought the phone companies much more
business. So think of any product or service and find or create need
an — or a way of selling more of it.

E71. Ask yourself one question at a time; then work on that

question. If you can't get anywhere with that, ask another
q f
an d so on. question

164
E72. Remember, you can't have ideas without n s. Find a
true problem and you've found a real need. You've started to needs
think cr ly.

creatively

E73. Now, let's assume you've found the need. The next step why
is toask vourself WHY does this need or problem exist. Per-
haps there's a good reason. Find out w--. Think about w--. why
Ask yourself ? —
why

E74. If you come up with an answer, "Because it's cheaper

to make it that way," or "Because the consumer likes it that

way" - challenge that reason. Ask yourself why; then challenge

ch e the answer you come up with.

E75. Your reason may be valid. Then again, it may not. If it

is v d, go on to another problem, another need.

valid

E76. If you feel it isn't valid, keep worrying it. Here's a

need that needs fulfilling; there's no valid reason why it hasn't why
been fulfilled. Ask w-- again! W-- hasn't it been fulfilled?
Why

E77o Do you understand? Keep asking w— and keep challeng-

ing your own answers and reasons. Sooner or later you'll why
come to the end of the question and answer road. And - all
along that road - you've been thinking cr y. creatively

E78. As a matter of fact, an i may have already formed

inyour mind from these q s. idea

questions

E79. So - the first rule to help you think creatively is to 1 e locate

or zero in on a .

need
Even if a need doesn't exist, it can be created. Locate
or create a .
need

E80. To help you do this, find a pr m. Once you've done

this,ask yourself, why. Ask yourself and keep challenging problem
your answers and reasons.
why

165
E81. When you've finally reached the end of the question-and-
answer road, proceed to the next rule: - Find The Simple Solu-
tion! You've alreadv started to strengthen vour creative solution
powers; continue, and find the s to the need or problem
you've located or created.

E82. In most cases, the s will be a simple one. It

might even be an obvious one. Obvious after it's found; per- solution
haps so o s that nobody thought of it before.
obvious

E83. Please keep in mind that in applying these rules, you are
prone to i —
s. You're making yourself available to them.
ideas

E84. After a while i s will come to you from all directions

and from almost anything you see or hear. For now, I'm
afraid you '11 have to hunt for them; work at it. Follow these ideas
rules.

E85. To help you find the solution: Most new ideas are simply
a combination of things you already know! Try applying solutions
s--- —
ns that already exist (answers to other problems) to
your current p m. problem

E86. Take s ns from other areas. Combine them and you solutions
may come up with a new solution sooner than you think.
C e two or more solutions from other fields. Try to find Combine
the n — solution anywhere you can.
new

E87. Practice going outside of the field in which your partic-

ular interest lies. If the problem you're working on is in the
selling field, it isn't necessary to look only in that field. Prac- outside
tice looking o of your field.

E88. Sometimes a complete solution can be taken from one

fieldand brought intact to yours. This will be a new i in
your field because no one did it or thought of it before. idea

E89. The idea for power steering for cars came from trucks.
And, it was originally used in ships! So think outside your own
f— d. field

166
E90. Perhaps I can illustrate in this way. Here is the Roman
Numeral DC. Can you add one symbol to this and ch the
9 to a 6 ? change
EX

E91. Well, have you come up with an answer? If not, you're

restricting your thinking to only Roman Numerals. Don't re-
strict vour th —
ine. Look outside of Roman Numerals. thinking

DC

E92. If you haven't reached the solution yet - simply put an 's'
in front of the DC; that makes the DC a SDC (6). See ? Don't
r c t your thinking. restrict

E93. Look at these nine dots in a square:

no answer
required

E94. The pr m
is to draw four straight lines, all connected,
that go through or touch, all the dots. You must do it without re-
moving the pencil from the paper and without crossing a line problem
twice. . . .

E95. . . . Have you found the simple solution?

If not, stop re-
'. '.
ing your thinking. No one told you that the
'.

four lines had to stay within the square! Before you move to restricting
the next frame, try it again.

E96. ^s\ Do you see how this was solved by moving o e outside
X>^the area of the square and also o e the area in
which you were thinking? Don't place re ns on your outside
thinking.
restrictions

E97. Practice thinking from all viewpoints; try all possibili-

ties. Do this, and you're adding more power to your c ve
thinking ability. creative

E98. I could go on giving you example after example, but I

don't think it's necessary. You simply have to practice look-
ing anywhere for the simple s tions. — solutions

167
E99. And, you have countless places to look! Anything you've
ever done, anything you've ever experienced - has given you
a backlog of ideas and s ns just waiting to be used. solutions

ElOO.Draw from any and a — of your experiences to find that

s n. all

solution

El 01. Combine ideas. Try anything in combination with your

p m or need; see if it fits. Twist it, turn it, examine it

every which way. problem

E102. After all, the steam engine is really not much more than
an exaggeration of the idea of the tea kettle! A doctor came
up with the i of the stethoscope when he recalled how a idea
hollow log carried sound.

El 03. All right. The first rule for strengthening your creative
ability is: L and zero in on a . Locate

need

E104. After you've found that need (or problem), go to the next
rule: Find the simple s n. solution

To get this solution, try to go outside your own f . field

E 105. Just reading, or knowing, these two rules won't help you
much. You've got to actually get into the habit of applying
them. I suggest you get some paper and try them now! Try rules
the r s.

E 106. First apply all the sub-rules and hints I gave you for need
locating a n . Locate it and then keep asking w . Keep —
asking why; ch all your answers, until you've reached why
bedrock. You can go no further.
challenge

El 07. Now you come to the more important step; find the simple
s n# Write a list of solutions. Work for quantity here; solution
list at least twenty; then 1 —
t some more!
list

168
E108.What you're doing now is what successful idea men and
creative people always do; you're 'brainstorming.' L--t any List
and all possible s ns, no matter how silly, ridiculous,
crazy or impractical. solutions

E109.That exactly what br

is ing is! Get it out! Get
it on paper!That's more than half your battle. Sometimes the
silliest or most ridiculous possibility will be the final answer! brainstorm-
ing

EllO.Even if it isn't, the final simple solution mav come from

one of your silly ideas. Make it a challenge and a game! Challenge
Ch yourself to list more wild or silly s ns.
solutions

Elll.Try it. List anything that comes to mind. At first you

may —
be able to 1 t only one or two s ns, but then they'll list
start coming to you. The only way you can prove this is by
trying it. solutions

E112. Right now, at this moment, you alone have the choice of
acquiring the ability of cr imagination or not! Don't creative
think you'll try this brainstorming later; try it now! If you
don't at least t —
now, you probably never will.' try

E113.And don't stop listing the s . Remember, the right

one may come to you within the next three or four you put down
on paper. solutions

E114.Dr. Ehrlich's great medical contribution to humanity was

called "666", because it was the 666th s n he had tried!
And, he would have tried 666 more if he hadn't found it when solution
he did!

El 15. Okay; you can think creatively if you follow these rules: —
First, select any product or service, in your business or not,
and or zero in on a need. locate

E116.Find what you can about the product or service which can,

a) money b) better
b) better
c) worst
d) fun of it

169
first step toward thinking creatively.
a) problem a) problem
b) friend
c) product
d) price

E118.Lt and when you've located a need, ask yourself

it exists.
a) if c) why
b) who
c) why
d) when

a) writing
d) challenging
b) reading
c) believing
d) challenging

E120.When you've really pinpointed a need, start trying to find

a) solution a) solution
b) way out
c) problem
d) cause

answers you already know.

a) group b) combination
b) combination
c) answer
d) surplus

E122.Try going o e you own field for solutions.

outside

E123.Try all areas, possibilities anr' viewpoints. Don't

a) crowd c) restrict
b) believe
c) restrict
d) cloud

E124.When you list all the solutions that come to you, no

matter how half -formed, improbable or crazy, you're doing
what all successful idea men do. You re - — ing. brainstorm -
ing

E 125. You'll be pleased with the next rule, because you don't
have to do anvthinec. Let Your Subconscious Go To
It is: -

Work! Which means you don't have to do a g. anything

170
E126.I'm sure that, many times, you've had good ideas just
come to you. But - did they really just pop out of nowhere ?
Think about it; wasn't it an answer to a p m you'd been problem
consciously struggling with in the past?

El 27. The point is, 'inspiration' will usually come to you because
you spent some time wrestling with the problem in the p — t.
past

E128.So; after following my first two rules to locate and solve

any p m, and after trying your darndest and going as far as problem
you can with the s n, just forget it for the time being!
solution

E129.You don't have to do a thing; just f 1 it. But you see,

your subconscious is going to keep right on working on the prob-
lem anyway! forget

E130.When you apply the first two rules you've gone from 'low
gear' into 'high gear.' Now, forget it and let your sub s
mind go into 'idle.' Don't do a thing; you have no control over subconscious
your subconscious anyway.

E 131. Of course, the fact that you have applied the first two
rules, is what puts your s s to work on the problem.
You cannot receive the bonus of this third rule if you don't apply subconscious
the first two.

E132.lt may take hours, days or minutes, but solutions will

come to you! Again, you need only try it to prove it. Let your
subconscious

E133.Now then, the more p ms you're working on, the

more your subconscious has to work on, the more ideas or
answers it may come up with. problems

E134.So it's wise to try to apply these rules to many things at

a time. Your subconscious is going to work anyway, you may as
well have it work on the things you want it to. Feed it gas, let ideas
it idle, and watch the i —s come!

171
E135. Remember. this: The greater your creative activity, the
greater will become your ve ability!
creative

E136. Believe me, 'inspiration' will come. Sir Isaac Newton

saw an apple fall and the world romanticized that the complete
law of gravity came to him at that moment. Nothing could be problem
farther from the truth. He'd been working on, and thinking of,
the p m for some time.

E137.I mention this to point out that accidents and odd happen-
ings can be opportunities. They can remind you of something
or be the thing you're looking for to combine or correlate in solution
order to find your s n.

E138.The chance occurrence is not important; you are. You

can get ideas; occurrences can't. But the chance o nee
may be just the element you're looking for; or^ it may trigger occurrence
your subconscious.

E139.Give your curiosity free rein. Capitalize on anything that

you see, or that happens, which stirs your imagination. Ask
yourself q ns about it. questions

E140.Rudyard Kipling wrote about his six honest serving men;

Where, What, When, Why, How. and Who. Put some of them to
w--k for you! work

E141.When you see or experience anything, ask yourself "How

,

can I utilize this; where or when or how, can I u e it?"

utilize

E142.Basicallv t if vou make it a habit to a-- about anything,

"How can I use this: how can it be of value to me ?" your crea- ask
tive p —
rs will be strengthened each time; and, you'll be
finding those solutions more often! powers

E143.So remember, after you've gone as far as possible apply-

ing the first two rules, and you haven't come up with an idea
yet, let your sub go to work! subconscious

172
E144.Try to make it a habit to carry a notebook and pencil with
you always. Don't let those precious thoughts or ideas escape.
When your subconscious lets an i get into your conscious idea
mind, you want to get it down on paper immediately.

E145. Here's an idea I call 'memory nudgers.' You're in bed,

about to fall asleep, and a good idea comes to you. How're you
going to re r it when you get up in the morning? remember

E146.Well, just reach over to your night-table and lay your

clock face down, or turn it away from you. Or, put your ash-
tray on the floor; or dump some cigarettes out of the pack onto morning
the table or floor. Do anything within reach that you'll be sure
to notice in the m g!

El 47. When you notice the thing that's out of place or order, in
the morning, it will remind you that an i came to you in the
middle of the night! idea

E148,Of course, there may still be the problem of r ing

what the idea was! So, perhaps, the best thing is to have vour
notebook and pencil on your night-table. But you might try the remembering
'memory nudger' idea and see if it works for you.

E149.A11 right. If too much time elapses without reaching that

s n, go back to your original notes, go over those ideas
again. solution

E150.Some of the i s you listed may seem close to the solu-

tion, but just not right yet. Work on those. Pick one and change
it a little here and a little there. Twist and manipulate it. Do ideas
the same with the next one.

E151. Sooner or later, the complete s n or idea will come

to you. It has to; everything's working for you. And don't let
the word, 'work' scare you. "Inspiration is 90% perspiration.'" solution

E152.The other 10% is the know-how! You're getting that here

and now. Just be sure you try and apply these rules. You're
on your way to being able to think c ly. creatively

173
E 153. Another important
creative effort you start!
tip: - Make it a h — t to finish any

habit

E154.Even if you feel it will be unsuccessful, bring it to some

sort of culmination. If you have a plan for a new procedure for

your office, f it, get it down on paper even if you think finish
you'll tear it up when you're through.

E155.If you start to write a story, f it. Aside from the

fact that I want you to get into the h 1 of finishing anything finish
you start, many times something you've created that seems
worthless to you may turn out to have merit. habit

E156.Most important, you'll form the habit of finishing what-

ever vou start. Some of the failures must become stepping- idea
stones toward future successes. Besides which, one i
usually start a flow of other i s. — will — ideas

E197.A11 right: now the Put It To The Test! Your

final rule: -
idea has to work or it's worthless. The test I'm referring to
is, 'will it w — k?' work

E158. Again, use the good old standby of asking q s.

"Will ir work? Is practical?
it Is it really better than what
already existed?" And so on. questions

E 159. If vou've come up with something different but worse,

obviously, you haven't been successful. It must really be
b r. better

El 60. This brings you to a very important point, selling your

idea. If your idea is better, ask yourself why. Write down your
answers. You're s —
ing yourself. selling

E161,Once you've sold yourself on the idea, you're halfway to

selling it to anyone else! Keep asking those questions; is
Or too much? Will it save time,
— Why
it better? Will it cost less?
money, work?

174
 !

El 62. It may be better for you, and if this idea is for something
personal, that's fine. But if it's something to be sold to your
boss, or to a company, or to the public, is it b for them? better

E163.Ask and answer all these questions and you're whittling the
idea down to a fine point. You'll be changing, molding and ma-
neuvering it as you go along. Most important, you're s g selling
yourself on the idea.

E164.If your idea doesn't pass the test, don't give up! You've
iust located a new need (or problem)! How to make that idea
pass the t — test

E165.So - start 'brainstorming' again! Find new ways to mold

or refine. Sooner or later, it will pass the . Most good
ideas are the result of many tries and lots of refining. test

E 166. Remember that

wouldn't be worth so much!
if good i— s were easy to come by, they
Apply the systems and techniques ideas
taught here and they'll be e — y to come by for you only.
easy

E167.If you've been working along as I've been telling you to,
you've most likely already produced a good or two. And,
you've learned a technique which will stand you in good stead idea
for the rest of your life!

E168.II you haven't produced a good idea yet, get to work. Lo-
cate or z in on another need and start finding the simple zero
s n. If you honestly and conscientiously do all this, all
I've taught you, I guarantee you'll come up with good ideas! solution

E 169. Before leaving this section, let's summarize: - The first

rule for strengthening your creative ability is, or zero locate
in on a .

need

E 170. Ask yourself what about the product, service or proced-

ure can be changed for the b .

better

175
E171.Try to create a if you can't locate one.
need
The second rule is: - Find the simple .

solution

E172.To find that solution, c e things and answers you

already know. See if you can make them fit the problem or
need. combine

E173.Try going outside your own field. Don't r 1 your

thinking. restrict

E174. Perhaps you can take an entire s n of another prob-

lem and mold it to solve this one! Think from all viewpoints.
solution

E 175. List all the wild ideas for solutions you can. Challenge
yourself to list more. Learn to br m.
brainstorm

subconscious

E 177. After applying the first two rules and getting as far as
you can get for the time being, forget about it and let your
subconscious go to . work

E178 .Apply the rules to as many problems as possible so your

a) friends c) subcon-
b) car scious
c) subconscious
d) conscious

E 179. Ask questions about any unusual, or chance, occurrence.

How can it be of v to you ?
value

176
E180.H too much time passes, go back to your original notes
and stir things up again. Select one idea at a time and cha/ige,
subconscious

a) loving
b) finishing
b) finishing
c) displaying
d) combining

E182.The final rule is: - Put it to the .

test
Ask more q s. Is itreally better? Is it practical?
Will it cost too much? And so on. questions

E 183. Sell yourself on the idea! If it doesn't pass the test, start
br ing again. Refine the idea or solution.
brainstorm-
ing

E184.Have you answered all the s in this section? Have

you done the things I've told you to do ? If you have, your crea-
tive ability is 100% stronger and better than it was before you questions
picked up your pencil to answer the first question!

The more you use it, the better it will become. Nobody becomes
proficient in any endeavor until he's been 'through the mill* a imagination
bit.

E186.I've helped you all I can; it's up to you now. Go ahead

and use your imagination; apply the rules given here, and
you'll be th g creatively almost immediately. thinking

177
 LOGIC

Fl. It is not my idea to discuss logic in detail in this

course. I don't want to get into a technical treatise which
would necessitate using and explaining words and phrases no answer
like, complex dilemmas, subaltern proposition, indirect required
reduction, division and definition.

F2. I just want to lightly touch upon one aspect of the

subject. Practical philosophy consists of two branches;

ethics and logic. Each of these is a college course, which is detail
why I can't possibly go into complete d 1 on either of them.

F3. There are also two branches of logic; epistemology,

which discusses the nature of truth and certain knowledge of
truth; and dialectics, which is more to my purpose because it thinking
consists of treating the correct ways of th ng in order
that we may reach truth.

F4. Dialectics consists of three main operations of the intel-

lect: 1. Simple Apprehension. 2. Judgment. 3. Reasoning.
Simple App n is merely the grasping or seizing Apprehension
by the mind of an object or thing; just being aware of it;
no more.

F5. Then - if you described the object or thing - "This is a

round fruit," you'd be going into Judgment. Simple Appre- Simple
hension would be merely: "This is a fruit." Being aware of a
girl and thinking, "That's a girl," would be S le Apprehension
App .--n.

F6. To reach a Judgment, two Simple Apprehensions per-

taining to the same subject are necessary. One Simple Appre-
hension is the realization that this object is a fruit. The round
second Simple Apprehension is that it is r — d.

F7. This leads you to the Judgment: "This is a round

fruit." Your first Simple Apprehension was, "That's a girl."
If you think, "That's a gorgeous girl," you've made a Judgment
J 1.

F8. "This is grass," is Simple Apprehension. "This grass

is green," is Judgment.
Apprehension
"This is a book," is Simple Apprehension. "This is a
thick book," is Judgment. Judgment
"Here is a man," is Simple . "Here is a
big man," is .

179
F9. Now then, just as Judgment needs two Simple Apprehen-
sions, similarly, two Judgments are necessary to become
Reasoning. If your two Judgments lead you to a third Reasoning
Judgment, or a Conclusion, that's R ing.

F10. As a simple example:

This is a good apple. (First Judgment.) apples

I like eating this apple. (Second Judgment.)
Therefore I like good a s. (Conclusion.)

Fll. There are two kinds of Reasoning; Induction and

Deduction. I'll discuss only Deduction here; only a small
part of Ded n. Deduction

F12. The part of D n I want to discuss is the

Syllogism. The syllogism is the expression of the act of Deduction
deductive reasoning. It is an inference by which we derive
a new conclusion or judgment from two other j nts, judgments
as explained.

F13. It's also a form of thinking and reasoning which all of

us use constantly in everyday living, usually without
realizing that we're doing so. It is a form of th g that thinking
can, and very often does, lead us astray.

F14. Here's an example of a sy sm which seems to be

a standard example:
syllogism
1. All men are mortal
2. Socrates is a man
3. Therefore Socrates is a mortal

F15. Basically, it's a matter of thinking that since this and

this is true, so and so is also true (the two j ts leading
to a conclusion). Syllogisms are always stated in three steps, judgments
although we usually tend to blend the first two into one, and
sometimes all three into one.

F16. Even though we don't realize we're using sy ms,

we do so constantly, and if not used properly, they can lead syllogisms
to fallacious th ng or reasoning.
thinking

F17. They can be the harbingers of false premise; the

mistake of using an instance to prove a generalization, and
the most common error of substituting all for some. no answer
required

180
F18. With a little thought, you can think of an example of
each of these. In the next frame is an example of a syllogism
in which the reasoning and th g is correct, but the thinking
conclusion is not, since the original premise is wrong.

F19. 1. Soups are always served hot.

2. Vichysoisse is a soup.
3. Therefore vichysoisse is always served hot. premise
The original p se that soups are always served hot is
false; therefore, so is the conclusion. Vichysoisseis servedcold.

F20. Substituting 'all' for 'some' can cause you to reach an

incorrect conclusion even if your original pr —
se is correct.
premise
1. John Jones is a liar. (True.)
2. John Jones is a politician. (True.)
3. Therefore all politicians are liars. (False.)

F21. The word, 'all' can start the p se incorrectly.

1. All women are bad drivers.

premise
2. Mary Smith is a woman.
3. Therefore Mary Smith is a bad driver.

She may be, of course; but she also may be an expert driver.

F22. The 'home cooking' and 'truck driver stops'

mentioned are good examples of how
in Section (K)
we all sometimes use incorrect logic or s gistic syllogistic
thinking.

F23. Another example might be: Seeing a red glow in the

sky around twilight time and thinking, "It's going to be a
lovely day tomorrow." The false pr —
se is that every time
there's a red sky at sunset, a lovely day must follow.
premise

F24. The same goes for cloudy skies at night; they do not
always bring rain the following day.
syllogistic
Sometimes sy thinking can bring you to a
tic
correct conclusion, but your reasoning may still be a bit off
the mark. For example:

F25. 1. All animals are carnivorous.

2. Dogs are animals.
3. Therefore dogs are carnivorous. premise

orous. But the pr —

Your conclusion here is correct; dogs are carniv-
se is incorrect; all a
carnivorous, as you know.
Is are not
animals

F26. When
vou're working with facts, it's difficult to fall
into a sy istic trap. When you're not sure of the facts, syllogistic
be careful. As an example, look at the two s ms in the
next frame. Are both of these incorrect? Only one? syllogisms

181
F27. 1. All A's are B's 1. All monkeys are animals.
2. All C's are B's 2. All lions are animals.
3. Therefore some 3. Therefore some monkeys no answer
A's are C's are lions. required

F28. These syllogisms are the same. You knew that the
second one was incorrect as soon as you read the third part
of it. But didn't it take just a little more time to decide syllogism
about the first s m? If it did, you understand my point.

F29. Monkeys and lions are familiar and known to you. The
letters represented things you weren't sure of; they could syllogism
even stand for things that would make the conclusion of the
s sm correct - but the th ng would still be faulty. thinking

F30. The examples

I've used are trivial ones. I just want
you understand the idea, then of course, apply it to your
to
way of th g and to your individual problems. thinking

F31. So, if you're using syllogistic thinking or reasoning,

try to check the facts and make an effort to understand the
component parts of the s m. syllogism

F32. Before leaving this particular subject, would you like

some thinking exercises? Well, anytime you think at all,
you're exercising your th g powers. Try doing some thinking
crossword puzzles, for example.

F33. There's a little game I call 'solvems.' They're really

only riddles with a twist. The idea is - one person sets up
a scene or some sort of action, and the rest of the group no answer
tries to come up with a logical answer as to 'why.' required

F34. The method used to arrive at this logical answer is

for the group to ask the person questions which can be answer
answered with "Yes, No" or "Immaterial." The person
posing the problem must a r each q n with one question
of these.

F35. Here's an example: The problem posed might be -

John islying in bed and is having difficulty falling asleep. questions
He picks up the phone, gets a number and says, "Hello, Joe,"
hangs up, and then goes back to bed where he falls asleep answers
easily. The q ns and a rs might sound like this:

182
F36. Was Joe a friend of John's? (No, or immaterial.)
Was John calling for sleeping pills? (No.)
Did he need a doctor? (No.) no answer
Was he worried about something? (No, or immaterial.) required
Was he married? (Immaterial.)

F37. Is important to find out why John couldn't sleep?

it (Yes.)
Was he in pain? (No.)
Did he call to see if someone was home? (No.) no answer
Did he know Joe personally? (No.) required
Was Joe the reason John couldn't sleep? (Yes!)
. and so on.
. .

F38. If you were thinking, that last q n and a r

should have given you a clue to the whole thing. John is in question
a hotel room and can't sleep because the fellow in the next
room is snoring too loudly! answer

F39. He picks up the phone and asks to be connected to the

adjacent room. This stops the s —
ing because 'Joe' has to
snoring
wake up and answer the phone. John says, "Hello, Joe" just
to say something - he doesn't know the man at all.

F40. There's a seemingly obvious and logical explanation

for the situation presented; yet it will take some time for
people who don't know it to work it out. If you like the idea, no answer
here's another example: required

F41. Mr. X is going to business this morning. He kisses

his wife goodby, gets into his car and leaves. He drives
about a mile, then turns around, drives back to his house - no answer
and kills his wife! Why? required

F42. The first thing your detective friends would have to

find out is what made him suddenly turn around to go back.
If the q ns are well thought out, they'll realize that the questions
only thing it could have been was something he heard on his
car radio.

F43. The complete solution is that he was tuned in on a

give-away program, one which called people at home.
Mr. X heard his own home number being called, and a no answer
man answered the phone! required

F44. Try making up your own 'solvems,' and see if your

friends can come up with the solutions. It's a good th g
exercise for everyone. They're easy to make up. Here's thinking
just one more to make sure you have the idea:

183
F45. Cleo is lying dead on the living-room carpet. She is
surrounded by broken glass and water. Tom is asleep in the
bedroom. The problem is to come up with a reasonable no answer
situation to make this logical. required

F46. The solution kind of silly, but it still takes a bit of

is
th g to reach Cleo is a goldfish; the broken glass
it.

and water are her former home, the fish tank. Tom is a thinking
cat who knocked the whole thing over! That's all.

F47. Have you ever tried to solve cryptograms? It's a

wonderful th g stimulant. In order to solve one, you
must keep your mind on it without wavering. Once you thinking
waver, you're lost. They'll get easier to solve as you work
at them.

F48. All that takes place in a cryptogram is that certain

letters ornumbers are substituted for the letters in the
message. Each one follows a definite pattern. Once you pattern
become aware of that p rn, you can usually figure it out.

F49. Whether you solve it or not is really unimportant; the

fact that concentration and clear reasoning is necessary to
try, is important. The simplest form of cr m would cryptogram
be to substitute the number of the letter in the alphabet for
the letter. A is 1, B is 2, and so on to 26 for Z.

F50. The word, 'bird' would be coded, 2-9-18-4. That's

too simple, of course. Now look at this one:
no answer
USBHFEZ BOE DPNFEZ required
(TRAGEDY AND COMEDY)
Try finding the key to it yourself before you read on.

F51. Simple, isn't it? All I did was to use the letter which
follows in the alphabet for each 1 r of the phrase. U
represents T; S represents R; B represents A; and so on to letter
Z, which represents Y.

F52. Remember that ordinarily in solving cryptograms you

are not told what is being coded. You're just given the coded
message itself and you have to break it down. Here, I'm cryptogram
telling you what the cr m represents, so it's fairly
easy to find the key.

F53. Here's my name, Harry Lorayne, coded in a different

way. Try finaing the key to it before you look at the next
frame. no answer
required
GIZBQSQSXZ KMNPQSZBXZMODF

184
F54. shouldn't take you long to work this out. The letter
It
that in my name most often is the 1
appears r R. letter
Studying the cryptogram shows that the pair of 1- rs, QS,
appears three times. If you assume that QS represents R, letters
you've got it.

F55. What I did was to use the letters on both sides of the
letter to be coded. Therefore, H is represented by the
letters GI. A is coded by ZB, and so on to DF, which letter
represents the 1 r E.

F56. you have the idea, try rendering your own name in
If
the same way. Here's my name again, coded differently. I
won't break this down for you, but you should find the key no answer
easily. required
EXOOV ILOXVKB

F57. Of course, they get much more tricky; but trying to

solve them is an excellent th g exercise. Pick up a
cryptogram puzzle book on most any newsstand and see what thinking
you can do with the puzzles inside.

F58. Trying to solve riddles is also a good thinking exercise.

I don't think it's necessary for me to give examples; there
are many books on riddles and puzzles. Here's one quick one. sentence
Fill in the three blank spaces in the sentence in the next frame
with the same seven letters in the same order and make it a
logical s ce.

F59. THE -SURGEON WAS TO

OPERATE; BECAUSE HE HAD .

letters
Try to reason before you check the next frame.
this out
The missing 1 rs must be the same and in the same order.

F60. Here's the solution: The letters are, NOTABLE.

"The notable surgeon was not able to operate, because he
no answer
had no table." Simple now, right?
required

F61. Here's one to which I will not give you the solution.
Think about it long enough and you'll work it out. And
incidentally, there is a s ion; it can be done. solution

IzJ
F62. Place four paper matches on the table, like this: •

That's the head of a match on the inside. The whole thing

represents a cocktail glass with an olive inside. no answer
required

185
F63. The problem: Move only two matches, no more, and
make it look like this: '7' * The olive outside the glass! You

do not touch the match head (the o--ve). olive

F64. If solved correctly, the 'glass' looks exactly the same

(same proportions) after the two m s are moved. And
I repeat; it can be done. matches

F65. So there are just a few ideas on how to exercise your

thinking and reasoning ability. Almost everything in this
course will act as exercise for you. In the future, when think
you have to t
equipped to
—
k clearly and effectively, you'll be better
do so.

186
 MATH

Gl. It is possible to organize your mind so that you can

streamline any th g process. I want to devote this

section to showing you how you can do just that with simple thinking
mathematics.

G2. It is possible to add, subtract, multiply and divide

much better and much faster than you've been doing up to

now. And you can do it with the simple math formulas you no answer
already know. required

G3. In other words, what I'm about to teach you has nothing
whatsoever to do with 'new math.' The simple single -digit
—
m h formulas for adding, subtracting and multiplying that math
you learned in grade school will serve you here.

G4. I want to teach you to eliminate the two big 'bugaboos'

of simple arithmetic. The two bugaboos of simple a c

are, carrying, and working from right to left. arithmetic

G5. When you learn my simple shorthand systems of adding,

subtracting and multiplying, you will have eliminated all carrying
c— ying and you will work from left to r
read.
—
t, the way you
right

G6. You will also learn a few shortcut methods which will
help you to eliminate pencil and paper for many addition,
su on, multiplication and division problems. subtraction

G7. All right; my methods of doing simple arithmetic will

seem strange to you at first; but only at f 1. That's first
—
because the old carrying, right to 1 t method is more
familiar to you. left

G8. Don't let that stop you. Learn and use my

methods for
just a short time, and you'll see how much faster, easier,
and more accurate they definitely are; how useful they'll be no answer
to you almost immediately. required

187
G9. It has been found that most errors in simple ar ic
are made when carrying. That is why I want to eliminate arithmetic
c ing entirely.
carrying

G10. Working from left to r 1 will help eliminate c g. right

Also, working from 1 — t to right gives you the most important
information first. carrying

left

Gil. When working the old way, right to left, with say, an
addition problem pertaining to money, you'd find out about
the pennies first, when it's the dollars you're interested in. multiplication
The same is so for subtraction and mu tion.

G12. When working from 1— t to r —

t, therefore, you get

the important information, the dollars, first. And, you can left
stop adding, subtracting or multiplying when you have the
information you want. right

G13. ADDITION
All right then; in order to apply my new add n method, addition
you'll never have to add higher than 9+9 = 18; you'll
work from left to r and you'll never have to carry more
, right
than a single digit in your mind and for no longer than
a split second.

G14. I eliminate two-digit numbers forever with a simple

trick with the pencil. The t —
ck, or the secret, is simply
this: trick
Dot equals ten. That's all!
. = 10

G15. The dot is the secret, the key, to freeing your mind of
the task of storing numbers upon n rs; of trying to juggle numbers
two-digit n s unnecessarily, and usually, incorrectly.
numbers

G16. Just as this symbol, /-/-/-/-, helps the proverbial jailbird

to keep track of days by counting by fives instead of single
days, the d-t will keep track of tens. dot

G17. In that way, you can concentrate on adding single d ts digits

only - never more than a pair at a time - almost as quickly
as your eye, flying down a column of figures, can take them dot
in! All because, d —
equals t —
ten

188
G18. Here is a column of single d ts, and the mental
gyrations you'd go through if you added them the conventional
way. (I'll leave the frame format wherever necessary, in digits
this section.)

G19. 3 Three
4 and four are seven,
5 and five are twelve,
7 and seven are nineteen,
6 and six are twenty-five,
2 and two are twenty-seven,
9 and nine are thirty-six,
1 and one makes thirty-seven,
5 and five makes
42 forty-two!

G20. Wouldn't it be much simpler if all you had to think,

because of the d-t and a little practice was: Seven. dot- . .

two. . nine.
. dot -five.
. . . . seven. . . dot -six . . . seven. . . dot
dot -two. . . forty -two!

G21. Look; the first two digits (3+4) become seven. Now add
this s n to the next digit (5), and you're stuck with 12.
But; if dot=ten, as I told you, then 12 must equal dot 2, or .2. seven

G22. Whenever you add any two d ts that total 10 or more, digits
use that d-t. When you add 8+5, think .3; 7+9 = .6; 3+8 = .1;
4+6 = (dot only); 5+7 = .2; 9+9 =
. — dot

.8

G23. Do you see? Since dot=10, you never have to carry

more than a single digit in your mind; and then, only as long digit
as it takes you to add it to the next d 1. I'll tell you just
where to place that dot in a moment. First I want you to 10
understand that = --. .

G24. Answer these:

1+9 = — 5+8 = — 9+7 = — .3 .6
2+9 = — 6+8 = -- 9+6 = — .1 .4 .5
3+9 = — 7+8 = — 8+4 = — .2 .5 .2
4+9 = __ 8+8 = — 8+3 = — .3- .6 .1

G25. And these:

7+7 = — 7+3 = — 6+6 = — .4 . .2
7+6 = — 8+2 = — 6+9 = — .3 . .5
7+5 = — 9+5 = -- 6+8 = — .2 .4 .4
7+4 = — 6+5 = — 6+4 = — .1 .1 .

189
G26. All right; in our single -column example, we've added
the first two d
— — ts, arriving at 7; this 7 added to the next digits
d t, the 5, brings us to .2. Place that dot to the left and
right alongside that 5. That's all. digit

G27. That d — alongside the 5, reminds you that you've

,

reached more than 10 at that digit. Now forget it! All you dot
have to do is to work with the remaining 2 of .2. You needn't
think of the d-- once it's placed. Now add the remaining dot
single digit, the 2, to the next number (the 7).

G28. Adding the 2 to the 7 gives you 9. Add 9 to the next

d 1, the 6, and you should immediately think, .5. So place digit
the d — alongside the 6, and keep adding with only the 5.
dot

G29. Add this 5 to the next digit, the 2. That's 7. The 7 is

added to the next number, the 9, which gives you .6. Place
the d--, and continue working with the 6. dot

G30. The 6 is added to the next digit, the 1, to reach 7. This added
7 is a
d—
— d to the final d —
t, the 5, to give you .2. Place the
to the left and alongside that 5, and since you've just digit
completed the addition, place the remaining 2 under the col-
umn, below the line. dot

G31. Now, one glance up the column shows you that you've
placed four d-ts. Simply place a 4 (total number of d-ts) to dots
the left of the 2, below the line. That's all!
dots

G32. The sample column would look like this:

You work You think

3
4 seven,
.5 dot -two,
7 nine,
.6 dot -five,
2 seven,
(four dots .9 dot-six,
altogether) 1 seven,
.5 dot -two,
42 forty -two I

G33. —
Now you see how the d does the carrying for you ,

leaving your mind free to do nothing more than simple dot

single-d —
-t additions like 3+4 = 7, 7+5 = .2, 2+7 = 9,
9+6 = .5, 5+2 = 7, and so on, down the entire column. digit

190
 —

G34. When you reach the bottom, all you have on your mind
is a 2, which is written under the line. Then simply write a dots
4, for the four d--s you made, to arrive at 42. Remember,
. = 10. Four d— s (....)= 40. dots

G35. To make sure that last step is clear: The last two digits
single d —
ts you added (7+5) left you with .2. Place the d
to the left of the 5 and record the remaining 2 below the dot
line. Run your eye up the column counting four d s. Write —
that 4 in front of the 2 and you're finished. dots

G36. If this seems a bit strange to you, it's only because

you haven't tried it yet. Here are ten single-column
add n problems for you to try. Stop reading and do them. addition

G37. Remember; simply mark a d —

to the 1 t of every — dot
number that brings you to 10 or over, then continue adding
with the remaining single digit. Ready now ? Take your left
time; speed is unimportant now; your understanding of the
d —
technique is. Do the problems right here on the page. dot

G38.
1. 4 2. 6 3. 5 4. 8 5. 1 1. 52
.7 5 9 3 8
.9 7 6 8 6 2. 61
Like this 1 Now you 7 5 9 3

.8
4

3
work them 5
9
7
17 8

4
2

6
6
5
9
3.

4.
56

59
1 9 7 3 7
.6
.9
52
14
5 7 5
8
9
6
5. 60

G39.
6. 9 7. 9 8. 7 9. 8 10. 4
5 9 7 6 2 6. 56
5 9 7 3 9
5
6
2
9
9
9
7
7
7
14
8

7
7

9
7.

8.
87

71
7 6 8 8 8
6 9 7 2 4 9. 56
4 9 7 5 6
_7 _9 _J7 _8 _3 10. 56

G40. Please do not continue until you've completed this

d-- technique on single-column add
drill, using the n dot
problems. I want to be sure you understand it.
addition

191
G41. If you have completed it, you're already well on your
way toward tremendously increasing your adding speed and dots
accuracy. Just by knowing the simple secret of recording
10's with d —
s, because = --.
. 10

G42. you'd like some more practice, make up your own

If

columns of s le-d 1 additions, and go to it. Add them by single

using the dot technique you've just learned.
digit

G43. You will never again have to add higher than 18 (9+9)
in order to tackle any add n problem. There are only 45
single-digit combinations (from 1+1 to 9+9) that you'll ever addition
have to add; and 20 of these do not go over 10.

G44. If you can easily handle these single-d 1 combina-

tions that you learned in grade school (if you can't, I suggest
you put in some practice time), you'll almost be able to read digit
any addition problem and come up with an accurate answer.

G45. The highest you'll ever have to add using the dot 18
technique is --.
A dot equals You'll never have to add more than
. ten
digits at a time.
two

G46. All right; how do we use this technique when adding

multiple-column problems? Simply by working from left to column
right and tackling one c —
mn at a time; each c
completely independent of the others.
mn
column

G47. As an example, assume you were faced

with this addition problem. The figures
might represent dollars and cents; your bills
for the month, perhaps.

G48. To start, let's work the first left-hand c n of single

digits. This would be the tens -of -dollars c n, if these column
figures represented dollars and cents.
column

2
G49. (Two and three are five, dot -one, nine,
3
dot -three, dot-one. The remaining 1
.6
under the column, below the line. Three
8
dots; therefore a 3 to the left of the 1.)
.4

31
192
G50. Now move one column to the right, the 'dollars'
c n, and add that one the same way, ignoring the first column
c n completely.
column

G51. 2 6 (Six, dot-four, six, dot -five, dot -two, six.

3 .8 Place that remaining 6 under the column,
.6 2 below the line. Three dots; therefore
8 .9 place a 3 in the next available space to
.4 .7 the left beneath the 1 of the first column,
;

.8 4 as shown.)
31 6
3

G52. Did you follow the placement of that 3, for the three
d ? Where else could it have gone? The 6 must go dots
directly under the column just added, so the 3 goes to its
left, under the 1 of the preceding c n. You really can't column
misplace digits I

G53. Remember this; when adding a multiple -digit column

of figures, as in thisexample, you add each column individ- left
ually, moving from 1 t to r —
1. After adding each column,
you'll end up with a number of dots and a single digit. In right
this example, second column, you end with three dots and a 6.

G54. Write the remaining digit (6) directly under the

—
column. Then place the total of the d s (3, in this example) dots
one space to the left of the c n you've just added; in this
case, under the 1. column

G55. Now let's move to column three:

2 6 4 (Four and two are six, dot -three, nine,

3 .8 2 dot -two, eight. Place the remaining 8
.6 2 .7 under the column. Two dots; so place a
8 .9 6 2 in the next available space to the left,
.4 .7 .3 under the 6, as shown.)
.8 4 6
31 6 8
3 2

193
G56. Now the last column:

2 6 4 3 (Three, dot -one, five, dot (zero), two,

3 .8 2 .8 dot-one. Place the remaining 1
.6 2 .7 4 directly beneath the column. Three
8 .9 6 .5 dots; so place a 3 to the left, under the
.4 .7 .3 2 8, as shown. And draw a line beneath
.8 4 6 .9 the two bottom lines of figures.)
3 16 8 1

3 2 3

G57. All right then; I've simplified the adding of a single

column, and I've simplified the adding of a multiple-c n column
problem by breaking it into a series of simple, single-
c n problems. All that remains is to add those bottom column
two lines.

G58. Add them from left to right, but, before writing each
answer, sneak a peek at the next pair of digits to the right.
If they add to 10 or over, add 1 to the answer you're about to no answer
record. required

G59. All you need is a split-second glance to tell you

whether the next pair of d —
ts to the right adds to 10 or
over. There's another, and I think, better way to do this, digits
but let me explain this sneak -a -peek method first.

G60. our sample problem, adding the two bottom lines

from
In
1 —
to r , the first addition simply adds to 3.

next pair doesn't add to 10 or over, so record that 3.

The left

right

G61. 3 16 8 1

3 2 3 no answer
3 required

G62. The next pair adds to 4. Again, simply record the 4.

3 16 8 1
no answer
required
3 2 3
3 4

G63. The next pair adds to 8; but your p--k to the right
shows that the next pair adds to over 10. So record a 9, peek
instead of 8.

194
G64. 3 16 8 1

3 2 3 no answer
3 4 9 required

G65. Since you've already compensated for the pair that

added to over 10, simply record the 1 of the 8+3 total.
3 16 8 1 no answer
required
3 2 3
3 4 9 1

G66. Finally, the last addition adds to 1; simply r d it.

3 16 8 1

3 2 3 record
3 4 9 11

G67. The total is 34,911; or $349.11. Do you understand the

sneak -a-peek idea? It's as simple as can be. Justs k-
a-p--k to the right before recording any answer. If the pair
— sneak

to the right adds to 10 or over, add 1 to the answer you're peek

about to record. That's all

G68. Here's a little drill to familiarize you with the

s —
k-a-p —
idea. Do each one from left to right. Do them
now, right on this page. Finish these, and I'll show you
sneak

another method for adding those bottom two lines. peek

G69.
1. 4 1 6 2 3 1 7 8 4 1 3. 3 1 6 8 9
2 5 3 1 b 4 3 4 1

4. 5 5 5 5 5 1 2 4 7 8 6. 3 6 9 1 2
5 5 5 3 4 2 4 7

7. 2 4 8 7 9 2 4 9 1 3 9. 2 6 6 3 4
6 3 4 2 3 3 5 7 8

10. 2 5 7 2 1

4 4 3

G70. Did that last problem throw you? The answer is

30,151, not 20,151. Do you see why? When you looked at the
second pair of d s, you saw a 5 and a 4, which does not digits
add to 10 or over. So you may have simply recorded the 2
of the first column.

G71. But when you added the 5 and 4 and looked to the r
you saw a 7 and 4, and may have realized that adding 1 to 9
t, —
does bring that 5 and 4 to 10. So you should have increased right
that first-column 2 to 3.

195
G72. It's a good idea to be aware of traps such as this one.
Whenever you see a 9, it would pay to be a bit suspicious and
let your eyes roam just a bit further to the r 1. right

G73. I'd suggest you make sure you understand the s k-a-
p idea before you continue. It's handy for most two-line sneak
additions. But now let me teach you a new mathematical
shorthand symbol. It's the underline. peek

G74. The underline is as useful for adding short columns,

two or three numbers, as the dot is for adding long c ns. columns
D-- = 10, and the underline = +1. Whenever you underline a
number, you raise its value by one. Dot

G75. Look: A = 5; 8 = 9; 3 = 4; 9 = 10; I = 2; 7 = 8; 5 = 6;

2 = 3; 6_ = — It's that simple. I'll use an easy example to
.

show you how it looks in action. 7

G76.
19 9 4 1

3 3 3 no answer
1_2_271=23271 required

G77. The first (left) column is 1. The next column totals

12 (10 or over), so underline the answer in the preceding
column (the 1). The u ne automatically takes care of underline
increasing that first digit by one I

G78. Continuing just like that (underlining the preceding

answer when a column adds to 10 or over) to the end, gives
you 12271. Since the u e increases the value of a underline
number by one, 12271 means 23271.

G79. For this example, the sneak-a-peek method would

have been even faster. I just wanted to be sure you under- underline
stood the u e idea. For a problem with 9's, the
u is faster. Look: underline

G80.
4 6 8 3 2
3 2 8 no answer
4 9 required

196
G81. No problem with the first two columns of this problem.
But the third column, 8+2, does create a p m. problem

G82.
4 6 8 3 2
3 2 8 no answer
4 9 required

G83. Since 8+2 is 10 or over, you underlined the answer in

the preceding column; the 9. But this raises the 9 to 10, so column
you have to back up another c n, and u e the 4,
raising it to 5. underline

G84.
4 6 8 3 2
3 2 8 no answer
4 9 required

G85. The rest is no problem. Finish, to arrive at:

4 6 8 3 2 no answer
3 2 8 required
4 9 1 2 or, 5 1 1 2.

G86. The rule is: Whenever you underline a 9, you must

also underline the preceding answer digit. The u e
will simplify many addition problems. And it saves the underline
trouble of looking to the right at all times.

G87. You record each partial sum immediately and adjust

it later, if necessary, with the underline. Later on, in the
multiplication section, you'll see how the u e can underline
almost cut your work in half.

G88. Let me take this a couple of steps further. If you in-

crease a number by one when you underline it, you can
increase a number by two by underlining it twice. .5 = 7. underline
And by three if you u e it three times 6 = 9. !

G89. And this comes in handy with a problem like this:

2 7 9 5
4 .6 .5
1 .8 .8 .6
7 12 1 = 9331
197
G90. Note the dots in there. All you have to do in a problem
such as this is to underline the preceding answer as many
times as there are d-ts in the column you just finished !
dots

G91. The second column in the example produced two dots,

so you underlined the 7 in the preceding answer column
twice. And so on, to the end of the p m. problem

G92. Just to make sure you understand this, let's take one more problem step
for step.

3 6 4 As you work, you think,

2 7 3 "Three, five, six." Write
19 6 down the 6.

Second column:
3 6 4 "Six, dot -three, dot -two."
2 .7 3 Write down the 2 and underline
1 .9 6 the preceding-column 6 twice
6 2 for the two dots.

Third column:
3 6 4 "Four, seven, dot -three."
2 .7 3 Write down the 3 and underline
1 .9 .6 the preceding -column 2 once for
6 2 3 the one dot.

G93. If you've followed me, you arrived at the answer, 623;

and because each u e increases a number by one, 623
equals 833, the correct answer. underline

G94. If you understand everything I've taught you up to now,

you're ready for some drills in multiple -column addition. underline
For the addition of the bottom two rows, use the u e,
or the sneak-a-p —method.
, peek

G95.
1. 6 8 2. 6 5 5 6 4 7
7 8 9 6 6 5 4 8
8 3 4 5 7 7 2 5
4 9 8 8 8 8 1 1

5 4 6 9 7 4 9 9

5. 4 8 1 6. 7 4 2 7 7 9 4 2 9
5 9 1 7 8 8 6 6 9 8 7
2 8 1 9 4 3 3 8 7 7 4 6
8 8 7 5 6 5 4 3 3 6 3 8
3 2 1 6 7 7 7 8 8 8 8 1

198
G95. (continued)

9. 4 8 5 10. 2 9 5 8 11. 7 8 8 12. 6 8 7 6

8 5 9 8 4 3 7 2 9 5 6 4 6 3 2 8
6 8 5 9 3 8 8 7 8 8 9 7 6 8 7 8
8 7 5 9 6 15 1 5 7 8 6 9 3 15
5 4 4 5 4 7 9 9 9 2 8 4 2 2 7

Now try some longer ones:

13. 2 7 8 5 14. 4 5 9 8 8 15. 3 6 5

5 5 9 2 2 6 4 5 6 9
1 1 9 8 3 4 9 2 1 7 6 5

4 4 8 7 1 6 6 6 7 9 8 2
5 5 6 2 5 6 1 1 7 4 3
2 2 1 6 9 1 2 6 6 7
4 5 4 7 8 3 3 8 8 2 2 9
3 5 9 9 2 7 7 2 2 2 7 7
8 8 2 4 5 9 4 8 8 6
3 4 9 5 5 8 8 5 2 7 7 4
9 5 9 9 3 3 8 4 8 5 5 4
1 9 9 8
6 5 2 9 7 3 6
3 3 4 4 8 7 2

Check your answers:

1. 332 2. 363 3. 360 4. 230 5. 2561 6. 3715

7. 3047 8. 3681 9. 34511 10. 22077 11. 42055

12. 33624 13. 62679 14. 499254 15. 9144

G96. If you've completed the drill, and understood the

problems, then you understand the technique. Practice it
whenever you can; it will become second nature and one of no answer
the most useful lessons you'll ever learn. required

G97. Be sure you understand: Whenever you underline a9,

you're bringing it to 10, so you must underline the preceding digit
answer d 1 once. (Even if it's already u ned!)
underlined

G98. Look: 4 3 6 2
2 3 .6 3
1 3 .8 2 no answer
7 9 7-8107 required

G99. That first 7 was underlined because the 9 was

u d bringing it to over 10. In translating the answer,
9 = 11, therefore a 1 was recorded. underlined

199
G100. BONUS: ESTIMATING AND ELEVATOR ADDITION.

There are many ways and methods for adding c mns of columns
figures, without pencil and paper, to give you a close esti-
mate or an exact total. Space limitations permit me to show
you one of each.

G101. I call this estimation method, the Round -Off. Say

you're planning an automobile trip and the mileage between

points leading to your destination looks like this: no answer
required

G102. You want to know the approximate total of all

these miles; and you don't want to bother with
pencil and paper.

G103. Here's what you do: In your mind, round off each number to the nearest
100, drop the zeros and add the single d
, ts only. This is easy enough to do digits
in your mind. Look:

G104. 2 6 1 (Round off to 300 and think 3.)

3 9 4 (Round off to 400 and think 4. 3+4 = 7.)
1 2 2 (Round off to 100 and think 1. 7+1=8.)
3 4 7 (Round off to 300 and think 3. 8+3 = 11.)
1 2 (Round off to 100 and think 1. 11+1 = 12.)
2 2 2 (Round off to 200 and think 2. 12+2 = 14.)
7 4 (Round off to 100 and think 1. 14+1 = 15.)

Replace the two zeros you've been dropping, to give you

an estimate total of 1500.

G105. The actual t---l is 1540; your estimate is 1500. The

r d-off estimation gave you an answer that is less than total
3^ off! That's pretty close for a mental estimate.
round

G106. When the is 50, 150, 250, 350, etc., or more,

number
r---d it next higher 100. If it's 49, 149, 249, 349,
off to the round
etc., or less, r d it off to the next lower 100. Forget the
zeros until you're finished, then simply replace them. round

G107. Try this problem in 7 3

round-off estimation: 4 9
2 7
8
9 2
4 7
2 9
6 4

200
G108. You should have figured as follows: 5+1 is 6; 6 and
8 are 14, and 6 is 20. 20+3 is 23. That next 47 is under 50,
so ordinarily wouldn't be counted at all; but a glance at the number
next n r should have made you think 4, because 47+329 is
obviously over 350.

G109. So, 23+4 is 27, and 7 is 34, or 3400. If you didn't

think of using that 47 as explained, your estimate would be
3300. Either way, your mental e e is pretty close to the estimate
actual total of 3361.

G110. Of course, if you're working with two-digit numbers,

you'd r d-off to the nearest 10 and drop and replace only round
one zero. Look: (When working with four -digit numbers,
round to the nearest 1000 and drop and replace three off
zeros. Consider 2449 as 2 and 2501 as 3, etc.)

Gill. Think: 5+7 = 12, +9 = 21, +3 = 24,

+3 = 27, +4 = 31, +8 = 39,
+9 = 48; or 480 .

Pretty darn close to the actual

total of 478.

G112. You can use the round-off method for estimating

prices at the super -market or anywhere else. And you can
make it even more accurate by r ing off to the nearest rounding
25, etc.

G113. This is up to you, of course. I think you'll find that

rounding off to the nearest 10, 100 or 1000 is easier and
surprisingly accurate. Here's a drill on the r d-off round
estimation technique:

G113. (continued)

1. 2. 7 8 6 2 1 4. 6 5 8 5. 1 7
8 7 8 5 3 7 1 2 7 1

9 7 3 2 6 8 3 8 8 6
7 9 9 1 2 3 6 1 4 3
6 3 4 8 5 5 5 2 7
3 8 1 2 3 9 1 6 6 4
3 2 7 9 9 7
1 2
1 8
5 8
6 9
3 4
8 7

201
G113. (continued)

6. 7 1 2 7. 1 B 6 8. 6 2 3 4 9. 13 3 10. 17 2 8
8 4 9 3 4 2 7 8 4 6 6 8 12 8 2 7 1
12 13 7 1 2 2 10 3 7 6 4 9 5 2 9 5
6 8 1 1 6 8 7 7 6 2 17 7 2 3 8 2
1 1 7 4 2 3 9 4 8 6 5 5 5 5 2 5 9 6
6 5 2 3 1 4 5 7 2 1 7 3 2 2 3 2 4 12
9 4 7 8 6 5 2 6 9 3
g 5 2
6 8 6
5 o 2
1 3 6

Here are the exact answers. Check and see how close your
estimates were.

1. 444 (Your estimate should have been, 450.)

2. 474 (Your estimate should have been, 480.)
3. 3315 (Your estimate should have been, ?300.)
4. 4749 (Your estimate should have been, 4800.)
5. 683 (Your estimate should have been, 690.)
6. 5171 (Your estimate should have been, 5100.)
7. 7646 (Your estimate should have been, 7600.)
8. 39152 (Your estimate should have been, 39000.)
9. 33106 (Your estimate should have been, 34000.)
10. 50684 (Your estimate should have been, 51000. Check that 382.)

G114. ELEVATOR ADDITION:

addition
Here's a hypothetical situation: You have to get an exact
total of a fairly long add n problem. You don't have total
anything with which to write. But you must get that t---l.
What do you do?

G115. Here's an idea I'm kind of proud of - the Elevator

Method of adding. With it, you can add long c ns of
figures, accurately, without writing at all. columns

G116. In fact, with just a little practice, you can add long
c s faster than most people can do it with a pencil -

to the amazement of your friends. columns

G117. Say you want the exact

remember, you have no
t — 1 of this
pencil, pen, stylus, lipstick, or burnt
problem; and

cork anywhere in sight: total

G118.
6 3 7
2 5 8
8 4 5
9 3 6
2 8 7
202
G119. To start, put your finger on the 6 at the upper left-hand
corner of the p m; the top of the first column. Moving your problem
finger down the c n, add with me: 6, 8, 16, 25, 27.
column

G120. You're at the bottom of the left-hand column, and you've

added up to 27. Now, move your finger to the digit to the right
of that last 2 you added; the 8 at the bottom of the second c n. column

G121. TACK this digit onto your current sum. You've just
reached 27; tacking on the 8, gives you 278. Not 35; that
would be adding that d —
t; I want you to tack it on. digit

G122. Now, repeating the totals as you go so that you'll

remember them, add up that c n as you move your finger
upward. 278, 281, 2857290, 293. column

G123. Move your f r to the right and t--k on the digit at

the top of the third column. Your sub-total now, is 293; tacking finger
on that 7, gives you 2937. (Say it, "twenty-nine thirty- seven.")
tack

G124. Move the finger down now, adding as you go. (Say each
sub-t —1 in your mind, or aloud, as explained.

is, twenty-nine forty-five.)

The first one
total

G125. All right; from the top of that third and final c n
now: 2937,2945,2950,2956,2963. 2963 is your final and column
exact t —
1 of this addition problem!

total

G126. Although this entailed saying some big numbers in

your mind, which there was no way of avoiding, you still were
adding only single d —
ts at a time. digits

G127. After a while, you'll even be able to eliminate the use

of a f r, and just move your eyes down, up, down, etc., finger
and arrive at the t —
1 amazingly fast. Practice this and
learn it; you may be as thrilled with it as I am. total

203
G128. Here's an example with 7 3 16
a four- column problem: 4 8 6 7
9 2 3 4
5 4 2 8
6 2 3 9

G129. Start at the upper left and add down. 7, 11, 20, 25, 31.
T--k on the 2 (bottom digit of second column) and add up.
312 (say, "three, twelve"), 316, 318, 326, 329. Tack

G130. T--- the 1 (top digit of third column) onto the 329,
saying, "thirty-two ninety-one." Now add down the c n. Tack
3291, 3297, 3300, 3302, 3305.
column

G131. T---the9 (bottom digit of fourth column) onto the 3305,

saying, "thirty-three oh fifty-nine." Ada up the column. Tack
33059, 33067, 33071, 33078, 33084. The correct t---l is 33084.
total

G132. Here's a drill on the Elevator method. Do not continue

until vou've solved these 10 problems without a pencil. Write
in your answers however, once you reach them, so that you answers
can check with the a rs I'll give you when you're finished.

G133.

1. 3 6 1 2. 4 7 1 3. 3 3 7 4. 8 1 3 5. 5 1 9
4 8 3 6 3 9 6 2 8 3 5 5 9 5 6
9 2 2 7 2 7 8 6 2 8 8 3 6 4 3
6 4 7 8 1 6 9 4 4 6 4 7 8 2
8 2 8 1 4 3 3 1 1 7 2 6 2 1

6. 4 1 4 7. 9 2 3 8. 4 4 9. 4 9 9 10. 2 6 3 4
8 8 1 4 3 8 9 1 6 8 1 4 6 1 8
7 2 3 7 6 8 3 2 7 1 3 4 1 8 3
3 4 1 8 4 1 5 2 3 6 4 2 3 4 1

3 8 3 1 1 7 2 3 2 6 3 2 6 1

G134. Here are the correct answers:

1. 3241 2. 2796 3. 3082 4. 3375 5. 3521

6. 2742 7. 3087 8. 2438 9. 2719 10. 12884

204
 . .

G135. If you've worked all the problems, you should be thrilled

with the results. Practice the E r method whenever you
can; you'll be glad you did. Elevator

G136. Here's a fast review on all you've learned about addition:

The shorthand symbol that equals 10 is the — dot
The shorthand symbol that equals +1 is the .

underline

G137. Using the dot, you'll never have to add over --.
The largest single digit is 9; 9+9 = — 18

18

G138. For adding the bottom two lines of an addition problem,

you use either the s —
k-a-p--k, or the u method. , sneak, peek

underline

G139. When you underline a 9, you must also underline the

digit.
a) highest d) preceding
b) next
c) lowest
d) preceding

G140. With these methods, you always work from to

a) door to door
b) right to left c) left to right
c) left to right
d) top to bottom

G141. When using the round-off device for estimates, you

round off to the nearest 100 and drop, then replace, two
zeros

G142. When working with four-digit numbers, you round off

to the nearest , and drop and replace, three . 1000

zeros

G143. With the Elevator Method of adding, you add down and
up the c s. columns

205
G144. After adding down, or up, a column, you the
digit at the right.
a) add on b) tack on
b) tack on
c) take off

G145. Doing this will give you an total.

a) exact a) exact
b) approximate

G146. SUBTRACTION
Unfortunately, borrowing is as vital to subtraction as the borrowing
national debt is to our economy. Without b wing, 17
couldn't be subtracted from 23, and the answer to 46 minus
8 would be incalculable.

G147. Yet b ng is exactly where most people have the

most trouble and make the most errors in subtraction. The
reason is that it necessitates juggling different operations borrowing
in your mind simultaneously.

G148. For example, let me examine the old-fashioned method

of solving this sicaple, every-day s tion problem:
subtraction
4 5
-1 9

G149. The old-fashioned way makes you work backwards

from right to left, so that the most important part of your
a r will emerge last of all. You begin with 9 from 5, answer
or 5 minus 9 (5-9).

G150. Obviously, you can't s 1 9 from 5. You've got to

'borrow' 10 from the 10's column, and keep that loan in mind
at the same time you're subtracting. subtract

G151. The b wed 10 must come from the 4, the 40, at the
top of the 10's column. Then you have to remember to pay back
that loan by raising the 1 (of 19) by 1 (or 10), and so on. borrowed

G152. With all this, all you know at the moment is that your
answer is something-6. You still do not know the left-hand
digit of the a r. answer

206
G153. the time you learn that 45 m
And by —
s 19 is something
-6, the odds are pretty good that you've forgotten the loan; for- minus
gotten that you've reduced the 4 to a 3, etc. Most people dj)
make subtraction errors because of the l--ns. loans

G154. The entire procedure is just too complicated, too tedi-

ous, too vulnerable to error and forgetfulness. There has to subtract
be an easier way to s 1; and there is! I'll show you how
to b w from the answer.' borrow

G155. That's right; with the use of another simple shorthand

device, you'll b w from your a r and never forget to borrow
repay the loan. And, most important, you'll work from left
to right. answer

G156. You'll get the important part of your answer first; the
dollars instead of the cents. You'll read your a r, from
left to r — t, just as you say it.
answer

right

G157. The slash (/) is the device that will allow you to make
allb wing transactions on the spot and put them immediate-
ly out of your mind. And the slash will allow you to work from borrowing
left to right.

G158. Just as you used the dot and the underline to streamline
your add n, you'll forever eliminate inaccuracy and wasted addition
time and effort in s tion by using this simple shorthand
device - the slash. substraction

G159. The slash will mean minus one. That's all! Whenever
you put a slash through a number, you will reduce its value by
one! The s h looks like this: / slash

G160. Slash = minus one. / = -1.

Therefore, ^=7J ?=4; T=6; V=0; ?=2; $=5; ?=1; ^=~, etc. 8

G161. That's all you have to know.

S = minus one. Slash

/ = -1.

207
 G162. Now, watch how beautifully it works for you:

4 5 no answer
-1 9 required

G163. We start at the left:

4 no answer
required
3

G164. Now move on to the next column:

4 5 no answer
-1 9 required
3 ?

G165. You just can't take 9 from 5, so you have to

borrow; but, you b w from the answer of the
preceding column; the 3, in this case. borrow
4 5
-1 9
% 6

G166. hing that 3 on the bottom line, automatically gave

you the right to consider the 5 at the upper right as 15: and
you can take 9 from 15. Slashing

G167. All right then; simply s g the 3 on the bottom line

gave you the extra 10 you needed to perform the subtraction in
the right-hand column. slashing

G168. Now you've got it made.* Your a r is #6, which

equals or means, 26. Remember; a slash through anv
number reduces it by one. #6 = 26. answer

G169. So, here's the procedure: Work from left to r and ,

when you have to s any number from a smaller number,

1 right
automatically transfer 10 to the upper right-hand digit by slash-
ing the answer -digit of the preceding column. subtract

G170. Incidentally, don't worry about marking up your prob-

lems with dots, u s,and slashes. These are easily re-
cognizable, save time, and avoid errors. Before this, you had to underlines
mark up your problems with small numbers (carryings) which
were usually unrecognizable and easily forgotten.

208
G171. you understand that a s
If —
h reduces a number by
entitles you to increase the number at the upper
1,
slash
and that it

right (just see where the s —

h points) by 10, you're reaqy to
slash
try the following drill:

G172. Work from left to right in this drill in the slash method
of subtraction:

1. 4 2 6 6 3. 3 8 4. 4 7 5. 8 8
-1 3 -4 7 -2 9 -2 8 -1 9
% 9

6. 9 7. 8 2 7 6 9. 8 4 10. 6 4
-3 1 -2 3 6 7 -3 5 -2 8

G173. Do you see how the s took your mind off the pro-
cedure of 'borrowing'; how it let you concentrate entirely on
performing the individual subtracting operations? slash

G174. Just as the dot in a on enables you to devote all

your mental energies to adding simple digits, so the slash addition
enables you to concentrate all your brain-power on subtracting
simple d ts. — digits

G175. These same general rules apply to all s tion

problems, no matter how long the numbers. For example:
subtraction

G176.
3 2 5 4 6 2 5 7 3 7
or -

•2485 8 9 -952
I H 1 % 3 % f> 8 5
7 6 8 7 3 4 7 8 5

G177. Do you see how easy it is? The only time you might
run into a problem is when you have to s
the rule for that:
h a zero. Here's — slash

G178. When you have to slash a zero, do so and write a 9

beneath it; then s---h the DIGIT TO THE LEFT of the z--o. slash
It's really quite simple. Look at these two examples:
zero

209
G179.
3 4 5 6 4 3 2
-2 4 6 -2 2 3 6
X 9 4 i 6
9 9
9 9 4 19 6

G180. Obviously, once you're accustomed to the idea, you

needn't write the 9; so long as you know that a slashed z--o zero
means 9. Just be sure to s —
h the preceding answer digit.
slash
G180A. All right; causes the most errors in the
old-fashioned way of subtracting.

a) writing
b) borrowing
c) adding b) borrowing
d) multiplying

a) increases c) decreases
b) enhances
c) decreases
d) multiplies

G182. The slash — be used in any subtraction problem.

a) can a) can
b) cannot

G183. The slash increases the upper right-hand digit by --.

a) 1 d) 10
b) 2
c) 5
d) 10

G184. Drill in left-to-right, slash method of subtraction:

1. 7 8 2. $2 1 9. 2 1 3. 4 3 2 3 4. 1 7 8
-5 9 9 - 2 3. 9 -19 7 5 -890
5. 6 7 4 8 3 2 6. 12 2 5 7. 2 1 9 10
- 3 5 6 4 8 2 8 7 5 6 3 2 7 3 4

9. 4 8 3 6 10. 6 2 1 4 8 3 8 1 9
- 2 3 8 - 3 2 8 6 4 2 3 1

Check your answers:

1. 109 2. $195.31 3. 2348 4. 890 5. 639184 6. 9375

7. 1302 8. 367266 9. 4598 10. 588619588

210
G185. BONUS: MENTAL SUBTRACTION SHORTCUTS
subtraction
All right; you've just learned a most useful and streamlined
method of s tion, utilizing the slash. As a bonus, here's subtraction
a method of doing smaller s ion problems mentally and
easily.

G186. The most useful of all gadgets for streamlining subtrac-

zeros. The trick, therefore, for simplifying subtraction
tion is -

with mental shortcuts, is to get those z — s into the problem. zeros

G187. There are two basic ways in which to accomplish this.

One crams the z —
s in all at once, while the other feeds them
in, one at a time. zeros

G188. Here's the first subtraction shortcut. I call it ZEROING

IN: Calculate the difference between one of the problem's num-
bers and a larger ROUND number ending with a zero or zeros; numbers
then add that amount to BOTH n rs in the problem.

G189.
For example: 2650 2659
- 4 9 1 becomes - 5 no answer
required

G190. Did you follow that? Since the bottom number was only
9 less than 500, I just added 9 to both n rs. Now all I had numbers
to do was subtract the easy-to-handle 500. That's z ing in, —
and that's all there is to it. zeroing

G191.
Look: 3 6 1 (Add 5 to each to get 3 6 6
- 4 5 that zero.) - 5 no answer
Mentally , 3 16 required

G192. Obviously this shortcut works best with problems in

which one of the numbers is fairly close to a larger (or smaller)
round number. Then it's simple to compute the amount that numbers
must be added (or subtracted) to both n s in the problem.

G193. Just remember that in su n, whatever is added

to (orsubtracted from) one n r, must also be added to (or subtraction
subtracted from) the other. In that way, the problem remains
unchanged. number

211
G194. Here is a drill in the zeroing-in shortcut. Don't use
paper and pencil to solve them. Form all those z
and then write in your answers.
s mentally —
zeros

G195.
1. 7 2 3 2. 8 7 4 3. 4 7 2 3 4. 8 4 3 1 5. 7 8 4 9
-4 9 8 -3 8 9 -19 9 9 -7975 -2850
6. 3 8 4 9 7. 8 7 4 3 8. 9 6 2 3 9. 5 7 2 3 10. 6 4 3 5
-2945 -5508 -2725 -2895 -4888
Now check your answers:

1. 225 2. 485 3. 2724 4. 456 5. 4999 6. 904 7. 3235

8. 6898 9. 2828 10. 1547

G196. When a cashier makes change, she really is bringing

each digit to a zero. The z —
s are reached one at a time.
So, call this the PIECE-WORK method of setting those z---s
zeros

in, if you like. zeros

G197. If your purchases at the market come to $6.43, the

cashier will make change of your $10 bill like this: 6.43 and
7 is 6.50; and 50 is 7.00, plus 3 is $10.00. She's converting zero
one digit at a time into a z--o.

G198. Of course, in subtraction problems, the larger number

(the top n r) is not always so nice and rounded off as a $10
bill. For example, how would you handle 847 minus 552? number

G199. Well, you can use the zeroing-in device, as I'll show
you in a moment; but here's how you'd handle it with the p e—
work, or 'making change,' device. piece

G200. First, round off the 847 by taking away 47; hold that 47
in abeyance for the time being. Now, 'make change.' 552 and
8. is 560, and 40 (that's 48, so far) is 600. 600 and 200 equals change
800. You've 'made c e' with 248. Now add on that 47 you
took from 847 originally, to give you the answer, 295.

G201. Did mentally adding the 47 to 248 cause any trouble?

Do it by piece-w--k. 248+47. 248+2_is 250; plus the remain-
ing 45 (now it's a snap), is 295. work

212
G202. Using the z ng-in device, you could have handled
the problem of 847 minus 552 this way: Take 2 away from
each number, leaving 845-550. Now take 50 from each number zeroing
(this is easy with 845; 45 away leaves 800, another 5 leaves
795), leaving 795-500. Obvious answer, 295.

G203. If you are faced with 62 m — s 47, the zeroing-in

method can be used two ways; add 3 to each number to make it minus
65-50. Or, subtract 2 from each n r, to make the problem
read, 60-45. In either case, the answer pops right into mind; number
62-47 = 15.

G204. As a final example of zeroing in: 815 minus 369 looks

formidable. But; add 1 to each number to arrive at 816 minus minus
370. Now add 30 to each, arriving at 846 m---s 400. Even
mentally, the a r is obviously 446. 815-369 = 446. answer

G205. The main difference between the zeroing-in device and

the piece-work device is that in the first the z —
s are put in zeros
all at one time (usually), and in the latter, each digit is brought
to a z — one at a time.
, zero

G206. To use the zeroing-in device,a certain amount is added

to (or subtracted from) one of the problem's numbers in order zeros
to arrive at as many z —
s as possible. To compensate, the
same amount must be added to (or subtracted from) the other number
n r in the problem.

G207. To use the piece-work device, simply 'make change,'

bringing the smaller number to the larger number, and add
each piece of change. 628-463. 463 and 7 is 470 and 30 is change
500, and 100 is 600. (137 in c---ge so far.) 137 and 28; or,
137 and 3 is 140 and (remaining) 25 is 165_. 628-463 = 165.

G208. MULTIPLICATION (HOW TO MULTIPLY WITHOUT

MULTIPLYING.)
multiplying
Multiplication is really nothing more than extended addition.
Ifyou can eliminate its one stumbling block, carrying, you
can multiply without actually mu ying!

G209. I'll show you how to mu y from left to right and

to simply record and combine grade-school-times-table multiply
products without ever carrying anything. You'll solve
mu tion problems just as quickly as you can record multiplication
simple single-digit times-table answers.'

G210. Multiplication problems involving large amounts of

But then, if you're doing it the conventional, old-fashioned multiplication

way, they get complicated.

213
G211. They get com ed because you're carrying
(transferring bunches of units to the 10's column, etc.); be-
cause of the necessity of recording numbers in the correct complicated
columns; and because of long rows of addition at the end.

G212. There had to be an easier and better way of multiply-

ing. Mathematicians examined the problem and did come up
with an easier and better way to m y. Let me teach it multiply
to you.

G213. First, to simplify: 39 x 8 is just a short way of

adding eight 39's (39+39+39+39+39+39+39+39). The technique
that evolved to solve such an extended add n problem, was addition
the 'times-tables' you learned in your early grades.

G214. Instead of adding eight 9's, for example, you simply

drew on your memory of these tables, which told you that
eight 9's are 72. Since you had memorized the times-t s, tables
it was no problem at all.

G215. More simplification: Since 39 is really a short way

of writing 30+9; then 39 x 8 is really a sh--t way of writing
(30 x 8) + (9x8); and it can be worked out this way: short

G216. 3 9
x 8
2 4 (8 x 30)
+ 72 (8x9)
3 1 2
no answer
required

G217. All right then; part of the secret of streamlining the

a series of times-table calculations, and simple add their multiplication

answers! Look at these three examples:

G218. Remember that numbers with zeros after them are

still times-table calculations.

4 6 4 6 4 8 4
x 9 x 3 7 x 6 J/2
3 6 (40 x 9) 12 (30 x 40) 2 (1/2 x 400)
+ 54 (6 x 9) + 18 (30 x 6) + 4 (1/2 x 80)
4 1 4 + 280 (7 x 40) + 2 (1/2 x 4)
+ 4 2 (7 x 6) + 2400 (6 x 400)
17 2 + 4 8 (6 x 80)
+ 2 4 (6 x 4)
3 14 6

214
G219. All the multiplying you ever have to do, this way, in-
volves single-digit, grade-school, times-t s.' Can you see tables
the beauty of this simple idea? All you'll need to solve any
multiplication

G220.
1. Knowledge of your grade-school times-tables; and
times -table
2. A
foolproof method of recording these t — — s-t
products in the proper places.

G221. In this way, once you learn this method of recording the
times-table p ts, any multiplication problem becomes a products
much easier addition problem. And, I've already taught you
easier ways to do add n! addition

G222. me show you how to record those t

So; let
products.
s-t
You know by now that the best way to work with
— —
numbers is the way you read them, from left to right. times -table

multiplication
problem, working from l--t to r —
t enables you to solve the

important part of the problem first. It's better to know right left
at the start that 23 x 3 is 60- something rather than something
-9. right

G224. In this method of multiplying without multiplying, the

kev to working from left to right is in knowing where to start
and just where to record each t s-t — —
e product. Once you
know this, you eliminate the need to record zeros as in the
times -table

above examples.

G225. Look at this sample 3 9 There are only two steps

problem: x 8 involved. 1. 8 x 3.
2. 8 x 9. no answer
required

G226. When vou multiply 8 x 3, you're actually multiplying

8 x 30. Count the digits in this problem; 8, 3, - three

digits. So write the answer, 24 (really 240), starting three problem

spaces from the right end of the p m.

G227. Look: 3 9
x 8
2 4 no answer
required

215
G228. By the same reasoning, the second step, 8x9,
involves only two d ts. Count 'em; 8,9 - just two. So
the answer, 72, is recorded starting at two spaces from digits
the end.

G229.
Look: 3 9
x 8 no answer
2 4 required
7 2

G230. I had to put the 7 (of 72) under the 4 (of 24), but; since
there's a space available after 24, why don't I put the 2 (of
72) there? no answer
required

G231. Itmakes absolutely no

Look: 3 9 difference, and it saves
x 8 space. no answer
2 4 2 required
7

G232. All that remains is to add the two bottom lines. Use
the sneak-a-peek, or the un ne, method, as I taught you underline
in the add n section.
addition

G233.
2 4 2 2 4 2
7 - or - 7 no answer
312 ^12 = 312 required

G234. Be sure you thoroughly understand this entire

example of 39 x 8 before you continue. The important thing
to understand is how to tell where to start recording your table
times-t — e answers.

G235. Look at it this way: All you're really doing is

counting the digits you're working with at that moment counting
(plus those to the right of each). By simply c---ting these
d ts, you know exactly how many spaces from the right digits
end to start recording your answer.

G236. Let's take another problem, 3 4

step bv step: x 6 7
no answer
required

216
G237. The first calculation in this p m is 6 x 3. A fast
glance, counting these d —
ts and the ones to their right, shows
that you're to start recording the answer four spaces from the
problem

end. (Of course; since you're actually multiplying 60 x 30.) digits

G238. All right: 3 4 (You're really recording 1800,

x 6 7 but we'll always eliminate
1 8 zeros with this method.) no answer
required

G239. The next calculation is 6 x 4. Count the d ts as

explained; the 6,
are involved, so
the 7 (to its right), and the 4. Three d
your answer is recorded starting three
ts — digits

spaces from the end. digits

G240. But, as in the other example, place the 4 of your a r

(6x4 = 24) at the HIGHEST available space in its column,
even if you move up two or three horizontal columns.' answer

G241.
3 4 3 4
Like this: x 6 7 Not like this: x 6 7 no answer
18 4 18 required
2 2 4

G242. By recording each digit of each times-table product at

the h st available space in its c n, you can eliminate as highest
much as half your writing space.
column

G243. The next step in the problem is 7 x 3; which again

involves three d ts; so start recording your answer (21)
three spaces from the right end. digits

G244.
3 4 3 4
x 6 7 x 6 7 no answer
Like this: 18 4 Not like this: 1 8 4 required
2 1 2
2 2 1

G245. The 2 of the 21, going th columns from the end,

goes under the 2 of your preceding answer (24). The 1 of
— three
the 21 goes into the next h 1 available space, right
under the 4. highest

217
G246. The final simple times-table step is 7 x 4. Since
there are only two d s involved, the an
two columns from the right end.
r (28) — is started digits

answer

G247. 3 4 3 4
x 6 7 x 6 7
18 4 8 18 4 no answer
Like this: 2 1 Not like this: 2 1 required
2 2 2 2 8

G248. The 2 of your answer went under the 1 in the second

column from the r
it, so why not use it?
t end. —
There was a nice little space for
Always use the highest available space
right

in the proper column. The 8, of course, jumped two columns available

up to go into its highest av le space.

G249. Now add the three answer rows using the s k-a-p
or underline, technique, and you have the perfect answer,
— — k,
sneak
done in half the time and with half the trouble.
peek

G250.
1848 1848
2 1 - or - 2 1 no answer
2 2 2 2 required
2278 1278=2278

G251. Remember; since these methods are new to you, it

will takesome time, practice, and use before they become
second nature. Please, even if they seem clumsy at first - no answer
try them. Do the drills, and pretty soon you'll agree that required
they're much better than the old ways.

G252. Be sure to do the following drill in easy

m ii -inn hpfrvrp pninp" on Remember Count -
multiplication
d — determine where to start recording each times-
ts to
table answer. Work from left to right, and never carry digits
anything.'

G253.
5 3 3. 6 9 4. 8 8 5. 7 6
1. 4 9 2.

x 8 x 7 x 7

7 9 8. 5 8 9. 9 9 10. 6 2
6. 6 3 7.
x3 7 x4 4 x 5 8
x4 8 x 2 4

Check your answers:

1 392 2. 371 3. 552 4. 704 5. 532 6. 3024
7. 1896 8. 2146 9. 4356 10. 3596

218
 —
G254. If you've done the d 11, and your answers match mine,
then you understand the principle of multiplying without really drill
multiplying. One problem remains: The thirteen t
products whose answers are single digits.
eatable — times

G255. They can cause trouble unless you follow this simple
rule: ALWAYSconsider a single-digit answer as a two-digit
number whose first digit is ZERO. (For our purposes, 6 is no answer
06; 9 is 09; 3 is 03, etc.) required

G256. The reason for this is simply to help you start re-
cording the a r in the correct space. I don't want to
take the time to explain in detail, but look at the next frame: answer

G257.
2 7 2 7
x 3 x 3 no answer
6 1 6 1 required
2 2
6 2 1 8 1

G258. Obviously, the a r to the problem on the left is

incorrect; because the 6 was not thought of as 06. You must answer
always consider any single-digit a r as a two-digit
number whose first digit is a zero! answer

G259. Of course, once you become accustomed to the idea,

you don't have to write in the z —
s; so long as you know
they're there when you record the times-table answer. zeros

G260. Now let's try a multiple-digit problem:

7 2 6 7 2
x 6 4 3 no answer
required

G261. If you remember to count digits to decide where to answers

start recording a
single-digit a
rs, and to stick a z —
in front of any
r, you should have a finished problem zero
that looks like this:
answer

219
G262.
7 2-672
x 6 4 3
42262286
1 3.4 1.8 1
2.8 8 4 8
2.2 2.2
1.6
1

45516096 =46728096

G263. Follow the rules I've outlined, and you must end up as
above. Remember, in the add n of the bottom rows, you
underline the preceding answer digit as many times as there addition
are dots in the column vou iust finished.

G264. And remember too, when a 9 is underlined, you must

underline the preceding answer digit once even if it already
has been un d. Here's one final example, which will underlined
pinpoint this for you:

G265.
7 6 3 8 2
x 6 4 3
4 2 6 8 8 2 8 6
3 1.4 1 2.4
2 8 4.2.9
2 13 2
2 1.8
1
4 7 9 9 2 5 2 6 = 4 9 113 6 2 6

G266. The third answer digit, the 9, was already

underlined once, but the following 9 had to be underlined,
bringing it to over 10, so that third-position 9 was underlined
u d again.

G267. goes without saying, of course, that the better you

It
know your grade-school
any multiplication problem.
t — s-t s, the faster you'll solve
times-
tables

G268. All right; a quick review and then a final drill.

Multiplying is really nothing more than extended addition

a n.

220
G269. In our system of multiplying without multiplying left
we work from 1 to r .

right

G270. To determine the correct place to start recording

your times -table answers, count the number of digits in count
each calculation. Simply c 1 to the r 1 from each

digit you're working with. right

G271. Consider every single-digit answer as a two-digit

number whose first digit is . zero

G272. Always write each digit of your answer in the

h 1 available space in the proper column. highest

G273. It isn't necessary to record .

a) fours d) zeros
b) nines
c) twos
d) zeros

G274. When adding the bottom answer rows, use either the
sneak-a-peek, or underline, technique. When you underline
a 9, you must also underline the answer digit to its . left

G275. DRILL IN MULTIPLYING WITHOUT MULTIPLYING.

1. 6 8 9 2. 8 3 3. 3 4 6 4. 6 9 5. 3 5 7
x 7 6 x 7 7 x 3 8 x 3 7 x 2 4

6. 2 8 4 8 6 5 8 4 4 8 7 6 2 4 8 1
x 3 6 6 x 6 4 x 8 5 x 3 7 4

10. 7 6 5 4
x 4 5 6

Check your answers:

1. 52364 2. 6391 3. 13148 4. 2553 5. 8568 6. 1042368
7. 421376 8. 41395 9. 23367894 10. 3490224
22
G276. BONUS: MULTIPLICATION SHORTCUTS:

Now that you've learned this fantastic system of multiplying problems

without multiplying, which is simply a matter of exchanging a
difficult procedure for a far simpler one, let me show you how
to simplify some d ms even more.
G277. Since mu n is the most useful procedure
in simple mathematics; useful in everyday problems of money,
interest, and etc., I'm going to take a bit of space to teach multipli-
you some shortcuts. cation

G278. Multiplication sh ts which will enable you to cut

your paperwork way down, and enable you to do many
seemingly complex problems in your mind, in seconds. shortcuts

G279. I call the first sh 1 device, Mental Breakdown.

The simplest use of this, I'm sure you already know. For
example, in a problem like; 35 pens at $.99 each, what would shortcut
be the total cost? 35 x .99 = $?

G280. Look: 3 5
3 5
3 H H 5 = $34.65 no answer
required

G281. I just used the easiest way

of multiplying any number
by 99. I mu ied the number (35) by 100 (simply by
tacking on two zeros); then I subtracted that same number multiplied
(35) from the total (3500) once.

G282. Simple, right? To multiply 35 by 99, I raised the 99

to 100by adding 1 (which is really adding one 35 to the answer).
Tacking two z —
s onto 35 gave me the answer to 35 x 100.
But since I'd added a 35, I had to take it away now!
zeros

G283. You can solve many multiplication problems like this

in your mind. But even if you couldn't, you'd still be ahead
of the game if you used this sh 1. To multiply 647,293,458 shortcut
by 99 mentally would be difficult. But look:

G284. 64729345800 (Multiply by 100,

647293458 then subtract the
64^82X52^^2
64082052342
number
once.)
itself, no answer
required

222
G285. The idea is that it's much easier to work with 100
and 1 than with 99. That's all that m 1 breakdown is:
mental
Breaking down a hard-to-handle number into two easier*-
to-handle n rs. (Multiplying by 10, 100, 1000, etc., is numbers
merely tacking on zeros; multiplying by 1, is no work at
all.)

G286. All right; the exact same process is applicable to

multiplying by 101, except that you'd add the n r once,
instead of subtracting it, naturally. For example: number
874 x 101.

G287.
874 87400 (874 x 100)
x 1 1 + 8 7 4 (874 x 1) no answer
8 8 2 7 4 required

G288. You've noticed, incidentally, that I use the slash

and the underline to help reach these answers even
faster. They continue to simplify the processes of addition
add n and subtraction as explained.

G289. m y any number by 999, you'd add three

z — s to it
So; to
and then subtract the original number once. multiply
(999 x 78 can be considered 78000 minus 78.)
zeros

G290. To multiply any number by 1001, tack on three

zeros and add the number once. To multiply by 1010, tack zeros
on three z —
s, then add ten times the n
684 can be considered 684000 plus 6840.)
r. (1010 x
number

G291. By the same consideration, to multiply any number

by 990, simply tack on the three z s and then su ct ten
times the number. (990 x 653 can be considered 653000
— zeros

minus 6530.) subtract

G292. See how quickly you can run through this drill in
using mental breakdown:

1. 3 6 5 2. 8 7 6 5 3. 14675982 4. 10 10
x 9 9 x 10 1 x 9 9 x 6-3 8

5. 5 6 4 6. 4 5 6 3 10 1 6 4 2 5 7 8 9. 3 3 6 6
x 9 9 x 9 9 9 x8 5 4 9 x 10 10 x 1 1

10. 2 3 2 2
x 2 9 9
223
G293. How about that last one? 2322 x 299. Did vou
realize that you could multiply 2322 by 300 (mu y by
3, then add two zeros), to get 696600, and then subtract multiply
2322 from that?

G294. If you did, you could have arrived at 694278

without touching pencil to paper. That's m ing a multiplying
four-digit number by a three-digit n r in your head.'
How about that? number

G295. Here are all the answers:

1. 36135 885265 3. 1452922218 4. 644380 5. 558360

6. 4558437 8557549 649003780. 9. 339966 10. 694278

G296. If the mental-br n device only applied to 99's

and 101's, etc., wouldn't be too useful. But with a bit of
it breakdown
thought it can apply to an almost unlimited variety of
n rs. numbers

G297. For example; to multiply 634 by 98, why not tack

two z---s onto 634 (63400) and then subtract _2 x 634 (be-
cause 98 is_2_less than 100), or 1268? You'd get the answer, zeros
62132, in seconds.

G298. To make this easier to write, I'll use a simple

equation to describe some of these processes. The letter
N will mean 'number,' and when used like this: 100N; it number
will mean 100 times the n r.

G299. So the formula for the mental br n for 634 x 98

would be: 100N - 2N: 100 times the number minus two times
the number. breakdown

G300. Any number which can be 'rounded off to an easier-

to-handle n r, is grist for the mental -breakdown mill.
97 (100N-3N); 9800 (10000N-200N); 1020 (1000N+20N); number
52 (50N+2N); 27 (30N-3N); 48 (50N-2N); almost to infinity.

G301. To multiply by 997 (1000N-3N):

833 becomes
833000 (1000 x 833)
no answer
x 9 9 7 . 2 4 9 9 ( 3 x 833)
83X0X1 required
8 3 5 1

224
G302. I'll take it even further.
Fine; but How can we apply
m 1 br n to mutliplying by numbers like, 72, 44,
63, 220, 81, 36, and many more like them? Let's use 36, as
mental
an example. breakdown

G303. 36 can be considered 40-4 (remember about rounding

off to get The beauty of this is that 4 is one tenth
zeros?).
of 40. What makes this so handy? Well, now you can do zero
one calculation instead of two, by simply dropping a z--o.

G304. To multiply 632 by 36, I'd first multiply 632 by 40

(which is really mu ying by 4 and adding a zero). Then multiplying
I'd subtract 632 x 4 (which is the same answer without the
z--o) from the first answer. Look: zero

G305. 632x40 2 5 2 8
mmuS 632 x 4 (1/10 of first answer;
iust drop the zero.)-- 2 5 2 8 no answer
2 7 2 required
2 2 7 5 2

G306. Do you see how easy it is? A single calculation,

632 x 4, was all that was necessary inorder to determine
both products; then one was sub ed from the other! subtracted

G307. The rule: If you can raise or lower any number to

one which ends in zero; and if the amount added or taken
away is 1/10 of the zeroed number, two simple calculations problem
solve an otherwise difficult p m.

G308. If you add 8 to 72 to reach 80, it joins the '1/10'

category, because 8 is 1/10 of 80. To multiply any number multiply
by 72, first multiply by 80, then subtract 1/10 of the
product. Same thing to mu y by 88; except here you'd product
add 1/10 of the pr---ct.

G309.
9 3 6
=
936x80 8 8
x 8 8 -936x8 (1/10 the product) - 4 8 8
7 12 6 2 3 6

G310. With larger multipliers, this becomes an even

greater aid. Multiplying by 720 is the same as multiplying
by 800 (mu y by 8 and add two zeros) and subtracting multiply
1/10 of the product. Look:

225
G3U.
6242x800 4 9 9 3 6
-6242 x 80 (1/10 the product)--- 4 9 9 360
4 $ 4 % 4
4 4 9 4 2 4

G312. There you have two ways of using m 1

b n. The first way is to round off a number to an mental

easier-to-multiply-with number, and then add or subtract
the original multiplied number from the product. breakdown

G313. And the second way; you still r —

d off the multiplier,
but you s ct or add a fraction of the product (1/10) to round
get the correct answer.
subtract

G314. Be sure you thoroughly understand each of these

before you leave mental breakdown:

99 becomes 100N-1N 77 becomes 70+1/10

96 becomes 100N-4N 45 becomes 50-1/10
22 becomes 20N+1/10P (product) 51 becomes 50+1
44 becomes 40N+1/10P 55 becomes 50+1/10
71 becomes 70+1 49 becomes 50-1
72 becomes 80-1/10 18 becomes 20-1/10 (or 20-2)
11 becomes 10+1 270 becomes 300-1/10
79 becomes 80-1 199 becomes 200-1
63 becomes 70-1/10 27 becomes 30-1/10
66 becomes 60+1/10 69 becomes 70-1
54 becomes 60-1/10 19 becomes 20-1

and many, many more.'

G315. Want some practice using m 1 b n? It

will be wellworth your while. Why not stop right now and mental
multiply 428 by each of the multipliers in the preceding
chart? breakdown

G316. One example:

2 8 428x70 2 9 9 6
7 7 + 428 x 7 (1/10 the product)- 2 9 9 6
21856 = 32956
G317. Get yourself some paper and multiply 428 by_all_the
multipliers in that chart. I won't take the space to supply mental
the answers; I just want you to become accustomed to using
the m 1 b n shortcut. (Go ahead; do it before breakdown
you continue.)

226
G318. Another multiplication sh 1 is a device I call,

Factor The Matter. To 'factor' a number is to use two (or

more) smaller numbers, which when multiplied by each-other, shortcut
result in the original number.

G319. Look: 18 x 12 is the same as 18 x 4 x 3, or, 18 x 6 x 2,

because both 4x3 and 6x2 equal 12. 4 and 3 and 6 and 2 are no answer
factors of 12. required.

G320. To explain the 'f r the matter' device thoroughly

would take more space than I can spare here. I'll just touch

on it briefly. (It is explained thoroughly in my book, factor

Miracle Math.)

G321. To multiply any number by 24, you can m y

successively by any combination of smaller numbers which multiply
are f rs of 24. 12 and 2; 8 and 3; 6 and 4; 4 and 3 and 2
(4 x 3 = 12 x 2 = 24). factors
Look:

G322.
3 7 3 7 3 7 3 7 3 7
x 2 4 x 1 2 X 8 x 6 x 4
6 4 8 3 7 4 2 4 6 18 2 1 2 8
1 2 6 5 4 2
1 2 1 2 9 6 2 2 2 1 4 8
8 8 8 4 4 4 X 3 x 4 x 3
x 2 6 7 8 8 8 8 3 2 4
8 8 8 2 1 1 2
8 8 8 4 4 4
x 2
8 8 8

G323. The factor -the- matter sh 1 comes in handy

when you have to multiply (not-too-large numbers) mentally.

It can be used for larger numbers too, but as I said, there's shortcut
not enough space to go into it here.

G324. I mention it briefly here because it can work well in

conjunction with the next multiplication sh 1, which I
call the Easy-Division device. shortcut

G325. To demonstrate it simply: If you have 59 quarters,

how much money is that? Of course you can mu y
59 by 25. But since you know that there are four quarters multiply
in a dollar, whv not simolv divide 59 bv 4?

227
G326.
14 3/4
. /-gjj —
'
59 quarters add up to $14.75.
no answer
required

G327. All right then; with the m 1-breakdown device, I

taught you to replace one of the multipliers with an easier-
to-use formula of addition or subtraction. (99 = 100-1). mental

G328. The f r-the-matter device replaces one of the

multipliers with an easier-to-use formula of multiplication.
(72 = 9 x 8, or 3 x 3 x 8, or 3 x 3 x 4 x 2, or 3 x 3 x 2 x 2 x 2.) factor

G329. And now, with the Easy-Division (or decimal factor)

device, you'll replace one of the m iers with an easier-
to-use formula of division. (25 = 100 4- 4.) multipliers

G330. How can this help you with numbers other than 25 or 50?
Well, as an example; since 125 is 1/8 of 1000, you can m y
any number by 125 by tacking three zeros onto the number and multiply
then dividing by 8.

G331. 75 is 3/4 of 100. So instead of multiplying by 75, you

can multiply by 300, then divide by 4. (This is actually
multiplying by 3/4. You m y by the top number of the multiply
fraction and divide by the bottom one.)

G332. I'll explain this further in a moment. First I suggest

you familiarize yourself with the following table. The figures
are based on 1000, for convenience. no answer
required

G333. The figures marked with an asterisk (*) are approxi-

mates; quite handv for obtaining: rapid estimates quicklv. But
they're for es tes only, since they're not exact factors of estimates
1000.

228
G334.
THE EASY-DIVISION TABLE

375 - 3/8 667* - 2/3

111* - 1/9 714*
400 - 2/5
- 5/7
125 - 1/8 750 - 3/4
143* - 1/7 428* - 3/7
444* _ 4/9 778* - 7/9
167* - 1/6
500 - 1/2 800 - 4/5
200 - 1/5 833* - 5/6
222* - 2/9 555* - 5/9
571* - 4/7 857* - 6/7
250 - 1/4
600 - 3/5 875 - 7/8
286* - 2/7 889*
625 - 5/8
- 8/9
333* - 1/3

G335. First let me show vou how to arrive at estimates

(when exact answers are not necessary) utilizing the easy-
d n device, and with hardly any paper work. division

G336. In order to make a quick es e of any number

mulitiplied by any other number, do this: Select one of the estimate
multipliers and determine which figure in the easy-d n
table is closest to it. division

G337. Don't worry if your multiplier is not a three-digit

number; the decimal points will take care of themselves,
automatically. You may consider 111; the first figure in the easy-
table, as 111, 1.11, 11.1, 1110, etc. It's all the same to the division
e--y-d n device.

G338. When you've found the closest figure, note the fraction
which it equals (111 = 1/9). Now, simply substitute that
f n for the multiplier. fraction

G339. Tack as many zeros onto the other multiplier as there

were digits in the one for which you've substituted the fraction
Example: you exchanged 111 for 1/9, you would
fr
tack three z
n.
— s
If

onto the other number, because 111 has zeros

three digits.

G340. Now, multiply by the f n.' That is, multiply by

its top number (numerator), and divide by its bottom number
(denominator). When the numerator is 1, all you have to do fraction
is divide by the denominator. (For 111, simply divide by 9.)

229
G341. That's all there is to it.' And, you've automatically
insured the correct placement of the decimal point by zeros
tacking the proper amount of z —
s onto the other mu
(Which is really moving that decimal point to the right.)
ier.
multiplier

G342. Of course, the closer the table-figure is to your

number, the closer and more accurate your es e will be.
For example: 864 x 335. estimate

G343. The closest entry to 335 in the easy-division table is

1/3. Since 335 consists of three digits, tack zeros
onto 864 and multiply by 1/3; which is simply dividing by 3. three
Look:

G344.
1x288000 = 288000
3/864000 no answer
required

G345. 288,000 is just an e te, remember. Since the

actual answer, however, is 289,440, your e e is pretty estimate
darn close.' Here's another example: 423 x 78.
estimate

G346. The closest entry to 78 is 7/9. On the table, I showed

778 as 7/9 of 1000. Therefore you can see that 78 is close
to 7/9 of 100. Tack two z---s (two digits in 78) onto 423, and zeros
multiply by 7/9.

G347.
7x 4700=32900 (The exact answer
9/42300 is 32994. Pretty no answer
close again!) required

G348. If all you need is a quick estimate, don't even bother

working out the entire problem; I did, just to demonstrate.
Just go as far as you need to. Most of the time you'll reach estimate
your e te without using a pencil.'

G349. suggest you learn the easy-d

I'd n table by
memory. (See the section on memory.) You'll always have
the fraction equivalents at your fingertips that way. The division
most important ones, of course, are the exact equivalents.

230
G350. They are: 125 (1/8); 200 (1/5); 250 (1/4); 375 (3/8);
400 (2/5); 500 (1/2); 600 (3/5); 625 (5/8); 750 (3/4); 800 (4/5);
875 (7/8). To multiply 6528 by 875: no answer
required

G351.
7x 816000 5712000 (This is an
8/6 528000 „ exact no answer
answer.) required

G352. You'll have to agree that it is much, much, much

easier to divide by 8 and multiply by 7, than it is to m y
by 875. Be sure you know the figures in the table, then try a multiply
drill.

G353. DRILL IN ESTIMATES AND EXACT ANSWERS, USING

EASY DIVISION:
1. 846 2. 392 3. 624 4. 12546 5. 824
x833 x286 xl25 x 888 x749

6. 375 7. 1184 8. 4977 9. 984 10. 625

xl44 x 125 x 625 x 875 x 32

Here are the exact answers:

1. 704718 2. 112112 3. 78000 4. 11140848 5. 617176

6. 54000 7. 148000 8. 3110625 9. 861000 10. 20000

G354. You can use the easy-d n shortcut in combination

with both mental breakdown and factor the matter. To
demonstrate it with mental breakdown, here's an example: division
3568 x 126. The formula: 126N = 125N+1N.

pOCC
"
,„n .-or
3568 X x25 =
lx 446000+3568 =
8 /3 5 6 8
no answer
required
4 4 9 5 6 8

G356. Do you see what I did here? Let me break it down for
you. Multiplying by 126 is the same as m ing by 125
and then adding the number once (125+1). multiplying

231
G357. 125 is equivalent to 1/8. 125 has three digits, so,
1/8 x 3568000 = 446000. That's the product of 125 (or 1/8)
times 3568. Now I simply added the n r once. number
446000 + 3568 = 449568.

G358. Impressive, isn't it? Now take a look at the easy-

d n device at work side by side with the f r-the- division
matter device. 3616 x 1750. Formula: 1750N = 875N x 2.
factor

G359 '
3616 x 1750 = 2 x 7 x 452000 =
8 /3 6 1 6
no answer

904000x7=6328000 required

G360. Let me break this down. Halving 1750 results in 875.

875 is an exact 7/8 equivalent. Since I halved this
mu ier, the answer obviously, will be 2 times 7/8 of 3616. multiplier
Therefore the formula: 1750 = 875 x 2.

G361.
Then
875 has three digits, so I tacked three z s onto 3616.
divided 8 into 3616000 to get 452000. Double that
I
— zeros
(m y by 2) to get 904000. 904000 times 7, is the
answer, 6328000. multiply

G362. Here are some other ways in which you can simplify
multipli-
division combined with mental b n or factor the cation
matter.
breakdown

G363. To mu y by 760: apply the formula:

750N + ION. (750 is 3/4.) multiply

G364. To multiply by 225: apply the f a:

250N - 1/10. (250 is 1/4.) formula

G365. To multiply by 350: apply the formula:

250 + 100N. (250 is ---.) 1/4

232
G366. To multiply by 150: a — y the formula:

75N x 2. (75 is 3/4.) apply

G367. To by 560: apply the formula:

80N x 7. (80 is 4/5.) multiply

G368. To multiply by 2401: apply the :

600N x 4 + N. (600 is 3/5.) formula

G369. Of course you know that numbers can be manipulated

either way. If the formula for multiplying by 760 is 750N + ION, formula
then the f a for mu ing by 740 is 750N minus ION,
etc. multiplying

G370. If you really wanted to, you'd be able to use the easy-
d n device on any number. But remember that if the division
conversion doesn't result in less work, and if you don't see
the shortcut promptly, it isn't a sh 1 at all. shortcut

G371. The answer is to be as familiar as possible with all

the sh ts.Use them and practice them, and they'll
work for you.' shortcuts

G372. Finally, one more sh 1 device; the Temporary

Double. You'll find this especially useful when one of the

multipliers in your problem ends in 5, or contains a fraction. shortcut

G373. With the knowledge of the temporary double and a bit

of practice,you should be able to solve this pr m
mentally: 62 x 35. problem

G374. Look:

xl q and 2/4340 no answer

required

233
G375. If you can do these two simple problems in your head,
you have mu--
why.
—
ied 62 x 35 mentally! Let me show you
multiplied

G376. Doubling 35 gave me 70. It's much easier to multiply

by 70 than 35. Since I doubled one multiplier, I had to
compensate by halving my a r. answer

G377. it can be made even easier.

That's fine; but Why wait
until you'vereached your answer before compensating for doubling
d —
ling one multiplier? If you halve the other mu
you've accomplished the same thing.'
ier,
multiplier

G378. So; 62 x 35 is the same as 31 x 70. Surely you can

solve that mentally.' Simply mu y 31 by 7 (217) and add multiply
a zero. This gives you the correct a r. 62 x 35 = 2170.
answer

G379. Another example: 45 x 18 is the same as 90 x 9. You

can see immediately then, that 45 x 18 equals 810. See how
easy it is?! That's the t y double. temporary

G380. To convert many multiplication problems to an

easier-to-handle form, d e one of the multipliers and then
cut either the other multiplier or the answer in half. double

G381. That's all there is to it! And it doesn't matter which

number you d —
le or which number you h — ve. 25 x 666 =
50 x 333. To multiply by 50, add two zeros to the other number
double

then divide by 2, of course. 50 x 333 - 16650. 25 x 666 = halve

16650.

G382. The t y d e can be especially useful when one

of the multipliers contains a fraction. Look: 4-1/2 x 18 = temporary
9 x 9 - 81.
double

G383. You eliminated the fr n entirely by doubling

4-1/2 to get 9. You compensated by halving 18, to get 9;
leaving you with the simple times-table calculation of fraction
9x9.

234
G384. Here's an important point: If you can d le then
h--ve, then you can also triple then divide by 3, or multiply
— double
then divide later by any number, so long as its the same m
number! halve

G385. This makes this device more versatile because

you can use it to simplify n rs containing just about numbers
any fr n. 369 x 33-1/3 = 123 x 100 - 12300.
fraction

G386. Here, simply multiplied the 33-1/3 by 3 to get rid

I
of the f and get rid of all the problem's work. Of
n,
course, I divided the other number (369) by 3, to compensate. fraction

G387. All right; if you understand the t y-d e

device, you should have no trouble at all solving the following
problems. temporary
double

G388.
1. 33-1/3 x48 = 2. 7-1/2x48 3. 4-1/5 x 45 =

4. 4-1/2x24 = 5. 25 x 666 = 6. 6-2/3x981

7. 7-1/7x357 = 8. 75 x 316 = 9. 6-1/4x480

10. 9-1/11 x 132 =

Check your answers:

1. 1600 2. 360 3. 189 4. 108 5. 16650 6. 6540 7. 2550
8. 23700 9. 3000 10. 1200

G389. Here's a finalreview of the multiplication sh ts

I've taught you. After you've answered the questions, might
it
pay you to go over all the drills. Do them again. Be sure shortcuts
you understand all the problems and the answers.

G390. With the mental-b n device, you learned to

exchange complicated problems like 67 x 99 for elementary
ones like 67 x 100-1 = 6700-67. breakdown

235
G391. With the f r-the-m r device, you learned
to trade in a problem like 87 x 63 for 87 x 9 x 7; or,
87x3x3x3x7. factor
matter

G392. With the easy-d n device, you learned to look

at a problem like 4328 x 125 and realize that it is the same
— 8/4 32800 0.
division

G393. With the

solve 35 x 18 by seeing
t y-d
it
—
as 70 x
le device,
9;
you learned to
and by seeing 3-1/2 x
462 as 7x 231. temporary
double

G394. Most important of all, after some practice, you

multipli-
select the best sh 1 for it. cation
shortcut

G395. Finally, here's a problem that can be solved

with any one of the four sh ts I've taught you.
303 x 75. First; Mental Breakdown. shortcuts

G396. 303N = 300N + 3N; or, 300N + 1/100 of the product.

303 x 75 - 300 x 75 (22500) + 225 = 22725 no answer

required

G397. Second: Factor The Matter. 75N = 5N x 3 x 5.

303 x 5 = 1515 x 3 = 4545 x 5 = 22725 no answer

required

G398. Third: Easy Division. 75 corresponds to 3/4. Add

two zeros and multiply by 3/4.
no answer
3 x 7575 = 22725 required
4 /30300

G399. Fourth: Temporary Double. Quadrupling 75 is the

key. 75 x 4 = 300. 303 x 300 (multiply by 3 and add two
zeros) = 90900 (divided bv 4) = 22725. no answer
required

236
G400. It's difficult for me to say which of these would
be best for this problem. If you knew that 75 x 3 = 225,
m 1 breakdown may have been best for you.
-
mental

G401. If you knew that 75 x 4 = 300, then t y double

(quadruple, in this case) might have been your best bet.
Always consider every problem from every angle (which is temporary
pretty good advice in life as well as in mathematics.').

G402. Being well-versed in all the sh ts I've taught

shortcuts
problem quickly, easily, and accurately. You're limited
only by your own imagination! multiplica-
tion

G403. DIVISION:
Iam not going to show you my method for solving
shortcuts
long-division problems here. It would take too much time
and space. I will, however, show you how the sh ts you
division
learned for multiplication can also help with di n
problems.

G404. The problem: 36459 4- 9. Rounding off that number,

or using mental br n, the problem looks like this:
breakdown

G405. 36459 -4 9 = 36000 + 450 + 9 = 36000 +450+9 - or -

9 9 9 9
no answer
required

G406.

9/36 9 M 9 /9~ 4051 (:)

no answer
required

G407. The problem: 12 /3864. Since 4 and 3 are factors

of 12, using the f r-the-m r device, theproblem looks
like this: factor
matter

237
G408.

no answer
required

G409. Do you see? And you needn't stop at two steps. You
can simplify a complicated long-d n problem to a short-
division problem, like this: division

G410.
288/217728. The factors of 288 are 8 and 36 (8 x 36
= 288). no answer
The factors of 36 are 6 and 6. So: required

G411.
756 (The factors could have been reduced even
6/4"536 further, but it isn't necessary, since
6/27216 I've already reduced them to single
8/217728 digits.)

G412. To use the easy-division device for division problems,

simply reverse the procedure I taught you for mu tion.
Instead of tacking on zeros, move the decimal point to the left. multipli-
(Tacking on zeros moved the decimal point to the right.) cation

G413. Same principle: If you were dividing by 125, you'd have

to move the d 1 point three places to the left. For exam-
ple; if you were dividing 674400 by 125, it would become decimal
674.400.

G414. if zeros are available, simply remove them.

Of course,
That's the same
as moving the decimal p —
t to the left. If the
number to be divided by 125 is 674000, simply consider it as point
674. (Consider 572300 as 572.3.)

G415. Then; you turn the equivalent fraction (which you should
know from memory by now) upside down and mu y the num-
ber by that. 8375 -j- 125. Look: multiply

G416. 8375 — 125 = 8.375 x 8 = 67

1
no answer
(Work it out yourself. See if that's a correct answer.') required

238
G417. One more example: 23750 -j- 625. The fractional
equivalent of 625 is 5/8. Move the d 1 point three places
(23.75) and multiply by 8/5. Look: decimal

G418. 23.75 x 8 = 190.00 -^ 5 = 38. 23750 -f- 625 = 38_.

no answer
required

G419. And let's not forget the t y double! This device

can be used for division as well as multiplication, except that
instead of doubling then halving, for division you must double temporary
and double.

G420. Problem: 810 -j- 45. Double the divisor (45) to 90.
Then either divide 90 into 810 (you can do that in your mind)
and double the answer; or, d le 810 to 1620 and divide 90 into double
that. Look:

G421. 9 x 2 = 18 18
90/810 or - 90/1620 810 -f 45 = 18.
no answer
required

G422. If you can double and d le, or triple and triple, you
can also halve and halve or third and third. For any division
problem where the divisor and dividend both end in even num- double
bers, it will always save work to halve and halve.

G423.
2688 -f 192 = 1344 -f 96 = 672 -f 48 = 336 ± 24
no answer
= 168 -f 12 = 84 -^ 6 = 42 -f 3 = 14.
required
2688 ~ 192 = 14.

G424. 4617 -j- 27. Since both numbers are divisible by 3,

this problem is the same as 1539 -j- 9 = 513 -f 3 = 171;
simple short div n. division

G425. Well, why not try the following drill. Decide which
long-division sh 1, if any, you can use to solve each prob-

lem; then solve it. shortcut

239
G426. DRILL IN SHORTCUT LONG-DIVISION:

1. 8/328" 2. 45/14310 875/36750 4. 14/812

5. 18/42804 6. 625/19375 15/75018 8. 42/1554

375/49500 10. 16/68384 11. 250/79750 12. 72/1368

13. 24/7248" 14. 125/2125" 15. 27/1728

Here are the answers:

1. 41 2. 318 3. 42 4. 58 5. 2378 6. 31 7. 5001 (remainder: 3)

8. 37 9. 132 10. 4274 11. 319 12. 19 13. 302 14. 17

15. 64

G427. Well, there you have it! I've mentioned once or twice
that space kept me from going more thoroughly into some meth-
ods. This is so, and I can only repeat that my book, Miracle no answer
Math, goes into all of this, and much more, in complete detail. required

240
 HOW TO FLASH-LEARN ANYTHING

HI. I don't think it's necessary for me to stress the impor-

tance of learning quickly, effectively and rapidly— of absorb-

ing new facts — of growing in your business and social and learning
intellectual pursuits. But rapid 1 g depends entirely on
your ability to read.

H2. The basic, fundamental skill required for all learning is

reading. Effective r g and rapid 1 g go hand in hand. reading

learning

H3. The ability to study effectively, to keep pace with the

steady stream of new innovations in any business or profession,
depends almost entirely on your ability to r
rapidly and with understanding.
— thoroughly, read

H4. For example, doctors tell me that they receive probably

twenty to twenty -five medical magazines monthly. And in order
to really keep up, they should (although rarely do) r them all. read

H5. you don't r

If

difficult.
— well, every written page becomes doubly
You're forever doing extra and unnecessary work . . . read
reading sentences over again; missing the meaning of certain
passages; forgetting what you r — the night before. read

H6. How do you read well? First of all, good reading is far
more than merely recognizing words. Mechanical or passive
reading is not enough. This p ve and mechanical reading passive
must be changed to active, aggressive reading!

H7. Effective reading is far more than recognizing words.

Effective reading is ac— e reading. It is taking those words
and boiling them down into thoughts. active

H8. That's right; effective reading is the art of boiling down

dozens, hundreds, and even thousands, of words into a few vital
th— -ts. thoughts

241
H9. Look at it this way; effective reading is a search. A
s ch for ideas, thoughts and answers,,
search

H10. You must learn to get to the 'guts' of any reading matter
quickly. This means you must separate the few really important
th ts from all the waste words and unnecessary details that thoughts
surround them.

Hll. Therefore, the secret of effective reading is: First; to

locate main ideas, th s and answers in the mass of words
that contain them„ thoughts

H12. Second; separate or spear each th out of all its

unnecessary detail
thought

H13. And third; to boil each idea or th 1 down to a few,

easily-remembered words.
thought

H14. Since you're s ching or hunting for these ideas and

thoughts, the analogy of a spear-carrying hunter is not too far-
fetched. searching

H15. The man hunting for food must locate, spear and boil! Locate
So must you in order to read effectively. Lo the thought;
sp — it out of all that unnecessary detail and b

a few easily remembered words!

—
1 it down to spear

boil

H16o You will learn to read effectively once you've mastered

the technique of locating, spearing and b ng down.
boiling

H17o The remainder of this section will be devoted to

teaching you to r —
and learn this new way.
read

242
H18. will be devoted to teaching you these three things
It

basically. First, how to set up the search for main ideas. How
to glance over the reading matter in minutes and 1 the locate
important thoughts before you begin to read.

H19. Second, how to power-read. How to flash through page

after page, sp g those important thoughts and finishing in
half the time it usually takes you. spearing

H20. And —
third, how to b 1 these main thoughts and ideas

down to a few basic and easily remembered words.

boil

H21. Before going into the actual techniques, I want to stress

read rapidly does not diminish your understand-
that learning to
ing of what you read. On the contrary, r d readers are good rapid
readers.

H22. On the other hand, applying these rapid-learning tech-

niques, s —
ching only for main ideas, actually increases the
speed with which you read. searching

H23. Remember the three important things you have to learn;

locate; separate or spear; and boil down. Let's take them one
at a time. First; how to 1 the important thoughts and locate
ideas.

H24. I'll start by teaching you to use this technique even be-
fore you start to r--d!
read

H25. When it comes to learning from reading matter; books,

articles, etc., the biggest mistake most of us make is plunging
right in and starting to read the first w —
ds we see. words

H26. This can be a crucial m ke. It can cost you hours

ofwasted effort each time you have to read something.
mistake

243
 —
H27. Starting to r d that way is about the same as going on
a car trip and taking the first highway you come to, without
getting directions or studying a road map. read

H28. The first thing you must learn to do when reading

learn, is get those directions, build that r — map!
to

road

H29. Actually, it means applying exactly what this entire

course is about . organization. Here's how to go about it:
. .

Start by pre-reading whatever it is you have to r —

d. Glancing read
over it before you begin to read it word by word.

H30. That's right: —

e-read the material. A few moments
applied be
later on.
—
e you actually begin to read, can save you hours pre-read

before

H31. Exactly what do I mean by pre-reading? I mean gl g

over that book, article, lesson, or what-have-you, and doing glancing
what I've been teaching you in the section on creative thinking,
concentration and p m-solving. Look for answers to ques- problem
tions you've asked yourself!

H32. How do you find these q s (and answers) before you

start reading? Most reading material already has certain sign-
posts to help you do this. questions

H33. These sign s are chapter headings, section headings,

table of contents, index, the foreword, etc. Plus any attention-
drawing devices such as capital letters, underlinings, italics, signposts
and so forth.

H34. Learn how to make use of these signposts, and you'll be

able to pick out the main th ts of a book almost as quickly
as you can turn the pages! thoughts

H35. Let me touch first on the chief signposts, the ones you
look for the first time you pick up a book. The s ts that
will give you the 'guts' of that book in just a few minutes. signposts

244
 ) k

H36. The first one, of course, is the title. In most cases, a

good title will tell you, in a single phrase, the m theme of
the book. It tells you, in that single phrase, just what that b
— —
main

intends to do for you. book

H37. If you turn that title into a question, and ask, "HOW is

thisbook going to do so and so?" - that q n should auto-

matically lead you to the table of contents. question

H38. The table of c s takes the ultimate goal you're

reaching for (and the goal the author is reaching for), and breaks
it down into a step for step process for you. contents

H39. If you study the table of , it immediately gives

you an over-all outline of the b —

(If, after studying the con-
.

tents, you see that this book does not answer your questions,
contents

you've saved a lot of time; don't bother reading it! book

H40. You've perhaps spent five minutes with the b k. And —

you already know: 1) what it's going to do for you, and 2) how
it intends to do it! book

H41. From here on in, you'll actually be reading simply to

answer the q s each of these chapter headings have
raised in your mind. questions

H42. I've just pointed out the two chief signposts of a book.
The t itself and the table of c s. title

contents

H43. There are two more: 1) The index. And 2) the foreword
or preface of the book. The i x is a storehouse of minor
topics of special interest to you. index

H44. Glance over the in —

, just to
make sure certain points
you're particularly interested in are there. Turn to one or two index
of the points and glance at them; don't bother reading them
word for w . word

245
H45. You'll get to them at the proper time and place; but now
you know that they're there. That's important: to know that
particular points or material you're interested in learning are there
th—

H46. Finally, there's the foreword, preface or introduction to

—
the book. R d that next, before plunging into the main text.
Read

H47. The fore is the author's personal message to you.

A brief outline of exactly where he is taking you and how he
intends to get you there. By reading it, you will know in ad- foreword
vance exactly what he is trying to accomplish.

H48. The f rd tells you what goals you are out to reach. And
then the table of contents helps you to realize, step by step,
exactly how you're going to reach them. foreword

•
H49. All right, the four main signposts you have to check before
you start reading are the title, the table of c s, the index
and the foreword. contents

H50. The title gives you, in one phrase, the of the

book.
a) page number b) main theme
b) main theme
c) writing style
d) author's earnings

H51. The t tells you, in a single phrase, what the book is

going to do for you.
title

H52. The table of contents pinpoints the between

each of the chapters and the main theme of the book.
a) pages c) relation-
b) questions ships
c) relationships
d) answers

H53. The t of c s thus shows you the steps by which

you're going to accomplish your main goal. table

contents

246
H54. Glance at the index to see if certain particular points of

a) there
a) there
b) lost
c) learned
d) interesting

H55. The foreword is usually printed in front of the table of

contents. Even if it isn't, read it first to get a brief outline of
the book, and the g —
s you're out to reach. goals

H56. Apply these rules and suggestions and in one brief survey
of any book, you know exactly what you want to get out of it and
where it is 1 — ted. located

H57. You have invested a short amount of time to glance over

the book. In that short time you have picked out its main theme
and its central th ts. thoughts

H58. You've built a skeleton or outline of that book; a road map

to follow as you read. Now you'll have a lighted path to travel
instead of stumbling along a dark path of confused jumbled words
w — ds.

H59. You've organized your reading! Now you can slash through
that book or lesson with a definite purpose (a planned procedure)
in mind. Without that purpose or p d procedure, you'd be planned
wandering aimlessly.

H60. preview, you have acquired a better grasp

In this short
of ther--ding matter than if you just read aimlessly for hours.
You have direction. reading

H61. You can now read each individual chapter in chronological

order, with perfect understanding of how it ties into the chapter
that has gone before it, the ch r that follows it, and the main chapter
theme of the book as a whole.

H62. You're now ready to read the text itself. You're ready to
cut through to the heart of its main th ts and ideas almost as
quickly as your eyes move down the page. thoughts

247
H63. The same exact signpost technique, applied now to indiv-
idual chapters, can mine this information for you, in almost a
single 'glance-through.' So look for the si s first. signposts

H64. What you'll actually be doing, after you've mastered this

technique, will be to practically 'scan-read' each individual
ch r, quickly, easily and with complete understanding. chapter

H65. You'll 'flash' read; skim; separate the main th ts from

the unnecessary detail.
thoughts

H66. How do you apply the 'signpost' technique to each individ-

ual chapter ? The same way you applied it to the entire book.
Except it's pinpointed even more. There are more sign s. signposts

H67. Actually, there are five signpost parts; some of which

you'll find in any individual ch .

chapter

H68„ Let's take them one by one and see how they'll help spear
the main ideas right out of each chapter before you actually
—
begin to r d the text. read

H69 I probably won't have to spend more than one or two

frames on each, since you already have the basic idea of how
to locate and use the s st parts. And you will not have to signpost
utilize all of them; just the ones that are necessary, as you'll
see.

H70. First, of course, is the chapter title. Just as the title of

the book itself tells you what the entire book is about, the chap-
ter t tells you what the chapter is about. What it includes title
and does not include.

H71. The chapter t immediately tells you the main theme

of each chapter.
title

248
H72. This leads you to the second chapter s st; the section
headings. They are separated from the text, and set in bold
type. signpost

H73. These s headings break down the chapter into its

main ideas. Reading them quickly, without the intervening text,
gives you an outline or skeleton of the chapter. section

H74. Of course, if the book you're going to read has no section

h s, just go on to the third chapter signpost; the para-
graph heads or bold prints. headings

H75. These p h heads are not separated from the rest

of the paragraph, but are set in bold type. They boil the main
topic of each paragraph into a single phrase or sentence for paragraph
you.

H76. By reading these p heads quickly, without read-

ing the rest of the paragraphs, you again get the main thoughts
of the chapter in a flash. paragraph

H77. Now for a different type of chapter s 1, the introduc-

tory paragraphs. Here, in the first paragraph or two of each
chapter, the author tells you what to look for in the text that signpost
follows

H78. He gives an introduction to the ch r and ties it to the

chapters that preceded it.
chapter

H79. Thus, the in ry paragraph usually boils down the

main thought or thoughts in thematerial of that chapter for you.
introductory

the next thing to check is the summary or closing paragraphs introductory

at the end of the chapter. These are the author's last words on
that ch r. chapter

249
H81. They are his own outline or skeleton of the material cov-
ered in the chapter. This summary or cl g paragraph tells
you what the author deems important, in that chapter. closing

H82. Therefore, these final words deserve careful study before

you begin to actually r— d the text.
read

H83. Now; please keep in mind that this entire pre-reading

technique is essentially a search. You're s ine for the
main thoughts of each chapter. searching

H84. This search gives you a quick outline of the ch r and

tellsyou exactly what you're looking for and exactly where to
find it. chapter

H85. This search begins with the chapter title and continues
with each of the other s st parts until you've uncovered signpost
the main ideas of that ch .

chapter

H86. Therefore, you DO NOT have to check all the chapter

s s i n each chapter. You check only enough signposts to signposts
give you the main th s. Then you ignore the others.
thoughts

H87. For example, with many books, just glancing at the chap-
ter title and the section h gs, could be quite enough to give
you the main ideas. headings

H88. Then you'd go right into the actual reading of that chapter
text without bothering with the other signpost p
ter.
—
s of the chap-
parts

H89. With a minimum of practice, this pre-r —

ing, quick-
survey technique will not only give you the main idea of a pre-reading
ch in one glance-through, but will prepare you for reading
and really learning and absorbing it. chapter

250
H90. The first two chapter signposts are the chapter title and
section h gs.
m headings

H91. Following these are, the introductory p phs and then

the s y or closing paragraphs. paragraphs
And finally, the paragraph headings.
summary

H92o All right; you've learned how to pre-read the chapter and
to locate and spear out those main th s. But your knowledge
of the chapter is, of course, still incomplete. thoughts

H93. Now you have to read the text itself to find out exactly
what you should know about each of those m — ideas.
main

H94. Again, before starting to read, how do you tell exactly

what you should know about each main thought you've just
located? Simple; use that self-q ing technique I've questioning
already taught you!

H95. Just turn each of those important ideas into a q n

by placing a what, why, where, when, who or how, in front of it!
question

H96. Use these 'six tiny keys to knowledge' to form q — s

out of the main thoughts, and then simply read the text to find
the answers! questions

H97. Now, if you've applied what you've learned so far, you've

pre-read a new chapter in three simple and logical steps.
First, you've checked the chapter s sts. signposts

H98. Second, you've used those signposts to spear the main

i —
s and thoughts out of that chapter.
ideas

251
H99. And third, you've turned those main ideas into q ns.
questions
Now you simply read the text to answer those s.
questions

H100. You won't realize how quickly you can do this, until
you've actually practiced and applied this p r ing technique.
pre-reading

H101. This pre-reading, quick-survey, question and a r

technique is one of the most powerful tools of reading you'll
ever acquire. Practice it until it becomes second nature; until answer
you're an expert at it!

H102. You can use it for any piece of material you read. Do
so, and it will eventually cut your r ing time in half, and
more important, you will double the amount of learning. And reading
remembering!

H103. Now we come to one last technique while you are power-
reading the actual t-xt. You've already learned it in the section
I devoted to concentration. text

particularly that part of it that teaches concentration as you

read. concentration

H105. Because after you've checked the chapter signposts;

speared out the m — ideas and turned them into q s;
you're ready to read the actual text exactly as I taught you in
main

the section on how to concentrate while reading. questions

H106. Just as a very fast review; Remember that the main

points you're looking for have been turned into questions. You
are now reading in order to find specific a s to specific answers
questions.

H107. If a sentence does not answer a question, skim it. If it

does answer a question, slow down and read that s ce care-

fully. sentence

252
H108. Be sure you understand it and then, that single impor-
tant physical act, underlining(remember?) the sentence or the
key words of that s . sentence

H109. These physical marks, the un ing of theanswer

to your questions are the milestones along the road to mastery
of any material you read. underlining

HI 10. So; if you've applied the entire pre-reading technique

properly .... the actual reading of the chapter, including the
un ng, becomes incredibly fast and easyl underlining

Hill. During this actual reading, you'll be skimming over

about 85% of the text, searching only for the answers to your
main q s. questions

H112. As vou actively underline each an to a main-thoueht

question, you are absorbing it better because of the action.
And, you're creating a list of key words by which you can later answer
remember the chapter.

HI 13. You can either use my Link method of memory as you've

been taught, or, if it is an educational assignment you're
reading, list the under — ed words, the answers, in your note-
book so that you always have the outline. Or both'
underlined

H114. All right then! reading is more than merely

recognizing words; it is the art of boiling many words down to
a few main thoughts. » <, .

c) Effective
b) Sloppy
c) Effective
d) Remedial

thoughts and answers.

a) package c) search
b) reason
c) search
d) caution

H116. The secret of effective reading is to first;

the main thoughts, in the mass of words that contain them.
a) locate a) locate
b) forget
c) write
d) create

253
H117. Step two is to spear or each thought you've
located.
a) kill
b) wound d) separate
c) fish
d) separate

H118. And, step three, is to each located and sep-

arated thought or idea down to its most easily remembered
words. a) sit
b) boil
b) boil
c) lacerate
d) read

H119. Start to apply this technique of pre-r g to the entire

book before you begin to read a single word of it.
pre-reading

HI 20. Build a road map to follow, by using these four signposts;

the title, the table of s, the foreword or introduction and
the index of the book. contents

H121. Once you've applied the p r

book itself, you know just what you want
— ng technique to the
it and
to get out of
where it is located. pre-reading

H122. You then apply the same technique to each individual

chapter. There are five possible signpost parts to look for and
use. First is the chapter t . title

H123, Not necessarily in this order, the chapter title is followed section
by the s n headings, the p ph heading or bold print and
the introductory paragraphs. paragraph
You can also utilize the s y paragraph.
summary

H124. It is not necessary to use all the chapter s 1 parts.

Check only enough signpost parts to give you the main ideas of
the chapter. signpost

H125. Once you've applied the pre-reading technique to each

individual chapter, you're ready for the self-q g tech-
nique. Turn the ideas into questions. self -question-
ing

254
HI 26. Now, you simply read the actual text to find the an s
to those questions.
answers

H127. And, you now can power-read that text by skimming what
does not answer a question and un g what does!
underlining

H128. You have learned the fantastic technique, and gained the
—
important ability, to pre-read and po r-read!
power- read

HI 29. Locate, separate and boil down! That's the simple

secret of eff reading.
effective

H130. May I stress that if you practice these techniques, you

have acquired the most powerful tool there is for rapid reading
and rapid and effective 1 g! learning

H131. Special Note For Slow Readers: I do want to point out

what I call the "motion-sickness" of slow reading. Hand motion,
lip motion and head m n. motion

H132. These are habits that slow readers picked up during their
school years and haven't been able to b k. If you point out the
words as you read with finger or pencil, that slows you down. break

H133. Basic reading should be done with the eyes only! If

you're a 'pointer', break that habit! Practice reading with your
hands folded tightly in your lap. Do that until you see that it is
not necessary to p —t out the words.
point

H134. Next time you're reading, notice if your lips are moving.
down your reading pace. You're slowing
they are, you're slowing
If
reading speed to speaking s d.— speed

255
H135. Break that h 1! Try biting on a pencil as you read,
untilyou do!
habit

H136. Finally, try not to move your head from side to side as
you read This is both tiring and it slows down your reading. Only
.

your eyes should move. Only your e--s need to move! eyes

H137. Each time you catch yourself moving your head from
side to side as you read, stop it. Keep on stopping it until you've
br n the habit. broken

H138. If necessary, place your open hands to the sides of your

head and hold tight as you read. This will keep you from both
pointing and m g your head from side to side. moving

H139. If you have to, bitea pencil at the same time! You may
look silly, but you'll cure your reading 'm n-sickness'!
motion

256
 LEARNING m

11. Unfortunately, too many of us reach a certain level of

learning and go through the remainder of our lives coasting
on that bit of 1
We
—
ning; on the knowledge acquired up 'till then.
never manage to pass that point.
learning

12. Most of the things in this course are geared to enable you
to learnmore, and better; to pass that point. Curiosity, enthus-
iasm, interest, will power, observation, concentration, problem learning
solving, memory, imagination, etc., are all necessary ingredi-
ents for 1 ning.

13. Curiosity is the starter; in 1 and enthusiasm are low

gears; concentration and m

y, high gears; and accomplish- interest
ment is the smooth level ride.
memory

14. We all can learn more because nobody knows it all, or

ever will. think that when we stop learning we start to stag-
I

nate; to die. The cliche says, "We learn something new every learn
day." But do we? Do you honestly feel that you 1 n some-
thing new each day?

15. Well, no matter. I'm not necessarily suggesting that you

do. am suggesting, however, that there are probably many
I

things you'd like to 1 but haven't yet; and probably don't

,
learn
ever really intend to.

16. Well, as I mention in the section on will power, you've

reached that junction of the wish to learn and the will to 1 .

How often have you said to yourself, "I wish I could do that," learn
or "I wish I had the ability for this"?

17. You can wish and wish but never really learn anything.
It's thew--l to learn that does wonders. If, upon seeing some
good paintings, you've off-handedly thought, "Gee, I wish I will
understood, or knew a little about art" - that's usually the end
of it.

18. But if the w--l to learn is present, you can 1 n to

understand art. You can take a course in art appreciation, by
— will
correspondence, if you like, and for very little, or no, money.
learn

257
19. You may not become an art connoisseur, but you will have
a better understanding of it. And, according to William Allen
White, "A little 1 ing is not a dangerous thing to one who learning
does not mistake it for a great deal."

110. The important thing, as I've mentioned before, and will

again elsewhere, is to begin Start learning a subject because
.

you're interested in it, because you want to, and you'll continue learn
to 1 .

111. Do you want to 1 n to play golf, or tennis; how to make

a speech; write a story; be a better salesman; speak a foreign
language, or drive a car? learn

112. Fine; stop --shing you could, and start to learn it. If
your attitude is, "Oh, I couldn't do that, I'm not smart enough,'
that's fine too, so long as it doesn't stop you from trying. wishing
Cicero said, "The first step to knowledge is to know that we
are ignorant."

113. If you thought you knew everything, you'd never 1

anything. Some, who've made it financially, feel that way. For
those, I've always felt that our modern adage, "If you're so learn
smart, how come you're not rich?" should be changed to, "If
you're so rich, how come you're not smart?"

114. Anyway, you want to learn something, start I'd

if !

suggest you s by looking at the thing you want to learn

1

in its entirety. You want to learn to drive a golf ball? Try start
it once. Get the entire picture of the goal in your mind.

115. Then go to a good 'pro' and have him lead you toward
that goal, step by step. The same holds true for anything you learn
want to 1 —
n. The important thing is to set up a g 1. —
goal

116. Know where you're heading. If you have only a vague

idea of what you want to accomplish, your ace ment
will be vague at best. accomplishmen

117. Contrary to popular belief, repetition alone is not

usually a goodway to learn. To repeat is to do things the
same way; and when you first start to learn anything, you're repeat
apt to make mistakes. Why r 1 mistakes?

258
118. If your golf swing is wrong, repetition in this case will
only help to ingrain your errors. The wrong method will form
in your habit patterns instead of the proper m d. method

119. If your sales approach is wrong, you can call on a hun-

dred customers a day; you may even make some sales, but the
r tion of the wrong method is not helping you to become repetition
a successful salesman.

120. Any golf or tennis pro will tell you that he would much
rather teach a rank beginner than one who does not consider
himself a be er because he's taught himself a little about beginner
the game.

121. Before starting to teach, in the latter case, the pro must
first 'unlearn' the student, to rid him of his mistakes. These
m s are difficult to eliminate, because they've become mistakes
habitual through repetition.

122. So don't expect repeating something indefinitely to teach

you to do it properly. If 1 ng is to advance, you must
eliminate errors as you move toward your goal. learning

123. Make it your business to watch others who are more pro-
ficient at the thing you want to 1 than you are. See what it
is they do that you don't, or what they're doing differently. learn

124. I think, perhaps, that this is one of the best ways to

learn anything. If you want to better your sales approach,
watch a crack salesman work; if you want to learn public speaker
speaking, watch and listen to an established sp r in action.

125. And, most important, remember that these people were

once
If
1 —
ners too; fumbling, trying, and eliminating errors.
they could do it, so can you! learners

126. Watch out for discouragement. Become discouraged or

fed up, and you forfeit any progress you've made. As mentioned
elsewhere, mastery of any new thing is usually immediately discourage-
around the corner of dis nt. So why quit now? ment

259
127. You'll find that once you get by dis 1; once you
pass the lowest point of that 'I give up' feeling, the light dawns, discourage-
an error is eliminated, and another step toward that g 1 has — ment
been accomplished. goal

128. This is nearly always so. Perhaps because you're no

longer pressing and tense at the 'give-up' point. You're more
relaxed then than at any other time during the learning process. relaxed
And it's usually easier to learn when you're re ed.

129. You'll agree I'm sure that, say, you drive a car quite
well when you're with the instructor, but when you take the
test for your driver's license, you t--se up, and probably tense
fail the first time.

130. When you're alone on a driving range, you're relaxed

and drive the ball straight as an arrow. But on the course with
friends, you try too hard, t--se up and probably wind up topping, tense
hooking, slicing, or missing the ball altogether!

So, you've a couple of things to keep in mind while in the learn

131.
process of trying to 1 n anything. First, try to r
second, don't allow yourself to become too dis
x; —ged. relax

discouraged

132. Remember too, that without mistakes there_is.no learn-

ing. Each m ke spotted and eliminated teaches you some-
thing and is another step forward. mistake

133. One pitfall to avoid is to 1 n something the wrong way

and stick to no matter what. Or; to reach an impasse and
it, learn
try to force your way through it, stubbornly and without trying
to correct what's w g. wrong

134. Have you ever kept tropical fish? I have; and if you place
a female Siamese Fighting Fish (Betta) in one tank, in sight of
a male in another, the male will keep crashing into the wall of no answer -

his tank in an effort to reach her. required

135. I've seen a male Betta keep this up for hours, almost
killing himself, without a sign of stopping, until I took the fe-
male away. This is stupid, of course, but fish are s d. stupid

260
136. So don't trap of 'persistence of error.' To
fall into the
overcome an obstacle in your learning path, try a different
approach. Try as many different a ches as necessary, approaches
until you find the right one.

137. Don't be like the gambler who was obviously being cheated.
A friend asked he didn't realize that he couldn't win. The
if

g r replied, "Do you think I'm an idiot? Of course he's gambler

cheating me. I just want to get even, then I'll quit."

138. Anyone can learn. There's an inborn capacity that makes

the difference in degrees of learning. Nobody has been able capacity
to explain or examine this inborn ca y, but why worry
about it? Knowing that you can 1 — n is what's important. learn

139. You'll never find out what your c ty is if you don't

try to reach it - although nobody ever does. There's no doubt
in my mind that the average person can increase his mental capacity
and physical efficiency by 50% or more.

140. Some of us perhaps, are more apt to learn mental skills

than physical s--lls, or vice versa, of course. The ideas I've
expressed here apply to either. skills

141. Ialso think we all should try to 1 more in both areas.

Too many of us, as I mention again when I discuss 'curiosity,'
go along with blinkers on, never veering from our single path learn
of least resistance.

142. Don't be a spectator all your life; try to be a doer when-

ever possible. Ten instances to one, people are passive
sp rs rather than active participants. This ratio should spectators
be reduced to at least, say, four to one.

143. You'll rarely learn anything new if you don't participate

more often.Why not try it? The next time you're asked to
p te or join in something new or different (for you), participate
say yes, instead of, no.

144. You'll learn more, that's for sure. Even if you think
you know something, use it; do it, or you might just as well not
know it. 'Knowledge is power' only when it's put into action. power
If you don't use it, it is potential p r only.

261
145. Jeremiah W. Jenks said, "The inlet of a man's mind is
what he 1 ns; the outlet is what he accomplishes. If his mind learns
is not fed by a continued supply of new ideas which he puts to
work; and if there is no outlet in action, his m--d becomes mind
stagnant."

146. The will n is the main ingredient for learning.

to 1

Once you have proceed systematically, in an or

that, zed learn
manner. Don't be slipshod about it, or your work will be more
difficult. organized

147. Get a definite picture in your mind of what you want to

learn, and you'll learn faster and better. A slipshod approach
can only give you, at best, s od results. slipshod

148. Once you've got that p re in your mind of what you picture
want to learn, take it step by s--p. Be sure you understand and
—
can accomplish one s p before you go to the next. step

step

149. The same is true for mental skills, for learning or

gathering information. To learn a poem word for word, read
it a few times. Get the meaning, the beat, the feel of it. Then poem
learn it a line or two at a time. Finally, practice reciting the
entire p--m.

150. Try to 1 n things, if possible, in the environment in

which you intend to use them. I know that I never really 1 ed learn
to drive a car until I battled New York City traffic a few times.
learned

151. If you want to learn to make speeches, make speeches.

(Naturally, read the sections in this course pertaining to
Sp es first.) Get up in front of an audience whenever you speeches
can.

152. You may do a terrible job at first, but you'll 1 n. Once

you get the 'feel' of anything you want to master, you're almost learn
there. That f--l will usually come, as I said before, when
you're just about to give up. feel

153. Keep your goal in mindat all times. "Without motivation,

learning is not apparent." —
Let that g 1 and your interest be goal
your mo tion.
motivation

262
154. Children, as you know, learn baseball scores and records
much more easily than their schoolwork, because they're gener-
ally more in ted in baseball. interested

155. If, when you were studying a foreign language in school,

you knew how important it might be to you as an adult, you

would have learned that 1 ge faster and better than you did. language

156. Many adults use the age-old excuse, "I'm too old to learn,"
or "You can't teach an old dog new tricks." Nonsense! All that
is, is a good excuse. They don't mean they're too old to learn; learn
they mean they're too lazy to .

157. Your interest may wane as you grow older, but not your
ability to 1 E. L. Thorndike, an authority on adult educ-
.

ation, said that,"Age is no handicap to learning a new trade, learn

profession, or anything you want to do at any time of life."

158. So, when you feel you'd like to learn something, turn that
wish into a w— 1 to learn. Keep your in 1 sharp; follow the will
suggestions outlined here, and you shouldn't have too much
difficulty. interest

159. And remember: "L ning is wealth to the poor, an honor

to the rich, an aid to the young, and a support and comfort to the
aged." (John C. Lavatar.) Learning

263
 PART II:

HOW TO ORGANIZE THE POWER OF YOUR PERSONALITY

 HOW TO MAKE ONE HOUR DO THE WORK OF TWO
(THE EFFECTIVE USE OF TIME)

Jl. The effective use of time is probably one of the most

important parts of organization you can acquire. Plutarch
said, "The greatest of all sacrifices is the sacrifice of t ." time

J2. There is no question that this is one respect in which

we're all created equal. Nobody has more time than you have
and nobody has less t . time

J3. No one can inherit time, or keep it in a bank to accumu-

late interest. One hour contains sixty minutes no matter who
is using that h--r. hour

J4. And no matter who you 'know', you can't get more than
twenty-four hours in any one day. I guess the only way to save
t— is to spend it wisely!
, time

J5. Spend your wisely and you're saving time.

time

J6. I'm sure you're always complaining that you don't have
enough to do all the things you want to.
time

J7. Most of us nowadays are complaining about never having

enough time. Well, I can't agree. You do have e h time if
you learn how to use it properly and effectively. enough

J8. Usually, the busiest people have time for anything.

There's an old saying that goes, "If you want something done
quickly, give it to a man who is too b —
y to do it." busy

265
J9. He'll find time for it because he can't afford to let the
chores mount up. And, of course, the busy man has usually
learned to economize and org ze his time. To him, time is organize
too valuable to handle wastefully.

J 10.Organization is essential in order to use time effectively.

Ifyou 'never' have time for anything, you are just not
org ing properly. organizing

Jll. I have already discussed the time-consuming habit of

indecision. Since I feel that ind n is the most time-
consuming of habits, it deserves another mention or two. indecision

J 12. If you apply the rules and hints I've already given you,
you will break the habit. Just keep in mind that you're usually
better off making mistakes than not making d ns. decisions

J13. That's right! If your d n is the wrong one, it can

most likely be corrected. If you made
the wrong choice, you'll
know it soon enough, and you can switch to the better choice. decision
At least you won't have to decide anymore.

J14. But make your choice now. Take the first step in any
direction. Once you start, you'll at least get something d--e!
done

J15. Of course, important decisions may require time and

thought. It's those small, really inconsequential decisions that
you may waste too much valuable t on. time

J16. Questions like these: Should I take a cab or bus; plane

or train? Should I buy this one or the one that costs a couple
of dollars more? And so on. Why waste t making momen- time
tous decisions over small things?

J17. Here's a little 'trick' that may save you countless min-
utes. First of all, if vou have a ch--ce between two small
things where no money is involved, do the thing that's easier choice
for you; the one that requires less effort; then forget it. It's
as simple as that!

266
J18. Where small amounts of money are
involved, do this:
Settle on an amount unimportant to you. For
that's really
example, make up your mind once and for all, that you will amount
look upon any a 1 up to $5.00 with indifference.

J19. Now, whenever that amount, or less, is involved . . .

again, do the thing that's easier for you! Once you can make
yourself believe that the a 1 (whatever you decide on) is amount
inconsequential, there is no longer any need to waste time
deciding.

J20. Is the difference in money between the cab and the bus
less than $5.00? If it is, and that's the amount you decided is
incon 1, take a cab! No need to bother deciding over inconsequen-
two items if the difference is $5.00 or less any more . . . tial
buy the better one, etc.

J 21. Indecision is the most time-consuming of habits. You're

usually better off making m kes than not making decisions.
mistakes

J22. When it comes to small things, make a choice now. Do

something and get it off your mind; use the t saved for
more important things. time

J23. Decide on an amount of money which you consider unim-

portant. Any choice involving that amount or less can be
decided instantly. Do the thing that's e er for you! easier

J24.
form
All right, you've learned rule #1 for using t — effectively;
the habit of deciding about little things instantly! Now
let's go on to our second rule. time

J 25. Are you always way behind in your duties or chores? If

you are, I can only suggest that you're attempting to do too
much or you're not org ing your time efficiently or properly. organizing

J26. A rule to help you to do this is: Make a Plan For Each
Day! Simply make a p for each day and you'll gain time. plan

267
J27. Make your plan for each day and commit vourself to it:
put it in writing! Just a few sentences on a scratch pad will
do; but c 1 yourself to that plan in writing. commit

J28. Then stick to that plan as closely as you can. Of course,

you must always leave some unscheduled time for emergencies.
Some flexibility in your plan is essential; but unlimited flexibility
fl ty only wastes time!

J29. Not only will this idea help you to organize your time
more efficiently; it is also a good self-motivator. Planning
to meet goals and objectives and to do certain things at certain motivators
times are good self-m rs.

J30. In all cases, try to form your goals clearly in your mind.
Until your g —s are decided on, it's difficult to plan. So decide
on specific goals for each day (or week). goals

J31. Once your goals are clear, your planning is simply the
determination of actions which will lead to the attainment of
those g —
s. goals

J32. When you make your plan, you're actually deciding in

advance what, when, where and how those a ns are to be
taken. actions

J33. So; rule #2 for organizing your time more efficiently is:
Make a for each day.
plan

J34. Now I want to give you some sub-rules to aid you in

applying these two main rules. The two main rules are; form deciding
the habit of de--ding over the little things instantly; and, make
a p— for each day. plan

J35. An effective guide for approaching routine work is this:

Concentrate on doing one thing at a time! It is difficult to
con te on more than one thing at a time. concentrate

268
J36. Do one iob or chore; finish it; then go on to the next one.
Ifyou attempt to do too much at once, every job you're working
on, every goal you're working toward, will suffer, and more time
t— will be consumed and wasted.

J37. Now, which chores do you do first? Well, you've got to

use a bit of judgment here. Ordinarily, I would suggest that
first you do the ch — s that can wait, then do the urgent ones. chores

J38. In this way, you're applying my 'backing yourself into a

corner' technique! You've got to take care of the ur
they'll get done anyway.
t things; — urgent

J39. It's those items that can wait, that usually do wait and
sometimes linger on in your mind for weeks and
wait, and
months. They aggravate your indecision, hold up your work, time
and waste precious t —
J40. So do these f — t! You'll be amazed at
you'll get accomplished. When you know there are urgent duties
how much more

awaiting you, the minor ones will get done faster. Otherwise, first
they take too much of your valuable time.

J41. You see, usually "work expands so as to fill the time

available for its completion." If you had only minor chores to
do, without the urgent ones waiting, you'd take that much more minor
time to do the m —
r ones.

J42. If you always tackle the important jobs first, the minor
necessary ones may never get done. Do the ones that c--
wait first. can

J43. The exception to the rule of doing the things that can
wait first is when you're faced with a choice of several tasks
including some that worry you. In that case, it's best to take worry
care of the ones that w —
y you first.

J44. When you're w d and anxious, your effectiveness

may suffer, so start with the task that's preying on your mind;
take care of the trouble and conflict first. worried

269
J45. In this way, you'll be better able to undertake and com-
plete the other duties and chores. Your eff ness will not
be impaired because of particularly worrisome tasks. effectiveness

J46. So you see, you have to use your own judgment. Ordin-
arily, do the things that can wait first, except when faced with
tasks that w you. worry

J47. Then, get the ones that worry you off your mind .

a) last. c) first. c) first.

b) forever. d) easily.

J48. In any case, avoid spending so much time preparing for

work that there's no time left to do the w--k.
work

J49. Too much time spent in planning may leave too little time
for putting those p s into action! I think as in most anything

else, you must learn to reach a happy medium. plans

J50. A rule that many busy executives use, and which can apply
to anyone who is 'over-correspondenced' and/or always short
of t— is: Handle any correspondence or paper only once!
, time

J51. This has been called the 'million dollar' idea. Make it a
rule and you'll save valuable hours. Handle any correspondence
or paper only o . once

J52. It requires practice and will power and you may never
apply it to perfection, but after enough pr ce, you may come
close to perfection. practice

J53. And, whether you do or not, just trying to a--ly this rule
will gain precious time for you each day. Any letter you re-
ceive, answer it or discard it right at that moment. apply

270
J54. If you're an executive, when you receive a piece of cor-
respondence, delegate it immediately to a subordinate who can
handle it. Every time a piece of c nee goes through correspon-
your hands more than once, you're wasting time. dence

J55. This is basically the standard 'do it now' way of think-

ing. Make this a h 1 and you must save time.
habit

J56. Speaking of h —
t, another essential technique for organ-
izing your time is to make routine chores, things you do all the
time, habitual or automatic. habit

J57. You've already done so in many instances. Brushing your

teeth or shaving or winding the clock, etc. These are h ual
actions; you've time to think of other things while you're doing habitual
them.

J58. This may seem petty to you; but it's amazing how much
time you'll save if you can do that with all small and repetitive
chores. Re-read my section on how to acquire good h ts. — habits

J59. Apply those rules to all the minor and re ve chores

until they become habits, and you'll be gaining time.
repetitive

J60. Try to make it a h to put things in the same place

all the time. You'll save hours because you won't have to
search for things too often. habit

J61. An excellent time-saving habit to get into is: Start things

on time l This h alone will save you hundreds of hours per
year! habit

J62. A little procrastination goes a long way in eating up that

precious time. "Lose an hour in the morning and you'll be all
day seeking that h —
" Don't allow chores to overlap.
!
hour

271
J63. Start things on t — .

bed the first time the alarm rings as

It's really just as easy to get out of
it is to set it for five or

ten minutes later. time

J64. Another good rule to apply for using time more efficiently
is the 'cushion' rule. The television industry, where time is of
utmost importance, has been using this c n idea since its cushion
inception.

J65. They always leave a 'cushion' of time for every program.

This allow for any accidents, or for any part of a show
is to
that takes a little more t —
than originally planned. time

J66. Why not use the same idea? Make it a habit to allow a
little more time than you think is necessary for any partic-
ular task. Leave yourself a c . cushion

J67. If you think a certain chore will take an hour, allow

yourself an h —
and fifteen minutes at least.
hour

J68. If the chore does take only an hour, you can start your
next one earlier, and have the c n at the beginning of the
next job. cushion

J69. Use this idea when you make your plan for the day. Plan
the day with ns' of time.
'

cushions

J70. Do so and you'll rarely have to suffer that breathless,

rushed feeling. And; you'll probably wind up saving an hour
or more each day. These extra h
things you 'never have time for'.
—
s can then be used for those hours

J71. All right; we all have the same amount of time. The im-
portant thing is whether we it wisely.
d) spend
a) lose c) forget
b) remember d) spend

272
J72. In order to use time effectively, is essential.

a) speed
c) organiza-
b) a clock
tion
c) organization
d) patience

J73. One of the most time-consuming habits is,

a) organization b) indecision
b) indecision
c) sleeping
d) speed

J74. In most cases, you're better off making than

not making decisions.
c) mistakes
a) coffee c) mistakes
b) time d) plans

J75. Make a choice now; get started and involved and you'll
get something done. Then you won't have to make any further
d ns on that subject. decisions

J76. Set an amount of money you consider unimportant; and

when a decision involves that amount or less, do the thing that's
for you. b) easier
a) faster c)slower
b) easier d) greater

J77. So rule #1 for using time effectively is: Form the habit
of deciding over the little things .

c) instantly
a) slowly c) instantly
b) twice d) carefully

J78. Rule #2 is: Make a for each day.

a) plan
a) plan
b) hourglass
c) survey
d) gain

J79. Put the plan in writing. yourself to the plan.

a) Chain
b) Bring
d) Commit
c) Sign
d) Commit

J80. Planning to meet g

motivator.
— s and objectives is a good self-

goals

273
 . .

J81. A sub-rule for organizing your time is: Con e on

doing one thing at a time.
Concentrate

J82. Do one job at a time; it; then go on to the

next one.
c) finish
a) love c) finish
b) hate d) forget

J83. Except in cases where you have tasks waiting that are
worrying you, do the chores that can wait .

b) first
a) last c) third
b) first d) later

J84. If you do, you're using the 'backing yourself into a corner'
technique. The ur 1 tasks manage to get done; the ones that

can wait, do wait. urgent

J85. If a chore is preying on your mind, do that one first so

that your effectiveness is not .

a) impaired
a) impaired c) sharpened
b) noticed d) organized

J86. Another good sub-rule to follow is: Handle any corres-

pondence or paper only o — once

J87. Decide on the answer to a letter then; don't leave lying

around to prey on your mind and to waste t — it

time

J88. Try to make routine and repetitive chores automatic and/

c) habitual
a) easy c) habitual
b) difficult d) scarce

J89. An important sub-rule is: things on time.

a) Find d) Start
b) Plan
c) Say
d) Start

274
J90. Stop restricting yourself to exact amounts of time. Use
the '
'
idea.
a) cushion
a) cushion c) clock
b) pillow d) counting

J91. Tenseness, lateness and disappointments can easily be

avoided if you use the c idea.
cushion

J92. Use the cushion idea when you make your written plan
for the day. Simply plan and o e your time to meet the
requirements of any given activity and you might even
. . . organize
add 10% for emergencies!

J93. As in everything else I've taught you so far, you must try,
apply and use these rules and suggestions. Do so, and you'll
immediately start o ing your time. organizing

J94. Benjamin Franklin once said, "Dost thou love life? Then
do not squander t —
for that is the stuff life is made of."
,

time

275
 WHAT IS THINKING ?

Kl. What is thinking? Well, Henry Ford once said that,

"Thinking is the hardest work there is, which is the probable
reason why so few engage in it." no answer
required

K2. The term, 'to think,' is not easy to define. One diction-
ary looked at had about thirty different definitions or categor-

seemed
I

ies for the word, *t

the
—
k.' From all of these, the following three
most applicable:
think

K3. 1. To
turn over in the mind; meditate; ponder; reason;
reach a decision;
to give continued thought to, as in order to
to understand or solve. 2. To bear in mind, recollect or re- no answer
member. 3. To anticipate or expect. required

K4. These give us a pretty good picture of what thinking is.

Thinking in the present is mainly problem solving; thinking in
the past is remembering; and th g in the future is antici- thinking
pating.

K5. All three activities are immensely important. Our lives

are continually affected by the way we solve our problems,
large or small. Remembering is essential for p m solving; problem
our remembrances are our experience and knowledge.

K6. Anticipation is looking, or planning, ahead. In order to

solve p ms or make decisions, we must think of the re- problems
sults. Th ng of results is anticipating.
Thinking

K7. Without getting involved in the inevitable debate as to

whether a person who is perfectly satisfied is happy, I'd like
to point out that we th--k in order to satisfy a need. think

K8. One who is completely satisfied has no need to, and

doesn't, th--k. Since we all have our own personal opinion as
to the meaning of happiness, this is a blind-alley debate. think
•

277
K9. In my opinion, however, a non-thinking person cannot be
really happy; satisfied perhaps; but not h —
y. A. B. Alcott
said, "Thought means life, since those who do not think do not happy
live in any high or real sense. Thinking makes the man."

K10. Thinking clearly and effectively is the greatest asset we

have. It is this ability, of course, that sets us above all other
animals. Too many of us, unfortunately, take the ability to
t — k too much for granted.
think

Kll. Some of us assume, perhaps, that thinking is an automatic

action; we give it no time or practice. This tends to lead us
onto a treadmill going nowhere. You see, if you don't occasion- thinking
ally practice th g clearly and properly, you won't realize
it, because you never think about it.

K12. If you never think about the fact that you aren't thinking
effectively, you'll never realize that something should be done
about it. Do you see what I mean about a tr 11 leading treadmill
nowhere ?

K13. Effective thinking takes a bit of practice, just as any other

skill. Too often our thinking is cloudy and fallacious. And know-
_ing_ the reasons, sources and causes of incorrect th g is a thinking
definite aid in avoiding these sources.

K14. Keep in mind that it takes no more energy to use your

brain than to just keep it alive, so you needn't be afraid to use
it. It's apparently true that life, at times, is a battle of wits; brain
why fight the battle unarmed? Learn to use the most fantastic
mechanism there is - your br--n.

K15. Besides the God-given ability to think, two more things

are necessary in order to th--k effectively. These are know- think
ledge and organization. The reason you can't t clearly
about certain problems is that you don't have enough relevant think
knowledge or experience pertaining to them.

K16. If you have no kn e of a subject, you have no start-

ing point for thoughts; or your premise will be wrong and you'll knowledge
think incorrectly. Since th 1 is the beginning of action, it

would then seem likely that you'll act incorrectly. thought

K17. Obviously, the thing to think about at the moment is how

to go about obtaining this relevant knowledge. You must take
the time to search for it. if it pertains to a particular p m problem
you want to solve.

278
K18. Aside from definite and particular problems, your
r ant knowledge can only be acquired through experience,
from society in general, from listening to others and from relevant
reading.

K19. Of course, just listening and reading doesn't assure that

you're acquiring the kn ge you're exposed to. That one
important ingredient, interest, may be missing. knowledge

K20. You must have a genuine in 1 or curiosity about a

subject in order to really learn about it; to acquire some rele- interest
vant k e about it.
knowledge

K21. The salesman who wants a ready answer for any question
pertaining to his product, must know that product inside out.
He makes it his business to learn all he can about it. He's interested
in ed enough to do so.

K22. The executive who has a reputation for always coming up

with good practical ideas at the conference table may appear to
be pulling these i
from the truth.
—s out of the air, but nothing could be further ideas

K23. He's usually spent a good deal of time studying all the
problems that may come up. He's not the type who turns off thinking
his th g ability the moment he leaves his office. He does
research into his business; he's genuinely in ed in it. interested

K24. Well, there you have some work cut out for you. If you
want to t —
k clearly and effectively about your own line of
endeavor, or anything else, learn all you can about it! think

K25. Knowing that you haven't the proper know-how for accom-
plishing certain things, puts you on the road toward learning it.
Charles Kettering put it this way, "A man must have a certain no answer
amount required
of intelligent ignorance to get anywhere."

K26. There's no excuse for anyone to be merely ignorant, but

without intelligent ig ce we would rarely have anything to
think about. ignorance

279
K27. Now then, all the knowledge you have pertaining to any
particular thing won't help you much if you don't organize your
thoughts, or use that k e properly. knowledge

K28. That is why, as I'm sure you've already realized, most

of the information in this course is ingrained in your mind by definite
my teaching you definite and specific rules. Rules that are to
be applied by you in a def e and sp c manner. I'm help- specific
ing you to organize your thinking in those particular areas.

K29. At the moment, and in only a few areas in the course,

there is some theory that I must get across to vou. Although specific
the ideas may not be as spe c and de te as in the main
areas, I make sure you learn them, if only subconsciously, by definite
forcing you to answer the questions or fill in the blanks.

K30. All right; some people have told me that they're always
thinking; it's difficult to have no thoughts whatever in your mind.
True; but those th -ts are not organized unless they're direc- thoughts
ted toward a specific goal. Don't mistake daydreaming for
thinking!

K31. It's easy to daydreaming. Only be-

fall into the habit of
cause it takes a concentration to keep your thoughts head-
bit of thought
ing straight toward a goal. A th 1 must lead to some action,

and da ng rarely does. daydreaming

K32. You won't have to do concentration exercises for years

before you can crystallize and org —
ze your thinking. This
course will do it for you. And, you will find some con tion
organize

exercises throughout the course. concentration

K33. Now then, it is also important to realize that man has

been a victim of his emotions since long before he was really think
able to th--k. These em ns, of anger, frustration, pleasure,
fear, etc., are too deep-seated to be pushed aside completely emotions
or easily.

K34. But you must work at thinking with your mind and not with
your emotions. Our e ns are what cause us to be suggest-
ible; they make us prisoners of prejudice and habit. emotions

K35. We are all prejudiced in many ways, and our pr ces

must inevitably lead, mold, and distort our thinking.
prejudices

280
K36. 'Prejudice' means what it sounds like; to 'pre-judge'
something or someone. Nowadays, the word is frequently used
as a synonym for 'intolerant,' whereas 'in nt' is often intolerant
used to indicate that someone is 'bigoted,' usually in a racial
or religious sense.

K37. No matter which word it still means that anyone

is used,
thinking along those lines is th ng ineffectively and in a thinking
disorganized manner. I'm using the word, 'pre ce' here in
its dictionary meaning. prejudice

K38. Don't prejudge anything (it's tough enough to judge corr-

ectly and at the proper time even when you have all the facts)
if you want to keep moving toward the goal of an or ed organized
mind.

K39. I'm not suggesting that we try to get rid of our emotions
entirely. Not only is that impossible; it is undesirable. If we
had no e ns we'd be just thinking machines; computers. emotions

K40. No, we can't eliminate our emotions entirely, but we can

learn to master them or hold them in check. For example, if
you stop thinking em nally, you may stop thinking in ex- emotionally
tremes.

K41. Ifyou meet one foolish woman and think, "What fools
women are," you're thinking in ex s. If vou fail at some-
thing on the first try and think, "I'll never accomplish that" . . . extremes

K42. Well, besides being negative thinking, you're also think-

ing in extremes. Thinking in e s is, in most cases, extremes
emotional and prejudiced t g.
thinking

K43. We can't leave the subject of prejudices and emotions in

thinking without mentioning rationalization. We all r ize,
and always will most likely, but if we realize that we are doing rationalize
it, that in itself may help to lessen it.

K44. If you've ever heard a man describe golf as a 'silly game

where grown men waste their time knocking about a silly little
white ball," then you can be sure that he's a poor golfer. no answer
required

281
K45. If he's bald, and sensitive about it, he may rat e
by believing fictions such as: the higher the forehead, the more
intelligent the person. (How intelligent can you get?) rationalize

K46. Or one thinks a lot, the brain enlarges and forces

- if
out the hair! (Einstein had a full head of hair when he died.)
And similar theories. Of course you realize that I'm doing a rationalizing
un ui i nig iiiyocu, i udvc a. iuii neau 01 nair; so iar,
anyway

K47. On the other hand, if a woman says that baldheaded men

are better lovers, or kinder or more considerate, it's a safe
bet that she's married to a b ded man, and wishes he baldheaded
still had his hair.

K48. We usually will resent criticism directed at close friends

rationalize
ing their improper actions. I'm not implying that this is wrong;
just that such r ization is not conducive to clear and rationaliza-
effective thinking. tion

K49. We usually recognize when others rationalize their faults

more readily than when we do it ourselves. R on
is really just one way of feeding our egos, and a little bit of it Rationaliza-
can't do any great harm. tion

K50. The realization that we are prejudiced, suggestible, and

tend to rationalize our faults and motives should, and will, lead effective
to clearer and more eff ve th g. One leads to the other.
thinking

K51. Your efforts toward clearer thinking will help do away with
some your prejudices; and realizing you have prejudices will
of clearer
lead toward the goal of cl r th g.
thinking

K52. Another thing you should consider, is breaking some of

your life-long th g habits. Many of your thoughts fall into thinking
certain patterns only because you've allowed them to do so most
of your life.

K53. Because you've believed some facts (?) are true for
years, doesn't make them necessarily so. Being naturally lazy, believe
many of us be —
ve too many things without ever really th
about them, or checking them.
g
thinking

282
K54. Robert Leavitt once said that, "People don't ask for facts
in making up their minds. They would rather have one good,
soul- satisfying emotion than a dozen f--ts." facts

K55. One of the standard beliefs, or cliches, is, if an eating

place hangs out a sign which reads, "Home cooking," then it
must serve good food. no answer
required

K56. Well, of course, many of them do. But doesn't it also

stand to reason that the chef in any first class restaurant (that
does not serve home c — ing) certainly should be a better cook cooking
than most wives? (My wife, anyway.)

K57. After some of the home cooking I've had to eat in various
restaurants, I am no longer lured by such signs. I may try it,
and if it's good, fine - I'm a customer. If not - well, that's cooking
what I mean: a 'home c g' sign is no criterion.

K58. And will someone please tell me why everyone has decided
that all truck drivers are connoisseurs of fine food? How often
have you heard someone say, "Oh, the food must be good, truck
thet —k drivers stop there! " ?
all

K59. There's a paradox, if ever I heard one. I don't want to

arouse the ire of truck drivers, but I think they'll agree that
some of the places at which they stop to eat serve lousy f--d! food

K60. They stop at such places because they're probably the

only places open at that particular time on their particular
routes. They're either the only p
several evils.
— es, or they're the least of places

K61. The point is that we should question things almost con-

stantly in order to think effectively. No need to be a chronic
disbeliever; but stop going along with the crowd. Take the thinking
time to examine some of those 'thinking cliches' every so
often, and you'll rid yourself of some bad th g habits.

K62. We form habits in thinking as in anything else and they're

not always good h s. Having the 'courage of your convic-
tions,' is fine at times - but remember that Hitler had the cour- habits
age of his convictions, as one example, and that surely didn't
make him right.

283
K63. No; it would seem to me that it is often more praiseworthy
to look into those convictions and have the courage to admit that
they are incorrect, if and when you find the con ns to be convictions
incorrect.

K64. There's no shame involved in admitting that something

you've always believed to be true, is not. On the contrary, it's
the first sign that you're starting to think for yourself, and think
starting to t clearly. And that is a step forward to be proud
of.

284
 CURIOSITY

LI. God spare me sclerosis of the curiosity, for the curi-

osity which craves to keep us informed about the small things
no less than the large is the mainspring, the dynamo, the jet no answer
propulsion of all complete living. (John Mason Brown.) required

L2. I've always marveled at people who are not c s about

anything; people who just take everything as it comes, and
merely shrug off anything they don't understand. curious

L3. I marvel because I can't understand them! How can any-

one see or hear something completely new and not at least try
to un d the 'why' or 'how' of it ? I guess some people understand
feel that what they don't know can't hurt them.

L4. Well, perhaps; but I can't agree. I'm inclined to think

that our greatest asset, next to a sense of humor, is a healthy
curiosity. Curiosity may have 'killed the cat,' but where curiosity
humans are concerned, the only thing a healthy c will
kill, is ignorance.

L5. Some time ago, while walking in the city at night, I saw
an empty small sports car standing right in the middle of the
sidewalk. I watched and saw about six people walk around the car
c-- and continue walking without so much as a glance at it.

L6. Granted this is no earth-shaking situation. I wasn't

c enough myself to take the time to get to the bottom of
it. Most likely, it was someone's idea of a prank. curious

L7. But it amazed me to see people walk by as if the c--

belonged there. I imagine if the automobile had been floating
in mid-air these people would still act as if it was a completely
car
normal situation.

L8. These are the people who are not s about anything.
They go through life in a straight line, like a horse with blinkers
on; not caring about or seeing anything but their own little pleas- curious
ures, frustrations, and problems.

285
L9. It's difficult to imagine any of these people ever coming
up with a worthwhile idea, or doing anything interesting, until
they develop the habit of c y. curiosity

L10. Edison, Pasteur, Einstein, Fleming, et al, wouldn't have

accomplished a thing had they not been curious. If Edison had
not been curious about electricity, if Bell hadn't been curious
about transporting sound, it would have been our loss.

Lll. Alexander Graham Bell advised us to, "Leave the beaten

track occasionally and dive into the woods. You will be certain
to find something you have never seen before." no answer
required

L12. Curiosity, of course, is handmaiden to interest. Lack of

one automatically cancels the other. People who have no curiosity
c y or i 1, or little of either, must be suffering

from one of our greatest ills - boredom. interest

L13. There is one universal cure for boredom, and that is the
search for knowledge. I and c are the two Interest
batteries in your flashlight; without them you cannot search
for knowledge. curiosity

L14. American educator, Nicholas Murray Butler, must have

when he said, "The tombstones of a great many people should curiosity

read: Died at 30; buried at 60."

L15. Boredom recognizes no income brackets. Every so often

we hear of famous or wealthy people who are on narcotics, or
have recklessly dissipated, or have taken an overdose of sleep- boredom
ing pills. I can't help feeling that, often, these things are
caused by b m.

L16. Sure, many of these people have been everywhere and

seen everything; and the danger of growing too blase is ever
hovering over them. The trouble is they see ev ng with everything
their eyes but not with their minds.

L17. An active mind cannot become bored. And your mind can
be spurred into activity only by a healthy in 1 and a search- interest
ing c .

curiosity

286
L18. All right then; get those blinkers off! Don't take every-
thing you see and hear and feel for granted. Stop every once
in a while along the way; open your mind instead of closing it understand
to something you don't quite un nd.

L19. Take perhaps a moment or two, or an hour, to explore it

out of simple c y, and you may open completely new

interests for yourself. curiosity

L20. Everyone agrees that children learn everything faster

and better than adults. Some argue that it's imitation and not
really 1 — ning. learning

L21. Some think that children 1 n more easily because they

have more room for storing facts. Well, no matter how it's
explained, they certainly pick up languages, for example, quite learn
quickly when they're infants.

L22. Without having made a study of the subject, I would be

inclined to think that we 1 —
n more from infancy to adoles-
cence than we do during the rest of our lives. learn

L23. I've rarely met a child who was really bored. Maybe for
short periods, but not long enough to matter. They're fast
learners because they are the most c s little rascals you'll curious
ever see.

L24. you're the parent of a young child, I'm sure you agree.
If
C y is one of the definite characteristics of a vigorous
mind, and most children have vigorous, active minds. Curiosity

L25. Unfortunately, as we grow older and more cynical, we

tend to misplace that all-important c If this has .

happened to you, it's your loss and your own fault; you'll have curiosity
to search for, and find, it again.

your i 1, and you'll push that old 'debbil' boredom out of curiosity
your life.
interest

287
L27. The problem now is standard. Those of you who already
have an active curiosity- and are interested in many things will curious
agree with me all the way, and go on being c and
in ed. You don't need my help, in this case. interested

L28. But some of those who do need that help, those who haven't
that active curiosity, will be thinking, "Well, this is probably
sound advice, but I'm just not, and never have been, a curious
person. How can I change now?"

L29. Simply replace that negative thought with a positive one:

"I haven'tbeen a curious person up to now, but I shall practice
being one." And p ce will do it, too. practice

L30. As with everything else, you'll find that after forcing

yourself to be c about things for a while, you will be -

automatically. curious

L31. You may be surprised to find new worlds opening for you.
New interests can be lasting i ts and, as you know, this
can lead to the acquisition of valuable knowledge. interests

L32. C y has led men into hobbies which have lasted a

lifetime. Many of these hobbies became well-paying and inter-
esting businesses. Stop belittling those who are interested in Curiosity
stamp collecting, hobby railroading, photography, magic, etc.

L33. Look into them yourself; a little curiosity will show you
why they engage the i 1 of so many others, and may even interest
lead to your own i and enjoyment.
interest

L34. Not only will a hobby alleviate b —

dom, but it's usually
a wonderful, creative exercise. It will help to keep your mind
active, sharp and clear. boredom

L35. John Mason Brown has suggested that a hobby is an "all-

important refueler of the tired mind. It offers rest and stimu-
lation simultaneously." Anyone who has a h
say 'amen' to that.
—y or two will hobby

288
L36. I sincerely hope I've succeeded in convincing you of the
importance of c . If you're thinking, "Yes, I agree; but

am I to be curious about every little thing I see and hear ? Must curiosity
I stop to examine everything?" - the answer is, 'no.'

L37. No; you needn't stop to ex ne everything. Selectivity

is essential, and before you know it, your mind will seek out
only the things that are, or can be, of importance to you. examine

L38. The remarks in this section have been directed to people

of all ages.But the happiest (and youngest) elderly people I
know are those whose c y is still sharp and searching. curiosity
Boredom can make people old before their time.

L39. C on the other hand, is the best substitute for the

;

mythical 'fountain of youth.' Perhaps that's what Harry Emerson

Fosdick meant when he said, "The art of retirement is not to Curiosity
retire from something but to retire _to something."

L40. You'll live a fuller life, be happier, and most likely live
longer if you spur your interest and keep your curiosity at a curiosity
keen edge. To people whose c has caused them to be
in ed in many things, the world is full of satisfaction. interested

L41. When youlose interest you begin to grow old instead of

older. really believe that people with an avid and healthy
I curiosity
c actually live longer than those whose has
fallen by the wayside. curiosity

L42. Rudyard Kipling wrote:

Ihad six honest serving men,
no answer
They taught me all I know;
required
Their names were Where and What and When
And Why and How and Who.

L43 It costs nothing and can do you no harm to utilize the

services of these same six h 1 serving men.

honest

289
 ENTHUSIASM

Ml. Ralph Waldo Emerson once said that, "Nothing great was
ever achieved without enthusiasm." Although I'm usually not
inclined to accept a blanket statement as definite as this one, no answer
in this case I have to go along all the way. required

M2. I know of no exceptions to it. "Nothing great was ever

achieved without en m." Adequate or pretty good achieve-
ments, maybe, but not great ones. enthusiasm

M3. I don't believe that any individual has ever accomplished

a great feat without being enthusiastic about it while he was

ace ing it. I don't think that any bridge or building, or accomplish-
anything else of outstanding merit, has ever been created with- ing
out enthusiasm.

M4. No man has ever acquired a vast fund of knowledge without

being enthusiastic about acquiring that k e. All great knowledge
salesmen have one thing in common; en m for their
products. enthusiasm

M5. To acquire any skill at all; to become proficient in any art;

to do anything worthwhile - we must be en ic.
enthusiastic

M6. Since we can't all be instrumental in causing great things

to come about, you may wonder what I'm carrying on about.
enthusiasm
to accomplish.

M7. Please believe me when I tell you that "there is nothing so

easy but that it becomes difficult when you do it with reluctance." enthusiasm
That holds true for anything and everything; personal chores,
your job - anything. Apply the secret of e m and any- accomplish
thing becomes easier to ace sh.

M8. Have you ever tried to write an essay? If you approached

it as a chore, or with distaste, I don't have to remind you how
enthusiasm
found that it could even be enjoyable, and probably wrote a much
better essay, to boot.

291
M9. If you're the type who simply abhors writing letters, stop

wager that you'll start looking forward to letter-writing. enthusiasm

M10. Throughout be stressing the importance

this course, I'll
of interest in others. When you
study that, as you're studying
'enthusiasm' now, just nodding agreement won't do much good.
You've got to apply your knowledge. I'd rather that you actively knowledge
disagreed with me than passively agreed. Start applying the
NOW.

Mil. Remember, you've got to start now, or vou won't start at

all. In order to help
you start being interested in others now,
that i 1 must be aroused, and the only way to arouse it is interest
via enthusiasm.

M12. A lethargic interest in something is akin to no interest at

all. Get these two words into your mind - enthusiastic interest. enthusiastic
Apply e tto anything, and that something
ic
must become more fun to do, easier to accomplish, and more interest
rewarding when you've done it!

M13. All I'm stressing is that it's difficult to generate interest

enthusiasm
enthusiastically i ed in their interests and problems.
interested

M14. Now then; one's incentive in everyday living; the goals one
sets for himself, is closely related to enthusiasm. Most all the
things that have been said, and can be said, about enthusiasm are incentive
usually also true of i ve.

M15. And of course, both these attributes are controlled by the

mind. Without in ve there can't be much success. The
trouble is that we sometimes set up goals which are not in incentive
keeping with our abilities.

M16. Either that, or we set up no g — Is at all. There are far

toomany 'almost successes,' who are what they are only be-
cause they've made themselves believe that they're doing the goals
best they can.

M17. Well, in my opinion, 'the best I can' has become a 'cop-

out,'an inept excuse. Many people even give that as advice -
"That's the you can do, so forget about it." best

292
M18. some cases, perhaps, "the
In I can" is justified, but
more often than not, this attitude helps to set up a mental bar-
rier which becomes more difficult to penetrate as time goes on. best

M19. You can avoid setting up these m 1 barriers, and you

can penetrate them if they already exist, by setting your goals

just a bit higher thanwhat you believe to be your best. Just mental
believe that you can do anything, and you probably can!

M20. Negative contractions - can't, won't, wouldn't, musn't,

shouldn't - are often distractions. Forget them occasionally,
goals
—
and you'll reach some of those g Is. No, I'm not preaching
moral looseness, etc., when I tell you to forget the can'ts and
shouldn'ts.

M21. I'm simply trying to impress upon you that too many of
us avoid success by our own short-sightedness; our easy-to-
attain g — s, and our attitudes of 'I can't' do this or that. goals

M22. Wouldn't it be a great feeling to know that vou could handle

any situation or pr m that would ever confront you? Well,
you can, you know! If you can make yourself sincerely believe problem
that, you'll be a much happier person.

M23. You can handle any s n that comes up. According

to J. A. Hadfield, "Common experience teaches that, when great
demands are made upon us, if only we fearlessly accept the situation
challenge and confidently expend our strength, every danger or
difficulty brings its own strength."

M24. You've heard many stories about people suddenly attaining

super-human st th in emergencies, because they 'had' to.
Circumstances may occasionally back you up against a wall, but strength
that can sometimes be the best thing that could happen to you.

M25. When placed in the position of having to do something, one

usually does that s ing, whether it be a physical or mental
task. In other words, an emergency usually brings its own something
strength.

M26. Now, I'm not suggesting that you manipulate things to

bring about these em cies. I am suggesting that you can
make enthusiasm, incentive and initiative bring about the same emergencies
results.

293
M27. These three same impetus that being
will give you the
cornered desperate feeling of impending de-
will, without that
feat. Most of our lives are made up of little 'cornerings' - problems
pr ms that must be solved.

M28. Once you've acquired the habit of enthusiasm and incen-

tive, these p s will be solved faster, easier, and with less problems
awareness that you had a m.
problem

M29. Once you've acquired the habit of e m and

i problems; believe instead that
ve, stop fretting about enthusiasm
you can handle any setback, and you will handle it, more often
than not. incentive

M30. Believing that you can do something is almost tantamount

to accomplishing it. Of course I'm not talking about moving
mountains, but anything within reason - and sometimes things no answer
a bit unreasonable. required

M31. Hypnosis is a good example, or proof, of this. Hypnotic

suggestion is merely making the subject believe implicitly that
he is something he isn't, or that he can do s ing of which something
he ordinarily wouldn't be capable.

M32. A
person under hypnosis can be made to completely
b example, that a pencil is too heavy for him to lift.
ve^ for
Once he's thoroughly convinced of this, he will not be able to believe
lift the pencil.

M33. I'm sure you've all seen hypnotists demonstrate this, or

similar experiments. I'm also sure that you know that h sis
is nothing more or less than suggestion. hypnosis

M34. Self- hypnosis, or auto-suggestion, influences each and

every one of us quite often. We are easily swayed by
su on, either from ourselves or from others. suggestion

M35. The persuasion is usuaUy involuntary, like getting the urge

to yawn when you see someone else yawn, or your eyes starting
to tear when you see someone else's eyes t — r. tear

294
 .

M36. If I were to talk about, say, minor itches right now, you'd
probably scratch your face, or leg, or arm in a moment. You're
most likely s ing right now, aren't you? scratching

M37. Have you ever used a Ouija Board? Do you recall how
thegimmick moved on the b
kinds of questions ?
—
d and spelled out answers to all
board

M38. This was all suggestion, of course. Subtle self-s n.

Would you like to prove that to yourself? All right; tie a small
object, like a ring or a key, to the end of a nine or ten inch piece suggestion
of string.

M39. Now lay out, face up, about five or six playing cards.
Hold the string at the free end with the ring or key hanging
about an inch or so over one card at a time; give the ring or card
key a bit of a swinging start over the first c d. —

M40. The ring or key will always swing back and forth in a
straight line over the black cards; and will always s g in
small circles over the red cards. swing

M41. Get that sequence into your mind, strongly and definitely, forth
—
before you try it. Back and f th over the black cards, and in
circles over the r —
cards. Concentrate on this as you hold the red
string over each c — card

M42. Try it now if you like, and you'll find that it's so. Give
the ring or key a moment
or two over each card in order to give black
it time to do one or the other. Remember now; the object will
swing back and forth over the b k cards, and in small circles
over the —cards.
red

M43. Have you tried it? If so, you know that it does work. Try
iton your friends. It will work with coins, (heads or tails),
numbers (odd or even), or anything else, just as well as with
c — s.
cards

M44. This of course, is just an example of how your mind con-

trols physical actions, so subtly at times that you don't realize
it yourself. That's the power of su tion. suggestion

295
M45. The point is that believing that certain things will occur;
being enthusiastic about them - can and will help to accomplish Believe
them. B e that you can accomplish something, and the odds
are you will a h it! accomplish

M46. No, I'm not talking about 'positive thinking.' It may seem
as if I am - but I'm not. You'll find my
thoughts on the subject
of positive t g elsewhere in this course. thinking

M47. The setting-your-goals-higher idea is well demonstrated

in the story of the salesman who always referred to himself as
a '$20,000-a-year man.' As a s he always managed to , salesman
earn just about $20,000 in commissions each year.

M48. One year, his territory was cut down by 30%, but he still
earned $20,000 in commissions. The next year, another cut in
territory - but his co ions still came to about $20,000, commissions

M49. After that, he was sent to virgin territory; an area that

had never been sold his particular product before. He still
parnpH nnlu <K90 000 in o c commissions

M50. You see, he had made up his mind - he believed - that he

just wasn't capable of earning more than that. He had suggested
it to himself for years, and he b d it. So he simply never believed
tried to earn more.

M51. When working a territory where earning $20,000 was

difficult, he just worked that much harder to make sure he did
earn it. He knew he was capable of e ing $20,000 - so he did. earning

M52. But if he was placed where it was easy to e that much,

he worked accordingly, he took it easy - he knew he wouldn't, earn
or couldn't, e any more than $20,000 anyway, so why work
so hard! earn

M53. This may seem silly to you, but we all do it. We form
opinions of ourselves; classify o es, and set quotas, per-
haps subconsciously, which we rarely try to outdo. ourselves

296
M54. There's a simple solution for our $20,000-a-year sales-
man - he iust has to convince himself, really b ve, that he's
a $30,000-a-year man! That's all. believe

M55. The same so on will work for all of us in most instan-

ces. Stop being so terribly afraid of failure that you set your solution
sights on a goal you can easily reach. Set those goals higher;
if they're really a bit beyond you, you'll at least go way past the goal
g you would have set originally.

M56. Go about trying to reach that goal with enthusiasm, and

mistakes will not deter you. Just remember that every m ke
you make is one that you won't make the next time you try! mistake

M57. Make up your mind to succeed; work toward succeeding

with e m, and the odds are with you. If you're one of
those whose goal is merely to avoid failure instead of to attain enthusiasm
success, you're looking at the pits instead of the cherries.

M58. You're one 'almost successes,' who could be

of those
much more su you looked at the cherry first. You're
ful if successful
the salesman who is afraid to try for more than $20,000 because
you don't b e you can do it. believe

M59. You're the wishful-tninking writer who never w s any-

thing because you don't want to fail at it. You're always leaving
an 'out' for yourself. You think, "I'll try this, but if I can't do writes
it, I can always get out this way - or do so and so instead."

M60. you leave yourself an out, too often that

If is upper-
most your mind instead of the g--l you wish to attain.
in out
William The Conqueror decided to back himself into a corner
when he successfully invaded England. goal

M61. He burned his boats on the beaches as soon as he landed,

leaving his armies no escape. Then he had to win; and he didn't
have to think of a way out if he was unsuccessful - there was no out
way !

M62. Without some selfishness, of course, there would be no

incentive. Later, in the section on 'interest in others,' I talk selfishness
about s ness some more, and I mention there that some
types of s s are good for you. The bad kind is the selfishness
petty kind - the kind that hurts others.

297
that giveseach individual whatever drive, incentive or initiative selfishness
he has. Top salesmen are usually
egotistical and s sh
enough to want to be tops in their fields, and I think that's good. selfish

M64. These people are also capable of generating enthusiastic

interest in others, in their customers particularly. Any study
of salesmanship will teach you that in order to sell tough cus- interested
tomers, you've got to be in d in them, and their business
problems.

M65. If you're i d in their business p s, you'll

know how your product can help them. I use salesmen as interested
examples because we are all salesmen.
problems

M66. We may not be selling a particular product, but we're al-

ways trying to sell ourselves; our ideas, thoughts and person-
alities, to others. It makes no difference what we do for a salesmen
living, we are all s n!

M67. So, let's get back to the original premise of being inter-
ested in others. Since it's really impossible for the mind to
think of two things simultaneously, thinking of others will stop yourself
you from thinking and worrying too much about y f

M68. It's been said that 'no man is an island,' yet many of us
go through life just like that - an island. If you have no i 1 interest
at all in the problems of others, they in turn will have no
in you. interest

M69. You've got an imaginary wall sur ounding you at all times.
You can't get out, and no one else can get in. Well, you can get
over that wall only by showing some i 1 in others. interest

M70. If, at first, you seem to be making no headway, you've got

tomake that i in others, and in whatever you're doing, interest
more dramatic - or, in short, en ic. Try it and see!
enthusiastic

298
 HOW TO DEVELOP "X-RAY" POWERS OF OBSERVATION

Nl. As part of this programed learning course, taught you

how to start t — ning your memory.
I

training

N2. You were taught that a trained memory is based on asso-

ciation. But, before you can a te anything, that thing must
be observed. associate

N3. Shakespeare once wrote, "It is the disease of not listening,

the malady of not marking, that I am troubled withal." He was
talking about o tion. observation

N4. A trained memory is based on association and ob tion.

observation

N5. You cannot remember anything if you do not

first. "Listening and marking" means obs ing. — it
observe

observing

N6. The memory systems I taught you are actually based on

exactly that: 1 ning and marking. They force you to observe
without pain. listening

N7. As I told you then, you cannot form a Substitute Word for
a name, or find the outstanding feature on a face, without first name
really listening to (observing) the , or marking, looking at
(observing) the . face

N8. You cannot associate or remember anything if you do

not it first.
a) forget b) observe
b) observe
c) write
d) decipher
299
N9. Unfortunately, too many of us see, but rarely really ob-
serve. And; seeing means little, observation everything. The
only thing you can do about sharpening your sense of observation observant
is to practice being ob ant.

N10. If you think you do have a sh--p sense of observation, let

me prove that you probably don't. Try to answer these questions:
In which direction do you turn the key to open your front door? sharp

Nil. What is the exact balance in your check book? Which two
letters of the alphabet are not on a dial telephone? Have you
ever ob ved which light is usually on top of the traffic light, observed
red or green?

N12. If you've a red correctly so far, try these: Is the #6

on your wrist watch dial the Arabic #6 or the Roman Numeral
VI? What brand of cigarettes does your best friend smoke? answered
What color socks are you wearing right now?

N13. All these questions are pertaining to things you've seen

many times; if your answers are incorrect, you've never
ob d them. observed

N14. PARIS Look at this box for a moment.

IN THE What does it say? Does it say,
THE "P i n the spring"? Paris
SPRING
X

N15. PARIS Look at it again. Do you still

IN THE think it says, "Paris in the
THE spring"? If you do, you're like observing
SPRING most people; you're not
X ob ing accurately.

N16. PARIS Look again, and point to each word

INTHE as you read it. Now; do you see?
THE It says, "Paris in the the spring". the
SPRING There is an extra —
in the phrase.'
X

N17. W ell, now y ou know that to just look or see is easy, but
to obsei •ve accura itely is an art. It is an and a skill that
can be i icquired. art

300
N18. In the business world, it's observation that yields money-
making and m y-saving improvements and ideas.
money

N19. The effectiveness of all actions, in business and social

life,depends to a large extent on your capacity for sharp,
thorough and accurate ob n. observation

N20. All right; to put it basically, we see with our eyes, but
observe with our minds. The ability to observe accurately is
part of m--d organization. mind

N21. Accurate observation is not simple, nor can it be achieved

without a bit of effort. Like most everything else in this course,
however, it can become a h
and conscientiously.
—
t if you practice it consciously habit

N22. Observation implies a clear mental picture of what is seen.

Itrequires the seeing of detail and the realization that a com-
plete picture is composed of many d Is. details

N23. How do you get a clear mental p re of what you see?

Well, to bring it down to basics again, the difference between
seeing with your eyes only and observing with your mind is . . . picture
attention.

N24. The first, and really the only, rule for sharpening your
sense of observation is: Pay Attention! Observation equals
seeing plus awareness. This is brought about by att n. attention

N25. All the rules and suggestions that I give you in the sec-
tions on concentration, will power, creative thinking and habits,
are applicable here. They are the rules that teach you about attention
'exclusive attention'; or, as I prefer in this case, focused
att n.

N26. If you have learned to apply exclusive or f ed atten-

tion as I've already taught you, then you're already on the way
toward learning to observe accurately. focused

301
N27. Many years ago, PubliliusSyrus said, "The eyes are blind
when the mind elsewhere". So remember, your eyes see only
what you 1 — is
for. look

N28. Therefore, you must learn to make it a habit to keep in

mind what it is you're l--king for at all times.

looking

N29. The first, and really the only, rule for sharpening your

a) don't look
c) pay
b) pay up attention
c) pay attention
d) fall asleep
N30. When youlook at anything with attention, you
must be observing it; it is registering on your mind.
a) focused
b) sloppy a) focused
c) faulty
d) wavering

N31. Now, although paying attention is really the only rule,

there are some sub-rules, and also some pitfalls to beware of.
Beware of observation distortion due to personal interest. What interested
you observe is mostly determined by what you are in d in.

N32. Many people will look at, or see, the same thing and pay
attention and observe only segments of it. They'll observe only
the segments that they're i d in. interested

N33. So, how well you observe accurately is determined by in-

terest and training. To be interested, apply the rules I gave
you in the section on creative th ng. thinking

N34. Ask Let your mind wonder, be curious, about

questions.'
things you see. six tiny keys to knowledge again. Ask
Use those
y f w hat, when, where, how, who, and especially, why! yourself

N35. Once your curiosity is aroused, you're interested; and

when you're in d, you'll observe better and with more
accuracy. interested

302
N36. Learn a about things and places you intend to see or
bit
visit beforehand. You'll observe more accurately because you'll
be able to ask better and more pertinent q ns. questions

N37. A few frames ago I warned you to beware of personal in-

terest. What I mean is that we tend to observe (or even see)
what we want to; what we are personally in d in. interested

N38. This can be an asset if you apply the sub-rule of asking

questions, and become interested in anything you want to. But,
if your attention is only focused on things you are p ally personally
interested in, you will be observing or seeing only those things.

N39. This is basic human nature. What we see or hear is

usually determined by our own needs, wants, desires and inter-
ests. Knowing this, you can make a rule of selective attention. selective
Ask questions about anything; get interested in it, and you're
using the rule of s ve attention.

N40. We we w--t to, but also what

not only see and hear what
we expect to.So beware of personal emotions, loyalties and ex- want
pectations; they can becloud your observation. We tend to see,
hear and observe what we want to and what we e 1 to. expect

N41. An experiment used to prove this is to flash a card that

looks like this: Rt/<tf, to four different groups of people.
Beforehand, each group is told what to e 1. expect

N42. One group is told that the word will have something to do
with the bad taste of food; the second g —p is told it will be a
kind of food; the third is led to believe it will be a clothing ac- group
cessory, and the fourth group thinks it will have something to
do with baseball.

N43. fiv.)-<t )- Upon viewing this half-formed word for a mo-

ment, most of the first group will see it as "bitter', a bad
t--te of food. taste

N44. F>L)1 tr- Most of the second group will see it as,
"butter", a kind of f--d. food

303
N45. RL)i €>• Most of the third group will see as "button",
a cl— ing accessory.
it

clothing

N46. fiv,M^ And most of the last group will see it as,
"hitter", or "batter", something to do with the game of
b 1: baseball

N47. Make up a card with that half-formed word on it, try it

on your friends, and you'll see that it is so. People usually see
and observe what they ex to; or what they're familiar with. expect

N48. VTiat we think we see in people, things and actions, is

often only an assumption based on want, expectation and habit.
I'm referring to the h 1 of familiarity. habit

N49. There is no easy cure for distorted seeing or observing

based on interest and familiarity. Part of the battle is to recog-
nize that dis ns exist; that we do tend to observe what we distortions
want to, expect to, and are familiar with.

N50. Learn to avoid typing things, people and situations. If

you place everything into your own mental 'pigeon holes', you'll
be typing; and observing only what you want to and what you expect
e 1 to.

N51. How well you observe accurately is determined by

and training.
a) eyesight
b) trying c) interest
c) interest
d) consulting

N52. Let yourself wonder, be curious, about things you see.

To do this and become interested, learn to .

a) ask questions. a) ask questit

b) get help.
c) call friends.
d) see better.

N53. Learn something about things and places you intend to

visit be nd. Then you'll observe more accurately, because
you'll be able to ask better questions/
beforehand

304
INDTt. we all ienu to see, nedr anu uuaerve wiid.i. jpc —
to, expect to and what we're familiar with.
a) ask
b) give d) want
c) love
d) want

N55. Use the rule of se ve attention. Apply your attention

to anything you want tt> observe, not only the things you are per-
sonally interested in. selective

in your observation.
a) indecision.
b) familiarity
b) familiarity.
c) observation.
d) association.

N57. Don't place people, things and situations into mental

pigeon holes. If you do, you're them.
a) rewarding
b) insulting d) typing
c) remembering
d) typing

N58. A while ago, I told you that observation is based on inter-

est and training. I've discussed the interest, now I want to spend
a bit of time on the t —
ning. training

N59. It's really just a matter of practice. Police rookies are

trained to look for and ob certain tell-tale clues. For
example, they know that people who have calluses on their mid- observe
dle fingers, usually do a lot of hand writing.

N60. Finger and palm calluses will usually tell them that the
person is, say, a florist or seamstress. Shoulder marks might
indicate a mail carrier. Chin and finger marks - a musician. train
They tr--n themselves; they practice looking for and observing
these things.

N61. It goes much further, of course. They train themselves

to observe characteristic odors of certain professions like,
bartenders, butchers, medical personnel, grocers, etc. The
rookie must work at, pr ce, training his observation. practice

N62. There are definite ways for you to p e observation.

The following frames will explain a few of them. First; think
of any close friend. Now, with paper and pencil, try to de- practice
scribe his or her face in complete detail.

305
N63. And I mean, in complete d 1. Describe the forehead;
high, low, bulging, receding, wide, narrow, lined, etc.
detail

N64. Describe the eyes; color, size, protruding, sunken, close-

set, wide-set, type of glasses,if any; any peculiarities.
D be the eyebrows; slant up or down, bushy, sparce or Describe
normal, plucked, arched, horizontal, connected, heavy, thin,
color; ad infinitum.

N65. Go rightdown the face in your mind; nose, lips, mouth,

teeth, chin, mustache, ears, etc. See if you can describe each
part in complete and minute d 1. detail

N66. The next time you see that friend, check your description.
Notice now what you never n ed before; or where you were
incorrect. Then add those things to your description. noticed

N67. Try this with other friends. The more you try it the bet-
ter your ob n will become. Try describing the entire
person, not just the face. Then, when you become fairly profi- observation
cient, try looking at a strange face and describing that.

N68. Remember this: the more you look with conscious inten-
tion to observe, the more you will observe at each new trial. Observation
Ob n improves with pr eel
practice

N69. All right. Some more ways for you to practice looking
with conscious in n to observe. Leave the room you're
sitting in right now! That's right; leave that room. intention

N70. Now again, with paper and pencil, try to d be that

room incomplete and minute detail. Position of chairs, ash-
trays, lamps. How many pictures, where are they located? describe

N71. How many windows; size and type of doors; hardware on

doors; types of curtains, drapes, shades. Location of tele-
phone, radio, all furniture, etc. List everything you can room
think of without looking into the r--m.

306
N72. Go into the room and check your list. Notice all the things
you didn't list; the things that never registered and were never
really ob d. observed

N73. Now, do it all over again! Your list will grow longer
each time you try it. Try the same thing with other r--ms.
rooms

N74. Keep this up for a while, and your sense of ob n

must improve. This is the finest way I know of actually prac-
ticing observation. observation

N75. Here's another way. Think of a familiar street; one

you've walked on many times. See if you can list all the stores
on that s Try listing them in their correct sequence.
1.' street

N76. Then check yourself. Now you'll be looking at that street

with con s intention to observe. Try it again. The lists
will get longer and more accurate as you keep trying it. conscious

N77. Try looking into a store window for a short time. Then
try to list everything displayed there. At first, you'll probably
list mostly the items you're personally in d in. interested

N78. But each time you try this, or any of the others, you'll
be sharpening your observation. There are many other forms
of p ce, like trying to identify the year, make and model practice
of passing cars at a glance, as policemen do.

N79. And/or, trying

to identify out-of-state license plates by
color. Any or these practice and training suggestions
all of
must sharpen your ob n, if you try them. observation

N80. The more you test your observation, the better it will
work for you. The more you look and listen with conscious intention
in n to observe; with attention and awareness; the
sharper, more accurate and more efficient will your observation
ob n become.

307
N81. To paraphrase Samuel Johnson; "The true art of

observation

N82. The best and probably the only way to train your observa-
tion is by consciously observation.
a) forgetting
b) remembering d) practicing
c) considering
d) practicing

N83. Practice observation by making written descriptions of

faces, rooms, streets and store windows. Each time you do
this the lists will grow l--ger and more accurate. longer

to observe, the more you will observe.

a) conscious intention a) conscious
b) large binoculars intention
c) unconscious mind
d) your eyes

N85. When trying to observe anything in particular, be sure

you know exactly what it is you're looking for; be sure the
d) goal

a) idea c) attention
b) observation d) goal

a) hearing.
b) awareness. b) awareness.
c) touching.
d) feeling.

N87. We see with our eyes but observe with our .

a) mouths.
b) intentions. c) minds.
c) minds.
d) attention.

N88. The main rule for sharpening your sense of observation

a) up. b) attention.
b) attention.
c) more.
d) bills.

a) sick.
b) disinterested. d) interested.
c) bored.
d) interested.

308
N90. To 'force' yourself to be interested and curious,
ask .

a) questions.
a) questions.
b) not.
c} someone,
d) favors.

N91. When you ask questions about something in particular

and therefore get interested in it, you're using selective .

a) service.
c) attention.
b) ideas.
c) attention.
d) questions.

N92. Beware of personal interests and expectations; they can

becloud your observations. We tend to see and hear what we
want or .

a) buy. b) expect.
b) expect.
c) sell.
d) ridicule.

Beware of it.

a) Familiarity
a) Familiarity
b) Stigmatism
c) Eyeglasses
d) Attention
i

N94. The best way to sharpen your sense of observation is to

p e observation.
practice

to observe, the more you will observe.

a) mind c) intention
b) conscientiousness
c) intention
d) detention

servation, I've accomplished my purpose.

a) malpractice
d) practice
b) consideration
c) meaning
d) practice

N97. Ican only assure you that in business, industry or so-

cially, theperson who has trained himself to o will find
himself operating more effectively, more safely and more com- observe
fortably than ever before'.

believeit was Louis Pasteur who said, "Chance favors the pre-

pared mind! " Make sure your mind is prepared to succeed in observation
whatever task you undertake.

309
 HOW TO BREAK BAD HABITS AND ACQUUIE GOOD .ONES

Ol. Habit is either the best of servants, or the worst of

masters.
Nathaniel Emmons. no answer
required

02. Many of the things I'd like to write about pertaining to the
subject of h
psychiatry.
— t, really belong to the realm of psychology and
habit

03. Since I'm neither a psychologist nor a psychiatrist, I don't

think would be wise to get into those areas. For what it's
it

worth, however, here are my thoughts on the subject of h ts. habits

04. Habit is a most important part of mind and personality

organization. The breaking of bad habits and the acquiring of
good h s can be controlled. habits

05. The right, or good, h —

t is a boon and a friend. Acquiring
good habits will surely help you form the habit of happiness and
success. habit

06. That's right. you can train yourself to acquire good

If
prompt decision-making, learning,
habits of health, recreation,
and work - you will most assuredly form the of success habit
and happiness.

07. The good habit is a blessing, but the bad is your

worst enemy.
habit

08. Good habits are wonderful time-savers. Things that

would ordinarily take effort and concentration are done auto-
matically if they are habitual. A habit is a time-saver. good

311
09. A — habit is a vice, a despotical master. A bad habit
is time consuming, annoying (to others as well as to you) and
an implacable enemy. bad

O10. Habits can be controlled, and I intend to teach you how in

this programed learning course. If you answer all the ques-
tions and do the things I tell you to do, you will learn to control
c your habits.

Oil. Let's take it a step at a time. You want to learn to get

rid of bad habits and also to acquire habits.
good

012. It is easy to fall into the trap of bad h s, but quite

another matter to break them.
habits

013. Of course, many authorities suggest that you break any

bad habit by an act of will. Simply stop doing the thing that
is forming the h . habit

014. This, of course, is the result you're after, but not neces-
sarily the way of attaining it. If you could simply a bad
habit by wanting to, there 'd be no problem. break

015. Of course, although that in itself won't necessarily do it,

you must really want to b that in order to start break
wearing it down (and out).
habit

016. Some people are under the impression that hypnosis is a

panacea for eliminating bad h Well, perhaps if super-
.

vised by a doctor, it may bring results. habits

017. Usually however, if it does help, it's only for a short

period of time. The manages to return in full force
unless you keep on being hypnotized. habit

312
018. Or - another bad often takes the place of the one
you just eliminated! If you stop smoking via hypnosis, you may
find yourself biting your nails; and vice versa. habit

019. I don't believe hypnosis is the answer. I believe that the habits
best way to break bad h s is to really want to. You'd be
able to break the of, say, smoking if you really and truly habit
w —
ed to.
wanted

O20. People who say they can't stop sm ng, mean that they
don't really want to stop. They enjoy s g; it's a crutch smoking
they welcome, and so they continue to rely on it.
smoking

021. All right then; I don't believe hy s is the answer, hypnosis

and I also don't think you can use a direct or frontal attack on
any bad You have to get a bit sneaky, and attack that
. habit
circuitously.
habit

022. In the following frames, I'll discuss six or seven sneak

attacks. Each or all of them will be helpful in breaking your
habits. bad

023. Do keep in mind that it all depends on the habit you want
and just how ingrained that
to get rid of, is.
habit

024. I can only make suggestions. Which of the methods will fit
or work for you personally, is an individual thing. Let's start
by assuming that you really w want
to break that habit, whatever
it is!

025. For some simple habits, the system of repetition will

help. The system of r n means to consciously repeat
the bad habit! repetition

026. You see, bad h s are subconscious and automatic

actions of the will. Making the action a c s one and habits
bringing it out in the open - can help.
conscious

313
027. Some habits are easily broken once they are brought
out of the realm of the subconscious. Let me give you just one
example of this rep — tion method. repetition

028. Say you're learning to type and you've been hitting the
wrong key each time you want to type an e. You actually prac-
tice or r 1 consciously hitting that wrong key for a while. repeat

029. After some work at this, you'll find that you can now
consciously and deliberately hit the right key. This is the
r tion method of breaking a simple bad habit. repetition

030. Of course, in some cases, this would be asinine. If you

wanted to break your smoking habit, it certainly wouldn't be
wise to r 1 it or practice it! repeat

031. But the r tion method can help with simple physical
bad habits, as in the typing example.
repetition

032. Let's assume, however that you are a slave to the bad
habit of fingernail biting.
habit.
,

You really would like to b— k that

break

033. Here are seven different sneak attacks that you might
launch. One or more of them, if used consistently for a while,
will be of great help in wearing down that h . habit

034. First, the 'delay' method. Assuming you bite your nails
at certaintimes habitually, you must break that time-hold. It
must be thrown off kilter, or off schedule. So, use the d y delay
method.

035. Think about it. Do you bite your nails when you're par-
ticularly tense ? Well, just once, consciously, during a tense
moment, don't do it! D y it! You'll bite like crazy when Delay
that moment is over.

314
036. Do you smoke a cigarette about once every half hour?
Well, if you want to break that habit, d it consciously for

a while. delay

037. Break the pattern of your habit by using the method.

delay

038. Do you bite your nails whenever you're about to call on

a customer? Well, right now, start d ing it. Just for your
next call, don't do it! Do it after you see him, not before. delaying

039. This isone way of breaking part of the h pattern.

Bad habits must be attacked gradually, on one or more fronts.
habit

You'll interfere, or throw off kilter, that ingrained h —

040. Similar to the delay method is the 'time-clock' method.
- if
you force yourself to indulge at certain times only. habit

041. Set any time for it. Say to yourself that you'll b your
—
fingernails down to the knuckles every hour on the h r, but bite
not in between.
hour

042. Remember that the object is not to turn yourself into a

clock watcher or to make you breathlessly await the proper
time, but simply to throw the h off the track; off kilter. habit

043. bringing that subconscious action out into the open

It's
where you can see it and attack it. It's making it a c s
action instead of a subconscious one. conscious

044. The 'coffee break' method. Set aside certain periods of

time during the day when you will not bite your nails under any
circumstances. You'll take a b k from your habit during break
those times.

315
045. This serves two purposes. Again, it is interfering, or
throwing the habit or routine off k r.
kilter

046. And, just as important, you are asserting your will power.
You are deliberately and consciouly taking a premeditated step
to b---kthat habit! break

047. I just mentioned will power. Of course, the more will

power you possess, the easier it will be for you to break any
habit. In the next section^ I will teach you how to strengthen power
your will p .

048. After you get through the will power section, you might
come back here and see how much easier it will be for you to

apply these methods for b g bad habits and acquiring good breaking
ones.

049. For the time being, I suggest that you continue to try
these methods. Launch these s k attacks against youfbad sneak
--s and start to see some improvement and results imme-
diately. habits

050. The 'disturbance' method. Change the usual pattern of

your habit by setting up interferences and dis s.
disturbances

051. For example, it you enjoy biting your nails sitting down,
insist to yourself that you'll only do it st g up from now on.
standing

052. If you're in the habit of biting your thumbnail only, start

to consciously bite your forefinger n
nail.
—
instead of the thumb-
nail

053. If you're accustomed to one brand of cigarette, change it!

Get some that are milder, stronger, unfiltered, etc. You're
consciously ch g the pattern of your habit. changing

316
054. The smooth subconscious continuity of your habit is being
interfered with; you're c ly throwing it off kilter.
consciously

055. Consciously introduce as much confusion or dis ce

you possibly can.
to the routine as
disturbance

056. The 'twenty-four hour' method. Simply make up your

mind to avoid your bad habit for just one full day. That's all.
Just o — full day. one

057. This is a drastic frontal attack. If done properly and

with will power, it can break your bad in one fell swoop.
habit

058. Alcoholics Anonymous has a twenty -four h club. The

members stay off liquor for only one day at a time.
hour

059. Thinking about giving something up forever can present

a frightening picture. But thinking of giving up anything for
just — day is a bit easier to bear. one

060. You must talk yourself into this. "I'll bite all my nails
offtomorrow, but just for t y, I won't do it at all."
today

061. Of course, the next day you do the same thing! Talk to
yourself. "I've done this for one day, certainly I'm man enough
to do it for just more day! Tomorrow I'll make up for it, one
etc."

062. And so on. After enough time has elapsed, the urge to
indulge in the h is gone; or arrested, anyway.
habit

317
063. Then there's the 'challenge' method. Challenge yourself;
make a mental wager that you will not indulge in the h
any more. habit

064. The best way is to tell your close friends about it. Invite
them to help you to toe the line, to deride you, laugh at you if
necessary, if you indulge in the again. habit

065. In this way, you're forcing yourself against a wall. Again,

a drastic all-out attack. Look at it with good humor, make a
game of it. Ch yourself! Challenge

O66. Finally, the 'substitution' method. Try substituting a

good habit for a bad one. Erasmus said, "A nail is driven out
by another nail; habit is overcome by habit." So try to substitute
s e another habit for the one you wish to break.

067. Every time you feel like biting your fingernails, get in-
volved in some project you've been putting off for too long. When
you feel the need for a cigarette, s e a piece of gum or substitute
candy, and so on.

068. Once more, you are consciously breaking the pattern or

You are c
continuity of your bad habit. ly interfering
with it. consciously

069. Try these methods! No, it isn't easy. Why should it be?
Itcan't be easy to curtail a h that you've been a slave to
for years or almost all of your life. habit

070. So don't expect it to be easy. But if you're a slave to

h s that have been affecting your health, your popularity,
your happiness, or chances of success - it's about time you habits
decided to get rid of them.

071. I can't stress that strongly enough - you must really and
truly want to get — of them. The fact that they're not easy to rid
eliminate will give you a wonderful feeling of achievement when
you do el e them. eliminate

318
072. And Mark Twain once said that, "A h cannot be tossed
out the window; it must be coaxed down the stairs a step.at a
time." You'll be doing just that with these methods. habit

073. A quick review; If you indulge your habit at different (from

usual) times, or avoid indulging at definite times as you always
have before, you're using the d y method of attack. delay

074. If you set a definite time only in which to indulge your

bad habit, you're using the time-c k method.
clock

075. If you set aside certain periods during the day in which
you will not indulge under any circumstances, you're applying
the coffee -b method. break

076. If you change the usual pattern of your habit; if you inter-
fere with it, make it less enjoyable, you're using the dis e
method. disturbance

077. If you decide to stop indulging your bad habit for just one
day at a time, you're using the twenty-four h —
method.
hour

078. you make a wager with yourself that you will not
If

indulge, and if you ask your friends to deride you if you do,

you're applying the ch e method. challenge

079. If you do something, anything, else at the moment that

method. substitution

O80. Remember that you can use one or more, or all of these
to fight any particular h . Not only the ones I've used as
examples. habit

319
081. For instance, the twenty-four hour and the challenge
methods go very well together. Challenge yourself to give up
the habit for just the —day. Tell your friends about it, etc. one

082. Use the delay and the disturbance methods together. You
can even throw the time-clock method in there. Use all the
ammunition you want or need to beat that h ! habit

083. Aside from not knowing how to b k them, many irri-

tating habits are retained because we don't realize that they're
annoying to others. Well, stop and think of all the habitual break
things you do. How many are offensive? If you're willing to
take a chance, ask your friends.

084. This is chancy; William James once said, "We all want
our fr ds to tell us of our bad qualities; it is only the par- friends
ticular ass that does so that we can't tolerate." You're better
off searching out your own b-d habits. bad

085. I've given quite a bit of space to getting rid of bad habits.
How about acquiring good ones? A g--d habit can be a faithful
friend through life. good

O86. And you can acquire them. The key to acquiring good
habits is concentration and attention. Do anything with
att long enough and it must become a habit. attention

087. If you find it difficult to do anything the same way twice,

you're doing it without a n.
attention

O88. You can make anything a habit if you do it, at first, con-
sistently and with conscious a .

attention

089. Do you usually forget to lock your door when you leave?
Would you like to create the habit of always, without fail,
—
1 ing that door ? locking

320
090. Force yourself, at first, to think of it. Do it with thought
and c attention for a while, and before you know^it, it
will be a habit. conscious

091. Start to think about it as you're getting dressed and ready

to leave. In a surprisingly short while, you'll be locking that

door automatically and without thinking. Then it's a h ! habit

092. These tips may be a little easier said than done at first.
So here are a few suggestions to lead you along slowly. Answer
the questions, but more important, try the suggestions. If you try
don't — them, they're of little use.

093. Define the habit you wish to form, in detail. Know just
what it's supposed to do for you, and allow it to get started
properly. D e the habit you wish to form. Define

094. Start out by def g the habit and making a voiced, or

preferably written pledge. This pi will serve as a remin- defining
der to work at, and form, that new habit.
pledge

095. Start to do the thing you want to become habit at the time,
or circumstance, where you want it to work. Just practicing habit
the h any time is worthless. Practice it at the proper t .

time

096. The time to start practicing the action of always locking

your door is when you leave the house; not just any time. Prac-
tice the habit at the p time. proper

097. Once you've de d the action and have started doing it

at the p r time, setup a definite way or method of action. defined
At first, do it that way all the time. Make the manner or meth-
od of action inviolable. Do it the same way all the time. proper

098. Do not differ in any way from the original action, or that
di e will become a part of your new habit.
difference

321
099. Most important, be consistent. If at first you repeat
the action in the same way, at the same time and in the same
manner - it will soon become automatic, and your new h habit
has asserted itself.

O100. I must stress the importance of acquiring the h t of

acquiring good new habits. This can be one of the most useful
—
assets through life. habit

O101. Most successful people have found more time for every-
thing, including creative thinking, because they've trained them-
habit
selves to let h take care of all the small, necessary, repeti-
tive chores.

O102. Even unhappiness, very often, is nothing more than a bad

habit! Why not work at acquiring the good habit of h ?
happiness

O103. Ifyou wake up grouchy most mornings, get into the habit
of looking in the mirror and smiling at yourself! Sounds idiotic,
I know, but try it and surprise yourself. H ss can become Happiness
a habit!

O104. The habit of smiling is an asset in more ways than one.

And, it is_a habit! People will like you more, and you'll avoid
unpleasant situations. It's difficult to argue with someone who smiling
is sincerely sm ng at you.

O105. Most of the good and the bad, the faults and virtues, in
our personalities are nothing but h Making prompt deci-
. habit
sions is a good h which can save countless hours and much
unhappiness and it can be acquired. habit

O106. Being shy is usually only an uncomfortably bad habit.

Itcan be overcome by replacing it with the g habit of being
interested in others and thinking of them and their comfort. good

O107. Do that, and you won't have time to th — k of yourself.

Just remember that basically everybody is th ing of himself think
and how he appears to others.
thinking

322
01 08. Everyone looks for awareness and approval from his
friends and acquaintances, so you are not alone. Once you
realize this, you'll have no reason to be shy - we've all got the problem
same pr m.

O109, Well, no need to list them all. I do want to stress upon

you that you can acquire g h — s and break the bad ones
with the methods taught you here. Let's review how to form
good

habits
good habits once again:

O110. Define the habit you wish to form. Lay out a plan so that
you know exactly what the habit is supposed to do for you.
D the habit. Define

Olll. After defining the habit, make a conscious pledge to do

it. This will serve as a reminder. After defining the habit,
make a p to do it. pledge

0112. Practice the action at the proper time. After defining

it, and making a mental or written pledge, be sure to do it and

practice it at the time. proper

0113. Set up definite ways and methods of action. Do exactly

the s — way all the time.
it

same

0114. Do not deviate in any way from the original action. If

you do, that deviation will become part of the habit. Do not
d from the action that you wish to become habit. deviate

0115. Be consistent.'Consistency is habit! Don't just prac-

tice the action every other time; practice it c tlv.
consistently

OH6. Most important, do the actions, at first, with attention.

They become habit if you don't do them, at first, with
will not
conscious thought and a . attention

323
0117. And finally, I cannot stress enough the importance of bad
trying the methods I've taught you here. Both for breaking
— habits and acquiring ones, you must t-- my methods. good

try

0118. This, of course, holds true for anything and everything

you'll be learning and have learned in this course. Just reading
passively is a waste of time. You must actively try my methods.
Be sure to — the methods.'
try

0119. You certainly have nothing to lose by trying them, and

everything to gain! So, I leave the subject of habit, stressing
again that you must actually and actively use and —
my try
systems!!

324
 HOW TO BUILD A WILL OF IRON

PI. The discussion lead-in to the sub-

of habits is a natural
ject of will power. you've tried some of my methods for
If

breaking bad habits and acquiring good ones, you've been using power
will .

P2. of fact, they are so closely related that some

As a matter
of therules for breaking and acquiring habits hold true for
strengthening your power. will

P3. You can do anything in life you want to if you only have the
willpower to do it. How do you go about strengthening that will
w— p ? Well, start by reading and studying the following
frames. Try the systems and suggestions. power

P4. Answer all the questions and do what I tell you to. Remem-
ber, it is always important for you to do and t-- the systems.
try

P5. I will teach you certain rules, or steps, to follow. No one

rule is sufficient by itself, to s n your will power. You
must use them all. strengthen

P6. And, the rules must be used in the proper order. Of

course, that will be obvious to you, since one rule will natur-
ally follow the other, like the links of a ch — chain

P7. To s n your will power, you must learn and apply

all of the rules.
strengthen

P8. The first rule is: Be Sure You Really Want It Badly
Enough! It is difficult to apply or practice will on
some vague and ephemeral desire. power

325
P9. If you think, "Some day I'd like to learn that," forget

You probably never will. You don't w —

it badly enough.
it'.

want

P10. Even if you think, "Gosh, I wish I could do that;" that's

not wanting it badly enough either. Anything you want to do or
learn b--ly enough, you can do or learn. badly

Pll. Unfortunately, wishing will not make it so! You must,

first and foremost, learn the difference between the wish and
the will to do or learn anything. W — ing will not make it so. Wishing

P12. Do you see the difference between, "I wish I could learn
to do that" and "I will learn to do that"? Change 'wish' to
'w and you're on your way toward strengthening your will
'
will
power.

P13. Any time you change your thought "I would like to; I
ought to; I wish I could" to "I will," you are applying my first
rule. You want it b--ly enough. badly

P14. Part and parcel of this first rule is to sit down and men-
tally discuss with yourself why you want to do or learn any
particular thing badly e . enough

P15. It will help if you pinpoint your reasons for wanting it.

Tell yourself w-- you want to do or learn this thing.

why

P16. It's usually a good idea to also list the importance of

each reason. They go hand in hand, of course. Tell yourself
why you want to do or learn the particular thing, and the importance
im of each reason.

P17. This mental, or written, conversation with yourself will

help you apply the first rule. Pinpointing the reasons for want- reason
ing it and listing the importance of each r n has made you
feel sure that you really want to attain this accomplishment badly
b e —
gh. enough

326
P18. Sav vou've finally decided that you really want to learn
'Rap' in that desire. Pinpoint all the r s; there reasons
to drive.
must be many. Now beside each reason, list its im — importance

P19. Now you've 'rapped' in that desire; you really want to

learn to drive badly enough. You've gone through the trouble will
of pinpointing and listing; and you've taken your first step to-
ward strengthening your w p . power

P20. You must the reasons for wanting to do, or

learn, any particular thing.
a) accept c) pinpoint
b) love
c) pinpoint
d) ignore
P21. After pinpointing your reasons, list the of
each one.
a) importance
b) size a) importance
c) growth
d) spelling

P22. These are sub-rules to help you apply this main rule;
Be Sure You Want It Badly Enough.
a) Don't
b) Might d) Really
c) Won't
d) Really

P23. So remember, the first rule for strengthening your

will power is: -Be Sure You Really Want It B E . Badly

Enough

P24. The next rule Have Confidence That You Can Do It!
If you have to, really
is:
force yourself to believe you— do it.
can

P25. And you really can, you know.' Don't let anyone (espe-
cially yourself) tell you different. You c--do anything you can
really w — to
want

P26. Look at it this way: Even if you don't achieve mastery,

or perfection, in the thing you want to accomplish, you will
still do it better, or have more knowledge of it, than you do can
at this moment. You must have confidence that you c— do it.

327
P27. Maybe you've often said, "Gee, I wish I knew something
about art." Well, change that to, "I will learn something about
art," apply rule #1; then have c ce that you will. confidence

P28. You may not become a connoisseur, but you will even-
tually know more about art than you do now. You've taken your
first two s — s toward that goal. steps

P29. Many of us are stopped in our tracks at this point be-

cause memories of past failures drain our c ce.
confidence

P30. Remember this: Past failure is no reason for not be-

lieving in present success.' You must be aware that most of
our great inventions and acquisitions of knowledge were real- failures
ized in spite of, and most often, because of past f s.

P31. Okay, so you'll make mistakes. So what! If you never

make m s you'll never achieve or accomplish anything!
mistakes

P32. I'll be discussing fear of f e much more thoroughly

in the section on how to control your worry and fear, which
follows this. failure

P33. In the meantime, just make yourself believe (because

it's true) that surmounting obstacles and making m s is
part of accomplishing anything.
mistakes

P34. Stop thinking "I don't think so; I haven't the time; I

failed before; etc." Let your battle cry, or motto, be, "Of will
course I can do it! " Do this, and you've taken two giant steps
toward strengthening your w p— .
power

P35. The third, and probably the most important, rule is:-
BEGIN. That's it and that's all - just begin. Nothing and strengthen
no one, no power on earth can ever s en your will
power if you don't b n. — begin

328
 .

P36. In order to accomplish or learn anything, we must,

above all, simply •

a) forget it b) begin
b) begin
c) cry
d) confide in others

P37. Again, let me give you some sub- rules to help you
apply the main rule. The main rule is simply to b .

begin

P38. Don't look at the over-all task of any accomplishment

right away. It may loom too vast, too much for you to handle.

This can drain your c ce and keep you from beginning. confidence

P39. Instead think of it this way: Any large task is made up

of many smaller, simpler tasks.Take it one step at a time.
All you need think about is that first s . step

P40. The longest walk is made up of many small steps. And

you'll never get to your goal unless you take the first one.
Look at the thing you desire one s —
at a time. step

P41. Sure, I'm throwing a few cliches at you, but a cliche

becomes a cliche because it's true! And what's the difference, will
so long as it helps to strengthen your w p .

power

P42. Okay: take that first and you've begun!

step

P43. I'll give you another cliche: "He has half the deed
done who has made a beginning!" The step is your
beginning. first

P44. Another sub-rule: - Keep your final goal in mind!

Never mind the vast, unsurmountable task ahead, but keep
your eye on the final g — goal

329
 .

P45. This is your incentive. Without a visible (mental) goal,

there is no motivation. So think of that eventual g — goal

P46. So, although I do want you to keep your goal in mind,

I also want you to consider the accomplishment one s
a time.
at — step

P47. Don't try to plan out the entire thing. Plan one step at
a time: plan for the next few minutes, the next hour, the next
day, etc. And once you've begun, keep doing that next step at time
a .

P48. Write one sentence at a time and you'll eventually

write a book. Take one step at a time and you'll eventually
walk the longest journey. Save one dollar at a time and you'll step
eventually have a significant bank account. Just think of
taking one at a time.

P49. Get through with that one step, and the feeling of
accomplishment that comes with it will be an added incen-
tive to go on to the next . step

P50. Each feeling of accomplishment, each added incen-

tive, will add a bit more strength to your w p — . will

power

P51. Okay; if you apply, and think of, all the things I've Begin
taught you, it will help you to apply the third main, and
important, rule: B . Apply it, and you've added another will
inch to that w p bicep.
power

P52. The first rule for strengthening your will power is:
Be sure you really it badly enough.

want

P53. The second rule for strengthening your will power is:
Have c that you can do it. confidence
The third rule is: B .

Begin

330
P54. The next rule to help you strengthen your w p —
and to help you accomplish anything, is: Back Yourself Into
,

will
A Corner Occasionally.
power

P55. Being backed into a corner has been the inspiration

for many accomplishments. If you can manage to purposely

b —
does.
yourself into a corner, it will work just as necessity back

P56. All this means is that you should purposely make it

hard for yourself occasionally. There are many ways of
doing this. One is to set a deadline for doing something. Set deadline
a line.

P57. If you set a deadline and make up your mind that you
must meet it, no ifs, ands or buts, you're backing yourself

into a c r. corner

P58. As I taught you in the section on habits, tell your

friends about something you intend to accomplish by a cer-
tain time. Invite them to deride you if you fail to do so. corner
You're backing yourself into a .

P59. Even though the kidding you'll get will be good-natured,

want to avoid it. It will force you to do what you
you'll still
said you would. You're b —
ing yourself into a corner. backing

P60. Tell your spouse about it. Set things up so that if you
don't do or accomplish what you say you will, you'll be a
lesser person in his or her eyes. You've really backed yourself
y f i n to a tight corner.

P61. Put yourself on the spot by exposing yourself to temp-

up smoking, keep a pack of cigar-
tation. If you've just given
ettes handy. Each time you avoid the temptation, you've step
taken one more s —
forward.

331
P62. As per the rule for breaking bad habits, challenge
yourself. Make a mental wager with yourself that you will
do a certain thing at a certain time. Deride yourself, force step
yourself to take that next .

P63. All right.You have some sub-rules for backing yourself

into a corner. One way is to set a d e.
deadline

P64. Another way is to put yourself on the spot by exposing

yourself to t n.
temptation

P65. Or, you can make mental wagers with yourself, or set
up ch s.
challenges

P66. These are all aids for applying the fourth rule to help
you strengthen your will power. Back yourself into a
occasionally. corner

P67. You needn't be concerned about backing yourself into

that corner. Take my word for it, you'll do whatever it is
you have to do. Then you'll be ready to take care of the next
step.

P68. Don't let discouragement stop you. In m6st instances,

achievement is just around the corner from discouragement.
So don't be deterred by d ment. discouragement

P69. Take care of that particular phase; that particular

duty or chore; get over the hump, and get to the next .

step

P70. The fifth and final rule for strengthening your w

p . and accomplishing anything you wish to accomplish will
is: Form The Habit.
power

332
P71. I don't have to go into detail on this, I'm sure, since
I've already taught you about h s. ,
habits

P72. And I've told you before that

hand in hand.
w — p and h go will

power

habit

P73. It's worth a frame or two here, however, just to remind

you that after you've done anything once, it's easier the next
time. Do it again, and it becomes still e r. easier

P74. Once you've applied my rules for strengthening your

will power to any one project, they will be easier to apply
to the n--t one. next

P75. And so on, until you've made, or formed, the h of

will power. habit

P76. So I must be repetitive here, and stress again that

you must actually use and apply these rules. Do so and you'll will
be strengthening your w p— and the habit of will power.
power

P77. The challenge idea, as mentioned in the section on

habits and here, is one which comes in handy in many ways.
If you want to make unpleasant duties and chores much more challenge
pleasant to accomplish, use the ch idea.

P78. Make every unpleasant chore a ch . Make a

game out of it. challenge

P79. Making a difficult and unpleasant job into a ch

and a game not only makes it easier, but will give you a much
greater feeling of accomplishment. challenge

333
P80. Finally, always keep this in mind:- Thoughts must lead
to action. All the thinking in the world will accomplish noth- action
ing, if it doesn't eventually lead to a .

P81. Thinking without a is really, in most cases,

nothing more than day-dreaming. And day-dreaming, unless
it in itself leads to action, will get you nowhere! action

P82. Let me remind you of another cliche: Do it now!.' Any

time you get a good thought, or a strong desire to learn or
accomplish something, act on it immediately. Take at least step
the first s--p.

P83. That good thought, or desire, will evaporate if it is

immediately

P84. So, form the habit of taking at least the first step when-
ever a good th or desire comes to you.
thought

P85. Each and every time a good thought or desire evapor-

ates because of inappropriate action, or no a at all,
you've drained or lost a bit of that new-found will power. action

P86. That, incidentally, is one of the basic ideas behind this

form of learning, the programed 1 ng course.
learning

P87. I am forcing you to act with each frame. You must

answer each and every question. You're doing something]

Each time you pick up your pencil to answer a question, I act
am forcing you to .

P88. So; thought leads to action; and leads to

achievement.
action

334
P89. Now before leaving the subject of w p--- and ac-
complishing what you want, here's a final review. will

power

P90. There are five main rules to apply in order to strength-

en your will power. The first one is: Be sure you it badly

enough. want

P91. You must change the wish to do or learn something to

the to do or learn it.
will

P92. To help you apply this rule, it will help to pinpoint the
r s , and the importance of the reasons for wanting to do,
or learn it. reasons

P93. This will aid you in in that desire or will.

a) believing
b) giving d) rapping
c) subduing
d) rapping

P94. The second rule is: Have that you can do it. confidence

Do not let past f res drain your confidence. failures

Your attitude should be, "Of course I — do it." can

P95. The third and most important rule is contained in one

word: .

Begin

P96. Take every large task one step at a time. But above all,
take that first . step
At the same time, try to keep your eye on the final .

This will furnish the incentive. goal

P97. The fourth rule is: Back yourself into a

occasionally. corner

Set a d e for anything you wish to accomplish. deadline

335
 —

P98. Set things up in such a way that your friends will deride
you if you don't do it. Set up ch s for yourself. challenges
Put yourself on the spot by exposing yourself to
tern n. temptation

P99. The fifth rule is: Form the . habit

Habit and w — p go hand in hand. will power

Form the of will power. habit

P100. Use the ch idea to make difficult and unpleasant

duties and chores easier to do.
challenge

P101. Make it a habit to always have your thought or desire

a) action a) action
b) police headquarters
c) water
d) wishing

P102. Thinking without action is usually nothing more than

day .

day-
dreaming

P103. As soon as you get the thought or desire, act on the

first s — immediately or it will start to evaporate.
step

P104. Finally, and with purposeful repetition, I must tell

you again to try these rules. If you do not apply and use will
them they cannot possibly help to strengthen your w
p . power

P105. You must a these rules in order for them to help

you I

apply

336
 HOW TO OVERCOME WORRY AND FEAR

Ql. Build for yourself a strongbox,

Fashion each part with care;
When it's strong as your hand can make it, no answer
Put all your troubles there; required

Q2. Hide there all thought of your failures,

And each bitter cup that you quaff;
Lock all your heartaches within it, no answer
Then sit on the lid and laugh. required
Bertha Adams Backus.

Q3. Wouldn't it be wonderful if we could all build ourselves

such a st x; a place to pack away our worries, fears,
failures, and disappointments? Then again, would it be such strongbox
a good idea?

Q4. Wouldn't it make us

completely irresponsible? It
all
may be all right to have a and not w y about
'light head,'
anything, or be afraid of nothing; but that's going to another
— worry
extreme, don't you think?

Q5. Part of mind organization and personality organization

is the ability to control needless worry and fear. The impor-
tant word here is n ss. needless

Q6. It is natural and normal to have doubts and uncertainties.

Particularly in this hectic age we live in. It is natural to
worry. W —y is a normal mental reaction. Worry

Q7.
good.
We all w
Worry can be
— y occasionally. And in most cases, that's
the stepping-stone to action.
worry

Q8. If you're worried about something, and that w forces

you to do something about it; that's fine.
worry

337
Q9. Worry is thought, and if the th leads to action
and/or accomplishment, then your worry is serving a purpose.
thought

Q10. It's when your worrying becomes chronic or habitual -

without leading to a n that you may be harming yourself.
action

Qll. If your w s and fears are causing you to be unhappy,

something must be done about it.
worries

Q12. If you've learned how to control habits and your

w
fear.
— p you should have no trouble controlling worry and
,

will power

Q13. Let me try to help in my own way. First; what exactly

is w ? Well, there's no doubt that it can be one of your
worst enemies. worry

Q14. I know that telling you not to worry is about the same as

advising you not to breathe. I can, however, try to show you

why, in most instances, your w
do you no good, and can harm you.
—
ies are wasted effort. They worries

Q15. W usually is a good example of squandered or non-

,

creative imagination. Instead of using that im n to Worry

improve yourself or help you create new ideas, you're using
it to no apparent purpose. imagination

Q16. All right; usually worries are nothing but figments of

your imagination. If you never worried at all it would show
imagination

Q17. Essentially, is a fear reaction over a future event

which may never materialize. You're paying interest on your
troubles before that interest is due! worry

338
Q18. All right then, if you fret and stew over every little

thing; you're always doubtful and uncertain for no apparent

if

reason; if you're letting anxieties and apprehensions get the habitual

upper hand; if you're an hab 1 worrier; I think I can be of

some help.

Q19. The first thing to do is to make yourself believe that

most of the things you worry about, seldom (or never) happen!
Here's how you can prove to yourself that most of them sel- happen
dom h .

Q20. Right now try to remember the things you were worry-
ing about a year ago! Can you remember any of them ? And
if you do, did they ever h ? happen

Q21. And if you're attributing this to a bad memory, why not

take a moment right now and list all the things you're w d
about at this moment? worried

Q22. Go ahead; do it. It will be time well spent. It will prove

that most of the things you worry about just never h or happen
materialize.
And if they do happen, they're seldom as bad as you think
th— k they'll be.

Q23. Place this list of worries in a safe place, and check it

six months or a year from now. This alone will prove the
folly of w y. worry

Q24. You've just been given your first rule for controlling
worry. Make yourself believe ('cause it's true) that most of
the things you worry about seldom h . happen

Q25. Another tip; Look within yourself and make sure you're
not the martyr type of worrier!
no answer
required

Q26. Sometimes our worries are nothing more than disguised

attempts to gain sympathy and attention! This is dangerous
and can cause habitual worry. Be sure you're not the m r martyr
type of worrier.

339
Q27. You'll have to really look within yourself to check this.
It could be a subconscious reaction. But if you think about it
a while, you'll know whether you're the m r type of worrier martyr
or not.

Q28. In most cases, the worry itself is more agonizing and

painful than whatever it is you're w d about.
worried

Q29. Minor frustrations, failures and annoyances should be

anticipated, not worried about. Since they are inevitable,
expect and an te them and you'll have no need to worry anticipate
about them.

Q30. I'm sure I don't have to stress this. We all know that
life isabundant with these minor failures, troubles, frustra-
tions, annoyances, etc. Accept them; overcome them; anticipate
an te them, and you've eliminated a large slice of worry.

Q31. even possible and beneficial to look forward to some

It is
of these minor frustrations!
Look at them as challenges; and
you've eliminated w . worry

Q32. Since these minor frustrations are inevitable, doesn't

it make sense to anticipate them
and to consider them
ch s? challenges

Q33. I think you'll find that if you

can make this a habit, you'll
eventually welcome these minor fr- - -- ns
frustrations

Q34. You'll accept them as challenges and get a 'kick' out of

overcoming them. If you do a 1 them as c - - -s you accept
have no time or need to worry about them.
challenges

Q35. Learn to accept the inevitable! This doesn't mean to

feel that there's nothing you can do about anything. But,
for
minor frustrations and annoyances, make aliabirbT accepting inevitable
the in „

340
Q36. Let's face it, there isn't much you can do about it when
it's snowing except wear boots. There isn't much you can do
about a tooth that must come out, except get it out! Learn to inevitable
accept the in .

Q37. If you inwardly enjoy worrying because it brings you

attention and sympathy, you're the type of worrier.
a) good c) martyr
b bad
c) martyr
d) master

Q38. If you list everything you're worried about right now,

and check that list a year from now, you'll prove to yourself
that most of the things seldom h . happen

Q39. And if they did happen, they weren't anywhere as bad as

you th 1 they'd be. thought
If you learn to accept the in most of your ,

worries will disappear. inevitable

Q40. Now, here's my favorite method of eliminating worry.

Whenever something comes up which may cause w think ,

of the worst that can possiblv happen! worry

Q41. Think of the w that can happen, and assuming it does,

is it a matter of life and death, or the end of the world? (If it
is, you've really got nothing to worry about!) worst

Q42. If it isn't a matter of life and death or the end of the

world, simply prepare for, or assume that, the w will
happen - then forget about it! worst

Q43. For example, did you recently make an investment which

you're worried about? The worst that can happen is, you'll
lose the entire in
investment
Will that break you? Will it ruin
.

your life ?

Q44. If not, assume that it's all lost; accept this, and what is
there to w about now?
worry

341
Q45. Of course, the odds are you won't lose the entire invest-
ment. If you only lose a small part of it, or if you make money,
you'll be pleasantly surprised and you haven't wasted time worrying
w ing about it.

Q46. If you do lose the total amount, well, assuming you could-
n't have done anything to salvage it, like getting out with a
lesser loss, etc., at least you haven't worried needlessly. You worst
already prepared for the that could happen.

Q47. Are you w d about losing your job? Have you done
everything you can to avoid this eventuality ? worried
If you have, prepare for the w You are going to lose
.

your job. worst

Q48. So - do what you would do if vou actually lost it! Look

around for other job opportunities; think about it; prepare for
the worst; then -- something about it. do

Q49. Whether or not you lose your job is immaterial for this
discussion. What is important is, y^i've accepted and/or pre- worst
pared for the w that could happen and you haven't worried
excessively about it. Instead, you've d--e something about it. done

Q50. Hand in hand with accepting the w that can happen, is

preparing for minor dilemmas and worries.
worst

Q51. I'm referring to the really minor w s which are

most often caused by our own laziness and procrastination.
worries

Q52. Let's get these really m —

r worries out of the way. If
you're going to worry, you may as well worry about the big
things! minor

Q53. Are you constantly worried about being late ? P re

for it by cultivating the habit of always leaving a bit earlier.
Why worry about it? Prepare

342
Q54. Are you constantly worried about getting lost? D- some-
thing about it! Get good maps of the areas you're driving in, Do
spend a little time learning how to read those maps. Why
w about it? worry

Q55. One or two of your tires are nearly bald and you're
worrying about flats? Get new tires right now. You'll have to
soon anyway; why w about it? worry

Q56. All these really silly m —

own laziness and procrastination.
r worries are caused by your

minor

Q57. The simple solution is to d- something about them im-

mediately, and the w is eliminated. do

worry

Q58. Stop procrastinating; d- something and half your m r

worries are over. do

minor

Q59. Are you worried about more important things, like your
health? Do s g about it. See your doctor for a check- something
up; let him w about it!
worry

Q60. Are you worried about the condition of your teeth? Have
them checked now. Do something a it; why worry?

about

Q61. Are you worried that you're smoking too much? Apply
all the rules for breaking bad h s that you learned before.
Do something about it. B — k that habit!
habits

Break

Q62. Make it a habit to pre — e for and do something about

minor, and not so minor, worries.
prepare

343
 t

Q63. I know of one man who used to worry dreadfully about

one thing. He traveled on business, and he'd heard of several

people getting appendicitis attacks on such trips. This worried
w d him terribly.

Q64. He kept thinking about the business he'd lose if this

happened to him. Another thing; since he wouldn't be near his doctor
own doctor, the thought of a strange d r operating on him
w d him. worried

Q65. So, he decided to do something about eliminating this

worry. During a slow period in his business, he went to his
own doctor and had his healthy appendix removed! He doesn't worry
w —y about that any more!

Q66. I'm sure you realize that this is going to somewhat of an

extreme. I think it does, however, bring out my thought about
facing the w —
t that can happen, then preparing for it. worst

Q67. This also holds true for worries which must be consid-
ered of greater importance. But are these the type of worries
which cover up guilt feelings? Be sure your worries are not guilt
cover-ups for g feelings.

Q68. For example: Are you worried about what would happen
to your family if something happened to you? Is this a g
worry because you've neglected to insure yourself properly?
— guilt

Q69. Then check your insurance coverage; make sure your

family is well protected, and stop feeling g y and worrying
about it! guilty

Q70. Are you worried about the physical safety of your family?
Have vou done everything possible to insure that safety ? If so, guilt
there's no reason for g —
t or w — y.
worry

Q71. You've done something about it; now forget it and s--p
w ing. stop

worrying

344
072. Another good rule is to belittle the importance of what
you're worrying about. Minimize its effect by ridiculing and
disparaging the im of it. importance

Q73. Cultivate a "so what" attitude. The minor frustrations

and annoyances of life cannot really hurt you if you don't allow
them to. Shrug your shoulders, say "so ," and forget it. what

Q74. Accept the inevitable! Learn to examine each worry

separately. If you can change or modify the situation that's
causing the worry, fine; do so. If not, apply some of the rules inevitable
already taught you and then accept the .

Q75. This will work for minor and major worries. Are you
worried about growing old? Why not prepare for, and a 1,
the inevitable? accept

Q76. Why worry about growing older anyway; think of the alter-
native! Anyway, how do you know that
rewarding and finest part of life ?
—
age isn't the most
old

Q77. I don't mean for you to sit and wait for old age; just stop
worrying about it. Prepare for it? Sure. Work out a retire-
ment or a pension plan, etc. But stop worrying ab —
it. about

Q78. You must train yourself to live with the things and con-
ditions you cannot change. A 1 them, and do the best you
can under the circumstances. Accept

Q79. Such acceptance of the in will relieve you of

needless tension and prevent emotional disturbances.
inevitable

Q80. All these rules and hints I've given you so far will help
eliminate worry, if you apply them. Also apply some of the will
rules I've given you for controlling habits and w p .

power

345
Q81. Worry
of a bit of will
is a bad h
power.
— t which can be broken with the help

habit

Q82. Okay, a few more simple rules for eliminating and

b—
ing
king the worry habit. Whenever you find yourself worry-
- smile. breaking

Q83. That's right; just smile! I don't mean an idiotic grin, I

mean a genuine s . smile

You impossible to think of two things at the
see, it is
same time. And, in order to you must think of something
,
smile
pleasant.

Q84. Do that and you can't worry at that moment. Try it.
S and your present, momentary worry will be dissipated.
,

Smile

Q85. Call it the rule of 'comparison.' Each time you worry

about something, think of any pleasant things that are going to
happen today, and s . smile

Q86. It is impossible to th —
of two things at one time. Train
yourself to think of something pleasant and to smile whenever
you catch yourself worrying. think

Q87. Train yourself to c re the pleasant with whatever

you're worried about.
compare

Q88. This rule goes farther than is apparent at first glance.

You cannot smile and be grouchy at the same time. If you
leave no room for w in your thoughts, the worry will dissi- worry
pate itself.

Q89. Most of us are worriers because we leave ourselves

too much time to w .

worry

346
Q90. The best way to overcome habitual w is to become
more active; either mentally or physically, or both. Try be- worry
coming more interested in others and their worries. You won't
have t--e for yours, then. time

091. When you feel a worry coming on, keep your mind and
hands busy. The w won't be able to get a foot-hold on you
if you're busy. worry

Q92. Farmers are the least susceptible to nervousness and

chronic worrying because they are usually occupied from
morning to night. They have no t — to worry.' time

Q93. If you have too much time for worrying, get interested
in another hobby, mental or physical; and learn to s
when you catch yourself worrying! smile

094. Learn to rationalize away your worry. Think of all the

reasons you can why this particular stress and w should
not exist or bother you. worry

Q95. This r tion is one more weapon for weakening

and dissipating your worries. rationalization

Train yourself to r ize your worries.

rationalize

Q96. Each of these rules go hand in hand with each other.

One either leads to, or helps you to apply, the other. Ration-
alizing your worry will help you to assume that 'so
'
what
attitude.

Q97. Assuming the 'so what' attitude will help you to

instead of sneer.
a) be grouchy b) smile
b) smile
c) drink
d) cry

Q98. Finally, use a variation of the twenty -four hour method

for breaking bad h s. Set aside one special day each week
in which you'll do all your worrying! habits

347
Q99. That's right! Make up your mind you will worry
(about everything) on just that — that
special day.
one

Q100. The other days can now be used in a carefree manner.

Let the worries accumulate for that one special —
day

Q101. When that day arrives, lock yourself away from every-
one, and start w ing. You may be surprised that most of
the worries have become strangely vague and elusive. worrying

Q102. Some of them will have vanished without a trace! Try it!
After spending that special day worrying, go back to
your worry-free existence until that day arrives again. one

Q103. You'll find the time you spend w ing even on that
one special day will be growing shorter and shorter!
worrying

Q104. So - be sure you've d--e everything possible about

any worrisome situation and are not worrying because of done
g feelings.
guilt

the situation is beyond your control, learn to live inevitable

Q105. If
with Accept the in

pr
it.

Decide what is the w — .

t that can happen, accept and

e for that, and stop worrying about it.

worst

prepare

Q106. Make it a habit to prepare for minor worries. Do

something about them; p for them, and they are no
longer worries. prepare

Q107. Train yourself to assume a 'so '

attitude. Belittle
your worries.
what

348
Q108. Think of all the reasons why it's silly for a particular

a) rationalize a) rationalize
b) love
c) hate
d) recognize

Q109. Set aside —

special day in which to do all your
worrying. Live the other days fully and in a worry-free,
carefree manner. one

QUO. HOW TO THINK AWAY FEAR:

I have no other foe to fear save Fear. no answer
required
Frederick Lawrence Knowles.

QUI. There isn't much to differentiate between w and

fear. It's a case of the boil (worry) coming to a painful head
(fear). worry

Q112. Rational anxiety or fear is an essential and useful

part of living. F —
like pain, can be a warning of, a pro-
,

tection against, imminent danger. Fear

Q113. Fear of fire, fear of falling, and such, are basic and
useful human fears. If you had no of fire, sooner or
later you'd be badly burned. fear

Q114. Fear can also be a good creative force. It was fear

of ignorance that created schools; fear of food poisoning
that created safer and healthier methods of food handling; fear
f— of accidents that created safety measures in all walks
of life.

Q115. Knowledge brings awareness. So the more you know,

the more thereis to f
look askance at k
—
This, of course, is no reason to
.

ge; no matter how you look at it, ig-

fear

norance is not bliss. knowledge

Q116. however, irrational and unreasonable fears we

It is,
must Most of the rules and ideas I gave you for
fight against.
eliminating w will also apply toward controlling or elim- worry
inating unreasonable fear.

349
Q117. Remember that for both w and f you must
really want to get rid of them, or no rules or ideas in the
— ,

worry
world will help.
fear

Q118. Assuming you really do to get rid of unreasonable

fears, myfirst and most important rule is Do The Thing You
Fear! want

Q119. That's right! The best way to be rid of minor fears

is to face up to them. Do the thing you f — fear

Q120. Believe me when I tell you that many of the things

you fear now can be faced squarely and even eventually en-
joyed! F up to the things you fear. Face

Q121. Are you afraid of flying? Face up to it; d- it once!

See if there is. something to be of. do

afraid

Q122. You may find that you really should be afraid of it.
All right - then don't do it anymore. But you may conceivably
find that there really is nothing to be of. You may afraid
even enjoy it!

Q123. Try the thing you f —

at least once! Even if it means
sleeping in the dark; or flying; or petting a dog; or holding a
cat; or making a decision and sticking to it. fear

Q124. Trv it o--e - and at least see if vou should be afraid

of it.
once

Q125. One simplest cures for minor fears I know

of the
is d — This deliberate act of f
g the thing you fear. g
up to the fear, done intentionally and consciously several
doing

times in a row, will eventually eliminate the fear. facing

350
Q126. Remember, you'll never be victorious over a fear that
is not brought out into the open so you can f —
it squarely.
face

Q127. Another 'trick' or rule is to pretend or act as if your

fear of any particular thing or situation simply didn't exist.
Act as if, or pretend, that you are not a . afraid

Q128. Pretend you're not afraid of a certain thing and you'll

eventually cease being a .

afraid

Q129. These things must be formed into habits. You must

f e yourself, at first, to try, do, or face up to the things force
you .

fear

Q130. Force yourself, at first, to a-t unafraid, and before

you know it, you will be un . act

unafraid

Q131. Getting into more important, or major, fears. The

most universal fear is the of death.
fear

Q132. Here I can only remind you that it is silly to fear the
inevitable. Remember to accept the in .

inevitable

Q133. There isn't a thing in the world you can do about it,
so do your best to live with it. Try to minimize its effects
on you as best you can; accept the in and forget ,
inevitable
about it.

Q134. Are you afraid of failure? Well, I've discussed this

before. I can only tell you that those who are terrified of
f usually are failures. failure
f

351
Q135. Being terrified of failure can only be instrumental
in keeping you from trying. If you never t —
anything, you
never accomplish anything, and you're a failure. try

Q136. Simply make up your mind that the real sign of success
is not a straight, unmarked line to achievement, but the manner
in which you overcome f s! failures

Q137. Overcome your fear of failure by preparing an al-

ternative, or saying, "so ," and just go ahead and try.
what

Q138. can't" or "I'm afraid I'll fail" will never get you
"I
off the ground. "I'll try" can put you into orbit. Don't you
see? Fear of possible failure won't avoid the f re. failure

Q139. If you must be afraid of it, let that f--r be the starting
point for action. Whatever you f--r may happen, so prepare fear
or plan for it; then you don't have to be afraid of it any more.
fear

Q140. Make your fears work for you.' If you fear f re,
you should plan ahead to avoid it. Prepare an alternative in
case you do fail at first. failure

Q141. If your fear of failure makes you pr e properly,

and plan better, then that fear is helping you and not keeping
you from trying, or starting. prepare

Q142. I was afraid of people when I was very young. I was

terribly shy. I decided to face that f--r and do something fear

about it. I started talking to p —le whenever I could. Think-
people
ing I had nothing else to contribute, I tried to entertain them.

Q143. I tried to make them laugh or show them things

they'd never seen before. I'm certainly no longer terrified fear

of people; I put that original f —to work for me. I now
make a large part of my living through my ability to talk to people
p e.

352
Q144. Although this gets back into the worry problem, I
think that most of us are not frightened by the present. It's
those imaginary, shadowy, future events that fill us with'f — fear

Q145. Keep in mind that if you take care of the present, the
future will take care of itself. Do the best you can now, and
don't waste time fearing the f . future

Q146. Don't you realize that the more you dread tomorrow,
the less time and inclination you'll have to face and enjoy
today? Take care of the and the future will take present
care of itself.

Q147. Of course, you do all you can to insure a safer and

happier tomorrow, but once you've done that, forget about it!
Stop being a d of life and you'll enjoy life. afraid

Q148. If you're a d of serious illness, and it makes you

go for health check-ups more often; that's good.
afraid

Q149. There's a story about the man who went to his doctor
because he thought he had cancer. The doctor asked him if
he had any pain. "No," answered the frightened patient. doctor
"Well, have you been losing a lot of weight?" asked the
d r.

Q150. The patient replied that he hadn't. "Then what makes

you think you have cancer?"
"Well, I read somewhere that cancer can start with no answer
no symptoms at all, and that's exactly what I have!" required

Q151. So don't harbor unreasonable dreads. I think that

more sickness is sometimes caused by the fear of disease
than by the d itself! disease

Q152. It's silly to stop living in order to live! If you're

having your check-ups when you should; if you're doing what
you can about anything, f 1 about it. forget

353
Q153. As I said when discussing worry - prepare for things
you fear whenever you can, then when there's nothing more
you can do, forget about it. P whenever you can. Prepare

Q154. It is always helpful to confide your fears to someone

else. Don't bottle them up; talk them over with someone
you can trust. Don't b up your fears and worries. bottle

Q155. T g things out, brings them into the open and Talking
helps you to see the worry or f —
in a clearer light.
This helps to apply the other rules of facing up to, fear
and t g the things you fear.
trying

Q156. will also help because usually you'll get advice on

It

how to overcomethe particular fear or how to lessen it. This

you choose the right person to discuss it with. Choose trust
is if
someone you
you do.
t — t and someone who perhaps knows more than

Q157. Your doctor, clergyman, teacher, school counselor,

etc.,are good examples. D ss your fears with someone
you trust. Discuss

Q158. Don't fall victim to the disease of Kainophobia; the

f--r of new things. People do, you know, or it wouldn't have
been necessary to coin the word. fear

Q159. Stop denying yourself pleasures by being frightened

newthings or things you've never done before. As I've new
of
said, try the n-- th
should be afraid of it.
—
once anyway, to see whether you
thing

Q160. Finally, use the same idea I suggested for worry.

Set aside one special d-- for the major fears.
day

Q161. Use the same day that you're using for

time for your f — w — . Just
worry
leave some of the s.

fears

354
Q162. The rest of the time, as long as you've done every-
thing you can to p e for or eliminate the f
free and fear -free; forget about it!
be care- — , prepare

fear

Q163. If you apply some, or all, of the rules, ideas, hints

and suggestions I've given you, you'll be able to control your
worries, and win the battle over your f s. fears

Q164.
them
But they must be
—
into h ts.'
t — d and applied. Try to form tried

Makeit a h to control your unreasonable and habits

irrational worries and fears.
habit

Q165. If you fear one particular action or thing, it is best

to .

a) forget it d) do it

b) love it
c) hate it
d) do it

Q166. After you've done all you can to p e for or

eliminate major fears, accept the in . prepare

inevitable

Q167. Minimize the effects on you as best you can and

then the inevitable.
accept

Q168. Stop being afraid of the future. Take care of the

p and the future will take care of itself.
present

Q169. the things you fear whenever you can.

a) Prepare for
b) Beware of a) Prepare for
c) Look for
d) Forget about

Q170. Talk about your fears. Don't b-' them up inside

you.

fears.
And... set aside — special day to think of all your
bottle

one

355
Q171. Roger J. Burdette practically summed it up when he
wrote: "There are two days in the week about which and upon
which I never worry. Two carefree days, kept sacredly free no answer
from fear and apprehension. One of these days is Yesterday - required
and the other - is Tomorrow."

Q172. Again, I must be repetitive, and remind you that these

rules, ideas and suggestions must be used in order for them
to work or be of any help to you.— the suggestions! Use

356
 POSITIVE DOING

Rl. The discussion of w

made me think of one other
— y and f--r that I've just completed,
thought I'd like to get across. In worry
doing research for this course, I have of necessity read an
awful lot about 'positive thinking.' fear

R2. It seems that p e thinking is the thing nowadays. To

many people, it's a panacea, a cure-all for just about anything
and everything. positive

R3. Now don't misunderstand me; positive t g is all

right, except that in all the books that I read on the subject, I
didn't see much on positive doing. thinking

R4. It's difficult for me to believe that sitting and t g

positively all day will do you much good. As a matter of fact,
I think you'll agree that spending all your time considering thinking
doesn't leave much time for accomplishing.

R5. Thinking of the future is anticipating, and while antici-

pating problems can be quite useful at times, why not concen-
trate on the p ms that need solving at this moment? problems

R6. You've got a few p s bothering you right now? Then

go ahead and do something about them. Just thinking about what
you will do may keep you from ever finding out what you can do problems
about them.

R7. I'm not in the least advocating that you do things without
some advance thought, but it seems plausible that if you get rid thinking
of some of that negative th g, the positive t will
take care of itself. thinking

R8. True, this may be easier said than done. Many people, I
suppose, do need psychiatric help in order to rid themselves of
n thoughts. Though I feel that in many cases, common negative
sense plus a bit of willpower would do it.

357
R9. According to Dr. Karen Horney, "Fortunately analysis is
not the only way to resolve inner conflicts. Life itself still
remains a very effective therapist." no answer
required

RIO. I am not, of course, referring to the severe neurotic, for

whom competent help is the best, and perhaps the only, solution. neurotic
I'm referring to the 'normal n ic,' the normal person with
n 1 anxieties and tensions. normal

Rll. (Dr. George Stevenson maintains that anxiety and t n

are essential functions of living, just as hunger and thirst are.) tension
It's those normal n s that I advise to get off the 'negative'
kick. neurotics

R12. If you have a p m to solve or something to do, don't

letindecision plague vou. Do it the best wav vou know now. problem
Sure, you may make a mistake; but there's no better way to
learn than from your kes.m mistakes

R13. Most likelv, vou'll feel better after something is done,

whether you goof or not. Keep in mind Dr. William Reilly's
thought, "The only person who makes no mistakes is the per- mistake
son who does nothing - and that's the greatest m of all!"

R14. Negative thinking complete waste of time, and too

is a
much p waste of time. A study at
e thinking is also a positive
Michigan State University proved that more brain power and
energy is used in preparing to solve a problem than in the solving
actual s — ing.

R15. All right then; so far as I'm concerned, all progress

comes from daring to begin. You've got something you want to
do, p ms to solve - start doing something. problems

R16. I'm a ereat believer in 'learning by doing.' Thinking of

your ideas being successful or your p ms solved may be
pleasant, but without the doing, nothing is going to happen! problems

R17. And incidentally, don't let the feeling that it's senseless
to try to learn something new because it's beyond you stop you
from trying to 1 n it. learn

358
R18. Don't worry about learning to do it well. The first thing
to do_ is to learn it, even if not well. Learning to do something learning
at all is the springboard to 1 g it well. And, anyway, how
do you know you can't 1 it well? learn

R19. A good illustration is the old chestnut about the young

man who was asked if he could play the piano. His answer was,
"I don't know if I can play or not, I've never tried." Now, there no answer
was a well-adjusted young man. required

R20. My point is, if you feel you can't, or haven't the talent,
or feel incompetent about anything - try anyway. It may help
if you re r what Senator George Hoar said; "Much of the remember
good work of the world has been that of dull people who have
done their best."

R21. Nothing personal, of course. It's just a good way of

stressing that too many good things would be lost to the world
if people spent too much time with p e thinking and not positive
enough time putting their ideas into practical action.

R22. One book I read on how to be happy or successful could

have been trimmed down to one concise paragraph. It told me
to simply see in my mind's eye whatever I desired. no answer
required

R23. So, if you want to be a millionaire, see yourself doing the

things a millionaire would do. See yourself living, working, yourself
acting like a millionaire. In other words, see y f as a

millionaire

R24. That's just another way of telling you to think p ly.

I guess the author meant that the 'seeing' would lead to doing. positively
Because without the d g, you can 'think thin' with all your
might, but if you keep overeating, it won't help much! doing

R25. Well, all I wanted to do here was to bring out that one
thinking
point - that positive t g is just fine when and if it goes
hand in hand with p doing.
positive

R26. One more thing; I mentioned doing 'the best you can,'
which is usually good advice. But don't use that as an excuse
for bad work or poor showings, as some people do. no answer
required

359
R27. We sometimes brush things off with 'It's the best I can do'
and leave things practically undone. When I said do the you best
can, I meant the best you can, not second .

best

360
 PRIVATE T

SI. Art thou lonely, O my brother?

Share thy little with another!
Stretch a hand to one unfriended, no answer
And thy loneliness is ended. required

Wm. Arthur Dunkerley.

S2. We are all, each and every one of us, completely and
irrevocably alone. No matter how many friends you may have,
or how close those f ds are, it does not change this thought, friends
or fact, that we are each an entity unto ourselves.

S3. I'm sure that most of you have experienced the dismal
feeling of being more alone in a crowded room than when you
were actually and physically a — e. alone

S4. The same holds true for relatives as it does for friends;
even husbands and wives. There is always something that just
cannot be communicated to anyone - something that c 1 be cannot
put into words, or is just too personal to confide to others.

S5. Although, perhaps a thousand people have greeted you

this lastyear with the question, "How are you?" - have you
ever answered that q n literally? Really told these question
people how you are? About your personal aches and pains;
trouble at home or at your job?

S6. If you have, you may have noticed a subtle glazing of

your acquaintance's eyes after a few moments. Perhaps he
got a bit fidgety and probably left you talking to y If yourself
after a while.

S7. People, you see, aren't really interested. Your troubles

and problems are yours alone and nobody else really cares.
Simply because they all have problems of their own. Theirs, problems
naturally, are more urgent to them than yours. Truthfully
now, aren't your p ms more important and urgent to you
than anyone else's?

S8. The point I'm reaching for is that although we are all
completely a — there is a comparatively simple way of re-
e,
lieving that loneliness just a bit. And that is to overcome the alone
overpowering dictates of the great 'private I.'
•

361
S9. Most of us are so firmly imprisoned in that seemingly
escape-proof cell of ego; that dark, despairing dungeon of
self, that we tend to believe that the whole world revolves private
around 'me.' This all-too-common ailment, this 'p e I'
complex, can be arrested, if not completely cured.

S10. How? Simply by being interested in others! Is that

such a tough pill to swallow to alleviate such a painful disease?
Of course not, although it's not quite so easy as it sounds. At interested
first you'll have to force yourself to be in d in others.

Sll. Pulling your interest away from yourself, your prob-

lems, your cares, is like pulling two powerful magnets apart - interest
but it can be done. Force or feign that i 1 for a while,

and you'll be surprised to find that in a short time you really interested
will be i d in others.

S12. It may
help you to do this if you try to think of the other
person as another 'I,' instead of 'he' or 'she.' I know that

this is a large dose to swallow; it's a concept that almost person

goes against nature; but try it. Think of the other p n
as 'I.'

S13. You needn't worry, you'll never really be able to stop

thinking of y f; and I doubt if it would be wise even if
you could. Selfishness used intelligently can be a good force. yourself
But identifying with others will tend to relieve that momentous
loneliness.

S14. Yes, this does involve doing things for others, too. If
vou're reallv i d in another person, you'll want to do
things for him or her. Tolstoy said, "We love people not for interested
what they can do for us, but for what we can do for them."
Tolstoy knew what he was talking about.

S15. Many others have repeatedly said that the only way to
be happy is to try to make others h — y. Dr. Albert Schweitzer
said that in so doing we find "our secret source of true peace happy
and lifelong satisfaction."

S16. To my mind, it all boils down to relieving that ever-

present individual loneliness. You'll never be so close to
someone as when you are doing something for him with no loneliness
other motive than his happiness or welfare. It's the best
cure for 1 ness I know.

S17. Don't delude yourself into thinking that you're accom-

plishing anything when you do things for others with some ul-
terior motive in mind. If you're doing something for someone motive
with a secret, selfish m---ve, it just isn't the same thing.
You may fool others, but it's impossible to fool yourself.

362
S18. There are many who put up a great front of total al-
truism. Just about everything they do is done to help others,
or so they'd have you believe. I believe that in most cases, help
these people choose the people they want to h — for purposes
,

of their own. Or perhaps, to satisfy a martyr complex.

S19. Honestly now, would you go as far out of your way for
a person who meant absolutely nothing to you as you would for
a p n who might throw some business your way, or who person
might return the favor in one way or another? I think not.

S20. Don't misunderstand me - I'm not suggesting that every

time you do something for someone it has to be completely un-
selfish and altruistic. As I said before, not only is this im- selfishness
possible, but not too desirable either. Remember; intelligent
s ness can be a good force.

S21. On the other hand, if you never help anyone without a

selfish motive in mind (and too many of us go through life
just that way) you will have a difficult time relieving that loneliness
1 ess.

S22. Forget what you want for a moment, and think of what
the other person w--ts. If you will only realize that everyone
has basically the same desires and hopes that you do, you'll wants
find this much easier to accomplish.

S23. It's unnecessary to give a lot of examples of how many

people attained their own desires while earnestly striving for
others. You can find such ex s in biographies of success- examples
ful people; or in any book which teaches you how to attain, or
prepares you for, success.

S24. You'll discover the truth of all this once you really and
earnestly try doing for others as you would for y f. No,
I don't mean "Do unto others, etc." I mean, do for others. yourself

S25. I've always been a little careful about following the

'golden rule' too literally, because it does not take into con-
sideration the completely different tastes and preferences of different
d nt people.

S26. Doing unto others, etc., is fine when you know that the
others in question like the same things that you do. As an
extreme example, I certainly wouldn't be thrilled about a others
masochist applying the golden rule to me! What he would
have o — rs do unto him, I can live without!

363
 S27. Showing an honest interest, and having an honest i 1,
in others will cause others to be more interested in you. This interest
will make just a little nick in that iron constitution of the 'pri-
vate I' - but enough to make it just a bit less pr — te. private

S28. From here on in, instead of thinking of yourself, or of

what you're going to say next, when someone is talking to
you, listen to him! If you have to feign that attention and interest
x 1 at first, it will soon become real enough.

S29. Earlier in this course, you found some definite methods

of giving your full att n and interest - to concentrate -
whenever someone is speaking. attention

S30. know that I have never yet met anybody, in any walk
I

of life,from whom I haven't learned something. Some part

of their experience, some thought or idea, no matter how no answer
minute, was passed over from them to me. required

S31. If such a th 1 or idea did not get across, I would

try to make it happen. I feel a sense of personal loss if I

don't learn something from each and every individual I meet. thought

S32. This could not happen if I weren't listening - I mean

really 1 ng - to them. And, as has been said before, listening
your education doesn't really begin until you start to 1 n.
listen

S33. Or - as Wilson Mizner put it, "A good 1 er is not

only popular everywhere, but after a while he knows some-
thing!" listener

S34. One activity blends with the other, of course. It is

just about impossible to separate attentive 1 g and
interest. listening

S3 5. you have trouble listening to people, get interested

If
in If you're finding it difficult to get i
them. d in
people, start listening to them attentively. One will help you interested
accomplish the other.

364
S36. As I've explained, you won't relieve that relentless
loneliness until you can be i d in, or do things for,
others - unselfishly. interested

S37. Of course, if the thought is with you that you are doing
all this for thatvery reason, it is no longer uns sh. Stop
thinking about it; just do it. unselfish

S38. Although if you start following these instructions right

now, you'll do so for a basically selfish reason, I think you'll interest
forget that reason in a short time. Because your feigned
in 1 will soon become genuine i . interest

S39. I guess the loneliest people are those who dislike other
people. If you dislike someone, it's a bit difficult to be really
interested in him. The solution, obviously, is to stop d ing disliking
people.

S40. I realize that can't love everyone with whom we

we
come into contact, but you d
if e most people, I'm afraid
there may be something wrong with you! dislike

S41. A group of college students was once asked to list,

within an allotted time, as many names of people they dis-
liked as possible. It was discovered that those who disliked disliked
the most people were themselves the most widely d d.

S42. Later on, I intend to get just a bit more definite in the
area making people do what you want them
of to. Interest,
of course, is part of that topic. Which is why I've been dis- interest
cussing the subject of i 1 up to now.

S43. And if you don't know what all this has to do with Mind
Power or organizing your thinking, then I have not as yet em- mind
phasized nearly enough the far-reaching power of the m--d.
Just about every ability or talent you have is due to m mind
power.

S44. I'm not including physical strength, or the ability to

wiggle your ears, although it can be argued, convincingly,
that these things too, are basically a part of mental organization
or tion.

365
 S45. The degree of in 1you show toward anyone or
anything can be controlled. The way your mind controls interest
that i 1 can change your life for the better.
interest

S46. It's up to you, of course. There's no way that anyone

can help you other than what I'm doing right now: Trying to
impress upon you the importance of controlling your i . interest

S47. You may think that I'm giving far too much space to
the subject, but I'm not really through with it yet. The subject
f 1 is mentioned once or twice in the next section. interest

S48. Don't sell interest short. To be blase may be chic,

but it certainly won't help you toward an organized m--d: mind
To sum up - when you're genuinely interested in others,
you're helping yourself. That's the important thing. I'm interested
only i d in you right now.

S49. All this leads me to the subject of dealing with people,

business-wise and socially - which follows.
no answer
required

366
 HOW TO MAKE PEOPLE DO WHAT
YOU WANT

Tl. Another very important part of personality organization

is learning how to deal with, and handle, people both in business
and social life. Dealing with p is an art. people

T2. The most useful asset in business and in life itself, is

knowing how to d--l with, and handle, people. And perhaps, to deal
make p — le like you.
people

T3. You can acquire this art by doing two things. First, by
learning to understand the underlying principles behind it; and
second, by practicing these pr s in all dealings and rela- principles
tions with people.

T4. This entire section will be used to teach you how to do

these things. The rules and suggestions are all applicable to
either social or business dealings. Use the suggestions to better social
your business and executive ability and also to better your per-
sonal and s 1 relations.

T5. It is first necessary for you to realize that the craving

for appreciation is the deepest feeling of human nature. Every-
one wants to be app d, to be thought of as a unique appreciated
individual.

T6. It boils down to the law of self-interest. Self-interest;

the craving for app n, is the core of human nature.

appreciation

T7. Every person is the center and hub of his own little uni-
verse. Each one of us is interested in, and concerned with,
himself first and foremost. We are the c r or hub of our center
own world. (That 'private I,' remember?)

T8. Everything that ever happens within our ken, or sphere,

is thought of in terms of how does it affect me. All that's
basically important to most of us is, my hunger, my pain, my my
house, -- interests, etc.

367
 T9. It has been found that we all use the words, I, me, mine,

etc., more than any others. As a matter of fact, about every

fifth word we use is a derivative of the word, --. my

T10. Self-in the center-of-his-own-world feeling is

;

the motivating force of life. Anything anyone ever does, par- interest
ticularly when told to, is because it serves his self .

interest

Til. If you can get to understand and use these principles,

you have at your command the most powerful tool there is
for d g with people. dealing

T12. Each person is the c r of his own world of experience

and action. Each p n basically understands only his own center
world.
person

T13. In order for any individual to appreciate anything it must

interest
app tion.
appreciation

T14. To deal with p effectively, each person must be so

handled, regarded and treated.
people

T15. The wish for worth; the desire to be important, is the

deepest urge in human nature. It is man's deepest wish to be
im . important

T16. You must learn to deal with each person so as to cause

him to feel that he's the center; that he's unique and imp .

important

T17. Always remember that getting a man to think well of

you is nowhere as essential as getting him to th
himself!
well — of
think

368
T18. This, of course, may go against your nature at first,
but you must learn to do it. Form the h —
t of getting people habit
to th —
well of themselves.
think

T19. Deal with people as if they exist. Always know and use a
person's name. If you've studied my section on remembering remembering
names and faces, you'll have no trouble r ing their
n — s. names

T20. Just as each man is the center of his own world, his
n — is his most prized possession. Always use it appropri-
ately and respectfully. name

T21. Try to remember not only his name and face, but any
facts you can about him. This shows that you regard each person
p n as an im 1 individual.

important

T22. Justice Felix Frankfurter said that "Courtesy is the

lubricant of society." It is. Each time you're c s to
a person, you're showing interest, recognition and awareness courteous
of that person.

T23. Use the two most beautiful words. "Thank you," more
often and you'll hear them more o n. —
often

T24. There is always time for c y. Stop using excuses

for avoiding it. Keep in mind that other people have troubles,
pains, etc., just as you do. And are as busy, or busier, than courtesy
you are.

T25. Learn to show people genuine interest, understanding,

respect and c y and you'll be able to get them to do the
things you want them to do. courtesy

T26. The best way to make people like you and make them do
what you w — them to is to be interested in other people's
interests! There's no better way of gaining their attention and want
respect.

369
 T27. You may have to feign this interest at first. Just act
in d, and soon you'll find you won't have to act.
interested

T28. Start practicing to listen; I mean really listen. Let me

repeat that it is almost impossible to separate attentive
listening and in 1. interest

T29. They go together. Not only does really 1 ning help to

relieve that loneliness, as mentioned before, it also is essen- listening
tial in dealing with others.
dealing

T30. Stop talking so much about your favorite subject, you.

Talk about the other person to that person. Show in 1 in

the projects, troubles, ambitions and general interests of the interest

other person.

T31. If you want to develop executive ability, or learn to

handle people in general, make it your business to find out
the special in s of the person. interests

T32. Everyone as egocentric as you ajje. Get people to

is
talk about themselves; what they've done, what they'd like
to do, what they're in ed in or proud of. interested

T33. Most people are vain, and if you follow the above sug-
gestions, you will flatter their vanities. Self-preservation and
self is the core of man. interest

T34. Control these forces with skill and tact and you multiply
their power. Successful leaders and executives have learned
to harness these f s in their dealings with people. forces

T35. To summarize: Remember that every man is the c r

of his own world. He wants to feel im 1, be well-known, center
have worth.
important

370
T36. Always deal with him, therefore, as an im
individual. Make him think well of himself.
important

name
T37.
in
Know and use
1 and c
his n
y.
— Show attention, respect,
.

Allow him to talk about his own in- interest

terests and accomplishments. In other words, allow the per-
son to be proud and to express that p . courtesy

pride

T38. The self-in center-of-the-world feeling in all

,

men a powerful driving force. Learn to put it to work for

is
you.' Recognize it in others and they will do anything in the interest
world for you.

T39. Another rule is to show confidence in people, both in

business and socially. It is important to show c ce in
other peoples' ability and integrity. confidence

T40. You have to train yourself to believe that most people

are capable of doing just a little better than they themselves
think they can. Do that, and you'll inspire c ce. confidence

T41. Show that you trust people, and you'll usually bring out
the best in them. As an executive, it's a good idea to delegate
joos and then stop worrying about them. Expect good results results
and more often than not, you'll get good r s.

T42. Just go a bit out of your way to

find that they're usually trustworthy.
t —
t people and you'll

You've seen the 'honor

system' newsstands all over the country; people are put on trust
their honor and the stands haven't lost any money yet.

T43. The best way of building (or re-building) responsibility

and self-reliance is to show c ce in those who need the
building or rebuilding. confidence

T44. Warden Lewis E. Lawes of Sing Sing always maintained

that ifa criminal in his prison was treated as an honorable
man, he was flattered and responded because he was proud trusted
that someone t ed him.

371
T45. To show c ce in others, ask for their help or ad-
vice whenever you can. Most people will like you and respond confidence
to you if you ask them for help and ad .

advice

T46. It's quite easy to advise others and difficult not to. Re-
member that if friends ask for your they usually want
you to tell them exactly what they've already made up their advice
minds to do.

T47. If you feel you must give a , tell people to do what

you think or feel they want to do.
advice

T48. You instill liking and c ce when you occasionally

ask others for advice or help. It makes them feel that you have
confidence in them. You're feeding their egos and they'll like confidence
you better for it.

T49. Another idea on how to show confidence is to indicate

your high expectations of people by assigning and awarding
title and/or position. Such c ce, well placed, uswally confidence
elicits the expected response.

T50. Learn to expect others to be pleasant and chances are

they will be. People are likely to be, or do, or come up to
what you e 1 of them. expect

you really do according-

T51.
ly.
If

Most people will act toward you as you —

this, you'll find yourself acting
toward them.
Use the rule of 'similar attitudes.' act

T52. Try smiling (or frowning) at the next person you talk to.
The odds are he'll s (or frown) right back at you. Act as
if you're looking in a mirror when talking to others. smile

T53. The image you send into it will come out of it. People's
attitudes and actions are usually reflections of your own
attitudes and a s. actions

372
T54. In most instances, you stand a much better chance of
getting the results you want if you expect them, and more im-
portant, let it be known that you them. expect

T55. It is a fact that with a little encouragement (and latitude)

people, by nature, like to prove themselves better than they are,
or b r than others think they are. better

T56. So, to show c -ce in others - and to get them to do

what you want them to do - indicate that you believe the person
can do better than he himself thinks he can. confidence

T57. Occasionally, ask for help and a . Even ask a favor

of the person.
advice

his ability.
a) hopes d) expectations
b) feelings
c) ways
d) expectations

T59. Utilizing these rules and suggestions properly will make

people like you and help you to make them do what you want
them to do. You realize that there is only one way to make want
people do what you them to.

T60. That one way is to make him want to do it. Now then,
how can you get a man to want to do what you desire? First
and foremost, find out what he really w — s! wants

T61. High pressure selling, forcing, bullying, etc., won't do

it. Making people want (or think they want) what you w
the only way.
—
is ,

want

T62. Many important negotiations and successful businesses

have been founded on just this principle. Good insurance sales-
men find out what prospective clients w
insurance.
—then sell them
, want

373
T63. Each man has his n s and desires. Find out what they
are! Big or small, the need and worry is basically the same.
needs

T64. Whether a man wants to secure his (and his family's)

next meal, or insure his son's education, or his daughter's
wedding; or, if a man is thinking of how to secure another need
company to add to his corporation, the n--d is the same. »

T65. Find out what a person's needs, desires and wants are.
Then use those w —s to get him to do what you want.
wants

T66. Demonstrate how it will benefit a man to do what you

want.'Say you want a position with a particular firm. During
your interview try stressing what you can do, or how you can want
serve the firm, instead of how securing the position is what
you w —
T67. Itimportant to find out what people really want, make
is
them see and then show how you can help them get it. And
it

at the same time, getting them to do what you w — want

T68. Don't think of only material things. Feeding, or enlarging,

a man's ego, making him feel important, is just as powerful a
tool. You've got to show how doing what you want will make important
him feel im .

T69. Remember, show that it will give him power and

im ce to do what you want him to do.
importance

T70. Feed his ego. Telling a man that you can't see why with his
personality, etc., he doesn't do such and such - is halfway to
getting him to d- it. do

T71.
them
You can make people do what you w —
them to, by making
would do this if I had your knowledge,
feel superior.' "I
your personality, your sense of humor, etc., etc." want

374
T72. Let people know you're depending on them because of
their su r ability, knowledge, personality.
superior

T73. Make it obvious that you have t

judgment and ability and
— t in someone's advice,

it will be easier to get him to do any- trust

thing you w him to.
want

T74. Then show how doing this thing will bring him prestige
and approval of others.' Or, that failure to do what you want
will bring loss of p ge. prestige

T75. And always try to make it easy and attractive and in-
teresting for him to do the thing you him to do.
want

T76. So to summarize: In order to get people to do what you

want, you have to make them w —
it first.

want

T77. Make it your business to find

Then demonstrate that what you
out what he really w
will benefit him, and
— s.
wants
get what he wants.
want

T78. Show that

it will bring him power, prestige and approval

of others he does the thing you want. Work on the big three:
if

money, power and p ge. prestige

T79. Always make it easy, attractive and int ing for him
to do it. Start applying and practicing these principles now, interesting
and it will become easy for you to make people like you and
do the things you w them to. want

T80. Now, when he does something for you, learn how to show
appreciation. This is one of the biggest assets in dealing with
people. Show app n. appreciation

375
T81. The old saying, "You can catch more flies with honey
than with vinegar," holds true when dealing with p .

people

T82. Experiments prove that people receiving praise or

app n improve most in their work; people getting
reproof rate next, and those receiving neither show the least appreciation
improvement.

T83. you that the desire to be appreciated

I've already told
is the deepest feeling or desire of human nature, so make a
habit of showing app n. appreciation

T84. Let me
go over one or two rules on how to show appre-
remember the little things. As I've already
ciation. First,
mentioned, remember to use those two words, "Thank you." names
Show courtesy. Remember n s, and facts about others.

T85. Remember the little t s. Practice making a h — things

it brings wonderful results and profits.' habit

appreciation

T86. Nowadays, unfortunately, most deeds of thoughtfulness,

kindness, etc., are taken for granted. Why don't you be different;
don't take them for g d; show appreciation. granted

T87. Show particular appreciation for outstanding achieve-

financial reward. appreciation

T88. Failure to give credit destroys morale. So remember

toalways give c 1 and show appreciation to employees

and friends. credit

T89. Successful leaders of men have the capacity to take a

deep interest in other people's problems and to show
sympathetic understanding. Get in d in other people's interested
problems if you want them to do what you want.

376
T90. Learn to compliment people sincerely and appropriately.
Find out the special abilities of people and c 1 them on compliment
that ability. C 1 people on what they're proud oi.

Compliment

appreciation

T92. At the same time, learn how to save a man's face if he's
made a mistake. Most people are usually already upset over
their m es: don't add insult to injury. mistakes

T93. It you either to have people like you or to

will not help
get them do what you want if you mortify a person who has
to face
made a mistake. Rather, try to help him save .

T94. Some rules on how to help a man face. Talk to him

about it alone. Do not criticize in the presence of o s. save

others

T95. Even if criticism is necessary, preface it with a com-

pliment. "You've been doing better at this job than anyone Criticize
we've had, but we have to straighten out this particular,
etc. etc." Cr e if you must, but try to com 1 at compliment
the same time.

T96. A good way to deal with disciplinary situations is to ask

a man how he would discipline himself. He knows he must be discipline
disciplined, but ask his suggestions on the extent of the
d e.

T97. Ask a man how he would correct his own mistakes and
you'll feed his ego. And, he'll usually set up more stringent discipline
d e for himself than you would, and he can't dislike
you for it.

T98. Try to get the person to participate in the common prob-

lem. Make it a common problem; you're all interested in interest
solving it. Remember, if the problem does not touch his self-
in he doesn't really care.
,

377
T99. Get the person to p ate in the problem, and its
solution. participate

T100. Finally, if there is no remedy, if you must fire a man,

attempt to help him find another job. Fire him if you must, but help
do attempt to h —
him at the same time.

T101. Above all, and what all this is teaching you, consider
the other guy's pride.' The more delicate a situation, the more face
important it is to help him save f —

T102. To help a man save face, talk to him about his mistake
b) alone
a) after hours
b) alone
c) loudly
d) in the presence of others

T103. If you must criticize, try to at the same

time. d) compliment
a) cry
b) shout
c) laugh
d) compliment

T104. If you must use disciplinary action, ask a man how he

would d e himself. discipline
•

T105. Try to get a person to in the common

problem. a) participate
a) participate
b) wallow
c) forget
d) remember

T106. Above all, consider the other guy's and help him
save face. c) pride
a) wife
b) money
c) pride
d) mistake

T107. The following frames have some good suggestions and

rules on how to handle p generally, in business and people
socially.

378
T108. In business dealings particularly and all dealings with
people, in general - try making a request instead of giving a command
com or order. Don't treat employees as if they were,
machines.

T109. Make all decisions with regard to others. Listen to

grievances. Remember that your decisions may effect others: regard
make them with r d to others.

T110. Accept and use suggested ideas whenever possible;

and make it a h —
t to personally recognize ability. habit

Till. Try to follow the established lines of authority in

business. Don't go over other peoples' heads. Basically, I'm person's
telling you to always see and understand the other p n's
point of view.

T112. Failure to see the other guy's point of , blocks

out everyone but yourself and causes trouble in all human view
relations.

T113. The ability to put yourself in his place and see his
of view, is the core of learning how to deal with people. point

T114. It will help you to see the other person's of point

if you follow these suggestions. First; listen to him. Make an

effort to understand the other p n. view

person

T115. Always ask yourself how your actions and attitudes

affect the other person. If you're not sure, ask someone who actions
might anticipate the effects better than you. Think of the effects
of your a ns on the other person.

T116. It's important to ask someone else if you have to,

because your sense of fairness and judgment may be much
different from those with whom you're dealing. Ask someone
else if you're not sure.

379
T117. Ask yourself if you'd be willing to do or accept what
you're asking the other person to do or a 1. accept

T118. Some more suggestions for personal contacts: Prefix

requests or orders with softening statements such as, "I'd softening
appreciate it if ..." or, "How do you think it should be done,"
etc. Use a s ing statement whenever you can.

T119. my opinion; don't you agree," and so on,

"I believe; it's
can s n definite statements. This can save you much f soften
later on.
face

T120. An important tip: Remember that most people have a

tendency to imitate.' Behavior in yourself will induce correspond- behavior
ing or similar b r in others.

T121. Do as you want others to do, and they'll tend to do it.

You cannot expect loyalty from friends and employees if you loyal
are not 1 yourself.

T122. To conclude this section:- There are two main ways

of inducing desired actions in others. One, by doing what you want
w— others to do, and two, by suggestion.

T123. The best way to guide someone's action is to g his

thinking. Try not to merely issue orders and commands; guide guide
his th — ing instead.
thinking

T124. How do you guide a man's thinking? Guide his wanting;

Guide his w —
ing by showing how he can get what he wants.' wanting

So, to persuade a man to do what you want him to:-

T125.
Carefully outline exactly what it is he w —
s. wants

380
T126. Show him how your plan of action can get it for him;
and finally give him concrete evidence that your plan of action
a n will work. ^

T127. he doesn't agree at first, don't contradict or argue.

If
Ask questions which will expose weaknesses or consequences argue
he may not have foreseen. Don't contradict or ask ,

questions to bring out your point instead.

T128. Introduce qualifications that may alter his opinion.

Try make it easy for him
to to abandon his former negative face
position. Make sure you set it up so that he doesn't lose f
by doing so.

T129. It's wise to plan strategy in trying to guide people.

Know exactly what you're going to say, and try to anticipate position
reactions to what you say. Know not only your position, but
how to sell that pos n.

T130. Don't try to convince a man against his will. "A man
convinced against his is of the same opinion still." will

T131. No; better to sell him on your idea. Get him as

enthusiastic about it as you are. People respond in kind. If enthusiastic

T132. Give him some motivation; get the idea working in

his mind. Get his self-in working for you. interest

T133. In other words, you can get your goal operating

in him, he'll do what you
wants, too.'
if

w — him to, because it's what he want

T134. —
Okay; get your g 1 operating in the other fellow by:-
Stating the goal. Make sure he understands exactly what the goal
g--l is.
goal

381
T135. State the goal so that he definitely un s it, then understands
make sure he knows what benefits it will produce for him; for
his future; for h-- prestige; for h-- self-interest. his

his

T136. Listen to his ideas and incorporate them whenever

possible. L to his objections and soothe them whenever Listen
possible.

T137. Be sure to always check his efforts, performance and

progress. He must know that his work and e ts will be efforts
evaluated and appreciated.

T138. Another rule is:- Get your g--l operating in the other
person by rewarding. By r ing both materially and psy- goal
chologically.
rewarding

T139. And finally, by reminding him over and over again, of

that goal. R d him of the and how it benefits him. Remind

goal

T140. If you can get your operating in the other fellow,

you'll be guiding his thinking, and he'll do what you want. goal
He'll do what you want because it's what he s, too.
wants

T141. State the goal so that he un ds it. Make sure

he sees how it will benefit him. Get his self-in working understands
for you.
interest

T142. Incorporate h-s ideas when you can. Listen to and his
soothe h-- objections. Always check his efforts; and r d
him both materially and psychologically. his

reward

T143. Remind him of the and its benefits to him over

and over again. goal

382
T144. Now, let me use just a few frames to talk about getting
along with people in general. Or, how to make p e like you. people

T145. The best way of course, I've already mentioned a few

times. And that is, to be interested in other peoples' in ts. interests
As one case in point: I know of one man who earns his living
interviewing celebrities.

T146. His specialty is in getting somewhere with people who

usually don't open up for reporters. His secret is a simple one. interested
Before an interview, he makes it his business to take the time
to find out what the interviewee is i ted in.

T147. He studies some of these things so that he can show

an intelligent curiosity and i 1 in them. It's not surprising interest
how those who ordinarily 'clam up' will talk to him. You can do
worse than to utilize this idea for talking to anyone.

T148. I don't believe that anyone can be ted only in

one's self and be popular at the same time. Charles H. interested
Parkhurst said, "The man who lives by himself and for him-
self is apt to be corrupted by the company he keeps."

T149. You've got to learn to like people in order to really

make them Use the idea of 's
like you. r attitudes' that similar
I mentioned before. We've all heard that it takes many more

muscles to frown than to smile. Make it easy on yourself, smile

s--le.'

T150. If you're lonely, if you don't have enough friends; well,

be a friend and you'll have f ds. Go out of your way occa- friends
sionally to help someone, just as you would want a f to
help you. friend

T151. Remember the following two quotes: The first, by

G. Bailey, "It is one of the beautiful compensations of life helping
that no man can sincerely try to help another, without
h g himself."

T152. Or James Barrie's, "Those who bring sunshine to

the lives of others cannot keep it from themselves." They remember
both mean the same thing, of course, but I'd suggest you
r r them and live by them; you'll be a better and
happier person if you do.

383
T153. Don't complain about unkindness in others if you're
not kind yourself. Every k —
ness you show will come back to
you someday, some way. Sooner or later, everything balances
kindness

out. Bread cast upon the waters, you know.

T154. Just about everyone you meet is going through the same
war nerves, trying to solve the same problems and having
of unkind
the same hard fight that you are. Keep that in mind the next time
you're on the verge of being unk--d to someone.

T155. De Grellet wrote,

"I shall pass through this world but
once. therefore, there is any k
If, ness I can show, or any kindness
good thing I can do, let me do it now; let me not defer it or
neglect it, for I shall not pass this way again."

T156. I don't hold with actions or attitudes for which apolo-

gies are necessary but aren't always given. I refer to people unkindness
who excuse their un ness or impoliteness with, "I was busy"
or "I didn't feel well" or "I was in a bad mood."

T157. There is always time for courtesy.' Stop using your No answer
sicknesses, pains, worries and troubles as excuses for avoiding required
it. Remember, the next time you snap at someone because you

have a stomach ache, he may be dying, for all you know!

T158. So; you may think the world's against you. You may
want to change everything and everybody; but believe me, change
you'll find that the best way, in many instances, to ch e your
friends, acquaintances, husband or wife - is to c e yourself. change

T159. And according to Thomas a Kempis: "Be not angry

thatyou cannot make others as you wish them to be, since make
you cannot m-ke yourself (entirely) as you w--h to be."
wish

T160. Perhaps the most essential ingredient for making

people like you, is a sense of humor. Learn to laugh a little yourself
more at y If and at life.

T161. Before long you'll laugh at the annoyances and frus-

trations that face you now; why not l--gh at them now, to begin laugh
with? And, incidentally, a sense of does not mean
laughing at something happening to another that would upset humor
you if it happened to you!

384
T162. I don't know of a better antidote for nervousness or

tenseness than a s e of — Of course, the trouble is that

. sense
those who don't have it, don't know that they don't have it.
humor

T163. Frank M. Colby said, "Men will confess to treason,

murder, arson, false teeth, or a wig. How many of them will humor
own up to a lack of h r?"—

T164. don't know that it's a question of 'owning up'

Well, I

to not having asense of humor; it's rather a question of humor

knowing that you suffer from a lack of h .

T165. Look into it; check yourself. See if you're not taking
yourself too seriously. The heaviest burden you can carry is sense
that proverbial chip on your shoulder. Shake it loose via a
s — e of . humor

T166. It's all in the mind, you know. Think a little less about
what's happening to you and a bit more about what you cause happen
to h —en, and you'll see more clearly the h —
r in most things.
humor

T167. "The thing most frequently opened by mistake is^the

human mouth." I think most of us would be much better off if mouth
we kept that in mind. If you can't say something complimentary
or favorable, keep your m — h shut;

T168. Quite often criticism only manages to throw a bad

light on the critic. It's also much easier to cr ze than
to be constructive or to help - so we all do it. You'll improve criticize
your personality immediately if you stop it.

T169. To repeat, learn to listen attentively (even if you've

heard itbefore); try looking directly into the speaker's eyes. Listen
L n well, and you'll be given credit for speaking well. And
if you're a good listener, you will s —
k better. speak

T170. The worst thing you can ever do is to appear bored

when someone is talking to you. Remember this: You're never
really bored with anyone, or anything - you are b d only bored
with yourself.

385
T171. Talking about bores - the perennial b--e, of course,
is the life-of-the-party type who just isn't the life-of-the party
type. Here again, it's important to 'know thyself.' bore

T172. There are people who evoke screams of delight when No answer
they dance around with lampshades on their heads; others get required
yawns or dirty looks. Be sure you're not the latter type before
you start cutting up.

T173. You'll have p —

le liking you as never before if you
cultivate the habit of approaching them with the attitude of
"Oh, there you are" instead of "Look, here I am!" people

T174. Mark Twain once said that, "Good breeding consists

in concealing how much we think of ourselves and how little
we th--k of the other person." think

T175. One final thought, so far as dealing with p e is con-

cerned. This idea has helped me quite a bit. You might find it
helpful too, if you're the type who finds it difficult to speak to people
others if you think they're on a higher social or economic level
than you are.

T176. I used to be that way years ago. When I managed to

get to the important man who might buy one of my ideas, I
had a tendency to get tongue-tied. No more; since I realized important
that the more im 1 a person is, the easier it is to talk

to him.

T177. But if knowing this doesn't help you, this little trick
might. The problem is to manage to get such a person down
to what you believe is your level. Once you do this, you can speak
sp--k to him as you would to any friend.

T178. Well, when you walk into a large office and are con-
fronted by an awe-inspiring executive, the first thing to do is
to pi —re that person in some basic human position or
situation!
picture

T179. That's all there is to it! You might p re the man in

his underwear, for example. I won't go into too intimate detail,
for obvious reasons. However, I'm sure you have the idea. picture

386
T180. If you can really p e or see that person in your
mind's eye in this basic h —
n position, you'll have no trouble
being yourself and speaking to him man to man. It's difficult
picture

to be awe-inspiring in your underwear! human

T181. Although it took only two or three frames to explain No answer

this to you, don't sell the idea short. You may find it to be a required
great help. It puts you on an equal footing with anyone.

T182. Try it and see for yourself. The only problem for me,
now, is that when I meet people who've read this and find them
staring, I'll wonder how the devil they're p ring me! picturing

T183. Well, by now I'm sure you understand the underlying

principles of how to deal with and handle people. It all boils
down to the principle of self-in and the center-of-the- interest
world feeling which is deeply imbedded in all people.

T184. Work with these principles, never against them. Apply

all the rules,ideas and suggestions I've given you, consistently,
and they will become h t.— habit

T185. Make them habit and you'll never again have any
trouble at all in handling, and d ing with p . dealing

people

387
 FAITH, TRUST, BLUE SKY

Ul. Too many 'self-help' books fall into what I call the 'blue
sky' category. 'Blue sky' writing is the kind that's nice and
flowery, but doesn't say anything. The worst and most numerous faith
offenders, I believe, are the books that do little else but preach,
"Have faith"; f--th in God, or in yourself.

U2. Now please, don't be shocked. One of my maxims is

never to discuss religion or politics with anyone but very close
friends. And even then, I'm careful; because after discussing friends
one of these subjects, they may be close f ds no longer.

U3. I realize that it's virtually impossible to make anyone

think that my religion, or lack of it, is better or more logical

than his r n. Or that my political party is better than religion
his. So why make enemies? I just very rarely discuss these
things.

U4. I mention this to assure you that I am not opening a

religious discussion when I say that many of the books that

stress faith in God are mostly 'b s--.' — blue sky

U5. Why write an entire book on the subject when I'm sure
most of the readers, regardless of their individual religions,
already know the value of faith? They accept the proposition faith
that f in God is almost a necessity for a happy life.

U6. But don't you think that perhaps God might prefer you to
take care of some of your own problems? I don't think that He
means for you to go through life depending on Him for every- yourself
thing and doing nothing for y f.

U7. After all, we've each been given a brain with which to
th--k for ourselves, and I can't help feeling that this was a
gift with an ulterior motive. He perhaps felt that this would think
relieve His burden a bit.

U8. Faith in God is a virtue and, I believe, a necessity. But faith

I also think that faith should be spread around a bit. In other
words, I think it's just as important to have f in others, faith
f in mankind in general, as it is to have in Him.
faith

389
U9. When Andrew Carnegie was asked to explain the secret
of his success, his a thought succinctly. He said,
r put this answer
"Faith in myself, faith in others and f in my business."
faith

U10. Those who read 'blue sky' books and are led to believe
implicitly that f —
L can solve any and all problems are not
really being helped. It was a wise man who first said that
faith

"the Lord helps those who h —

themselves." help

Ull. have f
It's all right to that what you do will turn out
right,because at least you're doing something. It's doing noth-
ing and thinking that "He'll take care of it for me" that I'm faith
definitely against.

U12. faith that you will become well again when you're
Having
ill, is but I think you'll agree that you must have
fine; in
your doctor, too. faith

U13. There are people who continually protest that they do not
trust doctors. Their views usually change when they get an
unexpected pain. It's those who really do not see a d r when doctor
it's necessary that get into trouble.

U14. Perhaps they had a bad experience once; perhaps a

doctor came up with an incorrect diagnosis; so what? Is this
adequate reason to distrust all d —
-rs? Of course not. doctors

U15. Unfortunately, and inevitably, there are bad d s just

as there are bad lawyers and incompetent dentists; but the
competent practitioners in any field surely outnumber the bad doctors
ones.

U16. What I'm trying to tell you is that one good way to solve
a problem is to take the p to a competent person in that
particular field. That's a good way, and sometimes the only problem
way.

U17. "Faith in your fellow man" may be a cliche, but I think

it'simportant. Too many people needlessly worry and fret
over a million little things that will never happen, simply faith
because they have no f —
h or trust in others.

390
U18. At one time, in New York City, there was a rumor that
garages and parking lots were removing new motors from cars
and replacing them with old m —
rs. Well, maybe one or-two
places were guilty of this, but the odds against it happening to
motors
me were pretty high.

U19. Still I couldn't help thinking about it each time I parked

my car in a lot. Many an evening at the theater was ruined for thinking
me because I was th g more about the c-- than the plot of
the play. car

U20. Well I finally got smart. I certainly couldn't go on dis-

trusting all parking lots and garages. I just made up my mind
to forget about it. It's been years since I heard that rumor, motors
and I haven't lost any m
rs yet.

U21. James A. Garfield once said, "I have had many troubles
in my but the worst of them never came." So,
life, why add
unnecessary tr s to the ones you already have. troubles

U22. Give your thinking time to the important things and stop
th g about being cheated by the butcher, the baker, and
the parking lot attendant. Most people are reliable and do thinking
their jobs as honestly as possible, so have some faith in them.

U23. All this may seem quite trivial to you, but I suggest that
you stop distrusting people right now. The time and energy you
can squander during your lifetime due to your lack of f h in faith
others is not trivial.

U24. According to Dr. Frank Crane, "You may be deceived if

you trust too much, but you will live in torment if you do not
t 1 enough." trust

U25. This idea, of course, can be carried into any and all
aspects of life. Take your job, for instance. Need I point out
all the petty jealousies and distrust that goes on in some offices no answer
and businesses? required

U26. Why is it that so many people always feel that they're

being taken advantage of? It's got to be because of lack of
f— h in their superiors and their fellow workers. faith

391
U27. If you're one of those who thinks everyone is against you,
look inside yourself, my friend. The chances are there's some-
thing wrong with you You have some faults of your own to get faults
!

rid of. The first feeling to be rid of is that you have no f ts. —
U28. you feel that way, you'll never get rid of them. If you
If

know you have some f —

ts (and who hasn't?), it's time to stop
expecting others to indulge you; it's time to rid yourself of faults
them.

U29. Worst of all, of course, is to be conscious of none of your

own offenses. Or — an inflated ego makes you imagine that
your f s are better than anyone else's virtues. faults

U30. That attitude must make you unhappy at your work, or

at anything else, for that matter. Perhaps your boss gave that
raise or better position to someone else when, after all, you no answer
deserved it! required

U31. Did you really d ve it? Or do you just like to think

you did? Hundreds of reasons why you didn't get it are running
through your mind. Your employer likes the other guy better, deserve
he plays golf with him, goes to his home for dinner, and so on,
endlessly.

U32. In most cases, I don't think these things matter very

much. Most businessmen are interested only in who is best faith
qualified for a particular promotion or raise. You simply must
have f —
h in your boss, and believe he's interested primarily
in improving his b ss.
business

U33. So the other guy plays golf with the boss! Is he also
more qualified than you to handle additional responsibility?
Does he do his work more competently? Without grumbling? no answer
Most importantly, does he usually do more than is required of required
him?

U34. If you answer all these q ns truthfully, I think you'll

find, more often than not, that you didn't d ve that raise questions
after all. What can you do about it? Well, first of all, forget
about it; stop feeling sorry for yourself. deserve

U35. Then ask yourself another q n: "Am I happy at

what I'm doing?" If the a r is "no," you have two choices; question
learn to be happy at your work, or if that's impossible, find
something else to do! answer

392
U36. If you want to put some effort into being h y in your
work, try this: Get interested in the business; show a little happy
enthusiasm for it. Learn all you can about your employer's
pr ms; turn your chores into interesting challenges.
problems

U37. Keep your mind on what you can give to the b ss

instead of what you can get out of it. Don't be afraid of work.
It was Arthur Brisbane who said, "The dictionary is the only business
place where success comes before work."

U38. W--k never hurt anyone if he enjoyed what he was doing.

Trv doing a bit more
than is required of you. I've used quite
a few quotes in this course; remarks, writings, thoughts of Work
thinking people.

U39. If I were forced to use only one q--te, I believe it would

be the one credited to A. W. Robertson: "If a man does only
what is required of him, he is a slave. The moment he does quote
more, he is a free man." Think about that for a while.

U40. Let's get trivial again. Are you a chronic complainer?

Are you friendly to your fellow workers? Do you dress neatly?
Do you grumble when you're given what you think is extra work
w--k? Do you hint that you can do everyone's duties better
than they can?

U41. If you've had to answer any of these q s contrary

to what vou know are the right a s. well, stop complaining questions
about not getting that raise or promotion; you're lucky you
haven't been fired! answers

U42. So get on the ball; make up your mind to have a bit of

f —
h in people, including bosses. And if you're still unhappy
about losing out on that raise or promotion — remember what faith
Elbert Hubbard said:

U43. "There are two kinds of discontent in this world; the

discontent that works, and the dis 1 that wrings its hands.

The first gets what it wants, and the second loses what it had. discontent
There is no cure for the first but success, and there is no cure
at all for the second."

393
r
 SUCCESS AND LUCK

VI. I thought it might be apropos for me to devote a few

frames of this course to talk about 'success.' It's a diffi-

cult thing to discuss for the simple reason that s ss success
means different things to different people.

V2. Does 's mean to be rich? Famous? Happy?

'

I don't know. do know that it's quite possible to be rich

I success
and famous and unhappy. Then again, there are many for-
tunate people who are neither rich nor famous, but h y. — happy

V3. S s is strictly an individual concept. There are

those who couldn't be happy, or successful, unless they be-
came famous and wealthy. Those who can attain happiness Success
without fame or wealth are to be envied, I guess.

V4. It's all in the mind, isn't it? It's possible to be happy
under almost any circumstances, if the mind allows it, or happy
wills it. And who's to say that being y is not the same
as being a s s. success

V5. I've always been a little amused (and concerned) that

we too often tend to measure success backwards. We'll set
up a s ful example, and try to imitate him. It's false successful
syllogistic thinking again. Example :

V6. Mr. X was a full-time chicken plucker as a young boy.

Mr. Xis now a wealthy and famous man. Therefore, in order
to become wealthy and f s, it's a good idea to be a full- famous
time chicken plucker as a young boy.'

V7. This may sound amusing; but often the laugh's on us.
I know people who th--k that way no matter what the desired
achievement may be. think

V8. Professor Einstein failed mathematics at the age of 16:

Abe Lincoln split logs when he was young; Glenn Cunningham,
the great runner, was told he'd never walk again because of no answer
severe burns, etc. required

395
V9. These men are all to be admired, but I think it's futile
touse their lives as examples. There must be thousands of
s f u i scientists and mathematicians who did not fail successful
mathematics and not every man who became president had to
live in a log cabin.

V10. I'm equally sure that there are many female movie stars
who did not have to be 'nice' to producers in order to get to success
the top. Stop measuring s b ds.'

backwards

VI 1. Please don't think that you can become a famous painter

at any age just because Grandma Moses did! There may be
another Grandma Moses out there, but I'm afraid it's not you.' no answer
required

VI 2. Some people seem to think that a good way to attain

success is to imitate a successful person as he is now. That
may work occasionally, but not often. Imitators are usually imitators
considered just that, mere im rs.

V13. Sure, learning from others is fine, but imitation seldom

leads to success. I think that nowadays, too often s is
also measured by what we can take from society, rather than success
what we can contribute to it.

V14. I think that one good rule of thumb for attaining success,

is to concentrate on what you can give to s ty.

society

V15. If, inyour opinion, you're not heading toward success

at all, stop complaining about your bad luck. It has always
been my strong belief that ability (or talent) seeks its own no answer
level. required

V16. If you have the ability you must, eventually, and I be-

lieve inevitably, reach the level of society where that ability

belongs. You won't reach that level until you've acquired the ability
necessary a y.

V17. All right: is there a line to be drawn between success

and happiness ? One way of drawing that line "S : sis Success
getting what you want. H s is wanting what you get."
Happiness

396
V18. It seems to me that a mixture of a bit of each of the
above would be just the right formula. If you can attain some
measure of what you want and be h with it, you've got -it happy
made

V19. So attitude is that if you could just attain a

now your
little bit of s ss you'd be happy with it; right? Well, I
don't believe you.' I don't think you're being truthful with success
yourself.

V20. I'm willing to wager that you have already attained some
measure of success. Think about it for a moment. I'm right,
am I not? In some way or other, you've attained some sort success
of s .

V21. I once heard a lecturer say, "The age of miracles is

certainly not gone; you are a miracle.'" Just being alive success
and thinking is success. So; if you agree that you've attained
some s s, are you h with it? happy

V22. If vou aren't, don't worry; that's normal. To be com-

pletely satisfied is to start dying. There 'd be nothing to look
forward to. We all have some feelings of insecurity; that normal
too, is n 1.

V23. a prisoner is serving a life sentence; knows definite-

If

ly thatthere is no hope for parole; has no family outside to

think and worry about - he's got complete s ty. And is security
also a good example of a living death.

V24. Stop worrying about reaching complete security or

complete s ss; there is no such thing. And if there was,
I don't think we'd really want to attain it. success

V25. Why should we, when the real enjoyment and meaning
of living comes from working toward some goal? Cervantes
said it very simply and succinctly many years ago: "The road no answer
is always better than the inn." required

V26. I'm sure that many times you've striven for some
particular goal, finally reached it, then immediately lost
interest, and substituted another g — goal

397
V27. That slight feeling of insecurity you always seem to be
harboring is probably good for you. It's that feeling that
forces you to seek success. William Feather said that, Insecurity
"In y is the chief propulsive power in the world."

V28. When asked for the secret of his success, H. J. Heinz

replied, "To do a common thing uncommonly well brings uncommonly
success." So don't complain about having no outstanding
ability; do whatever you do unc ly well and you'll have ability
that a y.

V29. If you feel you're being held back because you don't

know the right people, you're setting up excuses. You may

have to make it your business to be at the right place at right
the right time, but sooner or later the r— t people will

find you.

V30. And be prepared for possible disappointment when

you do meet the 'r people. They're probably searching
'

for someone to help them.' In most cases, you're better off right
helping yourself.

V31. Justice Brandeis was so right when he wrote, "No one

can really pull you up very high - you lose your grip on the
rope. But on your own two feet you can climb mountains." no answer
required
•

V32. If you've tried and failed repeatedly, try something

else or find out what you're doing wrong. In any case, try
again. You'll find it's true that most s ss was achieved success
by 99% perspiration and only 1% inspiration.

V33. Try to see your goal; picture that s s you're

aiming toward and it will be easier for you to overcome ob- success
stacles. Have a definite picture in your mind of what you
want to achieve and you'll have that g— to work toward. goal

V34. Instead of grumbling over difficulties and obstacles,

make each task or duty an adventure, a challenge. When you goal
eventually reach your g
to you.
—those ob
, s will seem trivial
obstacles

V35. Too many of us are ready to quit too soon. Nothing

worthwhile is ever achieved without a bit of hard work and
a few failures. There are things that cannot be accomplished failures
without f res.

398
V36. Little failures multiplied often bring s ss. Think
of trying toopen a jar whose cap is stuck. You can force success
'
and pry ten times without result; the eleventh try does it
easily; but not without those first ten f s. failures

V37. If you drive, or type, or speak a foreign language - if

you have any ability that took time, effort and practice to
develop - you've probably forgotten the mistakes and dis- learning
couragements which were part of the 1 —
ning process.

V38. It's difficult to picture the time when you couldn't

drive, type, or speak that language. And yet, if you think
back, you'll realize that it was a series of m kes and mistakes
minor failures that led to the accomplishment.

V39. Anyway, don't waste too much time searching for

people to help you. Sooner or later you'll find out that the
best place to look for a h--ping hand is at the end of your helping
own arm!

V40. Now; unfortunately, the very thing that can help people
who are failures, or who suffer from boredom, laziness, work
loneliness, and what have you, is often the one thing they won't
try - work. Without w there can never be s s. success

V41. So pick a starting point and work from there. You've

got to s 1 someplace. James Watt watched a kettle of start
water boiling; that was his s ing point, and he finished
with the steam engine. Isaac Newton saw an apple fall starting

V42. To start is not easy, I know. It's often the hardest

part of achieving s .All your energy is necessary success
for starting. Only a small percentage of a motor's power
is needed to run your car, but all its power may be needed start
to s---t it!

V43. I believe this is so with any task. Even with mundane

things like cleaning out closets or desk drawers, writing
letters, and so on. Once you start, it's never as difficult started
as it seemed. It's getting s ed on any project that's
usually the most difficult part of the job.

V44. Many people have been discouraged from s ng

because of results of intelligence and capability tests. Re-
sults of tests such as these are not always correct, and starting
even if you don't think you have the ability, you still may
have it.

399
V45. Aside from the fact that intelligence and capability tests
are not always reliable, it's possible to take them under bad
conditions. So don't be put into the position of living the rest tests
of your life according to the findings of unreliable t--ts.

V46. have no particular bone to pick with I. Q., or aptitude,

I

tests. just know that they can be unreliable. Some Eskimoes

I

were once tested and the r —

Its showed that they could never
adapt themselves to Arctic climates!
results

V47. The Eskimoes don't know this and go on living quite

happily and well-adjusted to the Arctic. Just as the bumble-
bee, who according to all scientific theory is unable to fly, no answer
keeps on flying, and making a little honey every day. required

V48. I mention all this for the benefit of those whose con-
fidence may have been shattered because of the negative
re —ts of a test at one time or another. Take the t
again; you may be surprised.
results

test

V49. Just because the first time you ate, say, roast beef,
itwas a bad cut of meat, or improperly prepared, does not results
mean that you wouldn't love it under the right conditions.
Don't let the r s of one instance change your life!

V50. If you have skill or talent and your confidence in it has

been shattered, that skill or t 1 is wasted. There's a
saying that goes; "Skill and confidence are two soldiers who talent
can conquer armies."

V51. Aside from tests, other reasons for not starting are
the standard excuses like, "Oh, it will take years for me to
learn (or accomplish) that" or "It will take y--rs for the years
effort I'm making now to mean anything," etc.

V52. Well, here's a way to avoid that 'It'll take years' trap.
Just think of what your excuse will be ten years from now.
The same ex I'm sure.
,
excuse

V53. Don't you see? A new skill may take five or ten years
to learn, but
or ten y
itwill still take five or ten y
from today.
—
s to learn five years

years

400
V54. Success, it seems, is nothing more than a state of mind.

It's all in the way you look at it. Avoid measuring success
ba s or with a warped ruler. backwards

V55. Similar to the publicity given each year to the ten best-
dressed women in the world. They're always wealthy w n, — women
and it doesn't seem much of an achievement for them to be
well dressed.

V56. If the women chosen were of moderate means; if they

had to make do with the clothes they had and without the ad-
vice of top designers - that would be my idea of s ss and success
achievement.

V57. by-passed 'luck' with one quick mention a few moments

I

ago. don't want to treat it that lightly. Although some luck

I

is necessary, most successful people will tell you that you luck
have to make your own .

V58. When asked if he believed in French writer Jean

,

Cocteau replied, "Certainly. How else do you explain the

success of those you don't like?" luck

V59. The trouble is that we apply this excuse to people

whether or not we like them. Everyone else's s ss is success
due
it.
to luck; our failures are due to bad 1 — Well, I doubt
.

luck

V60. Spend some time with one of the 'lucky' ones, and
you'll find heworks much harder than you do. H. L. Mencken
once said that, "People seldom recognize opportunity because work
it comes disguised as hard w--k."

V61. There's really no substitute for work. I wonder how

you'll feel after you've worked hard for years, and achieved success
s
all:"
and then hear people say, "Ah, he's 1
(
y, that's — lucky

V62. There are martyr types who are really happy when
they're in trouble because they like the idea of people feeling
sorry for them. They're fond of bad 1
not one of those.
—
Make sure you're
. luck

401
V63. Instead of complaining about your bad luck, go out and
find good luck by doing something about it. It's amazing how
1
— y you'll get after working toward your goals. lucky

V64. All the talent, knowledge or skill in the world won't

help you if you don't use it. Go out and act; do something;
don't just sit there.' no answer
required

V65. Well, you've just finished this PROGRAMED LEARNING

course. You've finished reading it and answering the questions,
but you should never f h applying the things you've learned. finish

V66. You're well on your way toward an organized mind.

And, if I've taught you only that it is training and org n
of the mind which alone can lead you toward a happy and suc- organization
cessful life, I've more than accomplished what I set out to do.

V67. If you make up your mind, if you resolve, to use the

ideas, rules, techniques and suggestions herein contained,
they cannot help but aid you in your b ss, social and business
everyday life.

V68. So for the last time, let me stress again the imp ce
of applying, using and trying all the hints and rules I've given
you. Get actively involved instead of just passively reading. importance

V69. May I leave you with one thought - "There is nothing

either good or bad, but thinking makes it so."
-- Shakespeare

402
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