presidential series we have--_William Henry_ Harrison and _Benjamin_
Harrison, and _John_ Adams and _John Quincy_ Adams, and we also
sometimes have the same Christian names prefixed to different surnames,
as James _Madison_ and James _Monroe_. But in the Sovereigns of England,
from William I. to Victoria, we have many Christian names alike, and the
differences indicated by _ordinal_ numbers, as George I., George II.,
George III., George IV. This order of the English Kings is most
extraordinary, neither the Popes of Rome, nor the French, nor any other
list of kings, furnishing any parallel in more than a few incidents. It
is these unique coincidences and recurrences that make it so easy to
find relations between these sovereigns. This method is not applicable
to the American Presidents, Prime Ministers of England, or hardly any
other series.

(3) No accidental relations of parts of names is resorted to, as was
done in the case of the American Presidents.

(4) The series is so taught that it can be recited forwards and
backwards--the only true test of learning any series.

(5) The series is completely worked out and nothing is left to chance or
possible mistakes so liable to be committed by novices in dealing for
the first time with a new process that has to be applied to many
details.

(6) When the series is carefully studied and the relations painstakingly
_characterised_, it is quickly learned and it is hard to forget.

(7) When the series is learned by this method and the relations are
occasionally reviewed and _identified_, its recital both ways once or
twice a day for a month helps to develop the Attention as well as the
Assimilative powers.

(8) The _exact name_ of each Sovereign is learned. The student relies on
real relations and names, and not on unidentified jingles of threes and
threes and twos and twos, like three Edwards and three Henrys and two
Edwards and two Henrys, with the inevitable necessity of having
afterwards to learn _which_ Edward and _which_ Henry was meant, &c. But
summations can follow specifications.

(9) Pestalozzi [1745-1827] taught that we must proceed from the "known"
to the "unknown;" but this principle mainly applies to learning the
words of a foreign language. When we begin to learn such words they are
wholly unknown to us. But in learning ordinary series of names or prose
or poetry by heart, all the names and words used may be equally well
known by us; but it is mainly the _or