MECHANICAL SECOND-SIGHT
APPROACHING THE SUPERNATURAL
AN exhibition of so-called hypnotism and second-sight is a favorite item
in the programmes of many professional entertainers. If well managed,
the performance appears miraculous, and is sure to impress the majority
of the audience as savoring strongly of the supernatural. The exhibition
is usually somewhat of the following nature.
A young lady is presented to the audience as being possessed of the
marvelous faculty of second-sight, so keenly developed that she is able
to see and describe whatever falls under the observation of her double.
Needless to say, this individual is the performer who introduces her.
Having given this explanation, Prof. B, as he may be called, bandages
the eyes of the gifted young lady, Mlle. C, and seats her on the stage
in full view of the spectators.
The Professor now walks amongst his audience and asks some person to
whisper a number. This having been done, he calls out to Mlle. C,
desiring her to state this whispered number, which she cannot possibly
have heard. Without the least hesitation Mlle. answers correctly.
The Professor will perhaps now ask for a coin, and at his request she
will describe it accurately, give its date and value, and any other
particulars desired. In the same way she will give the number of a
bank-note, describe any article the Professor may happen to be holding
in his hand, or even tell to what he is pointing.
With many other tricks as wonderful and mysterious does the Professor
attempt to beguile the audience into a belief in his occult powers. It
may be very uncharitable to give the Professor’s deceptions away, but
that is what this chapter will do for the benefit of its readers.
The whole secret lies in a private code understandable only by the two
performers. By using this Prof. B tells his accomplice exactly what she
has to answer, gives her the numbers and describes the objects, quite
unknown to his listeners. All that is necessary is a good memory and
quick hearing. Given these essentials, the rest is simple.
Let us begin by describing the code with which the Professor apprises
Mlle. C of the various numbers chosen by the audience.
The units are expressed by letters from which Prof. B forms sentences
when addressing Mlle. C. A very commonly used code is this:--
1 is represented by t
2 „ „ n
3 „ „ m
4 „ „ r
5 „ „ l
6 „ „ h
7 „ „ k, g, or c
8 „ „ f, v, or w
9 „ „ p or b
0 „ „ s or z
To use this code properly two things are necessary. Mlle. C must know
how many figures the number consists of, and she must also know when the
code is finished.
The latter point is easily settled. When she hears the words, “if you
please,” she knows that whatever follows has no code meaning whatever,
whilst everything that precedes these words carries a hidden meaning.
By the use of the following words the number of figures is conveyed in a
perfectly unmistakable manner.
For one figure use the word figure.
„ two figures „ „ number.
„ three „ „ „ very well.
„ four „ „ „ very well, sir (Mlle. or madam).
„ five „ „ „ very good.
„ six „ „ „ very good, sir (or madam).
The following explanation shows how to put this into practice. Taking
all the numbers successively from one to ten (a thing that would never
be done in an ordinary way), Prof. B conveys to his fair friend the
desired information by means of the sentences subjoined.
_Prof._--Tell this figure. (t = 1; “figure” = one number.)
„ Now, what is this figure? (n = 2.)
„ Might I ask this figure? (m = 3.)
„ Repeat this figure. (r = 4.)
„ Let me know this figure. (l = 5.)
„ Have you understood? (h = 6.)
„ Give me this figure. (g = 7.)
„ Will you repeat this? (w = 8.)
„ Please tell me this figure. (p = 9.)
_Prof._--This seems an easy number. (t = 1, s = 0; “number” means two
figures. _Ans._ 10.)
_Prof._--Now, please, tell this number. (n = 2, p = 9; word “number”
means two figures. _Ans._ 29.)
_Prof._--Very well, let me know this. (“Very well” means three figures;
l = 5, m = 3, k = 7. _Ans._ 537.)
_Prof._--Very good, Mlle. Now repeat clearly what this is, if you
please. (“Very good, Mlle.,” means six figures; n = 2, r = 4, c = 7, w =
8, t = 1, s = 0. _Ans._ 247810.)
Sometimes the Professor asks some person present to come upon the stage,
and write certain figures upon a blackboard provided for the purpose.
The method of communicating the numbers is the same, but the Professor
in this instance points to each figure in turn, tells it to the lady,
and awaits her reply before proceeding. For example, suppose the number
638219 to have been written by a gentleman.
_Prof._--Very good, sir (turning to Mlle. C). How many figures have been
written upon the board?
_Mlle._--Six.
_Prof._ (pointing to first figure)--How about this? (h = 6.)
_Mlle._--Six.
_Prof._--May I ask this? (m = 3.)
_Mlle._--Three.
_Prof._--Well! (w = 8.)
_Mlle._--Eight.
_Prof._--Now, if you please. (n = 2.)
_Mlle._--Two.
_Prof._--This? (t = 1.)
_Mlle._--One.
_Prof._--Please. (p = 9.)
_Mlle._--Nine.
_Prof._--That is all right. (This is invariably understood to mean that
the experiment is completed.)
Should any smart person write a number like 99999, and smile
expectantly, awaiting the Professor’s confusion, he will be doomed to
disappointment, for Prof. B merely says to him “Very good”: and turning
to Mlle. C, says “Please,” and she answers immediately, “There are five
nines.” Of course the Professor’s “very good” has told her that there
are five figures, and the “please” has told her that they begin with
nine. Finding that the Professor does not say anything more, she
presumes they are all the same, and replies accordingly.
This system of coding is applied in a similar manner to the letters of
the alphabet, and by this means any word can be easily spelled. But to
avoid detection, the letters have to be transposed somewhat after the
following fashion, which must only be considered as an example, being
too easy of detection for practical use.
A becomes B
B „ C
C „ D
D „ E
E „ F
F „ G
G „ H
H „ I
I „ J
J „ K
K „ L
L „ M
M „ N
N „ O
O „ P
p „ Q
Q „ R
R „ S
S „ T
T „ U
U „ V
V „ W
W „ A
X „ “now”
Y „ “easy”
Z „ “plain”
To show how this is used, it may be supposed that the Professor has in
his hand a brown cap, which some little boy in the audience has given
him.
“Do be quick, if you please, and tell me what I have in my hand?” (d =
c, b = a, q = p.)
“A cap,” answers Mlle. C.
“Come, say precisely, if you please, what color?” (c = b, s = r, p = o.)
“It is a brown cap,” answers she.
This system can be simplified yet further by coding the various objects
most likely to be required, in a way similar to the following:--
Touch = part of clothing.
Look at = part of the room.
Point = part of figure.
Oh yes! = letter or piece of paper.
Most certainly = coin, other than money.
Yes, if you like = a watch.
This is harder = some trinket.
I am afraid this is harder = a ring.
An excellent idea = a playing card.
As an example of how this code can be employed, it may be imagined that
the Professor lays his hand casually upon a gentleman’s coat-sleeve.
_Prof._--What am I touching?
_Mlle._--A part of some one’s clothing.
_Prof._--Tell me fully what, if you please? (t = s, m = l, f = e, w = v;
which reads “sleeve.”)
_Mlle._--I can dimly see a sleeve.
_Prof._--Have you found only a sleeve? (h = g, f = e, o = n; reading
“gent.”)
_Mlle._--Yes, I see a gentleman’s sleeve.
Or as another example, imagine that some one produces a seal.
_Prof._ (loud enough for Mlle. C to hear)--This is harder. This fairly
bothers me (looking at it closely).
_Mlle._ (who has understood “This is harder” to mean a trinket, and
“this fairly bothers me” to read _Seal_)--I can see quite plainly that
it is a seal.
_Prof._--Both initials, if you please.
_Mlle._--A, and then H.
_Prof._--Hurry up, if you please. What metal is it made of?
_Mlle._--It is made of gold.
This last answer is based upon another code for the various metals,
which may be something like this:--
Brass is represented by T
Copper „ „ C
Silver „ „ D
Gold „ „ H
Iron „ „ J
Tin „ „ M
Some person in the audience hands the Professor a silver cigarette case,
and, looking up to the stage, he remarks--
“This is harder. Come, perfectly, now!” (c = b, p = o, now = x.)
“I see a box,” murmurs Mlle. C dreamily.
“Describe it.” (d = silver.)
“It is made of silver.”
“Do just have something further, if you please.” (d = c, j = i, h = g, s
= r, f = e--making “cigre.”)
“It looks like a cigarette box--a cigarette case.”
“Let us know the number of cigarettes in it?” (l = 5.)
“There are five cigarettes.”
“Well, just say, if you please, what kind?” (w = v, j = i, s = r.)
“They are cigarettes of Virginia tobacco.”
Money should be designated by N, which, as you remember, is the code
letter for M. The following will then come in handy:--
Gold is coded as 1, silver as 2, copper as 3, and paper as 4.
“Now, if you please, tell me what I have in my hand?”
“I see money.”
“Nature?” (n = 2 = silver.)
“Silver.”
“Let’s see, if you please, how you would describe this coin?” (l = 5, s
= 0.)
“I see a fifty-cent piece.”
“The piece seems new?” (t = 1, p = 9, s = 0, n = 2.)
“The date is 1902.”
Holding out a handful of money, containing say, a five-dollar gold
piece, two fifty-cent pieces, four quarters, and five cents in copper,
The Professor says, “Tell this, if you please, the number of coins in my
hand?” (t = 1, t = 1.)
“Eleven,” answers Mlle. C.
“True. Now, Mademoiselle, if you please, tell me the nature of it?” (t =
1 = gold, n = 2 = silver, m = 3 = copper.)
“Gold, silver, and copper.”
“Leaving, if you please, the others, let us start with the gold.”
“A five-dollar gold piece.”
“Now, if you please, silver.”
“I see two dollars in silver.”
“Likewise, if you please, the copper?”
“Five cents.”
“All right.”
The code for playing cards should be formed in much the same way. The
following is a suggestion of what might be arranged:--
The cards, commencing with the ace and finishing with the king, should
be numbered one to thirteen inclusive. The suits can then be
distinguished thus:--
Good = hearts; very good = diamonds; well = clubs; very well = spades.
Supposing that the Professor has handed a pack of cards to some person
among the spectators, who has drawn the knave of clubs.
“Very well, sir,” says the Professor. “There tell, if you please, what
card this is?” (Very well = clubs, there tell = eleven, _i.e._ the
knave.)
“You are holding the knave of clubs in your hand,” replies Mlle. C.
“Good. Look, if you please, and tell what this is?”
“The five of hearts.”
“Very good, Mademoiselle. Tell me, if you please, what this card is?”
“The king of diamonds.”
“Well, this?”
“The ace of spades.”
At this point it is not an uncommon thing for some skeptical person
present to take a card and demand to know its value without having shown
it to the Professor. The latter rises to the occasion immediately. He
explains that Mademoiselle can only see what he actually sees himself,
her sight being second to his own. Casually drawing a card, and not
showing it to anybody, he remarks, “Very well, Mademoiselle, tell me, if
you please, what this is?”
“The three of clubs,” she answers; and the Professor then shows the card
to all, demonstrating the skill of the gifted lady.
For an extensive programme a greater number of codes is necessary. We
give an idea for some of these which may prove of use. An unfailing
memory is essential to second-sight, and the greater the number of codes
that can be learned, the more sure of success can both performers feel.
CLOTHES AND MATERIALS
Coat C
Overcoat OC
Dress Coat DC
Waistcoat G
Trousers T
Boots B
Shoes S
Handkerchief N
Bodice E
Skirt F
Shawl H
Wrapper A
Silk Q
Cloth P
Serge O
Cotton M
Touching a lady’s wrapper, the Professor says: “What do I touch? Answer
quickly, if you please.” (Touch = part of clothing, A = wrapper, Q =
silk.)
“You are now touching a silk wrapper,” replies Mlle.
Again there may be a separate code for flowers, to be introduced by
“What is this before me?” to show Mlle. C that the Flower Code will
follow.
Rose S
Violet W
Snowdrop T
Pansy Q
Carnation D
Orchid P
Narcissus E
Pink R
White A
Red B
“What is this before me? Be descriptive.”
“A red carnation,” replies the lady unhesitatingly.
“Well, if you please, what is this flower?”
“It is a violet.”
The Professor and Mlle. C have nearly finished their entertainment. But
before bowing farewell to the company, he approaches a little girl, let
us say in the audience, and in a whisper asks her age. With the utmost
secrecy she informs him that she is just nine.
“Pray, how old is my little friend here?” he demands of Mlle.
“Nine years old,” she replies at once.
“What is your name?” whispers the Professor to the little girl.
“Margery,” she whispers back.
“Now! Be sure! Having found so easily, if you please, her age, what is
the young lady’s name?” (N = m, b = a, s = r, h = g, f = e, s = r,
easily = y.)
“Her name is Margery,” is the reply; and with this pretty example of his
power, the Professor will close the evening.
I have dealt at such length with the Professor and his codes, because it
is the easiest and most general system of mechanical second-sight. But
Professor B and Mlle. C have yet another system of second-sight, more
puzzling still to the spectators, as not a word is exchanged between
either of the confederates during the whole performance.
Seating the lady upon the stage, facing the audience, and omitting to
bandage her eyes, Professor B goes down amongst the spectators as
before, examines various articles, is told different numbers and touches
sundry objects exactly as in the former entertainment. Without speaking
a single word he merely glances at Mlle. C, who after a few seconds
mentions the number or describes the article as the case may be.
All this is highly mysterious, and is the result of a very ingenious
mode of signaling which may be thus explained.
As soon as Professor B raises his eyes to Mlle. C they both start
counting to themselves, and the instant he drops his eyes they cease.
This has been practiced over and over again until they have learned to
count exactly at the same speed. The result is that when the Professor
has counted five, let us say, Mlle. C has counted five also, and so with
any number.
The alphabet is then coded with numbers according to the following
system.
| 1 2 3 4 5 6
--+------------------
1 | F E D C B A
2 | G H I J K L
3 | R Q P O N M
4 | S T U V W X
5 | - - - - Z Y
The letters are represented by the vertical figures on the left and the
horizontal figures on the top, and by this ingenious means are
communicated.
To signal the letter A the Professor would glance up at Mlle. C, count
one, and then glance down again; he would then look up and count six and
lower his eyes once more.
Supposing that some lady had lent a diamond ring, the process would be
the following:--
(The letter U shows when the Professor raised his eyes, and the letter D
when he lowered them. The dots designate the numbers he would count in
the interval.)
_Prof._--(without speaking). U ... D, U . D = R, U .. D, U ... D = I,
U ... D, U ..... D = N, U .. D, U . D = G.
_Mlle._--You have a ring in your hand.
_Prof._--U . D, U ... D = D, U ... D, U ...... D = M, U ... D, U .....
D = N.
_Mlle._--It is a diamond ring.
_Prof._--U . D, U .... D = C = 3.
_Mlle._--It has three stones.
With reference to this last answer it must be explained that the
numerals are represented by the letters of the alphabet, A = 1, B = 2, C
= 3, &c.
Or again some person holds a bank-note numbered 15498. The Professor
communicates this number thus:--
U . D, U ...... D = 1, U . D, U .. D = 5, U . D, U ... D = 4, U .. D,
U ... D = 9, U .. D, U .. D = 8.
Mlle. C then remarks, “The number is 15498.”
Cumbersome as this may seem at first, a little practice enables the
signaling and translating to be done with great rapidity. All the codes
previously described can be introduced, numbers being substituted for
letters, or letters for numbers, as may seem expedient.
Mechanical second-sight has an extraordinary effect in an entertainment
if well done. Both the Professor and his accomplice must be sharp and
sure, the least mistake being not only disconcerting, but likely to
arouse the suspicions of the spectators. If a mistake be made, the only
thing to be done is for the Professor to pretend that he has himself
mistaken the number or not noticed the object properly, and if this fail
he must have recourse to pure “bluff.”
All things considered, the number of out-of-the-way objects likely to be
produced is really very few, and there is no reason why an intelligent
couple of amateurs with retentive memories should not provide a
successful exhibition of second-sight wherewith to amuse their credulous
friends.