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Memory, How to Develop, Train and Use It - William Atkinson · Classic Non-Fiction Book Collection

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  Speaker 1: Memory its importance. It needs very little argument to convince
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  Speaker 1: the average thinking person of the great importance of memory,
• 0:11
  Speaker 1: although even then very few begin to realize just how
• 0:15
  Speaker 1: important is the function of the mind that has to
• 0:18
  Speaker 1: do with the retention of mental impressions. The first thought
• 0:22
  Speaker 1: of the average person when he is asked to consider
• 0:25
  Speaker 1: the importance of memory is its use in the affairs
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  Speaker 1: of everyday life along developed and cultivated lines, as contrasted
• 0:34
  Speaker 1: with the lesser degrees of its development. In short, one
• 0:39
  Speaker 1: generally thinks of memory in its phase of a good memory,
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  Speaker 1: as contrasted with the opposite phase of a poor memory.
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  Speaker 1: But there is a much broader and fuller meaning of
• 0:50
  Speaker 1: the term than that of even this important phase. It
• 0:54
  Speaker 1: is true that the success of the individual in his
• 0:57
  Speaker 1: everyday business, profession, trade, or other occupation depends very materially
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  Speaker 1: upon the possession of a good memory. His value in
• 1:08
  Speaker 1: any walk in life depends to a great extent upon
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  Speaker 1: the degree of memory he may have developed. His memory
• 1:16
  Speaker 1: of faces, names, facts, events, circumstances, and other things concerning
• 1:22
  Speaker 1: his everyday work is the measure of his ability to
• 1:26
  Speaker 1: accomplish his task, and in the social intercourse of men
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  Speaker 1: and women, The possession of a retentive memory, well stocked
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  Speaker 1: with available facts, renders its possessor a desirable member of society,
• 1:41
  Speaker 1: and in the higher activities of thought, the memory comes
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  Speaker 1: as an invaluable aid to the individual in marshaling the
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  Speaker 1: bits and sections of knowledge he may have acquired, and
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  Speaker 1: passing them in review before his cognitive faculties. Thus does
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  Speaker 1: the soul review its mental possession. As Alexander Smith has said,
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  Speaker 1: a man's real possession is his memory. In nothing else
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  Speaker 1: is he rich. In nothing else is he poor. Richter
• 2:13
  Speaker 1: has said memory is the only paradise from which we
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  Speaker 1: cannot be driven away. Grant but memory to us, and
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  Speaker 1: we can lose nothing by death. Lactantius says, memory tempers prosperity,
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  Speaker 1: mitigates adversity, controls youth, and delights old age. But even
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  Speaker 1: the above phases of memory represent but a small segment
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  Speaker 1: of its complete circle. Memory is more than a good memory.
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  Speaker 1: It is the means whereby we perform the largest share
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  Speaker 1: of our mental work. As Bacon has said, all knowledge
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  Speaker 1: is but remembrance and Emerson, memory is a primary and
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  Speaker 1: fundamental faculty without which none other can work. The cement,
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  Speaker 1: the bitumen, the matrix in which the other faculties are embedded.
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  Speaker 1: Without it, all life and thought were an unrelated succession.
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  Speaker 1: And Burke there is no faculty of the mind which
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  Speaker 1: can bring its energy into effect unless the memory be
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  Speaker 1: stored with ideas for it to look upon. And Bazile.
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  Speaker 1: Memory is the cabinet of imagination, the treasury of reason,
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  Speaker 1: the registry of conscience, and the council chamber of thought.
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  Speaker 1: Kant pronounced memory to be the most wonderful of the faculties.
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  Speaker 1: K one of the best authorities on the subject, has
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  Speaker 1: said regarding it, unless the mind possessed the power of
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  Speaker 1: treasuring up and recalling its past experiences, no knowledge of
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  Speaker 1: any kind could be aired. If every sensation, thought, or
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  Speaker 1: emotion passed entirely from the mind the moment it ceased
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  Speaker 1: to be present, then it would be as if it
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  Speaker 1: had not been, and it could not be recognized or
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  Speaker 1: named should it happen to return. Such an one would
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  Speaker 1: be not only without knowledge, without experience gathered from the past,
• 4:23
  Speaker 1: but without purpose, aim, or plan regarding the future, for
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  Speaker 1: these imply knowledge and require memory. Even voluntary motion or
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  Speaker 1: motion for a purpose could have no existence without memory,
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  Speaker 1: For memory is involved in every purpose. Not only the
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  Speaker 1: learning of the scholar, but the inspiration of the poet,
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  Speaker 1: the genius of the painter, the heroism of the warrior,
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  Speaker 1: all depend upon memory. Nay, even consciousness itself could have
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  Speaker 1: no existence without memory, For every act of consciousness involves
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  Speaker 1: a change from a past state to a present, and
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  Speaker 1: did the past state vanish the moment it was passed,
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  Speaker 1: there could be no consciousness of change. Memory therefore must
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  Speaker 1: be said to be involved in all conscious existence, a
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  Speaker 1: property of every conscious being. In the building of character
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  Speaker 1: and individuality, the memory plays an important part, for upon
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  Speaker 1: the strength of the impressions received and the firmness with
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  Speaker 1: which they are retained, depends the fiber of character and individuality.
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  Speaker 1: Our experiences are indeed the stepping stones to greater attainments,
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  Speaker 1: and at the same time our guides and protectors from danger.
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  Speaker 1: If the memory serves us well in this respect, we
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  Speaker 1: are saved the pain of repeating the mistakes of the past,
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  Speaker 1: and may also profit by remm membering and thus avoiding
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  Speaker 1: the mistakes of others. As Beattie says, when memory is
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  Speaker 1: preternaturally defective, experience and knowledge will be deficient in proportion
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  Speaker 1: and imprudent conduct and absurd opinion are the necessary consequence,
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  Speaker 1: Bain says, a character retaining a feeble hold of bitter
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  Speaker 1: experience or genuine delight, and unable to revive afterwards the
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  Speaker 1: impression of the time is, in reality the victim of
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  Speaker 1: an intellectual weakness under the guise of a moral weakness.
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  Speaker 1: To have constantly before us an estimate of the things
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  Speaker 1: that affect us, true to the reality, is one precious
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  Speaker 1: condition for having our will always stimulated with an accurate
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  Speaker 1: reference to our happiness. The thoroughly educated man in this
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  Speaker 1: respect is that he can carry with him at all
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  Speaker 1: times the exact estimate of what he has enjoyed or
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  Speaker 1: suffered from every object that has ever affected him, and
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  Speaker 1: in case of encounter, can present to the enemy as
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  Speaker 1: strong affront as if he were under the genuine impression.
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  Speaker 1: A full and accurate memory, for pleasure or for pain
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  Speaker 1: is the intellectual basis both of prudence as regard self
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  Speaker 1: and sympathy as regards others. So we see that the
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  Speaker 1: cultivation of the memory is far more than the cultivation
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  Speaker 1: and development of a single mental faculty. It is the
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  Speaker 1: cultivation and development of our entire mental being. The development
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  Speaker 1: of ourselves. To many persons, the words memory, recollection and
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  Speaker 1: remembrance have the same meaning, but there is a great
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  Speaker 1: difference in the exact shade of meaning of each term.
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  Speaker 1: The student of this book should make the distinction between
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  Speaker 1: the terms, for by so doing he will be better
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  Speaker 1: able to grasp the various points of advice and instruction
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  Speaker 1: herein given. Let us examine these terms. Locke, in his
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  Speaker 1: celebrated work The Essay concerning Human Understanding, has clearly stated
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  Speaker 1: the difference between the meaning of these several terms. He says,
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  Speaker 1: memory is the power to revive again in our minds
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  Speaker 1: those ideas which, after imprinting, have disappeared or have been
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  Speaker 1: laid aside, out of sight. When an idea again recurs
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  Speaker 1: without the operation of the like object on the external sensory,
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  Speaker 1: it is remembrance. If it be sought after by the mind,
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  Speaker 1: and with pain and endeavor, found and brought again into view,
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  Speaker 1: it is recollection. Fuller says, commenting on this, memory is
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  Speaker 1: the power of reproducing in the mind former impressions or percepts.
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  Speaker 1: Remembrance and recollection are the exercise of that power, the
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  Speaker 1: former being involuntary or spontaneous. The latter volitional. We remember
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  Speaker 1: because we cannot help it, but we recollect only through
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  Speaker 1: positive effort. The act of remembering, taken by itself, is involuntary.
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  Speaker 1: In other words, when the mind remembers without having tried
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  Speaker 1: to remember, it acts spontaneously. Thus it may be said,
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  Speaker 1: in the narrow contrasted sense of the two terms, that
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  Speaker 1: we remember by chance, but recollect by intention, And if
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  Speaker 1: the endeavor be successful, that which is reproduced becomes, by
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  Speaker 1: the very effort to bring it forth, more firmly entrenched
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  Speaker 1: in the mind than ever. But the new psycho pology
• 10:00
  Speaker 1: makes a little different distinction from that of Locke as
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  Speaker 1: given above. It uses the word memory not only in
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  Speaker 1: his sense of the power to retrieve, etc. But also
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  Speaker 1: in the sense of the activities of the mind, which
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  Speaker 1: tend to receive and store away the various impressions of
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  Speaker 1: the senses and the ideas conceived by the mind, to
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  Speaker 1: the end that they may be reproduced voluntarily or involuntarily. Thereafter,
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  Speaker 1: the distinction between remembrance and recollection as made by Locke
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  Speaker 1: is adopted as correct by the new psychology. It has
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  Speaker 1: long been recognized that the memory, in all of its
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  Speaker 1: phases is capable of development culture, training, and guidance through
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  Speaker 1: intelligent exercise. Like any other faculty of the mind or
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  Speaker 1: physical part muscle or limb, it may be improved and strengthened.
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  Speaker 1: But until recent years, the entire efforts of these memory
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  Speaker 1: developers were directed to the strengthening of that phase of
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  Speaker 1: the memory known as recollection, which you will remember Locke
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  Speaker 1: defined as an idea or impression sought after by the mind,
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  Speaker 1: and with pain and endeavor, found and brought again into view.
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  Speaker 1: The new psychology goes much further than this. While pointing
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  Speaker 1: out the most improved and scientific methods for recollecting the
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  Speaker 1: impressions and ideas of the memory, it also instructs the
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  Speaker 1: student and the use of the proper methods, whereby the
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  Speaker 1: memory may be stored with clear and distinct impressions which
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  Speaker 1: will thereafter flow naturally and involuntarily into the field of
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  Speaker 1: consciousness when the mind is thinking upon the associated subject
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  Speaker 1: or line of thought, and which may also be recollected
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  Speaker 1: by a voluntary effort with far less expenditure of energy
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  Speaker 1: than under the old methods and systems. You will see
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  Speaker 1: this idea carried out in detail as we progress with
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  Speaker 1: the various stages of the subject in this work you
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  Speaker 1: will see that the first thing to do is to
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  Speaker 1: find something to remember, then to impress that thing clearly
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  Speaker 1: and distinctly upon the receptive tablets of the memory. Then
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  Speaker 1: to exercise the remembrance in the direction of bringing out
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  Speaker 1: the stored away facts of the memory. Then to acquire
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  Speaker 1: the scientific methods of recollecting special items of memory that
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  Speaker 1: may be necessary at some special time. This is the
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  Speaker 1: natural method in memory cultivation, as opposed to the artificial
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  Speaker 1: systems that you will find mentioned in another chapter. It
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  Speaker 1: is not only development of the memory, but also development
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  Speaker 1: of the mind itself in several of its regions and
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  Speaker 1: phases of activity. It is not merely a method of recollecting,
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  Speaker 1: but also a method of correct seeing, thinking, and remembering.
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  Speaker 1: This method recognizes the truth of the verse of the
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  Speaker 1: poet Pope who said, remembrance and reflection, how allied what
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  Speaker 1: thin partition sense from thought divide cultivation of the memory.
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  Speaker 1: This book is written with the fundamental intention and idea
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  Speaker 1: of pointing out a rational and workable method whereby the
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  Speaker 1: memory may be developed, trained, and cultivated. Many persons seem
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  Speaker 1: to be under the impression that memories are bestowed by
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  Speaker 1: nature in a fixed degree or possibilities, and that little
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  Speaker 1: more can be done for them. In short, that memories
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  Speaker 1: are born not mad. But the fallacy of any such
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  Speaker 1: idea is demonstrated by the investigations and experiments of all
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  Speaker 1: the leading authorities, as well as by the results obtained
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  Speaker 1: by persons who have developed and cultivated their own memories
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  Speaker 1: by individual effort without the assistance of an instructor. But
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  Speaker 1: all such improvement to be real must be along certain
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  Speaker 1: natural lines and in accordance with the well established laws
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  Speaker 1: of psychology, instead of along artificial lines and in defiance
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  Speaker 1: of psychological principles. Cultivation of the memory is a far
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  Speaker 1: different thing from trick memory or feats of mental ledger.
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  Speaker 2: Domain.
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  Speaker 1: If the term is permissible, Kay says that the memory
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  Speaker 1: is capable of indefinite improvement, there can be no manner
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  Speaker 1: of doubt. But with regard to the means by which
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  Speaker 1: this improvement is to be effected, mankind are still greatly
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  Speaker 1: in ignorance. Doctor Noah Porter says the natural as opposed
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  Speaker 1: to the artificial memory, depends on the relations of sense
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  Speaker 1: and the relations of thought. The spontaneous memory of the
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  Speaker 1: eye and the ear availing itself of the obvious conjunctions
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  Speaker 1: of objects which are furnished by space and time, and
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  Speaker 1: the rational memory of those higher combinations which the rational
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  Speaker 1: faculties superinduce upon those lower. The artificial memory proposes to
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  Speaker 1: substitute for the natural and necessary relations under which all
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  Speaker 1: objects must present and arrange themselves, an entirely new set
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  Speaker 1: of relations that are purely arbitrary and mechanical, which excite
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  Speaker 1: little or no other interest than that they are to
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  Speaker 1: aid us in remembering. It follows that if the mind
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  Speaker 1: tests itself to the special effort of considering odds under
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  Speaker 1: these artificial relations, it will give less attention to those
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  Speaker 1: which have a direct and legitimate interest for itself. Grandville says,
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  Speaker 1: the defects of most methods which have been devised and
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  Speaker 1: employed for improving the memory lies in the fact that,
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  Speaker 1: while they serve to impress particular subjects in the mind,
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  Speaker 1: they do not render the memory as a whole, ready
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  Speaker 1: or attentive. Fuller says, surely an art of memory may
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  Speaker 1: be made more destructive to natural memory than spectacles are
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  Speaker 1: to eyes. These opinions of the best authorities might be
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  Speaker 1: multiplied indefinitely. The consensus of the best opinion is decidedly
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  Speaker 1: against the artificial systems, and in favor of the natural ones.
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  Speaker 1: Natural systems of memory culture are based upon the fundamental
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  Speaker 1: conception so well expressed by health Vacius several centuries ago,
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  Speaker 1: when he said, the extent of the memory depends first
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  Speaker 1: on the daily use we make, of it, secondly upon
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  Speaker 1: the attention with which we consider the objects we would
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  Speaker 1: impress upon it, and thirdly upon the order in which
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  Speaker 1: we range our ideas. This, then, is the list of
• 17:23
  Speaker 1: the three essentials in the cultivation of the memory. One
• 17:27
  Speaker 1: use and exercise, review and practice, two attention and interest,
• 17:34
  Speaker 1: and three intelligent association. You will find that in the
• 17:40
  Speaker 1: several chapters of this book dealing with the various phases
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  Speaker 1: of memory, we urge, first, last, and all the time
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  Speaker 1: the importance of the use and employment of the memory
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  Speaker 1: in the way of employment, exercise, practice, and review work.
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  Speaker 1: Like any other mental faculty or physical function, the memory
• 18:02
  Speaker 1: will tend to atrophy by disuse and increase, strengthen and
• 18:08
  Speaker 1: develop by rational exercise and employment within the bounds of moderation.
• 18:14
  Speaker 1: You develop a muscle by exercise. You train any special
• 18:19
  Speaker 1: faculty of the mind in the same way, and you
• 18:22
  Speaker 1: must pursue the same method in the case of the memory,
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  Speaker 1: if you would develop it. Nature's laws are constant and
• 18:31
  Speaker 1: bear a close analogy to each other. You will also
• 18:35
  Speaker 1: notice the great stress that we lay upon the use
• 18:37
  Speaker 1: of the faculty of attention accompanied by interest. By attention,
• 18:43
  Speaker 1: you acquire the impressions that you file away in your
• 18:47
  Speaker 1: mental record file of memory, and the degree of attention
• 18:51
  Speaker 1: regulates the depth, clearness, and strength of the impression. Without
• 18:56
  Speaker 1: a good record, you cannot expect to obtain a good
• 18:59
  Speaker 1: rep production of it. A poor phonographic record results in
• 19:04
  Speaker 1: a poor reproduction, and the rule applies in the case
• 19:07
  Speaker 1: of the memory as well. You will also notice that
• 19:11
  Speaker 1: we explain the laws of association and the principles which
• 19:15
  Speaker 1: govern the subject, as well as the methods whereby the
• 19:18
  Speaker 1: proper associations may be made. Every association that you weld
• 19:24
  Speaker 1: to an idea or an impression serves as a cross
• 19:28
  Speaker 1: reference in the index, whereby the thing is found by
• 19:32
  Speaker 1: remembrance or recollection when it is needed. We call your
• 19:37
  Speaker 1: attention to the fact that one's entire education depends for
• 19:41
  Speaker 1: its efficiency upon this law of association. It is a
• 19:46
  Speaker 1: most important feature in the rational cultivation of the memory,
• 19:50
  Speaker 1: while at the same time being the bane of the
• 19:53
  Speaker 1: artificial systems. Natural associations educate, while artificial one tend to
• 20:00
  Speaker 1: weaken the powers of the mind if carried to any
• 20:03
  Speaker 1: great length. There is no royal road to memory. The
• 20:08
  Speaker 1: cultivation of the memory depends upon the practice along certain
• 20:12
  Speaker 1: scientific lines according to well established psychological laws. Those who
• 20:19
  Speaker 1: hope for a sure short cut will be disappointed, for
• 20:23
  Speaker 1: none such exists. As Hallick says, the student ought not
• 20:29
  Speaker 1: to be disappointed to find that memory is no exception
• 20:32
  Speaker 1: to the rule of improvement by proper, methodical and long
• 20:35
  Speaker 1: continued exercise. There is no royal road, no shortcut to
• 20:42
  Speaker 1: the improvement of either mind or muscle. But the student
• 20:46
  Speaker 1: who follows the rules which psychology is laid down may
• 20:50
  Speaker 1: know that he is walking in the shortest path and
• 20:53
  Speaker 1: not wandering aimlessly about. Using these rules, he will advance
• 20:59
  Speaker 1: much faster than those without chart, compass, or pilot. He
• 21:04
  Speaker 1: will find menomics of extremely limited use. Improvement comes by
• 21:10
  Speaker 1: orderly steps, Methods that dazzle at first sight never give
• 21:15
  Speaker 1: solid results. The student is urged to pay attention to
• 21:20
  Speaker 1: what we have to say in other chapters of the book.
• 21:23
  Speaker 1: Upon the subjects of attention and association. It is not
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  Speaker 1: necessary to state here the particulars that we mention there.
• 21:33
  Speaker 1: The cultivation of the attention is a prerequisite for good memory,
• 21:37
  Speaker 1: and deficiency in this respect means deficiency not only in
• 21:42
  Speaker 1: the field of memory, but also in the general field
• 21:45
  Speaker 1: of mental work. In all branches of the new psychology,
• 21:50
  Speaker 1: there is found a constant repetition of the injunction to
• 21:54
  Speaker 1: cultivate the faculty of attention and concentration has as haziness
• 22:01
  Speaker 1: of perception lies at the root of many a bad memory.
• 22:06
  Speaker 1: If perception is definite, the first step has been taken
• 22:09
  Speaker 1: toward ensuring a good memory. If the first impression is vivid,
• 22:14
  Speaker 1: its effect upon the brain cells is more lasting. All
• 22:19
  Speaker 1: persons ought to practice their visualizing power. This will react
• 22:24
  Speaker 1: upon perception and make it more definite. Visualizing will also
• 22:29
  Speaker 1: form a brain habit of remembering things pictorially, and hence
• 22:34
  Speaker 1: more exactly. The subject of association must also receive its
• 22:40
  Speaker 1: proper share of attention, for it is by means of
• 22:43
  Speaker 1: association that the stored away records of the memory may
• 22:46
  Speaker 1: be recovered or recollected. As Blackie says, nothing helps the
• 22:53
  Speaker 1: mind so much as order and classification. Classes are few
• 22:58
  Speaker 1: individuals men. To know the class well is to know
• 23:03
  Speaker 1: what is most essential in the character of the individual
• 23:06
  Speaker 1: and what burdens the memory least to retain. And, as
• 23:11
  Speaker 1: Hallick says regarding the subject of association by relation, whenever
• 23:17
  Speaker 1: we can discover any relation between facts, it is far
• 23:21
  Speaker 1: easier to remember them. The intelligent law of memory may
• 23:25
  Speaker 1: be summed up in these words. Endeavor to link, by
• 23:29
  Speaker 1: some thought relation, each new mental acquisition to an old one,
• 23:35
  Speaker 1: bind new facts to other facts by relations of similarity,
• 23:40
  Speaker 1: cause and effect, whole and part, or by any logical relation.
• 23:46
  Speaker 1: And we shall find that when an idea occurs to us,
• 23:50
  Speaker 1: a host of related ideas will flow into the mind.
• 23:54
  Speaker 1: If we wish to prepare a speech or write an
• 23:57
  Speaker 1: article on any subject, pertinent illustrations will suggest themselves. The
• 24:03
  Speaker 1: person whose memory is merely contiguous will wonder how we
• 24:07
  Speaker 1: think of them. In your study for the Cultivation of
• 24:11
  Speaker 1: the memory, along the lines laid down in this book,
• 24:15
  Speaker 1: you have read the first chapter thereof and have informed
• 24:18
  Speaker 1: yourself thoroughly regarding the importance of the memory to the
• 24:22
  Speaker 1: individual and what a large part it plays in the
• 24:26
  Speaker 1: entire work of the mind. Now carefully read the third
• 24:31
  Speaker 1: chapter and acquaint yourself with the possibilities in the direction
• 24:35
  Speaker 1: of cultivating the memory to a high degree, as evidenced
• 24:39
  Speaker 1: by the instances related of the extreme cases of development
• 24:43
  Speaker 1: noted therein. Then study the chapter on memory systems and
• 24:49
  Speaker 1: realize that the only true method is the natural method,
• 24:53
  Speaker 1: which requires work, patience, and practice. Then make up your
• 24:58
  Speaker 1: mind that you will follow this plan as far as
• 25:00
  Speaker 1: it will take you. Then acquaint yourself with the secret
• 25:05
  Speaker 1: of memory, the subconscious region of the mind, in which
• 25:09
  Speaker 1: the records of memory are kept stored away and indexed,
• 25:13
  Speaker 1: and in which the little mental office boys are busily
• 25:17
  Speaker 1: at work. This will give you the key to the method.
• 25:21
  Speaker 1: Then take up the two chapters on attention and association respectively,
• 25:27
  Speaker 1: and acquaint yourself with these important principles. Then study the
• 25:33
  Speaker 1: chapter on the phases of memory and take mental stock
• 25:36
  Speaker 1: of yourself, determining in which phase of memory you are
• 25:40
  Speaker 1: strongest and in which you need development. Then read the
• 25:45
  Speaker 1: two chapters on training the eye and ear respectively. You
• 25:49
  Speaker 1: need this instruction, Then read over the several chapters on
• 25:54
  Speaker 1: the training of the special phases of the memory, whether
• 25:58
  Speaker 1: you need them or not. They find something of importance
• 26:01
  Speaker 1: in them. Then read the concluding chapter, which gives you
• 26:07
  Speaker 1: some general advice and parting instruction. Then return to the
• 26:12
  Speaker 1: chapters dealing with the particular phases of memory in which
• 26:15
  Speaker 1: you have decided to develop yourself, studying the details of
• 26:19
  Speaker 1: the instruction carefully until you know every point of it. Then,
• 26:25
  Speaker 1: most important of all, get to work. The rest is
• 26:30
  Speaker 1: a matter of practice, practice, practice, and rehearsal. Go back
• 26:35
  Speaker 1: to the chapters from time to time and refresh your
• 26:39
  Speaker 1: mind regarding the details. Reread each chapter at intervals. Make
• 26:45
  Speaker 1: the book your own in every sense of the word,
• 26:49
  Speaker 1: by absorbing its contents. Celebrated cases of memory. In order
• 26:57
  Speaker 1: that the student may appreciate the marvelous extent of development
• 27:01
  Speaker 1: possible to the memory, we have thought it advisable to
• 27:04
  Speaker 1: mention a number of celebrated cases, past and present. In
• 27:09
  Speaker 1: so doing, we have no desire to hold up these
• 27:12
  Speaker 1: cases as worthy of imitation, for they are exceptional and
• 27:16
  Speaker 1: not necessary in everyday life. We mention them merely to
• 27:21
  Speaker 1: show to what wonderful extent development along these lines is possible.
• 27:27
  Speaker 1: In India, in the past, the sacred books were committed
• 27:31
  Speaker 1: to memory and handed down from teacher to student for ages,
• 27:36
  Speaker 1: and even today it is no uncommon thing for the
• 27:39
  Speaker 1: student to be able to repeat word for word some
• 27:43
  Speaker 1: voluminous religious work equal in extent to the New Testament.
• 27:48
  Speaker 1: Max Muller states that the entire text and glossary of
• 27:52
  Speaker 1: Panini's Sanskrit grammar, equal in extent to the entire Bible,
• 27:57
  Speaker 1: were handed down orally for several centuries before being committed
• 28:01
  Speaker 1: to writing. There are Brahmins today who have committed to
• 28:06
  Speaker 1: memory and who can repeat at will the entire collection
• 28:10
  Speaker 1: of religious poems known as the Mahabarata, consisting of over
• 28:15
  Speaker 1: three hundred thousand slocas or verses. Leland states that the
• 28:21
  Speaker 1: Slavonian minstrels of the present day have by heart, with
• 28:25
  Speaker 1: remarkable accuracy, immensely long epic poems. I have found the
• 28:31
  Speaker 1: same among Algonquin Indians, whose sagas or mythic legends are interminable,
• 28:37
  Speaker 1: and yet are committed word by word accurately. I have
• 28:42
  Speaker 1: heard in England of a lady ninety years of age
• 28:46
  Speaker 1: whose memory was miraculous, and of which extraordinary instances are
• 28:51
  Speaker 1: narrated by her friends. She attributed it to the fact
• 28:55
  Speaker 1: that when young she had been made to learn a
• 28:58
  Speaker 1: verse from the Bible every day, and then constantly review it.
• 29:04
  Speaker 1: As her memory improved, she learned more, the result being
• 29:08
  Speaker 1: that in the end she could repeat from memory any
• 29:11
  Speaker 1: verse or chapter called for in the whole scripture. It
• 29:15
  Speaker 1: is related that mithridates, the ancient warrior king, knew the
• 29:19
  Speaker 1: name of every soldier in his great army and conversed
• 29:23
  Speaker 1: fluently in twenty two dialects. Pliny relates that Carmides could
• 29:29
  Speaker 1: repeat the contents of every book in his large library. Hortensius,
• 29:35
  Speaker 1: the Roman orator, had a remarkable memory, which enabled him
• 29:39
  Speaker 1: to retain and recollect the exact words of his opponent's
• 29:43
  Speaker 1: argument without making a single notation on a wager. He
• 29:48
  Speaker 1: attended a great auction sale which lasted over an entire day,
• 29:52
  Speaker 1: and then called off in their proper order every object sold,
• 29:57
  Speaker 1: the name of its purchaser and the price theref Seneca
• 30:02
  Speaker 1: is said to have acquired the ability to memorize several
• 30:05
  Speaker 1: thousand proper names, and to repeat them in the order
• 30:09
  Speaker 1: in which they had been given him, and also to
• 30:12
  Speaker 1: reverse the order and call off the list backward. He
• 30:16
  Speaker 1: also accomplished the feat of listening to several hundred persons,
• 30:20
  Speaker 1: each of whom gave him a verse, memorizing the same
• 30:24
  Speaker 1: as they proceeded, and then repeating them word for word
• 30:28
  Speaker 1: in the exact order of their delivery, and then reversing
• 30:32
  Speaker 1: the process with complete success. Eusebius stated that only the
• 30:38
  Speaker 1: memory of Esdras saved the Hebrew Scriptures to the world,
• 30:43
  Speaker 1: for when the Kaldians destroyed the manuscripts, Esdras was able
• 30:47
  Speaker 1: to repeat them word by word to the scribes, who
• 30:51
  Speaker 1: then reproduced them. The Mohammedan scholars are able to repeat
• 30:56
  Speaker 1: the entire text of the Koran Letter perfect Scallager committed
• 31:02
  Speaker 1: the entire text of the Iliad and the Odyssey in
• 31:05
  Speaker 1: three weeks. Ben Johnson is said to have been able
• 31:09
  Speaker 1: to repeat all of his own works from memory with
• 31:12
  Speaker 1: the greatest ads. Bulwark could repeat the Odes of Horace
• 31:17
  Speaker 1: from memory. Pascal could repeat the entire Bible from beginning
• 31:22
  Speaker 1: to end, as well as being able to recall any
• 31:25
  Speaker 1: given paragraph, verse, line, or chapter. Lander is said to
• 31:31
  Speaker 1: have read a book but once, when he would dispose
• 31:34
  Speaker 1: of it, having impressed it upon his memory, to be
• 31:38
  Speaker 1: recalled years after if necessary. Byron could recite all of
• 31:43
  Speaker 1: his own poems. Buffin could repeat his works from beginning
• 31:48
  Speaker 1: to end. Bryant possessed the same ability to repeat his
• 31:53
  Speaker 1: own works. Bishop Sanderson could repeat the greater part of
• 31:58
  Speaker 1: Juvenile and Persius, all of Tully, and all of Horace. Fedisova,
• 32:04
  Speaker 1: a Russian peasant could repeat over twenty five thousand poems,
• 32:09
  Speaker 1: folk songs, legends, fairy tales, war stories, etc. When she
• 32:14
  Speaker 1: was over seventy years of age. The celebrated blind alec
• 32:20
  Speaker 1: An aged Scottish beggar could repeat any verse in the
• 32:24
  Speaker 1: Bible called for, as well as the entire text of
• 32:27
  Speaker 1: all the chapters and books. The newspapers a few years
• 32:32
  Speaker 1: ago contained the accounts of a man named Clark, who
• 32:36
  Speaker 1: lived in New York City. He is said to have
• 32:39
  Speaker 1: been able to give the exact presidential vote in each
• 32:42
  Speaker 1: state of the Union since the first election. He could
• 32:46
  Speaker 1: give the population in every town of any size in
• 32:49
  Speaker 1: the world, either present or in the past, providing there
• 32:53
  Speaker 1: was a record of the same. He could quote from
• 32:56
  Speaker 1: Shakespeare for hours at a time, beginning at any given
• 33:00
  Speaker 1: point in any play. He could recite the entire text
• 33:05
  Speaker 1: of the Iliad in the original Greek. The historical case
• 33:10
  Speaker 1: of the unnamed Dutchman is known to all students of memory.
• 33:15
  Speaker 1: This man is said to have been able to take
• 33:17
  Speaker 1: up a fresh newspaper, to read it all through, including
• 33:21
  Speaker 1: the advertisements, and then to repeat its contents word for word,
• 33:26
  Speaker 1: from beginning to end. On one occasion, he is said
• 33:30
  Speaker 1: to have heaped wonder upon wonder by repeating the contents
• 33:34
  Speaker 1: of the paper backward, beginning with the last word and
• 33:38
  Speaker 1: ending with the first lion. The English actor is said
• 33:43
  Speaker 1: to have duplicated this feat using a large London paper
• 33:48
  Speaker 1: and including the market quotations, reports of the debates in Parliament,
• 33:53
  Speaker 1: the railroad timetables, and the advertisements. A London waiter is
• 33:59
  Speaker 1: said to have performed a similar feat on a wager,
• 34:03
  Speaker 1: he memorizing and correctly repeating the contents of an eight
• 34:07
  Speaker 1: page paper. One of the most remarkable instances of extraordinary
• 34:12
  Speaker 1: memory known to history is that of the child Christian Miniken,
• 34:18
  Speaker 1: when less than four years of age, he could repeat
• 34:21
  Speaker 1: the entire Bible, two hundred hymns, five thousand Latin words,
• 34:27
  Speaker 1: and much ecclesiastical history, theory, dogmas, arguments, and an encyclopedic
• 34:34
  Speaker 1: quantity of theological literature. He is said to have practically
• 34:39
  Speaker 1: retained every word that was read to him, his case
• 34:43
  Speaker 1: was abnormal, and he died at an early age. John
• 34:48
  Speaker 1: Stuart Mill is said to have acquired a fair knowledge
• 34:51
  Speaker 1: of Greek at the age of three years, and to
• 34:54
  Speaker 1: have memorized Hume, Gibbon and other historians at the age
• 34:58
  Speaker 1: of eight. Shortly after he mastered and memorized Herodotus, Xenophon,
• 35:06
  Speaker 1: some of Socrates, and six of Plato's dialogues. Richard Porson
• 35:13
  Speaker 1: is said to have memorized the entire text of Homer, Horace, Cicero, Virgil, Livy, Shakespeare, Milton,
• 35:22
  Speaker 1: and Gibbon. He is said to have been able to
• 35:25
  Speaker 1: memorize any ordinary novel at one careful reading, and to
• 35:29
  Speaker 1: have several times performed the feat of memorizing the entire
• 35:33
  Speaker 1: contents of some English monthly review. De Rassi was able
• 35:39
  Speaker 1: to perform the feat of repeating a hundred lines from
• 35:42
  Speaker 1: any of the four great Italian poets, provided he was
• 35:46
  Speaker 1: given a line at random from their works, his hundred
• 35:50
  Speaker 1: lines following immediately after the given line. Of course, this
• 35:55
  Speaker 1: feat required the memorizing of the entire works of those
• 35:59
  Speaker 1: poets and the ability to take up the repetition from
• 36:02
  Speaker 1: any given point, the latter feature being as remarkable as
• 36:06
  Speaker 1: the former. There have been cases of printers being able
• 36:11
  Speaker 1: to repeat word for word books of which they had
• 36:15
  Speaker 1: set the type. Professor Lawson was able to teach his
• 36:19
  Speaker 1: classes of the Scriptures without referring to the book. He
• 36:24
  Speaker 1: claimed that if the entire stock of Bibles were to
• 36:27
  Speaker 1: be destroyed, he could restore the book and tire from
• 36:30
  Speaker 1: his memory. Reverend Thomas Fuller is said to have been
• 36:35
  Speaker 1: able to walk down a long London street, reading the
• 36:38
  Speaker 1: names of the signs on both sides, then recalling them
• 36:42
  Speaker 1: in the order in which they had been seen, and
• 36:45
  Speaker 1: then by reversing the order. There are many cases on
• 36:49
  Speaker 1: record of persons who memorize the words of every known
• 36:53
  Speaker 1: tongue of civilization, as well as a great number of dialects,
• 36:58
  Speaker 1: languages and tongues of set savage races. Bassuet had memorized
• 37:03
  Speaker 1: the entire Bible, and Homer, Horace and Virgil Beside. Neibour,
• 37:10
  Speaker 1: the historian was once employed in a government office, the
• 37:15
  Speaker 1: records of which were destroyed. He thereupon restored the entire
• 37:20
  Speaker 1: contents of the book of Records which he had written,
• 37:23
  Speaker 1: all from his memory. Asa Gray knew the names of
• 37:27
  Speaker 1: ten thousand plants, Milton had a vocabulary of twenty thousand words,
• 37:34
  Speaker 1: and Shakespeare one of twenty five thousand. Cuvier and Agasy
• 37:39
  Speaker 1: are said to have memorized lists of several thousand species
• 37:44
  Speaker 1: and varieties of animals. Mayobichi, the librarian of Florence, is
• 37:50
  Speaker 1: said to have known the location of every volume in
• 37:53
  Speaker 1: the large library of which he was in charge, and
• 37:57
  Speaker 1: the complete list of works along certain lines in all
• 38:01
  Speaker 1: the other great libraries. He once claimed that he was
• 38:05
  Speaker 1: able to repeat titles of over a half million of
• 38:08
  Speaker 1: books in many languages and upon many subjects. In nearly
• 38:14
  Speaker 1: every walk of life are to be found persons with
• 38:17
  Speaker 1: memories wonderfully developed along the lines of their particular occupation.
• 38:22
  Speaker 1: Librarians possess this faculty to an unusual degree. Skilled workers
• 38:28
  Speaker 1: in the finer lines of manufacture also manifest a wonderful
• 38:32
  Speaker 1: memory for the tiny parts of the manufactured article, etc.
• 38:38
  Speaker 1: Bank officers have a wonderful memory for names and faces.
• 38:42
  Speaker 1: Some lawyers are able to recall cases quoted in the
• 38:46
  Speaker 1: authorities years after they have read them. Perhaps the most common,
• 38:51
  Speaker 1: and yet the most remarkable instances of memorizing in one's
• 38:56
  Speaker 1: daily work is to be found in the cases of
• 38:58
  Speaker 1: the theatrical. In some cases, members of stock company must
• 39:04
  Speaker 1: not only be able to repeat the lines of the
• 39:06
  Speaker 1: play they are engaged in acting at the time, but
• 39:10
  Speaker 1: also the one that they are rehearsing for the following week,
• 39:14
  Speaker 1: and possibly the one for the second week. And in
• 39:18
  Speaker 1: repertoire companies, the actors are required to be letter perfect
• 39:22
  Speaker 1: in a dozen or more plays. Surely a wonderful feat,
• 39:27
  Speaker 1: and yet one so common that no notice is given
• 39:30
  Speaker 1: to it. In some of the celebrated cases, the degree
• 39:35
  Speaker 1: of recollection manifested is undoubtedly abnormal, But in the majority
• 39:40
  Speaker 1: of the cases it may be seen that the result
• 39:43
  Speaker 1: has been obtained only by the use of natural methods
• 39:47
  Speaker 1: and persistent exercise. That wonderful memories may be acquired by
• 39:53
  Speaker 1: anyone who will devote to the task. Patience, time, and
• 39:56
  Speaker 1: work is a fact generally acknowledged by all all students
• 40:00
  Speaker 1: of the subject. It is not a gift, but something
• 40:04
  Speaker 1: to be won by effort and work along scientific lines
• 40:09
  Speaker 1: memory systems. The subject of memory development is not a
• 40:15
  Speaker 1: new one by any means. For two thousand years at least,
• 40:20
  Speaker 1: there has been much thought devoted to the subject, many
• 40:24
  Speaker 1: books written thereupon, and many methods or systems invented, the
• 40:30
  Speaker 1: purpose of which has been the artificial training of the memory.
• 40:34
  Speaker 1: Instead of endeavoring to develop the memory by scientific training
• 40:39
  Speaker 1: and rational practice and exercise along natural lines, there seems
• 40:45
  Speaker 1: to have always been an idea that one could improve
• 40:47
  Speaker 1: on nature's methods, and that a plan might be devised.
• 40:51
  Speaker 1: By the use of some trick, the memory might be
• 40:54
  Speaker 1: taught to give up her hidden treasures. The law of
• 40:58
  Speaker 1: association has been used used in the majority of these systems,
• 41:02
  Speaker 1: often to a ridiculous degree. Fanciful systems have been built up,
• 41:08
  Speaker 1: all artificial in their character and nature, the use of
• 41:12
  Speaker 1: which to any great extent is calculated to result in
• 41:16
  Speaker 1: a decrease of the natural powers of remembrance and recollection.
• 41:20
  Speaker 1: Just as in the case of natural aids to the
• 41:23
  Speaker 1: physical system, there is always found a decrease in the
• 41:27
  Speaker 1: natural powers. Nature prefers to do her own work unaided.
• 41:33
  Speaker 1: She may be trained, led, directed, and harnessed, but she
• 41:38
  Speaker 1: insists upon doing the work herself or dropping the task.
• 41:44
  Speaker 1: The principle of association is an important one and forms
• 41:48
  Speaker 1: a part of natural memory training and should be so used.
• 41:53
  Speaker 1: But when pressed into service in many of the artificial systems.
• 41:57
  Speaker 1: The result is the erection of a common, perplex and
• 42:00
  Speaker 1: unnatural mental mechanism, which is no more an improvement upon
• 42:05
  Speaker 1: the natural methods than a wooden leg is an improvement
• 42:08
  Speaker 1: upon the original limb. There are many points in some
• 42:13
  Speaker 1: of these systems which may be employed to advantage in
• 42:16
  Speaker 1: natural memory training by divorcing them from their fantastic rules
• 42:21
  Speaker 1: and complex arrangement. We ask you to run over the
• 42:26
  Speaker 1: list of the principal systems with us that you may
• 42:29
  Speaker 1: discard the useless material by recognizing it as such, and
• 42:34
  Speaker 1: cull the valuable for your own use. The ancient Greeks
• 42:38
  Speaker 1: were fond of memory systems. Simonides, the Greek poet who
• 42:44
  Speaker 1: lived about five hundred BC, was one of the early authorities,
• 42:48
  Speaker 1: and his work has influenced nearly all of the many
• 42:52
  Speaker 1: memory systems that have sprung up since that time. There
• 42:56
  Speaker 1: is a romantic story connected with the foundation of his system.
• 43:00
  Speaker 1: It is related that the poet was present at a
• 43:03
  Speaker 1: large banquet attended by some of the principal men of
• 43:06
  Speaker 1: the place. He was called out by a message from
• 43:10
  Speaker 1: home and left before the close of the meal. Shortly
• 43:14
  Speaker 1: after he left, the ceiling of the banquet hall fell
• 43:18
  Speaker 1: upon the guests, killing all present in the room and
• 43:21
  Speaker 1: mutilating their bodies so terribly that their friends were unable
• 43:26
  Speaker 1: to recognize them. Somemonides, having a well developed memory for
• 43:31
  Speaker 1: places and position, was able to recall the exact order
• 43:35
  Speaker 1: in which each guest had been seated, and therefore was
• 43:39
  Speaker 1: able to aid in the identification of the remains. This
• 43:43
  Speaker 1: occurrence impressed him so forcibly that he devised a system
• 43:47
  Speaker 1: of memory based upon the idea of position, which attained
• 43:51
  Speaker 1: great popularity in Greece, and the leading writers of the
• 43:55
  Speaker 1: day highly recommended it. The system of Somonides was based
• 44:00
  Speaker 1: upon the idea of position. It was known as the
• 44:04
  Speaker 1: topical system. His students were taught to picture in the
• 44:09
  Speaker 1: mind a large building divided into sections and then into rooms, halls,
• 44:14
  Speaker 1: et cetera. The thing to be remembered was visualized as
• 44:19
  Speaker 1: occupying some certain space or place in that building, the
• 44:23
  Speaker 1: grouping being made according to association and resemblance. When one
• 44:29
  Speaker 1: wished to recall the things to consciousness, all that was
• 44:32
  Speaker 1: necessary was to visualize the mental building and then take
• 44:36
  Speaker 1: an imaginary trip from room to room, calling off the
• 44:40
  Speaker 1: various things as they had been placed. The Greeks thought
• 44:45
  Speaker 1: very highly of this plan, and many variations of it
• 44:48
  Speaker 1: were employed. Cicero said, by those who would improve the memory,
• 44:54
  Speaker 1: certain places must be fixed upon and of those things
• 44:58
  Speaker 1: which they desired. To keep memory, symbols must be conceived
• 45:02
  Speaker 1: in the mind and ranged as it were in those places.
• 45:08
  Speaker 1: Thus the order of places would preserve the order of things,
• 45:12
  Speaker 1: and the symbols of the things would denote the things themselves,
• 45:16
  Speaker 1: so that we should use the places as wax and tablets,
• 45:19
  Speaker 1: and the symbols as letters. Quintillion advises students to fix
• 45:26
  Speaker 1: in their minds places of the greatest possible extent, diversified
• 45:30
  Speaker 1: by considerable variety, such as a large house, for example,
• 45:35
  Speaker 1: divided into many apartments. Whatever is remarkable in it is
• 45:40
  Speaker 1: carefully impressed on the mind, so that the thought may
• 45:44
  Speaker 1: run over every part of it without hesitation or delay.
• 45:48
  Speaker 1: Places we must have either fancied or selected, and images
• 45:53
  Speaker 1: or symbols which we may invent at pleasure. These symbols
• 45:58
  Speaker 1: are marks by which we may distinguished the particulars which
• 46:01
  Speaker 1: we have to get by heart. Many modern systems have
• 46:06
  Speaker 1: been erected upon the foundation of semendies, and in some
• 46:10
  Speaker 1: of which cases students have been charged high prices for
• 46:13
  Speaker 1: the secret. The following outline given by K gives the
• 46:19
  Speaker 1: secret of many a high priced system of this class.
• 46:23
  Speaker 1: Select a number of rooms, and divide the walls and
• 46:27
  Speaker 1: floor of each in imagination into nine equal parts or squares,
• 46:33
  Speaker 1: three in a row. On the front wall that opposite
• 46:37
  Speaker 1: the entrance of the first room are the units. On
• 46:42
  Speaker 1: the right hand wall the tens, on the left hand
• 46:46
  Speaker 1: the twenties, on the fourth wall the thirties, and on
• 46:50
  Speaker 1: the floor the forties. Numbers ten, twenty, thirty, and forty
• 46:57
  Speaker 1: each find a place on the roof above their respective way,
• 47:01
  Speaker 1: while fifty occupies the center of the room. One room
• 47:05
  Speaker 1: will thus furnish fifty places and ten rooms as many
• 47:10
  Speaker 1: as five hundred. Having fixed these clearly in the mind,
• 47:15
  Speaker 1: so as to be able readily and at once to
• 47:17
  Speaker 1: tell exactly the position of each place or number, it
• 47:21
  Speaker 1: is then necessary to associate with each of them some
• 47:25
  Speaker 1: familiar object or symbol, so that the object being suggested
• 47:29
  Speaker 1: its place may be instantly remembered, or when the place
• 47:34
  Speaker 1: be before the mind, its object may immediately spring up.
• 47:39
  Speaker 1: When this has been done thoroughly, the objects can be
• 47:42
  Speaker 1: run over in any order from beginning to end, or
• 47:46
  Speaker 1: from end to beginning, or the place of any particular
• 47:49
  Speaker 1: one can at once be given. All that is further
• 47:54
  Speaker 1: necessary is to associate the ideas we wish to remember
• 47:58
  Speaker 1: with the objects in the various place places, by which
• 48:01
  Speaker 1: means they are easily remembered and can be gone over
• 48:05
  Speaker 1: in any order. In this way one may learn to
• 48:10
  Speaker 1: repeat several hundred disconnected words or ideas in any order
• 48:15
  Speaker 1: after hearing them only once. We do not consider it
• 48:20
  Speaker 1: necessary to argue in detail the fact that this system
• 48:23
  Speaker 1: is artificial and cumbersome to a great degree. While the
• 48:28
  Speaker 1: idea of position may be employed to some advantage in
• 48:32
  Speaker 1: grouping together in the memory several associated facts, ideas, or words,
• 48:38
  Speaker 1: still the idea of employing a process such as the
• 48:42
  Speaker 1: above in the ordinary affairs of life is ridiculous, and
• 48:47
  Speaker 1: any system based upon it has a value only as
• 48:50
  Speaker 1: a curiosity or a mental acrobatic feat. Akin to the
• 48:56
  Speaker 1: above is the idea underlying many other systems and secret methods,
• 49:01
  Speaker 1: the idea of contiguity, in which words are strung together
• 49:05
  Speaker 1: by fanciful connecting links. Finegeld describes this underlying idea or
• 49:12
  Speaker 1: principle as follows, the recollection of them is assisted by
• 49:17
  Speaker 1: associating some idea of relation between the two, and as
• 49:22
  Speaker 1: we find by experience that whatever is ludicrous is calculated
• 49:27
  Speaker 1: to make a strong impression on the mind. The more
• 49:30
  Speaker 1: ridiculous the association is, the better. The systems founded upon
• 49:36
  Speaker 1: this idea may be employed to repeat a long string
• 49:40
  Speaker 1: of disconnected words and similar things, but have but little
• 49:45
  Speaker 1: practical value, notwithstanding the high prices charged for them. They
• 49:50
  Speaker 1: serve merely as curiosities or methods of performing tricks to
• 49:56
  Speaker 1: amuse one's friends. Doctor Cathay, a German teacher about the
• 50:02
  Speaker 1: middle of the nineteenth century, founded this last school of
• 50:06
  Speaker 1: memory training, his ideas serving as the foundation for many
• 50:10
  Speaker 1: teachers of high priced systems or secret methods since that time.
• 50:16
  Speaker 1: The above description of finegel gives the key to the
• 50:20
  Speaker 1: principle employed. The working of the principle is accomplished by
• 50:25
  Speaker 1: the employment of intermediates or correlatives as they are called.
• 50:30
  Speaker 1: For instance, the word chimney and leaf would be connected
• 50:35
  Speaker 1: as follows chimney smoke, wood, tree leaf. Then there are
• 50:43
  Speaker 1: systems or methods based on the old principle of the
• 50:46
  Speaker 1: figure alphabet, in which one is taught to remember dates
• 50:50
  Speaker 1: by associating them with letters or words. For instance, one
• 50:56
  Speaker 1: of the teachers of this class of systems wished his
• 50:59
  Speaker 1: pupils to re remember the year fourteen eighty by the
• 51:02
  Speaker 1: word b I, G R A T. The capitals representing
• 51:10
  Speaker 1: the figures in the date comment is unnecessary. The student
• 51:16
  Speaker 1: will find that nearly all the systems or secret methods
• 51:20
  Speaker 1: that are being offered for sale and courses, often at
• 51:24
  Speaker 1: a very high price, are merely variations, improvements upon, or
• 51:30
  Speaker 1: combinations of the three forms of artificial methods named above.
• 51:36
  Speaker 1: New changes are constantly being worked on these old plans,
• 51:40
  Speaker 1: new tunes played on the same old instruments, new chimes
• 51:45
  Speaker 1: sounded from the same old bells, and the result is
• 51:50
  Speaker 1: ever the same in these cases disappointment and disgust. There
• 51:56
  Speaker 1: are a few natural systems on the market, nearly which
• 52:00
  Speaker 1: contain information and instructions that make them worth the price
• 52:04
  Speaker 1: at which they are sold. As for the others, will
• 52:09
  Speaker 1: judge for yourself after purchasing them, if you so desire.
• 52:14
  Speaker 1: Regarding these artificial and fanciful systems, Kay says, all such
• 52:20
  Speaker 1: systems for the improvement of the memory belong to what
• 52:23
  Speaker 1: we have considered the first or lowest form of it.
• 52:27
  Speaker 1: They are for the most part based on light or
• 52:30
  Speaker 1: foolish associations, which have little foundation in nature, and are
• 52:35
  Speaker 1: hents of little practical utility, and they do not tend
• 52:40
  Speaker 1: to improve or strengthen the memory as a whole. Bacon
• 52:45
  Speaker 1: says that these systems are barren and useless, adding for
• 52:50
  Speaker 1: immediately to repeat a multitude of names or words once
• 52:54
  Speaker 1: repeated before, I esteem no more than rope dancing, antiq
• 52:59
  Speaker 1: postures and feats of activity. And indeed they are nearly
• 53:04
  Speaker 1: the same things, the one being the abuse of the bodily,
• 53:09
  Speaker 1: as the other of the mental powers. And though they
• 53:12
  Speaker 1: may cause admiration, they cannot be highly esteemed. And as
• 53:18
  Speaker 1: another authority has said, the systems of mnemonics as taught
• 53:23
  Speaker 1: are no better than crutches, useful to those who cannot walk,
• 53:28
  Speaker 1: but impediments and hindrances to those who have the use
• 53:31
  Speaker 1: of their limbs, and who only require to exercise them
• 53:35
  Speaker 1: properly in order to have the full use of them.
• 53:39
  Speaker 1: In this work, there shall be no attempt to teach
• 53:42
  Speaker 1: any of these trick systems that the student may perform
• 53:45
  Speaker 1: for the amusement of his friends. Instead, there is only
• 53:50
  Speaker 1: the desire to aid in developing the power to receive impressions,
• 53:55
  Speaker 1: to register them upon the memory, and readily to reproduce them,
• 54:00
  Speaker 1: will naturally and easily the lines of natural mental action
• 54:06
  Speaker 1: will be followed throughout. The idea of this work is
• 54:11
  Speaker 1: not to teach how one may perform feats of memory,
• 54:14
  Speaker 1: but instead to instruct in the intelligent and practical use
• 54:19
  Speaker 1: of the memory in the affairs of everyday life and work.
• 54:24
  Speaker 1: The subconscious record file. The old writers on the subject
• 54:29
  Speaker 1: were wont to consider the memory as a separate faculty
• 54:33
  Speaker 1: of the mind, but this idea disappeared before the advancing
• 54:37
  Speaker 1: tide of knowledge, which resulted in the acceptance of the
• 54:40
  Speaker 1: conception now known as the new psychology. This new conception
• 54:46
  Speaker 1: recognizes the existence of a vast out of consciousness region
• 54:51
  Speaker 1: of the mind, one phase of which is known as
• 54:54
  Speaker 1: the subconscious mind or the subconscious field of mental activities.
• 55:00
  Speaker 1: In this field of mentation, the activities of memory have
• 55:04
  Speaker 1: their seat. A careful consideration of the subject brings the
• 55:09
  Speaker 1: certainty that the entire work of the memory is performed
• 55:13
  Speaker 1: in this subconscious region of the mind. Only when the
• 55:17
  Speaker 1: subconscious record is represented to the conscious field and recollection
• 55:22
  Speaker 1: or remembrance results, does the memorized idea or impression emerge
• 55:27
  Speaker 1: from the subconscious region. An understanding of this fact simplifies
• 55:33
  Speaker 1: the entire subject of the memory and enables us to
• 55:37
  Speaker 1: perfect plans and methods, whereby the memory may be developed, improved,
• 55:42
  Speaker 1: and trained by means of the direction of the subconscious activities,
• 55:47
  Speaker 1: by the use of the conscious faculties and the will.
• 55:51
  Speaker 1: Hearing says memory is a faculty not only of our
• 55:55
  Speaker 1: conscious states, but also, and much more so, of our
• 56:00
  Speaker 1: unconscious ones. Kay says it is impossible to understand the
• 56:06
  Speaker 1: true nature of memory or how to train it aright,
• 56:10
  Speaker 1: unless we have a clear conception of the fact that
• 56:13
  Speaker 1: there is much in the mind of which we are unconscious.
• 56:16
  Speaker 1: The highest form of memory, as of all mental powers,
• 56:21
  Speaker 1: is the unconscious, when what we wish to recall comes
• 56:24
  Speaker 1: to us spontaneously, without any conscious thought or search for it. Frequently,
• 56:31
  Speaker 1: when we wish to recall something that has previously been
• 56:34
  Speaker 1: in the mind, we are unable to do so by
• 56:37
  Speaker 1: any conscious effort of the will, But we turn the
• 56:41
  Speaker 1: attention to something else, and after a time the desired
• 56:46
  Speaker 1: information comes up spontaneously. When we are not consciously thinking
• 56:50
  Speaker 1: of it. Carpenter says, there is the working of a
• 56:55
  Speaker 1: mechanism beneath the consciousness, which, when once set going, runs
• 57:00
  Speaker 1: on of itself, and which is more likely to evolve
• 57:04
  Speaker 1: the desired result when the conscious activity of the mind
• 57:07
  Speaker 1: is exerted in a direction altogether different. This subconscious region
• 57:13
  Speaker 1: of the mind is the great record file of everything
• 57:16
  Speaker 1: we have ever experienced, thought, or known. Everything is recorded there.
• 57:23
  Speaker 1: The best authorities now generally agree that there is no
• 57:27
  Speaker 1: such thing as an absolute forgetting of even the most
• 57:30
  Speaker 1: minute impression. Notwithstanding the fact that we may be unable
• 57:35
  Speaker 1: to recollect or remember it owing to its faintness or
• 57:40
  Speaker 1: lack of associated indexing, it is held that everything is
• 57:45
  Speaker 1: to be found in that subconscious index file, if we
• 57:48
  Speaker 1: can only manage to find its place. Kay says, in
• 57:54
  Speaker 1: like manner, we believe that every impression or thought that
• 57:58
  Speaker 1: has once before consciousness remains ever afterward impressed upon the mind.
• 58:04
  Speaker 1: It may never again come up before consciousness, but it
• 58:08
  Speaker 1: will doubtless remain in that vast ultra conscious region of
• 58:12
  Speaker 1: the mind, unconsciously molding and fashioning our subsequent thoughts and actions.
• 58:19
  Speaker 1: It is only a small part of what exists in
• 58:21
  Speaker 1: the mind that we are conscious of. There is always
• 58:25
  Speaker 1: much that is known to be in the mind that
• 58:28
  Speaker 1: exists in it unconsciously and must be stored away somewhere.
• 58:34
  Speaker 1: We may be able to recall it into consciousness when
• 58:36
  Speaker 1: we wish to do so, but at other times the
• 58:40
  Speaker 1: mind is unconscious of its existence. Further, everyone's experience must
• 58:46
  Speaker 1: tell him that there is much in his mind that
• 58:48
  Speaker 1: he cannot always recall when he may wish to do so,
• 58:52
  Speaker 1: much that he can recover only after a labored search,
• 58:56
  Speaker 1: or that he may search for in vain at the time,
• 58:59
  Speaker 1: but would which may occur to him afterwards, when perhaps
• 59:02
  Speaker 1: he is not thinking about it again, Much that we
• 59:07
  Speaker 1: probably would never be able to recall, or that would
• 59:10
  Speaker 1: not recur to us under ordinary circumstances, we may remember
• 59:15
  Speaker 1: to have had in the mind when it is mentioned
• 59:17
  Speaker 1: to us by others. In such a case, there must
• 59:21
  Speaker 1: still have remained some trace or scintilla of it in
• 59:24
  Speaker 1: the mind before we could recognize it as having been
• 59:28
  Speaker 1: there before. Morrell says, we have every reason to believe
• 59:33
  Speaker 1: that mental power, when once called forth, follows the analogy
• 59:38
  Speaker 1: of everything we see in the material universe, in the
• 59:41
  Speaker 1: fact of its perpetuity. Every single effort of mind is
• 59:46
  Speaker 1: a creation which can never go back again into nonentity.
• 59:50
  Speaker 1: It may slumber in the depths of forgetfulness, as light
• 59:54
  Speaker 1: and heat slumber in the coal seems, but there it
• 59:57
  Speaker 1: is ready at the bidding of some appropriate stimulus, to
• 1:00:01
  Speaker 1: come again out of the darkness into the light of consciousness.
• 1:00:06
  Speaker 1: Beatty says, that which has been long forgotten, nay, that
• 1:00:11
  Speaker 1: which we have often in vain endeavored to recollect, will
• 1:00:14
  Speaker 1: sometimes without an effort of ours, occur to us on
• 1:00:18
  Speaker 1: a sudden and if I may so speak of its
• 1:00:22
  Speaker 1: own accord, Hamilton says, the mind frequently contains whole systems
• 1:00:29
  Speaker 1: of knowledge, which, though in our normal state they may
• 1:00:33
  Speaker 1: have faded into absolute oblivion, may in certain abnormal states,
• 1:00:38
  Speaker 1: as madness, delirium, somnabulism, catalepsy, et cetera flash out into
• 1:00:45
  Speaker 1: luminous consciousness. For example, there are cases in which the
• 1:00:49
  Speaker 1: extinct memory of whole languages were suddenly restored. Lecky says,
• 1:00:56
  Speaker 1: it is now fully established that a multitude of events
• 1:00:59
  Speaker 1: which so completely forgotten that no effort of the will
• 1:01:03
  Speaker 1: can retrieve them, and that the statement of them calls
• 1:01:06
  Speaker 1: up no reminiscences may nevertheless be so to speak, embedded
• 1:01:12
  Speaker 1: in the memory, and may be reproduced with intense vividness
• 1:01:16
  Speaker 1: under certain physical conditions. In proof of the above, the
• 1:01:21
  Speaker 1: authorities give many instances recorded in scientific annals. Coleridge relates
• 1:01:28
  Speaker 1: the well known case of the old woman who could
• 1:01:30
  Speaker 1: neither read nor write, who, when in the delirium of fever,
• 1:01:35
  Speaker 1: incessantly recited, in very pompous tones, long passages from the Latin,
• 1:01:41
  Speaker 1: Greek and Hebrew, with a distinct enunciation and precise rendition.
• 1:01:47
  Speaker 1: Notes of her ravings were taken down by shorthand and
• 1:01:51
  Speaker 1: caused much wonderment, until it was afterwards found that in
• 1:01:55
  Speaker 1: her youth she had been employed as a servant in
• 1:01:58
  Speaker 1: the house of a clergyman, who who was in the
• 1:02:00
  Speaker 1: habit of walking up and down in his study, reading
• 1:02:03
  Speaker 1: aloud from his favorite classical and religious writers. In his
• 1:02:08
  Speaker 1: books were found marked passages corresponding to the notes taken
• 1:02:13
  Speaker 1: from the girl's ravings. Her subconscious memory had stored up
• 1:02:18
  Speaker 1: the sounds of these passages heard in her early youth,
• 1:02:22
  Speaker 1: but of which she had no recollection in her normal state. Beaufort,
• 1:02:27
  Speaker 1: describing his sensations just before being rescued from drowning, says,
• 1:02:33
  Speaker 1: every incident of my former life seemed to glance across
• 1:02:37
  Speaker 1: my recollection in a retrograde procession, not in mere outline,
• 1:02:42
  Speaker 1: but in a picture filled with every minute and collateral feature,
• 1:02:46
  Speaker 1: thus forming a panoramic view of my whole existence. Kay
• 1:02:52
  Speaker 1: truly observes. By adopting the opinion that every thought or
• 1:02:57
  Speaker 1: impression that had once been consciously before them mind is
• 1:03:01
  Speaker 1: ever afterwards retained, we obtain light on many obscure mental phenomena,
• 1:03:07
  Speaker 1: and especially do we draw from it the conclusion of
• 1:03:10
  Speaker 1: the perfectibility of the memory to an almost unlimited extent.
• 1:03:16
  Speaker 1: We cannot doubt that could we penetrate to the lowest
• 1:03:19
  Speaker 1: depths of our mental nature, we should there find traces
• 1:03:23
  Speaker 1: of every impression we have received, every thought we have entertained,
• 1:03:28
  Speaker 1: and every act we have done through our past life,
• 1:03:32
  Speaker 1: each one making its influence felt in the way of
• 1:03:35
  Speaker 1: building up our present knowledge or in guiding our everyday actions.
• 1:03:41
  Speaker 1: And if they persist in the mind, might it not
• 1:03:44
  Speaker 1: be possible to recall most, if not all, of them
• 1:03:47
  Speaker 1: into consciousness when we wish to do so. If our
• 1:03:51
  Speaker 1: memories or powers of recollection were what they should be,
• 1:03:56
  Speaker 1: as we have said, this great subconscious region of the mind,
• 1:04:00
  Speaker 1: and this memory region, may be thought of as a
• 1:04:03
  Speaker 1: great record file, with an intricate system of indexes and
• 1:04:08
  Speaker 1: office boys, whose business it is to file away the records,
• 1:04:12
  Speaker 1: to index them, and to find them when needed. The
• 1:04:18
  Speaker 1: records record only what we have impressed upon them by
• 1:04:21
  Speaker 1: the attention, the degree of depth and clearness depending entirely
• 1:04:26
  Speaker 1: upon the degree of attention which we bestowed upon the
• 1:04:29
  Speaker 1: original impression. We can never expect to have the office
• 1:04:34
  Speaker 1: boys of the memory bring up anything that they have
• 1:04:37
  Speaker 1: not been given to file away. The indexing and cross
• 1:04:42
  Speaker 1: references are supplied by the association existing between the various impressions.
• 1:04:48
  Speaker 1: The more cross references or associations that are connected with
• 1:04:53
  Speaker 1: an idea, thought, or impression that is filed away in
• 1:04:57
  Speaker 1: the memory, the greater the chances of it being found
• 1:05:00
  Speaker 1: readily when wanted. These two features of attention and association,
• 1:05:06
  Speaker 1: and the parts they play in the phenomena of memory,
• 1:05:10
  Speaker 1: are mentioned in detail in other chapters of this book.
• 1:05:14
  Speaker 1: These little office boys of the memory are an industrious
• 1:05:18
  Speaker 1: and willing lot of little chaps, but like all boys,
• 1:05:22
  Speaker 1: they do their best work when kept in practice. Idleness
• 1:05:27
  Speaker 1: and lack of exercise cause them to become slothful and careless,
• 1:05:32
  Speaker 1: and forgetful of the records under their charge. A little
• 1:05:36
  Speaker 1: fresh exercise and work soon take the cobwebs out of
• 1:05:40
  Speaker 1: the brains, and they spring eagerly to their tasks. They
• 1:05:45
  Speaker 1: become familiar with their work when exercised properly, and soon
• 1:05:50
  Speaker 1: become very expert. They have a tendency to remember on
• 1:05:55
  Speaker 1: their own part, and when a certain record is called for,
• 1:05:59
  Speaker 1: often they grow accustomed to its place and can find
• 1:06:02
  Speaker 1: it without referring to the indexes at all. But their
• 1:06:06
  Speaker 1: trouble comes from faint and almost illegible records caused by
• 1:06:11
  Speaker 1: poor attention. These they can scarcely decipher when they do
• 1:06:16
  Speaker 1: succeed in finding them. Lack of proper indexing by associations
• 1:06:22
  Speaker 1: causes them much worry and extra work, and sometimes they
• 1:06:26
  Speaker 1: are unable to find the records at all from this neglect. Often, however,
• 1:06:33
  Speaker 1: after they have told you that they cannot find a thing,
• 1:06:36
  Speaker 1: and you have left the place in disgust, they will
• 1:06:39
  Speaker 1: continue their search, and hours afterward will surprise you by
• 1:06:44
  Speaker 1: handing you the desired idea or impression which they had
• 1:06:48
  Speaker 1: found carelessly indexed or improperly filed away in these chapters.
• 1:06:55
  Speaker 1: You will be helped if you will carry in your
• 1:06:57
  Speaker 1: mind these little office boys of them memory, record file,
• 1:07:01
  Speaker 1: and the hard work they have to do for you,
• 1:07:04
  Speaker 1: much of which is made doubly burdensome by your own
• 1:07:07
  Speaker 1: neglect and carelessness. Treat these little fellows right, and they
• 1:07:12
  Speaker 1: will work overtime for you willingly and joyfully. But they
• 1:07:17
  Speaker 1: need your assistance and encouragement and an occasional word of
• 1:07:22
  Speaker 1: praise and commendation. Attention, as we have seen in the
• 1:07:29
  Speaker 1: preceding chapters, Before one can expect to recall or remember
• 1:07:33
  Speaker 1: a thing, that thing must have been impressed upon the
• 1:07:37
  Speaker 1: records of his subconsciousness distinctly and clearly. And the main
• 1:07:42
  Speaker 1: factor of the recording of impressions is that quality of
• 1:07:46
  Speaker 1: the mind that we call attention. All the leading authorities
• 1:07:51
  Speaker 1: on the subject of memory recognize and teach the value
• 1:07:55
  Speaker 1: of attention in the cultivation and development of the memory.
• 1:08:00
  Speaker 1: Up says memory the daughter of attention, is the teeming
• 1:08:05
  Speaker 1: mother of wisdom. Lowell says, attention is the stuff that
• 1:08:10
  Speaker 1: memory is made of, and memory is accumulated genius. Hall says,
• 1:08:17
  Speaker 1: in the power of fixing the attention lies the most
• 1:08:21
  Speaker 1: precious of the intellectual habits. Locke says, when the ideas
• 1:08:27
  Speaker 1: that offer themselves are taken notice of, and as it were,
• 1:08:32
  Speaker 1: registered in the memory, it is attention. Stuart says the
• 1:08:37
  Speaker 1: permanence of the impression which anything leaves in the memory
• 1:08:41
  Speaker 1: is proportionate to the degree of attention which was originally
• 1:08:45
  Speaker 1: given to it. Thompson says, the experience is most permanently
• 1:08:51
  Speaker 1: impressed upon consciousness are those upon which the greatest amount
• 1:08:55
  Speaker 1: of attention has been fixed. Beatty says, the force wherewith
• 1:09:02
  Speaker 1: anything strikes the mind is generally in proportion to the
• 1:09:06
  Speaker 1: degree of attention bestowed upon it. The great art of
• 1:09:10
  Speaker 1: memory is attention. Inattentive people have always bad memories. Kay
• 1:09:16
  Speaker 1: says it is generally held by philosophers that without some
• 1:09:21
  Speaker 1: degree of attention, no impression of any duration could be
• 1:09:25
  Speaker 1: made on the mind or laid up in the memory.
• 1:09:29
  Speaker 1: Hamilton says it is a law of the mind that
• 1:09:33
  Speaker 1: the intensity of the present consciousness determines the vivacity of
• 1:09:38
  Speaker 1: the future memory. Memory and consciousness are thus in the
• 1:09:42
  Speaker 1: direct ratio of each other, vivid consciousness, long memory, faint consciousness,
• 1:09:49
  Speaker 1: short memory, no consciousness no memory. An act of attention,
• 1:09:56
  Speaker 1: that is, an act of concentration, seems thus necessary to
• 1:10:00
  Speaker 1: every exertion of consciousness, as a certain contraction of the
• 1:10:05
  Speaker 1: pupil is requisite to every exertion of vision. Attention, then,
• 1:10:10
  Speaker 1: is to consciousness what the contraction of the pupil is
• 1:10:14
  Speaker 1: to cite, or to the eye of the mind, what
• 1:10:17
  Speaker 1: the microscope or telescope is to the bodily eye. It
• 1:10:22
  Speaker 1: constitutes the better half of all intellectual power. We have
• 1:10:27
  Speaker 1: quoted from the above authorities at considerable length for the
• 1:10:31
  Speaker 1: purpose of impressing upon your mind the importance of this
• 1:10:34
  Speaker 1: subject of attention. The subconscious regions of the mind are
• 1:10:40
  Speaker 1: the great storehouses of the mental records of impressions from
• 1:10:44
  Speaker 1: within and without, its great system of filing, recording, and indexing.
• 1:10:50
  Speaker 1: These records constitute that which we call memory. But before
• 1:10:55
  Speaker 1: any of this work is possible, impressions must first have
• 1:10:59
  Speaker 1: been received. And, as you may see from the quotations
• 1:11:03
  Speaker 1: just given, these impressions depend upon the power of attention
• 1:11:08
  Speaker 1: given to the things making the impressions. If there has
• 1:11:12
  Speaker 1: been given great attention, there will be clear and deep impressions.
• 1:11:17
  Speaker 1: If there has been given but average attention, there will
• 1:11:21
  Speaker 1: be but average impressions. If there has been given but
• 1:11:25
  Speaker 1: faint attention, there will be but faint impressions. If there
• 1:11:29
  Speaker 1: has been given no attention, there will be no records.
• 1:11:34
  Speaker 1: One of the most common causes of poor attention is
• 1:11:38
  Speaker 1: to be found in the lack of interest. We are
• 1:11:41
  Speaker 1: apt to remember the things in which we have been
• 1:11:43
  Speaker 1: most interested, because in that outpouring of interest there has
• 1:11:48
  Speaker 1: been a high degree of attention manifested. A man may
• 1:11:53
  Speaker 1: have a very poor memory for many things, but when
• 1:11:56
  Speaker 1: it comes to the things in which his interest is involved,
• 1:12:00
  Speaker 1: he often remembers the most minute details. What is called
• 1:12:05
  Speaker 1: involuntary attention is that form of attention that follows upon interest, curiosity,
• 1:12:12
  Speaker 1: or desire, no special effort of the will being required
• 1:12:16
  Speaker 1: in it. What is called voluntary attention is that form
• 1:12:21
  Speaker 1: of attention that is bestowed upon objects not necessarily interesting, curious,
• 1:12:27
  Speaker 1: or attractive. This requires the application of the will and
• 1:12:32
  Speaker 1: is a mark of a developed character. Every person has
• 1:12:37
  Speaker 1: more or less involuntary attention, while but few possess developed
• 1:12:42
  Speaker 1: voluntary attention. The former is instinctive, the latter comes only
• 1:12:48
  Speaker 1: by practice and training. But there is this important point
• 1:12:53
  Speaker 1: to be remembered. That interest may be developed by voluntary
• 1:12:57
  Speaker 1: attention bestowed and held upon an object. Things that are
• 1:13:03
  Speaker 1: originally lacking in sufficient interest to attract the involuntary attention
• 1:13:08
  Speaker 1: may develop a secondary interest if the voluntary attention be
• 1:13:12
  Speaker 1: placed upon and held upon them. As Halleck says on
• 1:13:17
  Speaker 1: this point, when it is said that attention will not
• 1:13:21
  Speaker 1: take a firm hold on an uninteresting thing, we must
• 1:13:25
  Speaker 1: not forget that anyone not shallow and fickle can soon
• 1:13:29
  Speaker 1: discover something interesting in most objects. Here cultivated minds show
• 1:13:35
  Speaker 1: their special superiority, for the attention which they are able
• 1:13:39
  Speaker 1: to give generally ends in finding a pearl in the
• 1:13:43
  Speaker 1: most uninteresting looking oyster. When an object necessarily loses interest
• 1:13:49
  Speaker 1: from one point of view, such minds discover in it
• 1:13:53
  Speaker 1: new attributes. The essence of genius is to present an
• 1:13:58
  Speaker 1: old thing in new ways, whether it be some force
• 1:14:01
  Speaker 1: in nature or some aspect of humanity. It is very
• 1:14:06
  Speaker 1: difficult to teach another person how to cultivate the attention.
• 1:14:11
  Speaker 1: This because the whole thing consists so largely in the
• 1:14:15
  Speaker 1: use of the will and by faithful practice and persistent application.
• 1:14:21
  Speaker 1: The first requisite is the determination to use the will.
• 1:14:27
  Speaker 1: You must argue it out with yourself until you become
• 1:14:30
  Speaker 1: convinced that it is necessary and desirable for you to
• 1:14:34
  Speaker 1: acquire the art of voluntary attention. You must convince yourself
• 1:14:39
  Speaker 1: beyond reasonable doubt. This is the first step, and one
• 1:14:43
  Speaker 1: more difficult than it would seem at first sight. The
• 1:14:48
  Speaker 1: principal difficulty in it lies in the fact that to
• 1:14:51
  Speaker 1: do the thing you must do some active, earnest thinking,
• 1:14:55
  Speaker 1: and the majority of people are too lazy to indulge
• 1:14:59
  Speaker 1: in such mental health effort. Having mastered this first step,
• 1:15:03
  Speaker 1: you must induce a strong, burning desire to acquire the
• 1:15:08
  Speaker 1: art of voluntary attention. You must learn to want it hard.
• 1:15:13
  Speaker 1: In this way, you induce a condition of interest and
• 1:15:17
  Speaker 1: attractiveness where it was previously lacking. Third, and last, you
• 1:15:23
  Speaker 1: must hold your will firmly and persistently to the task
• 1:15:27
  Speaker 1: and practice faithfully. Begin by turning your attention upon some
• 1:15:33
  Speaker 1: uninteresting thing and studying its detail until you are able
• 1:15:38
  Speaker 1: to describe them. This will prove very tiresome at first,
• 1:15:43
  Speaker 1: but you must stick to it. Do not practice too
• 1:15:47
  Speaker 1: long at a time at first, take a rest and
• 1:15:50
  Speaker 1: try it again later. You will soon find that it
• 1:15:54
  Speaker 1: comes easier, and that a new interest is beginning. To
• 1:15:58
  Speaker 1: manifest itself in the task. Examine this book as practice.
• 1:16:03
  Speaker 1: Learn how many pages there are in it, how many chapters,
• 1:16:08
  Speaker 1: how many pages in each chapter, the details of type, printing,
• 1:16:13
  Speaker 1: and binding, all the little things about it, so that
• 1:16:17
  Speaker 1: you could give another person a full account of the
• 1:16:19
  Speaker 1: minor details of the book. This may seem uninteresting, and
• 1:16:25
  Speaker 1: so it will be at first, but a little practice
• 1:16:28
  Speaker 1: will create a new interest in the petty details, and
• 1:16:32
  Speaker 1: you will be surprised at the number of little things
• 1:16:35
  Speaker 1: that you will notice. This plan, practiced on many things
• 1:16:40
  Speaker 1: in spare hours, will develop the power of voluntary attention
• 1:16:45
  Speaker 1: and perception in anyone, no matter how deficient he may
• 1:16:49
  Speaker 1: have been in these things. If you can get someone
• 1:16:53
  Speaker 1: else to join in the game task with you, and
• 1:16:57
  Speaker 1: then each endeavor to excel the other in fi finding details,
• 1:17:01
  Speaker 1: the task will be much easier and better work will
• 1:17:05
  Speaker 1: be accomplished. Begin to take notice of things about you,
• 1:17:09
  Speaker 1: the places you visit, the things in the rooms, et cetera.
• 1:17:14
  Speaker 1: In this way you will start the habit of noticing things,
• 1:17:18
  Speaker 1: which is the first requisite for memory development. Halleck gives
• 1:17:24
  Speaker 1: the following excellent advice on this subject. To look at
• 1:17:28
  Speaker 1: a thing intelligently is the most difficult of all arts.
• 1:17:33
  Speaker 1: The first rule for the cultivation of accurate perception is
• 1:17:38
  Speaker 1: do not try to perceive the whole of a complex
• 1:17:41
  Speaker 1: object at once. Take the human face as an example.
• 1:17:46
  Speaker 1: A man holding an important position to which he has
• 1:17:49
  Speaker 1: been elected offended many people because he could not remember
• 1:17:53
  Speaker 1: faces and hence fail to recognize individuals the second time
• 1:17:58
  Speaker 1: he met them. His trouble was in looking at the
• 1:18:02
  Speaker 1: countenance as a whole. When he changed his method of
• 1:18:06
  Speaker 1: observation and noticed carefully the nose, mouth, eyes, chin, and
• 1:18:12
  Speaker 1: color of hair, he at once began to find recognition easier.
• 1:18:18
  Speaker 1: He was no longer in difficulty of mistaking A for B,
• 1:18:23
  Speaker 1: since he remembered that the shape of B's nose was
• 1:18:26
  Speaker 1: different or the color of his hair at least three
• 1:18:30
  Speaker 1: shades lighter. This example shows that another rule can be formulated.
• 1:18:36
  Speaker 1: Pay careful attention to details. We are perhaps asked to
• 1:18:41
  Speaker 1: give a minute description of the exterior of a somewhat
• 1:18:45
  Speaker 1: noted suburban house that we have lately seen. We reply
• 1:18:50
  Speaker 1: in general terms, giving the size and color of the house.
• 1:18:55
  Speaker 1: Perhaps we also have an idea of part of the
• 1:18:58
  Speaker 1: material used in the exterior construction. We are asked to
• 1:19:03
  Speaker 1: be exact about the shape of the door, porch, roof, chimneys,
• 1:19:08
  Speaker 1: and windows, whether the windows are plane or circular, whether
• 1:19:13
  Speaker 1: they have cornices, or whether the trimmings around them are
• 1:19:17
  Speaker 1: of the same material as the rest of the house.
• 1:19:21
  Speaker 1: A friend who will be unable to see the house
• 1:19:25
  Speaker 1: wishes to know definitely about the angles of the roof
• 1:19:28
  Speaker 1: and the way the windows are arranged with reference to them.
• 1:19:33
  Speaker 1: Unless we can answer these questions exactly, we merely tantalize
• 1:19:38
  Speaker 1: our friends by telling them we have seen the house.
• 1:19:42
  Speaker 1: To see an object merely as an undiscriminated mass of
• 1:19:46
  Speaker 1: something in a certain place is to do no more
• 1:19:49
  Speaker 1: than a donkey accomplishes as he trots along. There are
• 1:19:54
  Speaker 1: three general rules that may be given in this matter
• 1:19:57
  Speaker 1: of bestowing the voluntary attention in the direction of actually
• 1:20:01
  Speaker 1: seeing things instead of merely looking at them. The first
• 1:20:06
  Speaker 1: is make yourself take an interest in the thing. The second,
• 1:20:12
  Speaker 1: see it as if you were taking note of it
• 1:20:15
  Speaker 1: in order to repeat its details to a friend. This
• 1:20:19
  Speaker 1: will force you to take notice. The third, give to
• 1:20:24
  Speaker 1: your subconscious a mental command to take note of what
• 1:20:27
  Speaker 1: you are looking at. Say to it here you take
• 1:20:31
  Speaker 1: note of this and remember it for me. This last
• 1:20:36
  Speaker 1: consists of a peculiar knack that can be attained by
• 1:20:40
  Speaker 1: a little practice. It will come to you suddenly after
• 1:20:43
  Speaker 1: a few trials. Regarding this third rule, whereby the subconscious
• 1:20:49
  Speaker 1: is made to work for you, Charles Leland has the
• 1:20:53
  Speaker 1: following to say, although he uses it to illustrate another point.
• 1:20:59
  Speaker 1: As I underst stand it, it is a kind of
• 1:21:02
  Speaker 1: impulse or projection of will into the coming work. I
• 1:21:07
  Speaker 1: may here illustrate this with a curious fact in physics,
• 1:21:12
  Speaker 1: if the reader wished to ring a doorbell so as
• 1:21:15
  Speaker 1: to produce as much sound as possible, he would probably
• 1:21:19
  Speaker 1: pull it as far back as he could and then
• 1:21:22
  Speaker 1: let it go. But if he would, in letting it go,
• 1:21:27
  Speaker 1: simply give it a tap with his forefinger, he would
• 1:21:30
  Speaker 1: actually redouble the sound. Or to shoot an arrow as
• 1:21:35
  Speaker 1: far as possible, it is not enough to merely draw
• 1:21:39
  Speaker 1: the bow to its utmost span or tension. If just
• 1:21:43
  Speaker 1: as it goes, you will give the bow a quick push,
• 1:21:47
  Speaker 1: Though the effort be trifling, the arrow will fly almost
• 1:21:51
  Speaker 1: as far again as it would have done without it.
• 1:21:55
  Speaker 1: Or if, as is well known, in wielding a very
• 1:21:58
  Speaker 1: sharp saber, we may make the draw cut. That is,
• 1:22:02
  Speaker 1: if to blow or chop as with an axe, we
• 1:22:06
  Speaker 1: also add a certain slight pull. Simultaneously, we can cut
• 1:22:11
  Speaker 1: through a silk, handkerchief or a sheep. Forethought command to
• 1:22:17
  Speaker 1: the subconsciousness is the tap on the bell, the push
• 1:22:21
  Speaker 1: on the bow, the draw on the saber. It is
• 1:22:25
  Speaker 1: the deliberate but yet rapid action of the mind when,
• 1:22:29
  Speaker 1: before dismissing thought, we bid the mind to consequently respond.
• 1:22:35
  Speaker 1: It is more than merely thinking what we are to do.
• 1:22:39
  Speaker 1: It is the bidding or ordering the self to fulfill
• 1:22:42
  Speaker 1: a task before willing it. Remember first, last, and always
• 1:22:49
  Speaker 1: that before you can remember or recollect, you must first perceive.
• 1:22:55
  Speaker 1: And that perception is possible only through attention and responds
• 1:23:00
  Speaker 1: in degree to the latter. Therefore, it has truly been
• 1:23:04
  Speaker 1: said that the great art of memory is attention association.
• 1:23:13
  Speaker 1: In the preceding chapters, we have seen that in order
• 1:23:16
  Speaker 1: that a thing may be remembered, it must be impressed
• 1:23:20
  Speaker 1: clearly upon the mind in the first place, and that
• 1:23:23
  Speaker 1: in order to obtain a clear impression, there must be
• 1:23:26
  Speaker 1: a manifestation of attention. So much for the recording of
• 1:23:31
  Speaker 1: the impressions. But when we come to recalling, recollecting, or
• 1:23:36
  Speaker 1: remembering the impressions, we are brought face to face with
• 1:23:40
  Speaker 1: another important law of memory, the law of association. Association
• 1:23:47
  Speaker 1: plays a part analogous to the indexing and cross indexing
• 1:23:51
  Speaker 1: of a book, a library, or another system, in which
• 1:23:54
  Speaker 1: the aim is to readily find something that has been
• 1:23:57
  Speaker 1: filed away or contained in some way in a collection
• 1:24:01
  Speaker 1: of similar things. As Kay says, in order that what
• 1:24:06
  Speaker 1: is in the memory may be recalled or brought again
• 1:24:10
  Speaker 1: before consciousness, it is necessary that it be regarded in
• 1:24:14
  Speaker 1: connection or in association with one or more other things
• 1:24:19
  Speaker 1: or ideas. And as a rule, the greater the number
• 1:24:22
  Speaker 1: of other things with which it is associated, the greater
• 1:24:26
  Speaker 1: the likelihood of its recall. The two processes are involved
• 1:24:31
  Speaker 1: in every act of memory. We must first impress, and
• 1:24:36
  Speaker 1: then we must associate. Without a clear impression being formed,
• 1:24:42
  Speaker 1: that which is recalled will be indistinct and inaccurate, And
• 1:24:47
  Speaker 1: unless it is associated with something else in the mind,
• 1:24:51
  Speaker 1: it cannot be recalled. If we may suppose an idea
• 1:24:55
  Speaker 1: existing in the mind by itself unconnected with any other idea,
• 1:25:00
  Speaker 1: its recall would be impossible. All the best authorities recognize
• 1:25:06
  Speaker 1: and teach the importance of this law of association in
• 1:25:09
  Speaker 1: connection with the memory Abercrombie says, next to the effect
• 1:25:15
  Speaker 1: of attention is the remarkable influence produced upon memory by association.
• 1:25:21
  Speaker 1: Carpenter says, the recording power of memory mainly depends upon
• 1:25:27
  Speaker 1: the degree of attention we give to the idea to
• 1:25:29
  Speaker 1: be remembered. The reproducing power, again, altogether depends upon the
• 1:25:35
  Speaker 1: nature of the associations by which the new idea has
• 1:25:39
  Speaker 1: been linked onto other ideas which have been previously recorded.
• 1:25:45
  Speaker 1: Ribo says, the most fundamental law which regulates psychological phenomena
• 1:25:52
  Speaker 1: is the law of association. In its comprehensive character, it
• 1:25:57
  Speaker 1: is comparable to the law of attract in the physical world.
• 1:26:03
  Speaker 1: Mill says, that which the law of gravitation is to astronomy,
• 1:26:09
  Speaker 1: that which the elementary properties of the tissues are to physiology,
• 1:26:14
  Speaker 1: the law of association of ideas is to psychology. Stuart says,
• 1:26:21
  Speaker 1: the connection between memory and the association of ideas is
• 1:26:25
  Speaker 1: so striking that it has been supposed by some that
• 1:26:29
  Speaker 1: the whole of the phenomena might be resolved into this principle.
• 1:26:34
  Speaker 1: The association of ideas connects our various thoughts with each other,
• 1:26:38
  Speaker 1: so as to present them to the mind in a
• 1:26:41
  Speaker 1: certain order. But it presupposes the existence of those thoughts
• 1:26:46
  Speaker 1: in the mind. In other words, it presupposes a faculty
• 1:26:50
  Speaker 1: of retaining the knowledge which we acquire. On the other hand,
• 1:26:55
  Speaker 1: it is evident that without the associating principle, the power
• 1:26:59
  Speaker 1: of retaining our thoughts and of recognizing them when they
• 1:27:03
  Speaker 1: occur to us would have been of little use, for
• 1:27:07
  Speaker 1: the most important articles of our knowledge might have remained
• 1:27:10
  Speaker 1: latent in the mind even when those occasions presented themselves
• 1:27:14
  Speaker 1: to which they were immediately applicable. Association of ideas depends
• 1:27:21
  Speaker 1: upon two principles, known respectively as one the law of contiguity,
• 1:27:28
  Speaker 1: and two the law of similarity. Association by contiguity is
• 1:27:34
  Speaker 1: that form of association by which an idea is linked, connected,
• 1:27:39
  Speaker 1: or associated with the sensation, thought, or idea immediately preceding
• 1:27:45
  Speaker 1: it and that which directly follows it. Each idea or
• 1:27:50
  Speaker 1: thought is a link in a great chain of thought,
• 1:27:53
  Speaker 1: being connected with the preceding link and the succeeding link.
• 1:27:58
  Speaker 1: Association by similarity is that form of association by which
• 1:28:03
  Speaker 1: an idea, thought, or sensation is linked, connected, or associated
• 1:28:08
  Speaker 1: with ideas, thoughts, or sensations of a similar kind which
• 1:28:14
  Speaker 1: have occurred previously or subsequently. The first form of association
• 1:28:19
  Speaker 1: is the relation of sequence, the second the relation of kind.
• 1:28:25
  Speaker 1: Association by contiguity is the great law of thought as
• 1:28:30
  Speaker 1: well as of memory. As k says, the great law
• 1:28:35
  Speaker 1: of mental association is that of contiguity, by means of
• 1:28:39
  Speaker 1: which sensations and ideas that have been in the mind
• 1:28:43
  Speaker 1: together or in close succession tend to unite together or
• 1:28:48
  Speaker 1: cohere in such a way that the one can afterward
• 1:28:52
  Speaker 1: recall the other. The connection that naturally subsists between a
• 1:28:57
  Speaker 1: sensation or idea in the mind and that which immediately
• 1:29:01
  Speaker 1: preceded or followed it is of the strongest and most
• 1:29:05
  Speaker 1: intimate nature. The two, strictly speaking, are but one, forming
• 1:29:11
  Speaker 1: one complete thought. As Taine says, to speak correctly, there
• 1:29:18
  Speaker 1: is no isolated or separate sensation. A sensation is a
• 1:29:23
  Speaker 1: state which begins as a continuation of preceding ones, and
• 1:29:28
  Speaker 1: ends by losing itself in those following it. It is
• 1:29:32
  Speaker 1: by an arbitrary severing, and for the convenience of language,
• 1:29:36
  Speaker 1: that we set it apart. As we do. Its beginning
• 1:29:40
  Speaker 1: is the end of another, and its ending the beginning
• 1:29:43
  Speaker 1: of another. As Ribo says, when we read or hear
• 1:29:49
  Speaker 1: a sentence, for example, at the commencement of the fifth word,
• 1:29:53
  Speaker 1: something of the fourth word still remains. Association by contiguity
• 1:29:59
  Speaker 1: may be so separated into two subclasses, contiguity in time
• 1:30:05
  Speaker 1: and contiguity in space. In contiguity in time, there is
• 1:30:10
  Speaker 1: manifested the tendency of the memory to recall the impressions
• 1:30:15
  Speaker 1: in the same order in which they were received, the
• 1:30:19
  Speaker 1: first impression suggesting the second, and that the third, and
• 1:30:23
  Speaker 1: so on. In this way, the child learns to repeat
• 1:30:28
  Speaker 1: the alphabet and the adult the succeeding lines of a poem.
• 1:30:33
  Speaker 1: As Priestley says, in a poem, the end of each
• 1:30:37
  Speaker 1: preceding word being connected with the beginning of the succeeding one,
• 1:30:41
  Speaker 1: we can easily repeat them in that order, but we
• 1:30:45
  Speaker 1: are not able to repeat them backwards till they have
• 1:30:48
  Speaker 1: been frequently named in that order. Memory of words or
• 1:30:54
  Speaker 1: groups of words depends upon this form of contiguous association.
• 1:31:00
  Speaker 1: Some persons are able to repeat long poems from beginning
• 1:31:04
  Speaker 1: to end with perfect ease, but are unable to repeat
• 1:31:08
  Speaker 1: any particular sentence or verse without working down to it
• 1:31:12
  Speaker 1: from the beginning. Contiguity in space is manifested in forms
• 1:31:18
  Speaker 1: of recollection or remembrance by position. Thus, by remembering the
• 1:31:24
  Speaker 1: things connected with the position of a particular thing, we
• 1:31:28
  Speaker 1: are enabled to recall the thing itself, As we have
• 1:31:32
  Speaker 1: seen in a preceding chapter. Some forms of memory systems
• 1:31:37
  Speaker 1: have been based on this law. If you will recall
• 1:31:41
  Speaker 1: some house or room in which you have been, you
• 1:31:44
  Speaker 1: will find that you will remember one object after another
• 1:31:48
  Speaker 1: in the order of the relative positions or contiguity in
• 1:31:52
  Speaker 1: space or position. Beginning with the front hall. You may
• 1:31:58
  Speaker 1: travel in memory from from one room to another, recalling
• 1:32:02
  Speaker 1: each with the objects it contains, according to the degree
• 1:32:06
  Speaker 1: of attention you bestowed upon them. Originally, Ka says of
• 1:32:11
  Speaker 1: association by contiguity. It is on this principle of contiguity
• 1:32:17
  Speaker 1: that mnemonical systems are constructed, as when what we wish
• 1:32:21
  Speaker 1: to remember is associated in the mind with a certain
• 1:32:24
  Speaker 1: object or locality, the ideas associated will at once come up,
• 1:32:31
  Speaker 1: or when each word or idea is associated with the
• 1:32:35
  Speaker 1: one immediately preceding it, so that when the one is recalled,
• 1:32:40
  Speaker 1: the other comes up along with it. And thus long
• 1:32:43
  Speaker 1: lists of names or long passages of books can be
• 1:32:47
  Speaker 1: readily learnt by heart. From the foregoing, it will be
• 1:32:53
  Speaker 1: seen that it is of great importance that we correlate
• 1:32:56
  Speaker 1: our impressions with those preceding and following. The more closely
• 1:33:01
  Speaker 1: knitted together our impressions are, the more closely will they cohere,
• 1:33:07
  Speaker 1: and the greater will be the facility of remembering or
• 1:33:10
  Speaker 1: recollecting them. We should endeavor to form our impressions of
• 1:33:14
  Speaker 1: things so that they will be associated with other impressions
• 1:33:18
  Speaker 1: in time and space. Every other thing that is associated
• 1:33:23
  Speaker 1: in the mind with a given thing serves as a
• 1:33:26
  Speaker 1: loose end of memory, which, if once grasped and followed up,
• 1:33:32
  Speaker 1: will lead us to the thing we desire to recall
• 1:33:34
  Speaker 1: to mind. Association by similarity is the linking together of
• 1:33:41
  Speaker 1: impressions of a similar kind, irrespective of time and place.
• 1:33:47
  Speaker 1: Carpenter expresses it as follows. The law of similarity expresses
• 1:33:52
  Speaker 1: the general fact that any present state of consciousness tends
• 1:33:57
  Speaker 1: to revive previous states which are soimilar to it. Rational
• 1:34:02
  Speaker 1: or philosophical association is when a fact or statement on
• 1:34:06
  Speaker 1: which the attention is fixed is associated with some fact
• 1:34:11
  Speaker 1: previously known to which it has a relation, or with
• 1:34:16
  Speaker 1: some object which it is calculated to illustrate, and as
• 1:34:21
  Speaker 1: Kay says, the similars may be widely apart in space
• 1:34:26
  Speaker 1: or in time, but they are brought together and associated
• 1:34:30
  Speaker 1: through their resemblance to each other. Thus, a circumstance of
• 1:34:35
  Speaker 1: today may recall circumstances of a similar nature that occurred,
• 1:34:40
  Speaker 1: perhaps at very different times, and they will become associated
• 1:34:45
  Speaker 1: together in the mind, so that afterwards, the presence of
• 1:34:48
  Speaker 1: one will tend to recall the others Abercrombie says of
• 1:34:54
  Speaker 1: this phase of association, the habit of correct association, that is,
• 1:35:00
  Speaker 1: connecting facts in the mind according to their true relations
• 1:35:05
  Speaker 1: and to the manner in which they tend to illustrate
• 1:35:08
  Speaker 1: each other, is one of the principal means of improving
• 1:35:11
  Speaker 1: the memory, particularly that kind of memory which is an
• 1:35:15
  Speaker 1: essential quality of a cultivated mind, namely, that which is
• 1:35:20
  Speaker 1: founded not upon incidental connections, but on true and important relations.
• 1:35:27
  Speaker 1: As Beattie says, the more relations or likenesses that we
• 1:35:32
  Speaker 1: find or can establish between objects, the more easily will
• 1:35:37
  Speaker 1: the view of one lead us to recollect the rest. And,
• 1:35:42
  Speaker 1: as k says, in order to fix a thing in
• 1:35:46
  Speaker 1: the memory, we must associate it with something in the mind. Already,
• 1:35:51
  Speaker 1: and the more closely that which we wish to remember
• 1:35:55
  Speaker 1: resembles that with which it is associated, the better it
• 1:35:59
  Speaker 1: is fixed in the mesas, and the more readily it
• 1:36:02
  Speaker 1: is recalled. If the two strongly resemble each other, or
• 1:36:07
  Speaker 1: are not to be distinguished from each other, then the
• 1:36:11
  Speaker 1: association is of the strongest kind. The memory is able
• 1:36:16
  Speaker 1: to retain and replace a vastly greater number of ideas
• 1:36:21
  Speaker 1: if they are associated or arranged in some principle of similarity.
• 1:36:26
  Speaker 1: Then if they are presented merely as isolated facts. It
• 1:36:31
  Speaker 1: is not by the multitude of ideas, but the want
• 1:36:35
  Speaker 1: of arrangement among them, that the memory is burdened and
• 1:36:38
  Speaker 1: its powers weakened. As Arnot says, the ignorant man may
• 1:36:45
  Speaker 1: be said to have charged his hundred hooks of knowledge
• 1:36:48
  Speaker 1: to use a rude simile with single objects, while the
• 1:36:53
  Speaker 1: informed man makes each hook support a long chain to
• 1:36:57
  Speaker 1: which thousands of kindred and useful things are attached. We
• 1:37:03
  Speaker 1: ask each student of this book to acquaint himself with
• 1:37:06
  Speaker 1: the general idea of the working features of the law
• 1:37:10
  Speaker 1: of association, as given in this chapter, for the reason
• 1:37:14
  Speaker 1: that much of the instruction to be given under the
• 1:37:17
  Speaker 1: head of the several phases and classes of memory is
• 1:37:21
  Speaker 1: based upon an application of the law of association in
• 1:37:26
  Speaker 1: connection with the law of attention. These fundamental principles should
• 1:37:31
  Speaker 1: be clearly grasped before one proceeds to the details of
• 1:37:35
  Speaker 1: practice and exercise. One should know not only how to
• 1:37:41
  Speaker 1: use the mind and memory in certain ways, but also
• 1:37:45
  Speaker 1: why it is to be used in that particular way.
• 1:37:49
  Speaker 1: By understanding the reason of it, one is better able
• 1:37:53
  Speaker 1: to follow out the directions phases of memory. The first
• 1:38:00
  Speaker 1: things apt to be noticed by the student of memory
• 1:38:03
  Speaker 1: is the fact that there are several different phases of
• 1:38:06
  Speaker 1: the manifestation of memory. That is to say, that there
• 1:38:10
  Speaker 1: are several general classes into which the phenomena of memory
• 1:38:14
  Speaker 1: may be grouped. And accordingly we find some persons quite
• 1:38:19
  Speaker 1: highly developed in certain phases of memory, and quite deficient
• 1:38:23
  Speaker 1: in others. If there were but one phase or class
• 1:38:27
  Speaker 1: of memory, then a person who had developed his memory
• 1:38:31
  Speaker 1: along any particular line would have at the same time
• 1:38:35
  Speaker 1: developed it equally along all the other lines. But this
• 1:38:39
  Speaker 1: is far from being the true state of affairs. We
• 1:38:43
  Speaker 1: find men who are quite proficient in recalling the impression
• 1:38:47
  Speaker 1: of faces, while they find it very difficult to recall
• 1:38:50
  Speaker 1: the names of the persons whose faces they remember. Others
• 1:38:55
  Speaker 1: can remember faces and not names. Others have an excellent
• 1:38:59
  Speaker 1: recolle co election of localities, while others are constantly losing themselves.
• 1:39:05
  Speaker 1: Others remember dates, prices, numbers, and figures generally, while deficient
• 1:39:12
  Speaker 1: in other forms of recollection. Others remember tales, incidents, anecdotes,
• 1:39:18
  Speaker 1: et cetera, while forgetting other things and so on, each
• 1:39:22
  Speaker 1: person being apt to possess a memory good in some
• 1:39:26
  Speaker 1: phases while deficient in others. The phases of memory may
• 1:39:31
  Speaker 1: be divided into two general classes, namely, one memory of
• 1:39:36
  Speaker 1: sense impressions and two memory of ideas. This classification is
• 1:39:43
  Speaker 1: somewhat arbitrary for the reason that sense impressions develop into
• 1:39:48
  Speaker 1: ideas and ideas are composed to a considerable extent of
• 1:39:52
  Speaker 1: sense impressions, But in a general way, the classification serves
• 1:39:57
  Speaker 1: its purpose, which is the grouping together of certain phases
• 1:40:01
  Speaker 1: of the phenomena of memory. Memory of sense impressions, of course,
• 1:40:06
  Speaker 1: includes the impressions received from all of the five senses sight, hearing, taste, touch,
• 1:40:14
  Speaker 1: and smell. But when we come down to a practical
• 1:40:18
  Speaker 1: examination of sense impressions retained in the memory, we find
• 1:40:22
  Speaker 1: that the majority of such impressions are those obtained through
• 1:40:25
  Speaker 1: the two respective senses of sight and hearing. The impressions
• 1:40:31
  Speaker 1: received from the sense of taste, touch, and smell, respectively,
• 1:40:35
  Speaker 1: are comparatively small, except in the cases of certain experts
• 1:40:40
  Speaker 1: and special lines, whose occupation consists in acquiring a very
• 1:40:45
  Speaker 1: delicate sense of taste, smell or touch, and correspondingly a
• 1:40:50
  Speaker 1: fine sense of memory. Along these particular lines, for instance,
• 1:40:56
  Speaker 1: the wine taster and tea tasters, who are able to
• 1:40:59
  Speaker 1: distinct which between the various grades of merchandise handled by them,
• 1:41:03
  Speaker 1: have developed not only very fine senses of taste and smell,
• 1:41:08
  Speaker 1: but also a remarkable memory of the impressions previously received,
• 1:41:13
  Speaker 1: the power of discrimination depending as much upon the memory
• 1:41:17
  Speaker 1: as upon the special sense. In the same way, the
• 1:41:21
  Speaker 1: skilled surgeon, as well as the skilled mechanic, acquires a
• 1:41:25
  Speaker 1: fine sense of touch and a correspondingly highly developed memory
• 1:41:30
  Speaker 1: of touch impressions. But as we have said, the greater
• 1:41:35
  Speaker 1: part of the sense impressions stored away in our memories
• 1:41:38
  Speaker 1: are those previously received through the sense of sight and hearing, respectively.
• 1:41:44
  Speaker 1: The majority of sense impressions stored away in the memory
• 1:41:49
  Speaker 1: have been received more or less involuntarily, that is, with
• 1:41:53
  Speaker 1: the application of but a slight degree of attention. They
• 1:41:57
  Speaker 1: are more or less indistinct and hazy, and are recalled
• 1:42:02
  Speaker 1: with difficulty. The remembrance of them generally coming about without
• 1:42:06
  Speaker 1: conscious effort according to the law of association. That is,
• 1:42:12
  Speaker 1: they come principally when we are thinking about something else
• 1:42:15
  Speaker 1: upon which we have given thought and attention, and with
• 1:42:18
  Speaker 1: which they have been associated. There is quite a difference
• 1:42:22
  Speaker 1: between the remembrance of sense impressions received in this way
• 1:42:26
  Speaker 1: and those which we record by the bestowal of attention, interest,
• 1:42:31
  Speaker 1: and concentration. The sense impressions of sight are by far
• 1:42:36
  Speaker 1: the most numerous in our subconscious storehouse. We are constantly
• 1:42:41
  Speaker 1: exercising our sense of sight and receiving thousands of different
• 1:42:46
  Speaker 1: site impressions every hour. But the majority of these impressions
• 1:42:50
  Speaker 1: are but faintly recorded upon the memory, because we give
• 1:42:54
  Speaker 1: to them but little attention or interest. But it is
• 1:42:58
  Speaker 1: astonishing at times times when we find that when we
• 1:43:02
  Speaker 1: recall some important event or incident, we also recall many
• 1:43:07
  Speaker 1: faint sight impressions of which we did not dream we
• 1:43:10
  Speaker 1: had any record. To realize the important part played by
• 1:43:14
  Speaker 1: sight impressions in the phenomena of memory. Recall some particular
• 1:43:19
  Speaker 1: time or event in your life, and see how many
• 1:43:22
  Speaker 1: more things that you saw are remembered compared with a
• 1:43:26
  Speaker 1: number of things that you heard or tasted, or felt
• 1:43:30
  Speaker 1: or smelled. Second in number, however, are the impressions received
• 1:43:36
  Speaker 1: through the sense of hearing, and consequently the memory stores
• 1:43:41
  Speaker 1: away a great number of sound impressions. In some cases,
• 1:43:46
  Speaker 1: the impressions of sight and sound are joined together, as
• 1:43:50
  Speaker 1: for instance, in the case of words, in which not
• 1:43:53
  Speaker 1: only the sound, but the shape of the letters composing
• 1:43:56
  Speaker 1: the word, or rather the word shape itself, are stored
• 1:44:00
  Speaker 1: away together, and consequently are far more readily remembered or
• 1:44:05
  Speaker 1: recollected than things of which but one sense impression is recorded.
• 1:44:10
  Speaker 1: Teachers of memory use this fact as a means of
• 1:44:13
  Speaker 1: helping their students to memorize words by speaking them aloud
• 1:44:18
  Speaker 1: and then writing them down. Many persons memorize names in
• 1:44:23
  Speaker 1: this way, the impression of the written word being added
• 1:44:26
  Speaker 1: to the impression of the sound, thus doubling the record.
• 1:44:32
  Speaker 1: The more impressions that you can make regarding a thing,
• 1:44:35
  Speaker 1: the greater are the chances of your easily recollecting it. Likewise,
• 1:44:40
  Speaker 1: it is very important to attach an impression of a
• 1:44:43
  Speaker 1: weaker sense to that of a stronger one, in order
• 1:44:46
  Speaker 1: that the former may be memorized. For instance, if you
• 1:44:51
  Speaker 1: have a good eye memory and a poor ear memory,
• 1:44:55
  Speaker 1: it is well to attach your sound impressions to the
• 1:44:58
  Speaker 1: sight impressions. And if you have a poor eye memory
• 1:45:02
  Speaker 1: and a good ear memory, it is important to attach
• 1:45:05
  Speaker 1: your sight impressions to your sound impressions. In this way
• 1:45:11
  Speaker 1: you take advantage of the law of association of which
• 1:45:14
  Speaker 1: we have told you. Under the subclass of sight impressions
• 1:45:19
  Speaker 1: are found the smaller divisions of memory, known as memory
• 1:45:23
  Speaker 1: of locality, memory of figures, memory of form, memory of color,
• 1:45:29
  Speaker 1: and memory of written or printed words. Under the subclass
• 1:45:34
  Speaker 1: of sound impressions are found the smaller divisions of memory
• 1:45:39
  Speaker 1: known as memory of spoken words, memory of names, memory
• 1:45:44
  Speaker 1: of stories, memory of music, et cetera. We shall pay
• 1:45:49
  Speaker 1: special attention to these forms of memory in succeeding chapters.
• 1:45:54
  Speaker 1: The second general class of memory, memory of ideas, includes
• 1:45:59
  Speaker 1: the memory of facts, events, thoughts, lines of reasoning, et cetera,
• 1:46:05
  Speaker 1: and is regarded as higher in the scale than the
• 1:46:08
  Speaker 1: memory of sense impressions, although not more necessary nor useful
• 1:46:13
  Speaker 1: to the average person. This form of memory, of course,
• 1:46:17
  Speaker 1: accompanies the higher lines of intellectual effort and activities, and
• 1:46:22
  Speaker 1: constitutes a large part of what is known as true education,
• 1:46:27
  Speaker 1: that is, education which teaches one to think instead of
• 1:46:31
  Speaker 1: to merely memorize certain things taught in books or lectures.
• 1:46:36
  Speaker 1: The well rounded man mentally is he who has developed
• 1:46:40
  Speaker 1: his memory on all sides, rather than the one who
• 1:46:43
  Speaker 1: has developed but one special phase of the faculty. It
• 1:46:48
  Speaker 1: is true that a man's interest and occupation certainly tend
• 1:46:51
  Speaker 1: to develop his memory according to his daily needs and requirements.
• 1:46:56
  Speaker 1: But it is well that he should give to the
• 1:46:58
  Speaker 1: other parts of his memory feeling some exercise, in order
• 1:47:02
  Speaker 1: that he may not grow one sided. As Hallick has said,
• 1:47:07
  Speaker 1: many persons think that memory is mainly due to sight,
• 1:47:11
  Speaker 1: But we have as many different kinds of memory as
• 1:47:14
  Speaker 1: we have senses. To sight, the watermelon is a long,
• 1:47:19
  Speaker 1: greenish body, but this is its least important quality. Sight
• 1:47:24
  Speaker 1: alone gives the poorest idea of the watermelon. We approach
• 1:47:29
  Speaker 1: the vine where the fruit is growing, and in order
• 1:47:32
  Speaker 1: to decide whether it is ripe, we tap the rind
• 1:47:36
  Speaker 1: and judge by the sound. We must remember that a
• 1:47:40
  Speaker 1: ripe watermelon has a certain resonance. By passing our hands
• 1:47:45
  Speaker 1: over the melon, we learn that it has certain touch characteristics.
• 1:47:50
  Speaker 1: We cut it open and learn the qualities of taste
• 1:47:53
  Speaker 1: and smell. All this knowledge afforded by the different senses
• 1:47:58
  Speaker 1: must enter into a perfected memory image. Hence we see
• 1:48:02
  Speaker 1: that many complex processes go to form an idea of
• 1:48:06
  Speaker 1: a thing. Napoleon was not content with only hearing a name.
• 1:48:11
  Speaker 1: He wrote it down, and having satisfied his eye memory
• 1:48:16
  Speaker 1: as well as his ear memory, he threw the paper away.
• 1:48:21
  Speaker 1: In this book we shall point out the methods and
• 1:48:23
  Speaker 1: processes calculated to round out the memory of the student.
• 1:48:28
  Speaker 1: As a rule, his strong phases of memory need but
• 1:48:31
  Speaker 1: little attention, although even in these a little scientific knowledge
• 1:48:36
  Speaker 1: will be of use. But in the weaker phases, those
• 1:48:41
  Speaker 1: phases in which his memory is poor, he should exert
• 1:48:45
  Speaker 1: a new energy and activity to the end that these
• 1:48:48
  Speaker 1: weaker regions of the memory may be cultivated and fertilized
• 1:48:52
  Speaker 1: and well stored with the seed impressions which will bear
• 1:48:56
  Speaker 1: a good crop in time. There is no phase, field,
• 1:49:01
  Speaker 1: or class of memory that is not capable of being
• 1:49:04
  Speaker 1: highly developed by intelligent application. It requires practice, exercise and work,
• 1:49:12
  Speaker 1: but the reward is great. Many a man is handicapped
• 1:49:16
  Speaker 1: by being deficient in certain phases of memory, while proficient
• 1:49:21
  Speaker 1: in others. The remedy is in his own hands, and
• 1:49:25
  Speaker 1: we feel that in this book we have given to
• 1:49:28
  Speaker 1: each the means whereby he may acquire a good memory
• 1:49:32
  Speaker 1: along any or all lines. Training the eye. Before the
• 1:49:39
  Speaker 1: memory can be stored with sight impressions. Before the mind
• 1:49:43
  Speaker 1: can recollect or remember such impressions, the eye must be
• 1:49:47
  Speaker 1: used under the direction of the attention. We think that
• 1:49:51
  Speaker 1: we see things when we look at them, but in
• 1:49:54
  Speaker 1: reality we see but few things in the sense of
• 1:49:58
  Speaker 1: registering clear and distinct minay impressions of them upon the
• 1:50:01
  Speaker 1: tablets of the subconscious mind. We look at them rather
• 1:50:06
  Speaker 1: than see them. Hallick says, regarding this sight without seeing idea,
• 1:50:14
  Speaker 1: a body may be imaged on the retina without ensuring perception.
• 1:50:18
  Speaker 1: There must be an effort to concentrate the attention upon
• 1:50:22
  Speaker 1: the many things which the world presents to our senses.
• 1:50:26
  Speaker 1: A man once said to the pupils of a large school,
• 1:50:30
  Speaker 1: all of whom had seen cows, I should like to
• 1:50:33
  Speaker 1: find out how many of you know whether a cow's
• 1:50:36
  Speaker 1: ears are above, below, behind, or in front of her horns.
• 1:50:42
  Speaker 1: I want only those pupils to raise their hands who
• 1:50:45
  Speaker 1: are sure about the position, and who will promise to
• 1:50:49
  Speaker 1: give a dollar to charity if they answer wrong. Only
• 1:50:53
  Speaker 1: two hands were raised. Their owners had drawn cows, and
• 1:50:58
  Speaker 1: in order to do that, had been forced to concentrate
• 1:51:02
  Speaker 1: their attention upon the animals. Fifteen pupils were sure that
• 1:51:06
  Speaker 1: they had seen cats climb trees and descend them. There
• 1:51:11
  Speaker 1: was unanimity of opinion that the cats went up heads first.
• 1:51:16
  Speaker 1: When asked whether the cats came down head or tail first,
• 1:51:20
  Speaker 1: the majority were sure that the cats descended, as they
• 1:51:23
  Speaker 1: were never known to do. Any One who had ever
• 1:51:27
  Speaker 1: noticed the shape of the claws of any beast of
• 1:51:30
  Speaker 1: prey could have answered the question without seeing an actual descent.
• 1:51:36
  Speaker 1: Farmers boys who have often seen cows and horses lie
• 1:51:39
  Speaker 1: down and rise, are seldom sure whether the animals rise
• 1:51:44
  Speaker 1: with their fore or hind feet first, or whether the
• 1:51:47
  Speaker 1: habit of the horse agrees with that of the cow
• 1:51:51
  Speaker 1: in this respect. The elm tree has about its leaf
• 1:51:55
  Speaker 1: a peculiarity which all ought to notice the first time
• 1:51:59
  Speaker 1: they see it, And yet only about five percent of
• 1:52:02
  Speaker 1: a certain school could incorporate in a drawing this peculiarity,
• 1:52:07
  Speaker 1: although it is so easily outlined on paper. Perception to
• 1:52:12
  Speaker 1: achieve satisfactory results must summon the will to its aid
• 1:52:17
  Speaker 1: to concentrate the attention. Only the smallest part of what
• 1:52:21
  Speaker 1: falls upon our senses at any time is actually perceived.
• 1:52:27
  Speaker 1: The way to train the mind to receive clear sight impressions,
• 1:52:31
  Speaker 1: and therefore to retain them in the memory, is simply
• 1:52:35
  Speaker 1: to concentrate the will and attention upon objects of sight,
• 1:52:39
  Speaker 1: endeavoring to see them plainly and distinctly, and then to
• 1:52:43
  Speaker 1: practice recalling the details of the object some time afterward.
• 1:52:49
  Speaker 1: It is astonishing how rapidly one may improve in this
• 1:52:52
  Speaker 1: respect by a little practice, and it is amazing how
• 1:52:56
  Speaker 1: great a degree of proficiency in this practice may attain
• 1:53:00
  Speaker 1: in a short time. You have doubtless heard the story
• 1:53:05
  Speaker 1: of Houdin, the French conjurer, who cultivated his memory of
• 1:53:09
  Speaker 1: sight impressions by following a simple plan. He started into
• 1:53:15
  Speaker 1: practice by observing the number of small object in the
• 1:53:18
  Speaker 1: Paris shop windows he could see and remember in one
• 1:53:22
  Speaker 1: quick glance as he rapidly walked past the window. He
• 1:53:27
  Speaker 1: followed the plan of noting down on paper the things
• 1:53:30
  Speaker 1: that he saw and remembered. At first he could remember
• 1:53:34
  Speaker 1: but two or three articles in the window. Then he
• 1:53:38
  Speaker 1: began to see and remember more, and so on each day,
• 1:53:42
  Speaker 1: adding to his power of perception and memory, until finally
• 1:53:47
  Speaker 1: he was able to see and remember nearly every small
• 1:53:50
  Speaker 1: article in a large shop window, after bestowing but one
• 1:53:54
  Speaker 1: glance upon it. Others have found this plan an excellent one,
• 1:54:00
  Speaker 1: and have developed their power of perception greatly, and at
• 1:54:04
  Speaker 1: the same time cultivated an amazingly retentive memory of objects
• 1:54:09
  Speaker 1: thus seen. It is all a matter of use and practice.
• 1:54:14
  Speaker 1: The experiment of Houdin may be varied infinitely with excellent results.
• 1:54:21
  Speaker 1: The Hindus train their children along these lines by playing
• 1:54:25
  Speaker 1: the site game with them. This game is played by
• 1:54:29
  Speaker 1: exposing to the site of the children a number of
• 1:54:32
  Speaker 1: small objects at which they gaze intently, and which are
• 1:54:37
  Speaker 1: then withdrawn from their sight. The children then endeavor to
• 1:54:42
  Speaker 1: excel each other in writing down the names of the
• 1:54:44
  Speaker 1: objects which they have seen. The number of objects is
• 1:54:49
  Speaker 1: small to begin with, but is increased each day until
• 1:54:53
  Speaker 1: an astonishing number are perceived and remembered. Rudyard Kipling, in
• 1:54:59
  Speaker 1: his Great book Kim gives an instance of this game
• 1:55:04
  Speaker 1: played by Kim and a trained native youth, Lurgan Sahib
• 1:55:09
  Speaker 1: exposes to the side of the two boys a tray
• 1:55:13
  Speaker 1: filled with jewels and gems, allowing them to gaze upon
• 1:55:17
  Speaker 1: it a few moments before it is withdrawn from sight.
• 1:55:21
  Speaker 1: Then the competition begins as follows. There are under that
• 1:55:26
  Speaker 1: paper five blue stones, one big, one smaller, and three small,
• 1:55:33
  Speaker 1: said Kim, in all haste. There are four green stones,
• 1:55:37
  Speaker 1: and one with a hole in it. There is one
• 1:55:40
  Speaker 1: yellowstone that I can see through, and one like a
• 1:55:44
  Speaker 1: pipe stem. There are two red stones. And give me time.
• 1:55:51
  Speaker 1: But Kim had reached the limit of his powers. Then
• 1:55:55
  Speaker 1: came the turn of the native boy. Here, my count,
• 1:56:00
  Speaker 1: cried the native child. First are two flawed sapphires, one
• 1:56:05
  Speaker 1: of two rutties and one of four. As I should judge,
• 1:56:10
  Speaker 1: the four rutti sapphire is chipped at the edge. There
• 1:56:14
  Speaker 1: is one turkestan turquoise plain with green veins, and there
• 1:56:19
  Speaker 1: are two inscribed, one with the name of God in gilt,
• 1:56:24
  Speaker 1: and the other being cracked across. For it came out
• 1:56:27
  Speaker 1: of an old ring I cannot read. We have now
• 1:56:32
  Speaker 1: the five blue stones, four flamed emeralds there are, but
• 1:56:37
  Speaker 1: one is drilled in two places, and one is a
• 1:56:40
  Speaker 1: little carvin their weight, said Lergan sahib impassively, three five,
• 1:56:49
  Speaker 1: five and four ruttis, as I judge it, there is
• 1:56:54
  Speaker 1: one piece of old greenish amber and a cheap cut
• 1:56:58
  Speaker 1: topez from Europe. There is one ruby of Burma one
• 1:57:03
  Speaker 1: of two ruttees without a flaw, and there is a
• 1:57:07
  Speaker 1: balas ruby flawed of two ruttis. There is a carved
• 1:57:12
  Speaker 1: ivory from China representing a rat sucking an egg. And
• 1:57:17
  Speaker 1: there is last aha, a ball of crystal as big
• 1:57:22
  Speaker 1: as a bean, set in gold leaf. Kim is mortified
• 1:57:26
  Speaker 1: at this bad beating and asks the secret. The answer
• 1:57:31
  Speaker 1: is by doing it many times over till it is
• 1:57:35
  Speaker 1: done perfectly, for it is worth doing. Many teachers have
• 1:57:40
  Speaker 1: followed plans similar to that just related. A number of
• 1:57:44
  Speaker 1: small articles are exposed, and the pupils are trained to
• 1:57:49
  Speaker 1: see and remember them, the process being gradually made more
• 1:57:53
  Speaker 1: and more difficult. A well known American teacher was in
• 1:57:58
  Speaker 1: the habit of rapidly made making a number of dots
• 1:58:01
  Speaker 1: on the blackboard and then erasing them before the pupils
• 1:58:05
  Speaker 1: could count them. In the ordinary way. The children then
• 1:58:09
  Speaker 1: endeavored to count their mental impressions, and before long they
• 1:58:13
  Speaker 1: could correctly name the number up to ten or more
• 1:58:17
  Speaker 1: with ease. They said they could see six or c ten,
• 1:58:23
  Speaker 1: as the case may be, automatically and apparently without the
• 1:58:27
  Speaker 1: labor of consciously counting them. It is related in works
• 1:58:32
  Speaker 1: dealing with the detection of crime that in the celebrated
• 1:58:36
  Speaker 1: thieves schools in Europe, the young thieves are trained in
• 1:58:40
  Speaker 1: a similar way the old scoundrels acting as teachers, exposing
• 1:58:44
  Speaker 1: a number of small articles to the young ones and
• 1:58:48
  Speaker 1: requiring them to repeat exactly what they had seen. Then
• 1:58:52
  Speaker 1: follows a higher course in which the young thieves are
• 1:58:56
  Speaker 1: required to memorize the objects in a room, the plan
• 1:58:59
  Speaker 1: of houses, etc. They are sent forth to spy out
• 1:59:04
  Speaker 1: the land for future robberies, in the guise of beggars
• 1:59:09
  Speaker 1: soliciting alms, and thus getting a rapid peep into houses, offices,
• 1:59:14
  Speaker 1: and stores. It is said that in a single glance
• 1:59:19
  Speaker 1: they will perceive the location of all of the doors, windows, locks, bolts,
• 1:59:23
  Speaker 1: et cetera. Many nations have boys games in which the
• 1:59:28
  Speaker 1: youngsters are required to see and remember after taking a peep.
• 1:59:33
  Speaker 1: The Italians have a game called morro, in which one
• 1:59:37
  Speaker 1: boy throws out a number of fingers which must be
• 1:59:41
  Speaker 1: instantly named by the other boy, a failure resulting in
• 1:59:45
  Speaker 1: a forfeit. The Chinese youths have a similar game, while
• 1:59:50
  Speaker 1: the Japanese boys reduce this to a science. A well
• 1:59:55
  Speaker 1: trained Japanese youth will be able to remember the entire
• 1:59:58
  Speaker 1: contents of a room after one keen glance around it.
• 2:00:03
  Speaker 1: Many of the Orientals have developed this faculty to a
• 2:00:07
  Speaker 1: degree almost beyond belief, But the principle is the same
• 2:00:12
  Speaker 1: in all cases, the gradual practice and exercise beginning with
• 2:00:17
  Speaker 1: a small number of simple things, and then increasing the
• 2:00:21
  Speaker 1: number and complexity of the objects. The faculty is not
• 2:00:26
  Speaker 1: so rare as one might imagine at first thought. Take
• 2:00:30
  Speaker 1: a man in a small business and let him enter
• 2:00:33
  Speaker 1: the store of a competitor, and see how many things
• 2:00:36
  Speaker 1: he will observe and remember after a few minutes in
• 2:00:39
  Speaker 1: the place. Let an actor visit a play in another theater,
• 2:00:45
  Speaker 1: and see how many details of the performance he will
• 2:00:48
  Speaker 1: notice and remember. Let some women pay a visit to
• 2:00:52
  Speaker 1: a new neighbor, and then see how many things about
• 2:00:55
  Speaker 1: that house they will have seen and remembered to be
• 2:00:59
  Speaker 1: retailed to their confidential friends afterward. It is the old
• 2:01:04
  Speaker 1: story of attention following the interest, and memory following the attention.
• 2:01:11
  Speaker 1: An expert whist player will see and remember every card
• 2:01:15
  Speaker 1: played in the game and just who played it. A
• 2:01:19
  Speaker 1: chess or checker player will see and remember the previous
• 2:01:23
  Speaker 1: moves in the game if he be expert and can
• 2:01:27
  Speaker 1: relate them afterward. A woman will go shopping and will
• 2:01:31
  Speaker 1: see and remember thousands of things that a man would
• 2:01:35
  Speaker 1: never have seen, much less remembered. As Houdine said, thus,
• 2:01:41
  Speaker 1: for instance, I can safely assert that a lady seeing
• 2:01:45
  Speaker 1: another pass at full speed in a carriage, will have
• 2:01:49
  Speaker 1: had time to analyze her toilet from her bonnet to
• 2:01:52
  Speaker 1: her shoes, and be able to describe not only the
• 2:01:56
  Speaker 1: fashion and quality of the stuffs, but also say if
• 2:02:00
  Speaker 1: the lace be real or only machine made. I have
• 2:02:04
  Speaker 1: known ladies to do this, But remember this, for it
• 2:02:09
  Speaker 1: is important. Whatever can be done in this direction by
• 2:02:13
  Speaker 1: means of attention inspired by interest may be duplicated by
• 2:02:18
  Speaker 1: attention directed by will. In other words, the desire to
• 2:02:23
  Speaker 1: accomplish the task adds and creates an artificial interest just
• 2:02:29
  Speaker 1: as effective as the natural feeling. And as you progress,
• 2:02:34
  Speaker 1: the interest in the game task will add new interest,
• 2:02:38
  Speaker 1: and you will be able to duplicate any of the
• 2:02:40
  Speaker 1: feats mentioned above. It is all a matter of attention,
• 2:02:45
  Speaker 1: interest natural or induced, and practice. Begin with a set
• 2:02:51
  Speaker 1: of dominoes if you like, and try to remember the
• 2:02:55
  Speaker 1: spots on one of them rapidly glanced at, then two,
• 2:02:59
  Speaker 1: three free. By increasing the number gradually, you will attain
• 2:03:05
  Speaker 1: a power of perception and a memory of sight impressions
• 2:03:09
  Speaker 1: that will appear almost marvelous. And not only will you
• 2:03:13
  Speaker 1: begin to remember dominoes, but you will also be able
• 2:03:17
  Speaker 1: to perceive and remember thousands of little details of interest
• 2:03:21
  Speaker 1: in everything that have heretofore escaped your notice. The principle
• 2:03:27
  Speaker 1: is very simple, but the results that may be obtained
• 2:03:31
  Speaker 1: by practice are wonderful. The trouble with most of you
• 2:03:35
  Speaker 1: is that you have been looking without seeing, gazing but
• 2:03:39
  Speaker 1: not observing the objects around you have been out of
• 2:03:44
  Speaker 1: your mental focus. If you will but change your mental
• 2:03:48
  Speaker 1: focus by means of will and attention, you will be
• 2:03:52
  Speaker 1: able to cure yourself of the careless methods of seeing
• 2:03:55
  Speaker 1: and observing that have been hindrances to your success. You
• 2:04:00
  Speaker 1: have been blaming it on your memory but the fault
• 2:04:03
  Speaker 1: is with your perception. How can the memory remember when
• 2:04:08
  Speaker 1: it is not given anything in the way of clear impressions.
• 2:04:12
  Speaker 1: You have been like young infants in this matter. Now
• 2:04:16
  Speaker 1: it is time for you to begin to sit up
• 2:04:18
  Speaker 1: and take notice, no matter how old you may be.
• 2:04:23
  Speaker 1: The whole thing in a nutshell is this. In order
• 2:04:27
  Speaker 1: to remember the things that pass before your sight, you
• 2:04:31
  Speaker 1: must begin to see with your mind instead of with
• 2:04:35
  Speaker 1: your retina. Let the impression get beyond your retina and
• 2:04:39
  Speaker 1: into your mind. If you will do this, you will
• 2:04:43
  Speaker 1: find that memory will do the rest. Training the ear,
• 2:04:50
  Speaker 1: the sense of hearing is one of the highest of
• 2:04:52
  Speaker 1: the senses or channels whereby we receive impressions from the
• 2:04:57
  Speaker 1: outside world. In fact, it ranks almost as high as
• 2:05:02
  Speaker 1: the sense of sight. In the senses of taste, touch,
• 2:05:06
  Speaker 1: and smell, there is a direct contact between the sensitive
• 2:05:10
  Speaker 1: recipient nerve substance and the particles of the object sensed,
• 2:05:14
  Speaker 1: while in the sense of sight and the sense of hearing,
• 2:05:18
  Speaker 1: the impression is received through the medium of waves in
• 2:05:21
  Speaker 1: the ether in the case of sight, or waves in
• 2:05:24
  Speaker 1: the air in the sense of hearing. Moreover, in taste, smell,
• 2:05:29
  Speaker 1: and touch, the objects sensed are brought into direct contact
• 2:05:34
  Speaker 1: with the terminal nerve apparatus. While in seeing and hearing,
• 2:05:38
  Speaker 1: the nerves terminate in peculiar and delicate sacs, which contain
• 2:05:43
  Speaker 1: a fluidic substance through which the impression is conveyed to
• 2:05:47
  Speaker 1: the nerve. Proper loss of this fluidic substance destroys the
• 2:05:52
  Speaker 1: faculty to receive impressions, and deafness or blindness ensues. As
• 2:05:59
  Speaker 1: Foster says, waves of sound falling upon the auditory nerve
• 2:06:03
  Speaker 1: itself produces no effect whatever It is. Only when by
• 2:06:08
  Speaker 1: the medium of the endolymph, they are brought to bear
• 2:06:11
  Speaker 1: on the delicate and peculiar epithelium cells which constitute the
• 2:06:16
  Speaker 1: peripheral terminations of the nerve, that sensations of sound arise.
• 2:06:22
  Speaker 1: Just as it is true that it is the mind
• 2:06:25
  Speaker 1: and not the eye that really sees, so it is
• 2:06:28
  Speaker 1: true that it is the mind and not the ear
• 2:06:31
  Speaker 1: that really hears. Many sounds reach the ear that are
• 2:06:36
  Speaker 1: not registered by the mind. We pass along a crowded street,
• 2:06:41
  Speaker 1: the waves of many sounds reaching the nerves of the ear,
• 2:06:45
  Speaker 1: and yet the mind accepts the sounds of but few things,
• 2:06:49
  Speaker 1: particularly when the novelty of the sounds has passed away.
• 2:06:53
  Speaker 1: It is a matter of interest and attention in this
• 2:06:56
  Speaker 1: case as well as in the case of hearing. As
• 2:07:00
  Speaker 1: Halleck says, if we sit by an open window in
• 2:07:03
  Speaker 1: the country on a summer day, we may have many
• 2:07:06
  Speaker 1: stimuli knocking at the gate of attention, the ticking of
• 2:07:09
  Speaker 1: a clock, the sound of the wind, the cackling of fowl,
• 2:07:14
  Speaker 1: the quacking of ducks, the barking of dogs, the lowing
• 2:07:19
  Speaker 1: of cows, the cries of children at play, the rustling
• 2:07:23
  Speaker 1: of leaves, the songs of birds, the rumbling of wagons,
• 2:07:27
  Speaker 1: et cetera. If attention is centered upon any one of these,
• 2:07:32
  Speaker 1: that for the time being acquires the importance of a
• 2:07:36
  Speaker 1: king upon the throne of our mental world. Many persons
• 2:07:40
  Speaker 1: complain of not being able to remember sounds or things
• 2:07:44
  Speaker 1: reaching the mind through the sense of hearing, and attribute
• 2:07:47
  Speaker 1: the trouble to some defect in the organs of hearing.
• 2:07:51
  Speaker 1: But in so doing they overlook the real cause of
• 2:07:54
  Speaker 1: the trouble, For it is a scientific fact that many
• 2:07:58
  Speaker 1: of such persons are found to have hearing apparatus perfectly
• 2:08:02
  Speaker 1: developed and in the best working order. Their trouble arising
• 2:08:06
  Speaker 1: from a lack of training of the mental faculty of hearing.
• 2:08:11
  Speaker 1: In other words, the trouble is in their mind, instead
• 2:08:14
  Speaker 1: of in the organs of hearing. To acquire the faculty
• 2:08:19
  Speaker 1: of correct hearing and correct memory of things heard, the
• 2:08:23
  Speaker 1: mental faculty of hearing must be exercised, trained, and developed.
• 2:08:29
  Speaker 1: Given a number of people whose hearing apparatus are equally perfect,
• 2:08:33
  Speaker 1: we will find that some hear much better than others,
• 2:08:37
  Speaker 1: and some hear certain things better than they do certain
• 2:08:41
  Speaker 1: other things, and that there is a great difference in
• 2:08:44
  Speaker 1: the grades and degrees of memory of things heard. As
• 2:08:48
  Speaker 1: Kay says, great differences exist among individuals with regard to
• 2:08:53
  Speaker 1: the acuteness of this sense hearing, and some possess it
• 2:08:57
  Speaker 1: in greater perfection in certain directions than in other's. One
• 2:09:02
  Speaker 1: whose hearing is good for sound in general may yet
• 2:09:06
  Speaker 1: have but little ear for musical notes, And on the
• 2:09:10
  Speaker 1: other hand, one with a good ear for music may
• 2:09:13
  Speaker 1: yet be deficient as regards hearing in general. The secret
• 2:09:18
  Speaker 1: of this is to be found in the degree of
• 2:09:21
  Speaker 1: interest and attention bestowed upon the particular thing giving forth
• 2:09:25
  Speaker 1: the sound. It is a fact that the mind will
• 2:09:29
  Speaker 1: hear the faintest sounds from things in which is centered
• 2:09:32
  Speaker 1: interest and attention, while at the same time ignoring things
• 2:09:37
  Speaker 1: in which there is no interest and to which the
• 2:09:39
  Speaker 1: attention is not turned. A sleeping mother will awaken at
• 2:09:44
  Speaker 1: the slightest whimper from her babe, while the rumbling of
• 2:09:47
  Speaker 1: a heavy wagon on the street, or even the discharge
• 2:09:51
  Speaker 1: of a gun in the neighborhood may not be noticed
• 2:09:54
  Speaker 1: by her. An engineer will detect the slightest difference in
• 2:09:58
  Speaker 1: the whirr or of his engine, while failing to notice
• 2:10:03
  Speaker 1: a very loud noise outside. A musician will note the
• 2:10:07
  Speaker 1: slightest discord occurring in a concert in which there are
• 2:10:10
  Speaker 1: a great number of instruments being played, and in which
• 2:10:14
  Speaker 1: there is a great volume of sound reaching the ear,
• 2:10:18
  Speaker 1: while other sounds may be unheard by him. The man
• 2:10:22
  Speaker 1: who taps the wheels of your railroad car is able
• 2:10:26
  Speaker 1: to detect the slightest difference in tone, and is thus
• 2:10:29
  Speaker 1: informed that there is a crack or flaw in the wheel.
• 2:10:34
  Speaker 1: One who handles large quantities of coin will have his
• 2:10:38
  Speaker 1: attention drawn to the slightest difference in the ring of
• 2:10:41
  Speaker 1: a piece of gold or silver that informs him that
• 2:10:45
  Speaker 1: there is something wrong with the coin. A train engineer
• 2:10:49
  Speaker 1: will distinguish the strange whirr of something wrong with the
• 2:10:52
  Speaker 1: train behind him, amidst all the thundering rattle and roar
• 2:10:56
  Speaker 1: in which it has merged. The foreman in a machine shop,
• 2:11:01
  Speaker 1: in the same manner, detects the little strange noise that
• 2:11:04
  Speaker 1: informs him that something is a miss, and he rings
• 2:11:08
  Speaker 1: off the power at once. Telegraphers are able to detect
• 2:11:13
  Speaker 1: the almost imperceptible differences in the sound of their instruments
• 2:11:17
  Speaker 1: that informs them that a new operator is on the wire,
• 2:11:21
  Speaker 1: or just who is sending the message, and in some
• 2:11:24
  Speaker 1: cases the mood or temper of the person transmitting it.
• 2:11:29
  Speaker 1: Trainmen and steamboat men recognize the differences between every engine
• 2:11:34
  Speaker 1: or boat in their line or river, as the case
• 2:11:36
  Speaker 1: may be. A skilled physician will detect the faint sounds
• 2:11:40
  Speaker 1: denoting a respiratory trouble or a heart murmur in the patients.
• 2:11:46
  Speaker 1: And yet these very people who are able to detect
• 2:11:49
  Speaker 1: the faint differences in sound above mentioned are often known
• 2:11:53
  Speaker 1: as poor hearers in other things, why simply because they
• 2:11:59
  Speaker 1: hear only that in which they are interested and to
• 2:12:02
  Speaker 1: which their attention has been directed, that is, the whole secret,
• 2:12:07
  Speaker 1: and in it is also to be found the secret
• 2:12:10
  Speaker 1: of training of the ear perception. It is all a
• 2:12:14
  Speaker 1: matter of interest and attention. The details depend upon these principles.
• 2:12:20
  Speaker 1: In view of the facts just stated, it will be
• 2:12:23
  Speaker 1: seen that the remedy for poor hearing and poor memory
• 2:12:27
  Speaker 1: of things heard is to be found in the use
• 2:12:30
  Speaker 1: of the will in the direction of voluntary attention and interest.
• 2:12:35
  Speaker 1: So true is this that some authorities go so far
• 2:12:38
  Speaker 1: as to claim that many cases of supposed slight deafness
• 2:12:42
  Speaker 1: are really but the result of lack of attention and
• 2:12:45
  Speaker 1: concentration on the part of the person so troubled. Kay
• 2:12:50
  Speaker 1: says what is commonly called deafness is not infrequently to
• 2:12:55
  Speaker 1: be attributed to this cause. The sounds being heard but
• 2:12:59
  Speaker 1: not be being interpreted or recognized. Sounds may be distinctly
• 2:13:04
  Speaker 1: heard when the attention is directed toward them, that in
• 2:13:08
  Speaker 1: ordinary circumstances would be imperceptible, and people often fail to
• 2:13:13
  Speaker 1: hear what is said to them because they are not
• 2:13:16
  Speaker 1: paying attention. Harvey says that one half of the deafness
• 2:13:21
  Speaker 1: that exists is the result of inattention. Cannot be doubted.
• 2:13:27
  Speaker 1: There are but few persons who have not had the
• 2:13:30
  Speaker 1: experience of listening to some bore whose words were distinctly heard,
• 2:13:35
  Speaker 1: but the meaning of which was entirely lost because of
• 2:13:38
  Speaker 1: inattention and lack of interest. Kerk's sums the matter up
• 2:13:44
  Speaker 1: in these words. In hearing, we must distinguish two different points,
• 2:13:50
  Speaker 1: the audible sensation as it is developed without any intellectual interference,
• 2:13:56
  Speaker 1: and the conception which we form in consequence of them sensation.
• 2:14:02
  Speaker 1: The reason that many persons do not remember things that
• 2:14:05
  Speaker 1: they have heard is simply because they have not listened properly.
• 2:14:11
  Speaker 1: Poor listening is far more common than one would suppose
• 2:14:14
  Speaker 1: at first. A little self examination will reveal to you
• 2:14:19
  Speaker 1: the fact that you have fallen into the bad habit
• 2:14:22
  Speaker 1: of inattention. One cannot listen to everything, of course it
• 2:14:28
  Speaker 1: would not be advisable, but one should acquire the habit
• 2:14:31
  Speaker 1: of either really listening or else refusing to listen at all.
• 2:14:37
  Speaker 1: The compromise of careless listening brings about deplorable results, and
• 2:14:43
  Speaker 1: is really the version why so many people can't remember
• 2:14:46
  Speaker 1: what they have heard. It is all a matter of habit.
• 2:14:51
  Speaker 1: Persons who have poor memories of ear impressions should begin
• 2:14:56
  Speaker 1: to listen in earnest in order to reacqui whire their
• 2:15:00
  Speaker 1: lost habit of proper listening, they must exercise voluntary attention
• 2:15:05
  Speaker 1: and develop interest. The following suggestions may be useful in
• 2:15:10
  Speaker 1: that direction. Try to memorize words that are spoken to
• 2:15:15
  Speaker 1: you in conversation a few sentences, or even one at
• 2:15:19
  Speaker 1: a time. You will find that the effort made to
• 2:15:23
  Speaker 1: fasten the sentence on your memory will result in a
• 2:15:26
  Speaker 1: concentration of the attention on the words of the speaker.
• 2:15:31
  Speaker 1: Do the same thing when you are listening to a preacher, actor,
• 2:15:35
  Speaker 1: or a lecturer. Pick out the first sentence for memorizing,
• 2:15:39
  Speaker 1: and make up your mind that your memory will be
• 2:15:42
  Speaker 1: as wax to receive the impression and as steel to
• 2:15:46
  Speaker 1: retain it. Listen to the stray scraps of conversation that
• 2:15:51
  Speaker 1: come to your ears while walking on the street, and
• 2:15:54
  Speaker 1: endeavor to memorize a sentence or two as if you
• 2:15:58
  Speaker 1: were to repeat it later in the day. Study the
• 2:16:01
  Speaker 1: various tones, expressions, and inflections in the voices of persons
• 2:16:06
  Speaker 1: speaking to you. You will find this most interesting and helpful.
• 2:16:12
  Speaker 1: You will be surprised at the details that such analysis
• 2:16:15
  Speaker 1: will reveal. Listen to the footsteps of different persons and
• 2:16:20
  Speaker 1: endeavor to distinguish between them. Each has its peculiarities. Get
• 2:16:27
  Speaker 1: someone to read a line or two of poetry or
• 2:16:29
  Speaker 1: prose to you, and then endeavor to remember it. A
• 2:16:33
  Speaker 1: little practice of this kind will greatly develop the power
• 2:16:37
  Speaker 1: of voluntary attention to sounds and spoken words. But, above
• 2:16:42
  Speaker 1: everything else, practice repeating the words and sounds that you
• 2:16:47
  Speaker 1: have memorized so far as possible. For by so doing
• 2:16:52
  Speaker 1: you will get the mind into the habit of taking
• 2:16:54
  Speaker 1: an interest in sound impressions. In this way, you not
• 2:16:59
  Speaker 1: only prove the sense of hearing, but also the faculty
• 2:17:03
  Speaker 1: of remembering. If you will analyze and boil down the
• 2:17:08
  Speaker 1: above remarks and directions, you will find that the gist
• 2:17:12
  Speaker 1: of the whole matter is that one should actually use, employ,
• 2:17:16
  Speaker 1: and exercise the mental faculty of hearing actively and intelligently.
• 2:17:23
  Speaker 1: Nature has a way of putting to sleep or atrophying
• 2:17:27
  Speaker 1: any faculty that is not used or exercised, and also
• 2:17:32
  Speaker 1: of encouraging, developing, and strengthening any faculty that is properly
• 2:17:37
  Speaker 1: employed and exercised. In this you have the secret use it.
• 2:17:44
  Speaker 1: If you will listen well, you will hear well and
• 2:17:47
  Speaker 1: remember well that which you have heard. How to remember names.
• 2:17:54
  Speaker 1: The phase of memory connected with the remembrance or recollection
• 2:17:57
  Speaker 1: of names probably is of greater interest to the majority
• 2:18:01
  Speaker 1: of persons than are any of the associated phases of
• 2:18:04
  Speaker 1: the subject. On all hands are to be found people
• 2:18:08
  Speaker 1: who are embarrassed by their failure to recall the name
• 2:18:11
  Speaker 1: of someone whom they feel they know, but whose name
• 2:18:15
  Speaker 1: has escaped them. This failure to remember the names of
• 2:18:19
  Speaker 1: persons undoubtedly interferes with the business and professional success of
• 2:18:24
  Speaker 1: many persons, and on the other hand, the ability to
• 2:18:28
  Speaker 1: recall names readily has aided many persons in the struggle
• 2:18:31
  Speaker 1: for success. It would seem that there are a greater
• 2:18:36
  Speaker 1: number of persons deficient in this phase of memory than
• 2:18:39
  Speaker 1: in any other. As Holbrook has said, the memory of
• 2:18:43
  Speaker 1: names is a subject with which most persons must have
• 2:18:47
  Speaker 1: a more than passing interest. The number of persons who
• 2:18:51
  Speaker 1: never or rarely forget a name is exceedingly small. The
• 2:18:56
  Speaker 1: number of those who have a poor memory for them
• 2:18:58
  Speaker 1: is very large. The reason for this is partly a
• 2:19:03
  Speaker 1: defect of mental development and partly a matter of habit.
• 2:19:08
  Speaker 1: In either case, it may be overcome by effort. I
• 2:19:12
  Speaker 1: have satisfied myself by experience and observation that a memory
• 2:19:17
  Speaker 1: for names may be increased not only two, but a hundredfold.
• 2:19:24
  Speaker 1: You will find that the majority of successful men have
• 2:19:27
  Speaker 1: been able to recall the faces and names of those
• 2:19:30
  Speaker 1: with whom they came in contact, and it is an
• 2:19:33
  Speaker 1: interesting subject for speculation as to just how much of
• 2:19:37
  Speaker 1: their success was due to this faculty. Socrates is said
• 2:19:42
  Speaker 1: to have easily remembered the names of all of his students,
• 2:19:46
  Speaker 1: and his classes numbered thousands in the course of a year.
• 2:19:51
  Speaker 1: Xenophon is said to have known the name of every
• 2:19:53
  Speaker 1: one of his soldiers, which faculty was shared by Washington
• 2:19:58
  Speaker 1: and Napoleon. Also, Trajan is said to have known the
• 2:20:02
  Speaker 1: names of all of the praetorian guards, numbering about twelve thousand.
• 2:20:08
  Speaker 1: Pericles knew the face and name of every one of
• 2:20:11
  Speaker 1: the citizens of Athens. Sinius is said to have known
• 2:20:15
  Speaker 1: the names of all of the citizens of Rome. Femistocles
• 2:20:20
  Speaker 1: knew the names of twenty thousand Athenians. Lucius Sippio could
• 2:20:25
  Speaker 1: call by name every citizen of Rome. John Wesley could
• 2:20:30
  Speaker 1: recall the names of thousands of persons whom he had
• 2:20:33
  Speaker 1: met in his travels. Henry clay was specially developed in
• 2:20:38
  Speaker 1: this phase of memory, and there was a tradition among
• 2:20:41
  Speaker 1: his followers that he remembered every one whom he met.
• 2:20:46
  Speaker 1: Blaine had a similar reputation. There have been many theories
• 2:20:51
  Speaker 1: advanced and explanations offered to account for the fact that
• 2:20:55
  Speaker 1: the recollection of names is far more difficult than any
• 2:20:59
  Speaker 1: other form of the activities of the memory. We shall
• 2:21:03
  Speaker 1: not take up your time in going over these theories,
• 2:21:06
  Speaker 1: but shall proceed upon the theory now generally accepted by
• 2:21:10
  Speaker 1: the best authorities, that is that the difficulty in the
• 2:21:15
  Speaker 1: recollection of names is caused by the fact that names
• 2:21:18
  Speaker 1: in themselves are uninteresting, and therefore do not attract or
• 2:21:23
  Speaker 1: hold the attention as do other objects presented to the mind.
• 2:21:29
  Speaker 1: There is, of course, to be remembered the fact that
• 2:21:32
  Speaker 1: sound impressions are apt to be more difficult of recollection
• 2:21:35
  Speaker 1: than cite impressions, But the lack of interesting qualities and
• 2:21:39
  Speaker 1: names is believed to be the principal obstacle and difficulty.
• 2:21:44
  Speaker 1: Fuller says of this matter, a proper noun or name,
• 2:21:49
  Speaker 1: when considered independently of accidental features of coincidence with something
• 2:21:54
  Speaker 1: that is familiar, doesn't mean anything. For this reason, a
• 2:21:59
  Speaker 1: mental picture of it is not easily formed, which accounts
• 2:22:04
  Speaker 1: for the fact that the primitive tedious way of rote
• 2:22:07
  Speaker 1: or repetition is that ordinarily employed to impress a proper
• 2:22:11
  Speaker 1: noun on the memory. While a common noun being represented
• 2:22:16
  Speaker 1: by some object having shape or appearance in the physical
• 2:22:20
  Speaker 1: or mental perception, can thus be seen or imagined. In
• 2:22:25
  Speaker 1: other words, a mental image of it can be formed
• 2:22:29
  Speaker 1: and the name identified afterwards through associating it with this
• 2:22:34
  Speaker 1: mental image. We think that the case is fully stated
• 2:22:38
  Speaker 1: in this quotation. But in spite of this difficulty, persons
• 2:22:43
  Speaker 1: have and can greatly improve their memory of names. Many
• 2:22:48
  Speaker 1: who were originally very deficient in this respect have not
• 2:22:51
  Speaker 1: only improved the faculty far beyond its former condition, but
• 2:22:56
  Speaker 1: have also developed exceptional ability in this special phase of memory,
• 2:23:01
  Speaker 1: so that they became noted for their unfailing recollection of
• 2:23:04
  Speaker 1: the names of those with whom they came in contact.
• 2:23:08
  Speaker 1: Perhaps the best way to impress upon you the various
• 2:23:12
  Speaker 1: methods that may be used for this purpose would be
• 2:23:15
  Speaker 1: to relate to you the actual experience of a gentleman
• 2:23:18
  Speaker 1: employed in a bank in one of the large cities
• 2:23:21
  Speaker 1: of this country, who made a close study of the
• 2:23:24
  Speaker 1: subject and developed himself far beyond the ordinary, starting with
• 2:23:29
  Speaker 1: a remarkably poor memory for names. He is now known
• 2:23:33
  Speaker 1: to his associates as the man who never forgets a name.
• 2:23:38
  Speaker 1: This gentleman first took a number of courses in secret
• 2:23:42
  Speaker 1: methods of developing the memory, but after thus spending much money,
• 2:23:47
  Speaker 1: he expressed his disgust with the whole idea of artificial
• 2:23:51
  Speaker 1: memory training. He then started in to study the subject
• 2:23:55
  Speaker 1: from the point of view of the new psychology, putting
• 2:23:58
  Speaker 1: into effect all of the tested principles and improving upon
• 2:24:02
  Speaker 1: some of their details. We have had a number of
• 2:24:06
  Speaker 1: conversations with this gentleman and have found that his experience
• 2:24:11
  Speaker 1: confirms many of our own ideas and theories, and the
• 2:24:15
  Speaker 1: fact that he has demonstrated the correctness of the principles
• 2:24:18
  Speaker 1: to such a remarkable degree renders his case one worthy
• 2:24:23
  Speaker 1: of being stated in the direction of affording a guide
• 2:24:26
  Speaker 1: and method for others who wish to develop their memory
• 2:24:30
  Speaker 1: of names. The gentleman, whom we shall call mister X,
• 2:24:35
  Speaker 1: decided that the first thing for him to do was
• 2:24:38
  Speaker 1: to develop his faculty of receiving clear and distinct sound impressions.
• 2:24:44
  Speaker 1: In doing this, he followed the plan outlined by us
• 2:24:48
  Speaker 1: in our chapter on training the ear. He persevered and
• 2:24:53
  Speaker 1: practiced along these lines until his hearing became very acute.
• 2:25:00
  Speaker 1: He made a study of voices until he could classify
• 2:25:03
  Speaker 1: them and analyze their characteristics. Then he found that he
• 2:25:07
  Speaker 1: could hear names in a manner before impossible to him.
• 2:25:12
  Speaker 1: That is, instead of merely catching a vague sound of
• 2:25:16
  Speaker 1: a name, he would hear it so clearly and distinctly
• 2:25:20
  Speaker 1: that a firm registration would be obtained on the records
• 2:25:23
  Speaker 1: of his memory. For the first time in his life,
• 2:25:27
  Speaker 1: names began to mean something to him. He paid attention
• 2:25:32
  Speaker 1: to every name he heard, just as he did to
• 2:25:35
  Speaker 1: every note he handled. He would repeat a name to
• 2:25:39
  Speaker 1: himself after hearing it, and would thus strengthen the impression.
• 2:25:45
  Speaker 1: If he came across an unusual name, he would write
• 2:25:48
  Speaker 1: it down several times at the first opportunity, thus obtaining
• 2:25:53
  Speaker 1: the benefit of a double sense impression, adding eye impression
• 2:25:58
  Speaker 1: or ear impression. All this, of course, aroused his interest
• 2:26:03
  Speaker 1: in the subject of names in general, which led him
• 2:26:06
  Speaker 1: to the next step in his progress. Mister X then
• 2:26:11
  Speaker 1: began to study names, their origin, their peculiarities, their differences,
• 2:26:17
  Speaker 1: points of resemblances, et cetera. He made a hobby of
• 2:26:22
  Speaker 1: names and evinced all the joy of a collector when
• 2:26:25
  Speaker 1: he was able to stick the pins of attention through
• 2:26:27
  Speaker 1: the specimen of a new and unfamiliar speecies of name.
• 2:26:32
  Speaker 1: He began to collect names just as others collect beetles, stamps, coins,
• 2:26:38
  Speaker 1: et cetera, and took quite a pride in his collection
• 2:26:42
  Speaker 1: and in his knowledge of the subject. He read books
• 2:26:46
  Speaker 1: on names from the libraries, giving their origin, et cetera.
• 2:26:52
  Speaker 1: He had the dickens delight in queer names, and would
• 2:26:56
  Speaker 1: amuse his friends by relating the funny names he had
• 2:26:59
  Speaker 1: seen on signs and otherwise. He took a small city
• 2:27:04
  Speaker 1: directory home with him and would run over the pages
• 2:27:07
  Speaker 1: in the evening, looking up new names and classifying old
• 2:27:12
  Speaker 1: ones into groups. He found that some names were derived
• 2:27:16
  Speaker 1: from animals, and put these into a class by themselves
• 2:27:21
  Speaker 1: the lions, wolfs, foxes, lambs, hares, et cetera. Others were
• 2:27:28
  Speaker 1: put into color group blacks, greens, whites, grays, blues, et cetera.
• 2:27:35
  Speaker 1: Others belonged to the bird family crows, hawks, birds, drakes, cranes, doves, jays,
• 2:27:44
  Speaker 1: et cetera. Others belonged to trades, millers, smiths, coopers, malsters, carpenters, bakers, painters,
• 2:27:54
  Speaker 1: et cetera. Others were trees, chestnuts, oakleys, walnuts, cherries, pines, etc.
• 2:28:05
  Speaker 1: Then there were hills and dales, fields and mountains, lanes
• 2:28:10
  Speaker 1: and brooks. Some were strong, others were gay, Others were savage,
• 2:28:17
  Speaker 1: others noble, and so on. It would take a whole
• 2:28:22
  Speaker 1: book to tell you what the man found out about names.
• 2:28:26
  Speaker 1: He came near becoming a crank on the subject, but
• 2:28:30
  Speaker 1: his hobby began to manifest excellent results. For his interest
• 2:28:35
  Speaker 1: had been awakened to an unusual degree, and he was
• 2:28:39
  Speaker 1: becoming very proficient in his recollection of names, for they
• 2:28:43
  Speaker 1: now meant something to him. He easily recalled all the
• 2:28:47
  Speaker 1: regular customers at his bank, quite a number, by the way,
• 2:28:51
  Speaker 1: for the bank was a large one, and many occasional
• 2:28:55
  Speaker 1: depositors were delighted to have themselves called by name by
• 2:28:59
  Speaker 1: our friends. And occasionally he would meet with a name
• 2:29:03
  Speaker 1: that balked him, in which case he would repeat it
• 2:29:06
  Speaker 1: over to himself and write it a number of times
• 2:29:10
  Speaker 1: until he had mastered it. After that it never escaped him.
• 2:29:16
  Speaker 1: Mister X would always repeat a name when it was spoken,
• 2:29:20
  Speaker 1: and would at the same time look intently at the
• 2:29:23
  Speaker 1: person bearing it, thus seeming to fix the two together
• 2:29:27
  Speaker 1: in his mind. At the same time, when he wanted them,
• 2:29:31
  Speaker 1: they would be found in each other's company. He also
• 2:29:35
  Speaker 1: acquired the habit of visualizing the name, that is, he
• 2:29:40
  Speaker 1: would see its letters in his mind's eye as a picture.
• 2:29:45
  Speaker 1: This he regarded as a most important point, and we
• 2:29:49
  Speaker 1: thoroughly agree with him. He used the law of association
• 2:29:53
  Speaker 1: in the direction of associating a new man with a
• 2:29:57
  Speaker 1: well remembered man of the same name. A new mister
• 2:30:02
  Speaker 1: Schmitzenberger would be associated with an old customer of the
• 2:30:06
  Speaker 1: same name. When he would see the new man, he
• 2:30:10
  Speaker 1: would think of the old one, and the name would
• 2:30:13
  Speaker 1: flash into his mind. To sum up the whole method, however,
• 2:30:19
  Speaker 1: it may be said that the gist of the thing
• 2:30:21
  Speaker 1: was in taking an interest in names in general. In
• 2:30:25
  Speaker 1: this way, an uninteresting subject was made interesting, and a
• 2:30:30
  Speaker 1: man always has a good memory for the things in
• 2:30:32
  Speaker 1: which he is interested. The case of mister X is
• 2:30:37
  Speaker 1: an extreme one, and the results obtained were beyond the ordinary.
• 2:30:42
  Speaker 1: But if you will take a leaf from his book,
• 2:30:45
  Speaker 1: you may obtain the same results. In the degree that
• 2:30:48
  Speaker 1: you work for it. Make a study of names, start
• 2:30:52
  Speaker 1: a collection, and you will have no trouble in developing
• 2:30:55
  Speaker 1: a memory for them. This is the whole thing, in
• 2:30:59
  Speaker 1: a nutshell, how to remember faces. The memory of faces
• 2:31:06
  Speaker 1: is closely connected with the memory of names, and yet
• 2:31:10
  Speaker 1: the two are not always associated, for there are many
• 2:31:14
  Speaker 1: people who easily remember faces and yet forget names, and
• 2:31:18
  Speaker 1: vice versa. In some ways, however, the memory of faces
• 2:31:24
  Speaker 1: is a necessary precedent for the recollection of the names
• 2:31:27
  Speaker 1: of people, for unless we recall the face, we are
• 2:31:32
  Speaker 1: unable to make the necessary association with the name of
• 2:31:35
  Speaker 1: the person. We have given a number of instances of
• 2:31:39
  Speaker 1: face memory in our chapter on name memory, in which
• 2:31:43
  Speaker 1: are given instances of the wonderful memory of celebrated individuals
• 2:31:48
  Speaker 1: who acquired a knowledge and memory of the thousands of
• 2:31:51
  Speaker 1: citizens of a town or city, or the soldiers of
• 2:31:55
  Speaker 1: an army. In this chapter, however, we shall pay attention
• 2:32:00
  Speaker 1: and only to the subject of the recollection of the
• 2:32:02
  Speaker 1: features of persons, irrespective of their names. This faculty is
• 2:32:08
  Speaker 1: possessed by all persons, but in varying degrees. Those in
• 2:32:13
  Speaker 1: whom it is well developed seem to recognize the faces
• 2:32:16
  Speaker 1: of persons whom they have met years before, and to
• 2:32:20
  Speaker 1: associate them with their circumstances in which they last met them.
• 2:32:24
  Speaker 1: Even where the name escapes the memory. Others seem to
• 2:32:28
  Speaker 1: forget a face the moment it passes from view, and
• 2:32:32
  Speaker 1: fail to recognize the same persons whom they met only
• 2:32:35
  Speaker 1: a few hours before, much to their mortification and chagrin. Detectives,
• 2:32:42
  Speaker 1: newspaper reporters, and others who come in contact with many
• 2:32:46
  Speaker 1: people usually have this faculty largely developed, for it becomes
• 2:32:51
  Speaker 1: a necessity of their work, and their interest and attention
• 2:32:55
  Speaker 1: is rendered active thereby. Public men often have this faculty
• 2:33:00
  Speaker 1: largely developed by reason of the necessities of their life.
• 2:33:05
  Speaker 1: It is said that James G. Blaine never forgot the
• 2:33:09
  Speaker 1: face of anyone whom he had met and conversed with
• 2:33:12
  Speaker 1: a few moments. This faculty rendered him very popular in
• 2:33:16
  Speaker 1: political life. In this respect, he resembled Henry Clay, who
• 2:33:22
  Speaker 1: was noted for his memory of faces. It is related
• 2:33:26
  Speaker 1: of Clay that he once paid a visit of a
• 2:33:28
  Speaker 1: few hours to a small town in Mississippi on an
• 2:33:32
  Speaker 1: electioneering tour. Amidst the throng surrounding him was an old
• 2:33:37
  Speaker 1: man with one eye missing. The old fellow pressed forward,
• 2:33:42
  Speaker 1: crying out that he was sure that Henry Clay would
• 2:33:45
  Speaker 1: remember him. Clay took a sharp look at him and said,
• 2:33:50
  Speaker 1: I met you in Kentucky many years ago. Did I not, Yes,
• 2:33:55
  Speaker 1: replied the man. Did you lose your eye since? Then,
• 2:33:59
  Speaker 1: asked Clay. Yes, several years after, replied the old man.
• 2:34:06
  Speaker 1: Turn your face sideways so that I can see your profile,
• 2:34:09
  Speaker 1: said Clay. The man did so. Then Clay smiled triumphantly,
• 2:34:16
  Speaker 1: saying I've got you now. Weren't you on that jury
• 2:34:20
  Speaker 1: in the Innis case at Frankfort that I tried in
• 2:34:23
  Speaker 1: the United States court over twenty years ago? Yes, sir, ree,
• 2:34:29
  Speaker 1: said the man. I knowed that you know me, and
• 2:34:32
  Speaker 1: I told him you would. And the crowd gave a whoop,
• 2:34:36
  Speaker 1: and Clay knew that he was safe in that town
• 2:34:39
  Speaker 1: and county. Vidoc, the celebrated French detective is said to
• 2:34:45
  Speaker 1: have never forgotten the face of a criminal whom he
• 2:34:48
  Speaker 1: had once seen. A celebrated instance of this power on
• 2:34:52
  Speaker 1: his part is that of the case of de la Franche,
• 2:34:56
  Speaker 1: the forger who escaped from prison and dwelt in foreign
• 2:35:00
  Speaker 1: lands for over twenty years. After that time, he returned
• 2:35:05
  Speaker 1: to Paris, feeling secure from detection, having become bald, losing
• 2:35:10
  Speaker 1: an eye, and having his nose badly mutilated. Moreover, he
• 2:35:16
  Speaker 1: disguised himself and wore a beard in order to still
• 2:35:20
  Speaker 1: further evade detection. One day, Vidoc met him on the
• 2:35:25
  Speaker 1: street and recognized him at once his arrest and return
• 2:35:29
  Speaker 1: to prison following. Instances of this kind could be multiplied indefinitely,
• 2:35:36
  Speaker 1: but the student will have had a sufficient acquaintance with
• 2:35:39
  Speaker 1: persons who possess this faculty developed to a large degree,
• 2:35:44
  Speaker 1: so that further illustration is scarcely necessary. The way to
• 2:35:49
  Speaker 1: develop this phase of memory is akin to that urged
• 2:35:53
  Speaker 1: in the development of other phases. The cultivation of interest
• 2:35:57
  Speaker 1: and the bestowal of attention. Faces as a whole are
• 2:36:02
  Speaker 1: not apt to prove interesting. It is only by analyzing
• 2:36:07
  Speaker 1: and classifying them that the study begins to grow of
• 2:36:10
  Speaker 1: interest to us. The study of a good elementary work
• 2:36:14
  Speaker 1: on physiognomy is recommended to those wishing to develop the
• 2:36:18
  Speaker 1: faculty of remembering faces, For in such a work, the
• 2:36:22
  Speaker 1: student is led to notice the different kinds of noses, ears, eyes, chins, foreheads,
• 2:36:29
  Speaker 1: et cetera. Such notice and recognition, tending to induce an
• 2:36:34
  Speaker 1: interest in the subject of features. A rudimentary course of
• 2:36:39
  Speaker 1: study in drawing faces, particularly in profile, will also tend
• 2:36:44
  Speaker 1: to make one take notice and will awaken interest. If
• 2:36:49
  Speaker 1: you are required to draw a nose, particularly from memory,
• 2:36:53
  Speaker 1: you will be apt to give it your interested attention.
• 2:36:57
  Speaker 1: The matter of interest is vital. If you were shown
• 2:37:01
  Speaker 1: a man and told that the next time you met
• 2:37:03
  Speaker 1: and recognized him, he would hand you over five hundred dollars,
• 2:37:08
  Speaker 1: you would be very apt to study his face carefully
• 2:37:11
  Speaker 1: and to recognize him later on, Whereas the same man,
• 2:37:16
  Speaker 1: if introduced casually as a mister Jones, would arouse no
• 2:37:20
  Speaker 1: interest and the chances of recognition would be slim. Halleck says,
• 2:37:27
  Speaker 1: every time we enter a street car, we see different
• 2:37:31
  Speaker 1: types of people, and there is a great deal to
• 2:37:33
  Speaker 1: be noticed about each type. Every human countenance shows its
• 2:37:38
  Speaker 1: past history to one who knows how to look. Successful
• 2:37:42
  Speaker 1: gamblers often become so expert in noticing the slightest change
• 2:37:47
  Speaker 1: of an opponent's facial expression that they will estimate the
• 2:37:51
  Speaker 1: strength of his hand by the involuntary signs which appear
• 2:37:55
  Speaker 1: in the face and which are frequently checked the instant
• 2:37:58
  Speaker 1: they appear. Of all classes. Perhaps artists are more apt
• 2:38:04
  Speaker 1: to form a clear cut image of the features of
• 2:38:06
  Speaker 1: persons whom they meet, particularly if they are portrait painters.
• 2:38:12
  Speaker 1: There are instances of celebrated portrait painters who were able
• 2:38:16
  Speaker 1: to execute a good portrait after having once carefully studied
• 2:38:20
  Speaker 1: the face of the sitter, their memory enabling them to
• 2:38:24
  Speaker 1: visualize the features at will. Some celebrated teachers of drawing
• 2:38:30
  Speaker 1: have instructed their scholars to take a sharp, hasty glance
• 2:38:34
  Speaker 1: at a nose, an eye, an ear, or chin, and
• 2:38:38
  Speaker 1: then to so clearly visualize it that they could draw
• 2:38:42
  Speaker 1: it perfectly. It is all a matter of interest, attention,
• 2:38:47
  Speaker 1: and practice. Sir Francis Galton cites the instance of a
• 2:38:52
  Speaker 1: French teacher who trained his pupils so thoroughly in this
• 2:38:56
  Speaker 1: direction that after a few months practice, they had no
• 2:39:00
  Speaker 1: difficulty in summoning images at will, in holding them steady,
• 2:39:05
  Speaker 1: and in drawing them correctly. He says of the faculty
• 2:39:10
  Speaker 1: of visualization thus used, a faculty that is of importance
• 2:39:15
  Speaker 1: in all technical and artistic occupations, that gives accuracy to
• 2:39:20
  Speaker 1: our perceptions and justice to our generalizations, is starved by
• 2:39:25
  Speaker 1: lazy disuse, instead of being cultivated judiciously in such a
• 2:39:29
  Speaker 1: way as will on the whole bring the best return.
• 2:39:34
  Speaker 1: I believe that a serious study of the best means
• 2:39:37
  Speaker 1: of developing and utilizing this faculty, without prejudice to the
• 2:39:42
  Speaker 1: practice of abstract thought and symbols, is one of the
• 2:39:45
  Speaker 1: many pressing desiderata in the yet unformed science of education.
• 2:39:52
  Speaker 1: Fuller relates the method of a celebrated painter, which method
• 2:39:56
  Speaker 1: has been since taught by many teachers of both drawing
• 2:39:59
  Speaker 1: and memory. He relates it as follows. The celebrated painter
• 2:40:06
  Speaker 1: Leonardo da Vinci invented a most ingenious method for identifying faces,
• 2:40:12
  Speaker 1: and by it is said to have been able to
• 2:40:15
  Speaker 1: reproduce from memory any face that he had once carefully scrutinized.
• 2:40:21
  Speaker 1: He drew all the possible forms of the nose, mouth, chin, eyes, ears,
• 2:40:27
  Speaker 1: and forehead, numbered them one, two, three, four, et cetera,
• 2:40:32
  Speaker 1: and committed them thoroughly to memory. Then, whenever he saw
• 2:40:37
  Speaker 1: a face that he wished to draw or paint from memory,
• 2:40:41
  Speaker 1: he noted in his mind that it was chin four eyes,
• 2:40:45
  Speaker 1: two nose, five ears, six, or whatever the combinations might be.
• 2:40:52
  Speaker 1: And by retaining the analysis in his memory, he could
• 2:40:56
  Speaker 1: reconstruct the face at any time. We could scarcely ask
• 2:41:02
  Speaker 1: the student to attempt so complicated a system, and yet
• 2:41:05
  Speaker 1: a modification of it would prove useful. That is, if
• 2:41:10
  Speaker 1: you would begin to form a classification of several kind
• 2:41:13
  Speaker 1: of noses, say about seven the well known Roman, Jewish, Grecian,
• 2:41:20
  Speaker 1: giving you the general classes in connection with straight, crooked,
• 2:41:25
  Speaker 1: pug and all the other varieties, you would soon recognize
• 2:41:29
  Speaker 1: noses when you saw them, and the same with mouths.
• 2:41:34
  Speaker 1: A few classes being found to cover the majority of cases.
• 2:41:38
  Speaker 1: But of all the features, the eye is the most
• 2:41:42
  Speaker 1: expressive and the one most easily remembered when clearly noticed.
• 2:41:49
  Speaker 1: Detectives rely much upon the expression of the eye. If
• 2:41:54
  Speaker 1: you ever fully catch the expression of a person's eye,
• 2:41:58
  Speaker 1: you will be very apt to recognize it. Thereafter. Therefore,
• 2:42:02
  Speaker 1: concentrate on eyes in studying faces. A good plan in
• 2:42:08
  Speaker 1: developing this faculty is to visualize the faces of persons
• 2:42:12
  Speaker 1: you have met during the day. In the evening, try
• 2:42:16
  Speaker 1: to develop the faculty of visualizing the features of those
• 2:42:20
  Speaker 1: whom you know. This will start you off right. Draw
• 2:42:24
  Speaker 1: them in your mind, see them with your mind's eye,
• 2:42:28
  Speaker 1: until you can visualize the features of very old friends.
• 2:42:33
  Speaker 1: Then do the same with acquaintances, and so on, until
• 2:42:37
  Speaker 1: you are able to visualize the features of everyone you know.
• 2:42:42
  Speaker 1: Then start on to add to your list by recalling
• 2:42:46
  Speaker 1: in the imagination the features of strangers whom you meet.
• 2:42:51
  Speaker 1: By a little practice of this kind, you will develop
• 2:42:55
  Speaker 1: a great interest in faces, and your memory of them,
• 2:42:59
  Speaker 1: and the power to recall them will increase rapidly. The
• 2:43:03
  Speaker 1: secret is to study faces, to be interested in them.
• 2:43:09
  Speaker 1: In this way you add zest to the task and
• 2:43:12
  Speaker 1: make a pleasure of a drudgery. The study of photographs
• 2:43:17
  Speaker 1: is also a great aid in this work, but study
• 2:43:20
  Speaker 1: them in detail, not as a whole. If you can
• 2:43:24
  Speaker 1: arouse sufficient interest in features and faces, you will have
• 2:43:29
  Speaker 1: no trouble in remembering and recalling them. The two things
• 2:43:33
  Speaker 1: go together. How to remember places. There is a great
• 2:43:40
  Speaker 1: difference in the various degrees of development of the sense
• 2:43:43
  Speaker 1: of locality in different persons. But these differences may be
• 2:43:48
  Speaker 1: traced directly to the degree of memory of that particular
• 2:43:52
  Speaker 1: phase or faculty of the mind, which in turn depends
• 2:43:55
  Speaker 1: upon the degree of attention, interest, and use which has
• 2:43:59
  Speaker 1: been upon the faculty in question. The authorities on phrenology
• 2:44:05
  Speaker 1: define the faculty of locality as follows. Cognizance of place,
• 2:44:11
  Speaker 1: recollection of the looks of places, roads, sceneries, and the
• 2:44:16
  Speaker 1: location of objects where on a page ideas are to
• 2:44:20
  Speaker 1: be found and positioned. Generally, the geographical faculty the desire
• 2:44:26
  Speaker 1: to see places and have the ability to find them.
• 2:44:30
  Speaker 1: Persons in whom this faculty is developed to the highest
• 2:44:34
  Speaker 1: degree seem to have an almost intuitive idea of direction,
• 2:44:38
  Speaker 1: place and position. They never get lost or mixed up
• 2:44:43
  Speaker 1: regarding direction or place. They remember the places they visit
• 2:44:48
  Speaker 1: and their relation and space to each other. Their minds
• 2:44:52
  Speaker 1: are like maps upon which are engraved the various roads, streets,
• 2:44:57
  Speaker 1: and objects of sight in every direc When these people
• 2:45:02
  Speaker 1: think of China, Labrador, Terra del Fuego, Norway, Cape of
• 2:45:08
  Speaker 1: Good Hope, Tibet, or any other place, they seem to
• 2:45:13
  Speaker 1: think of it in this direction or that direction, rather
• 2:45:17
  Speaker 1: than as a vague place situated in a vague direction.
• 2:45:22
  Speaker 1: Their minds think north, south, east, or west, as the
• 2:45:27
  Speaker 1: case may be, when they consider a given place shading
• 2:45:32
  Speaker 1: down by degrees. We find people at the other pole
• 2:45:35
  Speaker 1: of the faculty who seem to find it impossible to
• 2:45:39
  Speaker 1: remember any direction or locality or relation in space. Such
• 2:45:45
  Speaker 1: people are constantly losing themselves in their own towns, and
• 2:45:49
  Speaker 1: fear to trust themselves in a strange place. They have
• 2:45:53
  Speaker 1: no sense of direction or place, and fail to recognize
• 2:45:57
  Speaker 1: a street or scene which they have visited, reat not
• 2:46:01
  Speaker 1: to speak of those which they traveled over in time past.
• 2:46:05
  Speaker 1: Between these two polls or degrees, there is a vast difference,
• 2:46:11
  Speaker 1: and it is difficult to realize that it is all
• 2:46:13
  Speaker 1: a matter of use, interest, and attention that it is.
• 2:46:18
  Speaker 1: But this may be proven by anyone who will take
• 2:46:21
  Speaker 1: the trouble and pains to develop the faculty and memory
• 2:46:25
  Speaker 1: of locality within his mind. Many have done this, and
• 2:46:31
  Speaker 1: anyone else may do likewise, if the proper methods be employed.
• 2:46:37
  Speaker 1: The secret of the development of the faculty and memory
• 2:46:40
  Speaker 1: of place and locality is akin to that mentioned in
• 2:46:44
  Speaker 1: the preceding chapter, in connection with the development of the
• 2:46:47
  Speaker 1: memory for names. The first thing necessary is to develop
• 2:46:53
  Speaker 1: an interest in the subject. One should begin to take
• 2:46:57
  Speaker 1: notice of the direction of the streets or roads or
• 2:47:00
  Speaker 1: over which he travels, the landmarks, the turns of the road,
• 2:47:05
  Speaker 1: the natural objects along the way. He should study maps
• 2:47:10
  Speaker 1: until he awakens a new interest in them, just as
• 2:47:14
  Speaker 1: did the man who used the directory. In order to
• 2:47:16
  Speaker 1: take an interest in names, he should procure a small
• 2:47:20
  Speaker 1: geography and study direction, distances, location, shape and form of countries,
• 2:47:27
  Speaker 1: et cetera, not as a mere mechanical thing, but as
• 2:47:31
  Speaker 1: a live subject of interest. If there were a large
• 2:47:36
  Speaker 1: sum of money awaiting your coming in certain sections of
• 2:47:39
  Speaker 1: the globe, you would manifest a decided interest in the direction, locality,
• 2:47:45
  Speaker 1: and position of those places and the best way to
• 2:47:48
  Speaker 1: reach them. Before long you would be a veritable reference
• 2:47:53
  Speaker 1: book regarding those special places. Or if your sweetheart were
• 2:47:57
  Speaker 1: waiting for you in some such place, you would do likewise.
• 2:48:02
  Speaker 1: The whole thing lies in the degree of want to
• 2:48:05
  Speaker 1: regarding the matter. Desire awakens interest. Interests employ attention, and
• 2:48:13
  Speaker 1: attention brings use development and memory. Therefore, you must first
• 2:48:19
  Speaker 1: want to develop the faculty of locality and want to
• 2:48:23
  Speaker 1: hard enough. The rest is a mere matter of detail.
• 2:48:29
  Speaker 1: One of the first things to do after arousing an
• 2:48:32
  Speaker 1: interest is to carefully note the landmarks and relative positions
• 2:48:37
  Speaker 1: of the streets or roads over which you travel. So
• 2:48:41
  Speaker 1: many people travel along a new street or road in
• 2:48:45
  Speaker 1: an absent minded manner, taking no notice of the lay
• 2:48:48
  Speaker 1: of the land as they proceed. This is fatal to
• 2:48:52
  Speaker 1: place memory. You must take notice of the thoroughfares and
• 2:48:56
  Speaker 1: the things along the way. Pause at the crossroads or
• 2:49:01
  Speaker 1: the street corners, and note the landmarks and the general
• 2:49:06
  Speaker 1: directions and relative positions until they are finally imprinted on
• 2:49:11
  Speaker 1: your mind. Begin to see how many things you can
• 2:49:15
  Speaker 1: remember regarding even a little exercise walk, and when you
• 2:49:19
  Speaker 1: have returned home, go over the trip in your mind
• 2:49:23
  Speaker 1: and see how much of the direction and how many
• 2:49:26
  Speaker 1: of the landmarks you are able to remember. Take out
• 2:49:30
  Speaker 1: your pencil and endeavor to make a map of your route,
• 2:49:34
  Speaker 1: giving the general directions and noting the street names and
• 2:49:39
  Speaker 1: principal objects of interest. Fix the idea of north in
• 2:49:44
  Speaker 1: your mind when starting, and keep your bearings by it
• 2:49:48
  Speaker 1: during your whole trip and in your map making. You'll
• 2:49:52
  Speaker 1: be surprised how much interest you will soon develop in
• 2:49:55
  Speaker 1: this map making. It will get to be quite a game,
• 2:50:00
  Speaker 1: and you will experience pleasure in your increasing proficiency in it.
• 2:50:05
  Speaker 1: When you go out for a walk, go in a
• 2:50:08
  Speaker 1: roundabout way, taking as many turns and twists as possible
• 2:50:13
  Speaker 1: in order to exercise your faculty of locality and direction.
• 2:50:18
  Speaker 1: But always note carefully direction and general course, so that
• 2:50:22
  Speaker 1: you may reproduce it correctly on your map when you return.
• 2:50:27
  Speaker 1: If you have a city map, compare it with your
• 2:50:30
  Speaker 1: own little map, and also retrace your route in imagination
• 2:50:35
  Speaker 1: on the map. With a city map or road map,
• 2:50:40
  Speaker 1: you may get lots of amusement by re traveling the
• 2:50:43
  Speaker 1: route of your little journeys. Always note the names of
• 2:50:48
  Speaker 1: the various streets over which you travel, as well as
• 2:50:51
  Speaker 1: those which you cross during your walk. Note them down
• 2:50:56
  Speaker 1: upon your map, and you will find that you will
• 2:50:58
  Speaker 1: develop a rapidly improving memory in this direction because you
• 2:51:03
  Speaker 1: have awakened interest and bestowed attention. Take a pride in
• 2:51:08
  Speaker 1: your map making. If you have a companion, endeavor to
• 2:51:13
  Speaker 1: beat each other at this game, both traveling over the
• 2:51:16
  Speaker 1: same route together and then seeing which one can remember
• 2:51:20
  Speaker 1: the greatest number of details of the journey. Akin to this,
• 2:51:25
  Speaker 1: and supplementary to it, is the plan of selecting a
• 2:51:28
  Speaker 1: route to be traveled on your city map, endeavoring to
• 2:51:32
  Speaker 1: fix in your mind the general directions, names of streets, turns, return, journey, etc.
• 2:51:40
  Speaker 1: Before you start. Begin by mapping out a short trip
• 2:51:44
  Speaker 1: in this way, and then increase it every day. After
• 2:51:49
  Speaker 1: mapping out a trip, lay aside your map and travel
• 2:51:53
  Speaker 1: it in person. If you like, take along the map
• 2:51:57
  Speaker 1: and puzzle out variations from time to time. Get the
• 2:52:02
  Speaker 1: map habit in every possible variation and form, but do
• 2:52:07
  Speaker 1: not depend upon the map exclusively, but instead endeavor to
• 2:52:12
  Speaker 1: correlate the printed map with the mental map that you
• 2:52:15
  Speaker 1: are building in your brain. If you are about to
• 2:52:19
  Speaker 1: take a journey to a strange place, study your maps
• 2:52:23
  Speaker 1: carefully before you go, and exercise your memory in reproducing
• 2:52:27
  Speaker 1: them with a pencil. Then, as you travel along, compare
• 2:52:33
  Speaker 1: places with your map, and you will find that you
• 2:52:36
  Speaker 1: will take an entirely new interest in the trip. It
• 2:52:40
  Speaker 1: will begin by meaning something to you. If about to
• 2:52:44
  Speaker 1: visit a strange city, procure a map of it before starting,
• 2:52:48
  Speaker 1: and begin by noting the cardinal points of the compass.
• 2:52:52
  Speaker 1: Study the map, the directions of the principal streets, and
• 2:52:56
  Speaker 1: the relative positions of the principal points of interest buildings,
• 2:53:00
  Speaker 1: et cetera. In this way, you not only develop your
• 2:53:05
  Speaker 1: memory of places and render yourself proof against being lost,
• 2:53:11
  Speaker 1: but you also provide a source of new and great
• 2:53:13
  Speaker 1: interest in your visit. The above suggestions are capable of
• 2:53:19
  Speaker 1: the greatest expansion and variation on the part of anyone
• 2:53:23
  Speaker 1: who practices them. The whole thing depends upon the taking
• 2:53:27
  Speaker 1: notice and using the attention, and those things, in turn
• 2:53:33
  Speaker 1: depend upon the taking of interest in the subject. If
• 2:53:37
  Speaker 1: anyone will wake up and take interest in the subject
• 2:53:40
  Speaker 1: of locality and direction, he may develop himself along the
• 2:53:45
  Speaker 1: lines of place memory to an almost incredible degree in
• 2:53:49
  Speaker 1: a comparatively short time. At that There is no other
• 2:53:54
  Speaker 1: phase of memory that so quickly responds to use and
• 2:53:57
  Speaker 1: exercise as this one. We have in mind a lady
• 2:54:02
  Speaker 1: who was notoriously deficient in the memory of place, and
• 2:54:06
  Speaker 1: was sure to lose herself a few blocks from her
• 2:54:09
  Speaker 1: stopping place. Wherever she might be, she seemed absolutely devoid
• 2:54:15
  Speaker 1: of the sense of direction or locality, and often lost
• 2:54:19
  Speaker 1: herself in the hotel corridors, notwithstanding the fact that she
• 2:54:23
  Speaker 1: traveled all over the world with her husband for years.
• 2:54:29
  Speaker 1: The trouble undoubtedly arose from the fact that she depended
• 2:54:33
  Speaker 1: altogether upon her husband as a pilot, the couple being inseparable. Well,
• 2:54:40
  Speaker 1: the husband died and the lady lost her pilot. Instead
• 2:54:45
  Speaker 1: of giving up in despair, she began to rise to
• 2:54:49
  Speaker 1: the occasion, having no pilot, she had to pilot herself,
• 2:54:54
  Speaker 1: and she was forced to wake up and notice. She
• 2:54:58
  Speaker 1: was compelled to travel for a couple of years in
• 2:55:01
  Speaker 1: order to close up certain business matters of her husband's,
• 2:55:05
  Speaker 1: For she was a good businesswoman in spite of her
• 2:55:08
  Speaker 1: lack of development along this one line, and in order
• 2:55:12
  Speaker 1: to get around safely, she was forced to take an
• 2:55:15
  Speaker 1: interest in where she was going. Before the two years
• 2:55:19
  Speaker 1: travels were over, she was as good a traveler as
• 2:55:23
  Speaker 1: her husband had ever been, and was frequently called upon
• 2:55:27
  Speaker 1: as a guide by others in whose company she chanced
• 2:55:30
  Speaker 1: to be. She explained it by saying, why, I don't
• 2:55:35
  Speaker 1: know just how I did it. I just had to
• 2:55:38
  Speaker 1: that's all. I just did it, another example of a
• 2:55:43
  Speaker 1: woman's because you see, what this good lady just did
• 2:55:48
  Speaker 1: was accomplished by an instinctive following of the plan which
• 2:55:52
  Speaker 1: we have suggested to you. She just had to use
• 2:55:57
  Speaker 1: maps and to take notice. That is the whole story.
• 2:56:02
  Speaker 1: So true are the principles underlying this method of developing
• 2:56:06
  Speaker 1: the place memory, that one deficient in it, providing he
• 2:56:10
  Speaker 1: will arouse intense interest and will stick to it, may
• 2:56:14
  Speaker 1: develop the faculty to such an extent that he may
• 2:56:18
  Speaker 1: almost rival a cat which always came back, or the
• 2:56:22
  Speaker 1: dog which you couldn't lose. The Indians, Arabs, Gypsies, and
• 2:56:29
  Speaker 1: other people of the plain, forest, desert and mountains have
• 2:56:34
  Speaker 1: this faculty so highly developed that it seems almost like
• 2:56:38
  Speaker 1: an extra sense. It is all this matter of taking notice,
• 2:56:44
  Speaker 1: sharpened by continuous need, use and exercise to a high degree.
• 2:56:52
  Speaker 1: The mind will respond to the need if the person,
• 2:56:55
  Speaker 1: like the lady, just has to the laws of attention
• 2:57:00
  Speaker 1: and association will work. Wonders when actively called into play
• 2:57:04
  Speaker 1: by interest or need, followed by exercise and use. There
• 2:57:11
  Speaker 1: is no magic in the process. Just want to and
• 2:57:15
  Speaker 1: keep at it, that's all. Do you want to hard enough?
• 2:57:20
  Speaker 1: Have you the determination to keep at it? How to
• 2:57:24
  Speaker 1: remember numbers? The faculty of number, that is, the faculty
• 2:57:30
  Speaker 1: of knowing, recognizing, and remembering figures in the abstract and
• 2:57:35
  Speaker 1: in their relation to each other, differs very materially among
• 2:57:39
  Speaker 1: different individuals. To some figures and numbers are apprehended and
• 2:57:45
  Speaker 1: remembered with ease, while to others they possess no interest, attraction,
• 2:57:51
  Speaker 1: or affinity, and consequently are not apt to be remembered.
• 2:57:56
  Speaker 1: It is generally admitted by the best authorities that the
• 2:58:00
  Speaker 1: memorizing of dates, figures, numbers, etc. Is the most difficult
• 2:58:05
  Speaker 1: of any of the phases of memory, but all agree
• 2:58:08
  Speaker 1: that the faculty may be developed by practice and interest.
• 2:58:13
  Speaker 1: There have been instances of persons having this faculty of
• 2:58:17
  Speaker 1: the mind developed to a degree almost incredible, and other
• 2:58:21
  Speaker 1: instances of persons having started with an aversion to figures
• 2:58:25
  Speaker 1: and then developing an interest which resulted in their acquiring
• 2:58:29
  Speaker 1: a remarkable degree of proficiency. Along these lines, many of
• 2:58:34
  Speaker 1: the celebrated mathematicians and astronomers developed wonderful memories for figures.
• 2:58:41
  Speaker 1: Herschel is said to have been able to remember all
• 2:58:44
  Speaker 1: the details of intricate calculations in his astronomical computations, even
• 2:58:49
  Speaker 1: to the figures of the fractions. It is said that
• 2:58:53
  Speaker 1: he was able to perform the most intricate calculations mentally
• 2:58:57
  Speaker 1: without the use of pen or pencil, and then dictated
• 2:59:01
  Speaker 1: to his assistant the entire details of the process, including
• 2:59:05
  Speaker 1: the final results. Tycho Bras, the astronomer, also possessed a
• 2:59:12
  Speaker 1: similar memory. It is said that he rebelled at being
• 2:59:15
  Speaker 1: compelled to refer to the printed tables of square roots
• 2:59:19
  Speaker 1: and cube roots, and set to work to memorize the
• 2:59:22
  Speaker 1: entire set of tables, which almost incredible task be accomplished
• 2:59:27
  Speaker 1: in a half day. This required the memorizing of over
• 2:59:32
  Speaker 1: seventy five thousand figures and the relations to each other.
• 2:59:37
  Speaker 1: Euler the mathematician became blind in his old age, and
• 2:59:42
  Speaker 1: being unable to refer to his tables, memorized them. It
• 2:59:46
  Speaker 1: is said that he was able to repeat from recollection
• 2:59:49
  Speaker 1: the first six powers of all the numbers from one
• 2:59:53
  Speaker 1: to one hundred. Wallace the mathematician was a prodigy in
• 2:59:58
  Speaker 1: this respect. He is reported to have been able to
• 3:00:01
  Speaker 1: mentally extract the square root of a number to forty
• 3:00:05
  Speaker 1: decimal places, and on one occasion mentally extracted the cube
• 3:00:10
  Speaker 1: roote of a number consisting of thirty figures. Days is
• 3:00:15
  Speaker 1: said to have mentally multiplied two numbers of one hundred
• 3:00:18
  Speaker 1: figures each. A youth named Mongiemel was able to perform
• 3:00:24
  Speaker 1: the most remarkable feats in mental arithmetic. The reports showed
• 3:00:29
  Speaker 1: that upon a celebrated test before members of the French
• 3:00:32
  Speaker 1: Academy of Sciences, he was able to extract the cube
• 3:00:36
  Speaker 1: route of three million, seven hundred ninety six thousand, four
• 3:00:40
  Speaker 1: hundred and sixteen in thirty seconds, and the tenth route
• 3:00:45
  Speaker 1: of two hundred eighty two million, four hundred seventy five thousand,
• 3:00:50
  Speaker 1: two hundred eighty nine in three minutes. He also immediately
• 3:00:55
  Speaker 1: solved the following question put to him by Arago. What
• 3:01:00
  Speaker 1: number has the following proportion that if five times the
• 3:01:05
  Speaker 1: number be subtracted from the cube plus five times the
• 3:01:09
  Speaker 1: square of the number, and nine times the square of
• 3:01:12
  Speaker 1: the number be subtracted from that result, the remainder will
• 3:01:17
  Speaker 1: be zero. The answer five was given immediately without putting
• 3:01:23
  Speaker 1: down a figure on paper or board. It is related
• 3:01:28
  Speaker 1: that a cashier of a Chicago bank was able to
• 3:01:31
  Speaker 1: mentally restore the accounts of the bank which had been
• 3:01:35
  Speaker 1: destroyed in the great fire in that city, and his account,
• 3:01:38
  Speaker 1: which was accepted by the bank and the depositors, was
• 3:01:42
  Speaker 1: found to agree perfectly with the other memoranda. In the case,
• 3:01:46
  Speaker 1: the work performed by him being solely the work of
• 3:01:49
  Speaker 1: his memory. Bidder was able to tell instantly the number
• 3:01:54
  Speaker 1: of farthings in the sum of eight hundred and sixty
• 3:01:58
  Speaker 1: eight pounds forty two shillings one hundred and twenty one pence.
• 3:02:03
  Speaker 1: Buxton mentally calculated the number of cubicle eighths of an
• 3:02:07
  Speaker 1: inch there were in a quadrangular mass twenty three million,
• 3:02:12
  Speaker 1: one hundred and forty five thousand, seven hundred and eighty
• 3:02:15
  Speaker 1: nine yards long, two million, six hundred and forty two thousand,
• 3:02:20
  Speaker 1: seven hundred and thirty two yards wide, and fifty four thousand,
• 3:02:25
  Speaker 1: nine hundred and sixty five yards in thickness. He also
• 3:02:29
  Speaker 1: figured out mentally the dimensions of an irregular estate of
• 3:02:34
  Speaker 1: about one thousand acres, giving the contents in acres and perches,
• 3:02:39
  Speaker 1: then reducing them to square inches, and then reducing them
• 3:02:43
  Speaker 1: to square hair breadths, estimating two thousand, three hundred and
• 3:02:48
  Speaker 1: four to the square inch forty eight to each side.
• 3:02:53
  Speaker 1: The mathematical prodigy zero Coalburn was perhaps the most remarkable
• 3:02:59
  Speaker 1: of any of these remins re markable people. When a
• 3:03:02
  Speaker 1: mere child, he began to develop the most amazing qualities
• 3:03:06
  Speaker 1: of mind regarding figures. He was able to instantly make
• 3:03:11
  Speaker 1: the mental calculation of the exact number of seconds or
• 3:03:14
  Speaker 1: minutes there was in a given time. On one occasion,
• 3:03:19
  Speaker 1: he calculated the number of minutes and seconds contained in
• 3:03:23
  Speaker 1: forty eight years. The answer twenty five million, two hundred
• 3:03:28
  Speaker 1: and twenty eight thousand, eight hundred minutes and one billion,
• 3:03:33
  Speaker 1: five hundred and thirteen million, seven hundred and twenty eight
• 3:03:37
  Speaker 1: thousand seconds being given almost instantaneously. He could instantly multiply
• 3:03:44
  Speaker 1: any number of one to three figures by another number
• 3:03:48
  Speaker 1: consisting of the same number of figures, the factors of
• 3:03:52
  Speaker 1: any number consisting of six or seven figures, the square
• 3:03:56
  Speaker 1: and ce brutes, and the prime numbers of any numbers
• 3:04:00
  Speaker 1: given him. He mentally raised the number eight progressively to
• 3:04:06
  Speaker 1: its sixteenth power, the result being two hundred eighty one trillion,
• 3:04:12
  Speaker 1: four hundred and seventy four billion, nine hundred and seventy
• 3:04:16
  Speaker 1: six million, seven hundred and ten thousand, six hundred and
• 3:04:20
  Speaker 1: fifty six, and gave the square root of one hundred
• 3:04:25
  Speaker 1: six thousand, nine hundred twenty nine, which was five. He
• 3:04:30
  Speaker 1: mentally extracted the qube root of two hundred and sixty
• 3:04:34
  Speaker 1: eight million, three hundred and thirty six thousand, one hundred
• 3:04:38
  Speaker 1: and twenty five, and the squares of two hundred and
• 3:04:41
  Speaker 1: forty four million, nine hundred ninety nine thousand, seven hundred
• 3:04:46
  Speaker 1: and fifty five and one billion, two hundred and twenty
• 3:04:50
  Speaker 1: four million, nine hundred ninety eight thousand, seven hundred and
• 3:04:55
  Speaker 1: fifty five In five seconds, he calculated the q root
• 3:05:00
  Speaker 1: of four hundred and thirteen billion, nine hundred ninety three million,
• 3:05:06
  Speaker 1: three hundred and forty eight thousand, six hundred and seventy seven.
• 3:05:10
  Speaker 1: He found the factors of four billion, two hundred ninety
• 3:05:14
  Speaker 1: four million, nine hundred and sixty seven thousand, two hundred
• 3:05:19
  Speaker 1: ninety seven, which had previously been considered to be a
• 3:05:23
  Speaker 1: prime number. He mentally calculated the square of nine hundred
• 3:05:28
  Speaker 1: ninety nine thousand, nine hundred ninety nine, which is nine
• 3:05:33
  Speaker 1: hundred and ninety nine billion, nine hundred ninety eight million
• 3:05:37
  Speaker 1: and one, and then multiplied that number by forty nine,
• 3:05:42
  Speaker 1: and the product by the same number, and the whole
• 3:05:45
  Speaker 1: by twenty five, the latter as extra measure. The great
• 3:05:51
  Speaker 1: difficulty in remembering numbers to the majority of persons is
• 3:05:56
  Speaker 1: the fact that numbers do not mean anything to them.
• 3:05:59
  Speaker 1: That is, the numbers are thought of only in their
• 3:06:02
  Speaker 1: abstract phase and nature, and are consequently far more difficult
• 3:06:07
  Speaker 1: to remember than are the impressions received from the senses
• 3:06:11
  Speaker 1: of sight or sound. The remedy, however, becomes apparent when
• 3:06:16
  Speaker 1: we recognize the source of the difficulty. The remedy is
• 3:06:21
  Speaker 1: make the number the subject of sound and sight impressions.
• 3:06:26
  Speaker 1: Attach the abstract idea of the numbers to the sense
• 3:06:30
  Speaker 1: of impressions of sight or sound, or both, according to
• 3:06:34
  Speaker 1: which are the best developed. In your particular case, it
• 3:06:38
  Speaker 1: may be difficult for you to remember eighteen forty eight
• 3:06:42
  Speaker 1: as an abstract thing, but comparatively easy for you to
• 3:06:46
  Speaker 1: remember the sound of eighteen forty eight or the shape
• 3:06:51
  Speaker 1: and appearance of eighteen forty eight. If you will repeat
• 3:06:56
  Speaker 1: a number to yourself so that you grasp the sound
• 3:06:59
  Speaker 1: impress of it, or else visualize it so that you
• 3:07:03
  Speaker 1: can remember having seen it, then you will be far
• 3:07:06
  Speaker 1: more apt to remember it than if you merely think
• 3:07:08
  Speaker 1: of it without reference to sound or form. You may
• 3:07:13
  Speaker 1: forget that the number of a certain store or house
• 3:07:16
  Speaker 1: is thirty nine forty eight, but you may easily remember
• 3:07:20
  Speaker 1: the sound of the spoken words thirty nine forty eight,
• 3:07:25
  Speaker 1: or the form of thirty nine forty eight as it
• 3:07:28
  Speaker 1: appeared to your sight on the door of the place.
• 3:07:31
  Speaker 1: In the latter case, you associate the number with the door,
• 3:07:36
  Speaker 1: and when you visualize the door, you visualize the number K.
• 3:07:41
  Speaker 1: Speaking of visualization, or the reproduction of mental images of
• 3:07:46
  Speaker 1: things to be remembered, says those who have been distinguished
• 3:07:50
  Speaker 1: for their power to carry out long and intricate processes
• 3:07:54
  Speaker 1: of mental calculation, owe it to the same cause as
• 3:08:00
  Speaker 1: children accustomed to calculate in their heads write mentally with
• 3:08:05
  Speaker 1: chalk on an imaginary board the figures in question than
• 3:08:10
  Speaker 1: all their partial operations, than the final sum, so that
• 3:08:15
  Speaker 1: they see internally the different lines of white figures with
• 3:08:18
  Speaker 1: which they are concerned. Young Colburn, who had never been
• 3:08:23
  Speaker 1: at school and did not know how to read or write,
• 3:08:27
  Speaker 1: said that when making his calculations, he saw them clearly
• 3:08:31
  Speaker 1: before him. Another said that he saw the numbers he
• 3:08:35
  Speaker 1: was working with as if they had been written on
• 3:08:38
  Speaker 1: a slate. Bidder says, if I perform a sum mentally,
• 3:08:44
  Speaker 1: it always proceeds in a visible form in my mind. Indeed,
• 3:08:49
  Speaker 1: I can conceive of no other way possible of doing
• 3:08:52
  Speaker 1: mental arithmetic. We have known office boys who could never
• 3:08:56
  Speaker 1: remember the number of an address until it were distinctly
• 3:09:00
  Speaker 1: repeated to them several times. Then they memorize the sound
• 3:09:05
  Speaker 1: and never forgot it. Others forget the sounds or fail
• 3:09:10
  Speaker 1: to register them in the mind, but after once seeing
• 3:09:13
  Speaker 1: the number on the door of an office or store,
• 3:09:17
  Speaker 1: could repeat it at a moment's notice saying that they
• 3:09:20
  Speaker 1: mentally could see the figures on the door. You will find,
• 3:09:25
  Speaker 1: by a little questioning, that the majority of people remember
• 3:09:28
  Speaker 1: figures or numbers in this way, and that very few
• 3:09:32
  Speaker 1: can remember them as abstract things. For that matter, it
• 3:09:36
  Speaker 1: is difficult for the majority of persons to even think
• 3:09:39
  Speaker 1: of a number Abstractly, try it yourself and ascertain whether
• 3:09:45
  Speaker 1: you do not remember the number as either a sound
• 3:09:48
  Speaker 1: of words, or else as the mental image or visualization
• 3:09:52
  Speaker 1: of the form of the figures, And by the way,
• 3:09:57
  Speaker 1: whichever it happens to be sight or sound, that particular
• 3:10:01
  Speaker 1: kind of remembrance is your best way of remembering numbers,
• 3:10:06
  Speaker 1: and consequently gives you the lines upon which you should
• 3:10:09
  Speaker 1: proceed to develop this phase of memory. The law of
• 3:10:14
  Speaker 1: association may be used advantageously in memorizing numbers. For instance,
• 3:10:20
  Speaker 1: we know of a person who remembered the number one
• 3:10:23
  Speaker 1: hundred eighty six thousand, the number of miles per second
• 3:10:27
  Speaker 1: traveled by lightwaves in the ether, by associating it with
• 3:10:31
  Speaker 1: the number of his father's former place of business, one
• 3:10:35
  Speaker 1: eighty six. Another remembered his telephone number one eight seven
• 3:10:41
  Speaker 1: six by recalling the date of the declaration of independence,
• 3:10:46
  Speaker 1: another the number of states in the Union by associating
• 3:10:50
  Speaker 1: it with the last two figures of the number of
• 3:10:53
  Speaker 1: his place of business. But by far the better way
• 3:10:57
  Speaker 1: to memorize dates, special numbers connected with events, et cetera,
• 3:11:02
  Speaker 1: is to visualize the picture of the event with the
• 3:11:05
  Speaker 1: picture of the date or number, thus combining the two
• 3:11:09
  Speaker 1: things into a mental picture, the association of which will
• 3:11:13
  Speaker 1: be preserved when the picture is recalled. Verse of doggerel,
• 3:11:19
  Speaker 1: such as in fourteen hundred and ninety two Columbus sailed
• 3:11:23
  Speaker 1: the ocean blue, or in eighteen hundred and sixty one
• 3:11:28
  Speaker 1: our country civil war begun, et cetera, have their places
• 3:11:33
  Speaker 1: and uses, but it is far better to cultivate the
• 3:11:36
  Speaker 1: sight or sound of a number than to depend upon
• 3:11:40
  Speaker 1: cumbersome associative methods based on artificial links and pegs. Finally,
• 3:11:47
  Speaker 1: as we have said in the preceding chapters, before one
• 3:11:50
  Speaker 1: can develop a good memory of a subject, he must
• 3:11:54
  Speaker 1: first cultivate an interest in that subject. Therefore, if you
• 3:11:58
  Speaker 1: will keep your interest in figures alive by working out
• 3:12:02
  Speaker 1: a few problems in mathematics once in a while, you
• 3:12:06
  Speaker 1: will find that figures will begin to have a new
• 3:12:08
  Speaker 1: interest for you. A little elementary arithmetic used with interest
• 3:12:14
  Speaker 1: will do more to start you on the road to
• 3:12:17
  Speaker 1: how to remember numbers than a dozen textbooks on the subject.
• 3:12:22
  Speaker 1: In memory, the three rules are interest, attention, and exercise,
• 3:12:28
  Speaker 1: and the last is the most important, for without it
• 3:12:32
  Speaker 1: the others fail. You will be surprised to see how
• 3:12:37
  Speaker 1: many interesting things there are in figures. As you proceed
• 3:12:41
  Speaker 1: the task of going over the elementary arithmetic will not
• 3:12:44
  Speaker 1: be nearly so dry as when you were a child.
• 3:12:49
  Speaker 1: You will uncover all sorts of queer things in relation
• 3:12:52
  Speaker 1: to numbers. Just as a sample, let us call your
• 3:12:56
  Speaker 1: attention to a few. Take the figure one and place
• 3:13:01
  Speaker 1: behind it a number of knots.
• 3:13:04
  Speaker 2: Thus one zero zero zero zero zero zero zero zero
• 3:13:09
  Speaker 2: zero zero zero zero as many knots or ciphers as
• 3:13:14
  Speaker 2: you wish. Then divide the number by the figure seven.
• 3:13:20
  Speaker 2: You will find that the result is always this one
• 3:13:23
  Speaker 2: forty two, eight fifty seven, then another one forty two,
• 3:13:28
  Speaker 2: eight fifty seven, and so on to infinity. If you
• 3:13:32
  Speaker 2: wish to carry the calculation that far, these six figures
• 3:13:37
  Speaker 2: will be repeated.
• 3:13:38
  Speaker 1: Over and over again. Then multiply this one, four, two, eight,
• 3:13:44
  Speaker 1: five seven by the figure seven, and your product will
• 3:13:48
  Speaker 1: be all nines. Then take any number and set it down,
• 3:13:54
  Speaker 1: placing beneath it a reversal of itself, and subtract the
• 3:13:58
  Speaker 1: latter from the former. Thus one one, seven, seven, six,
• 3:14:03
  Speaker 1: one nine oh nine minus nine zero nine one six,
• 3:14:09
  Speaker 1: seven seven one equals two six, eight, four, five, one
• 3:14:15
  Speaker 1: three eight, and you will find that the result will
• 3:14:19
  Speaker 1: always reduce to nine and is always a multiple of nine.
• 3:14:24
  Speaker 1: Take any number composed of two or more figures and
• 3:14:28
  Speaker 1: subtract from it the added sum of its separate figures,
• 3:14:32
  Speaker 1: and the result is always a multiple of nine. Thus
• 3:14:36
  Speaker 1: one eighty four minus one plus eight plus four equals
• 3:14:42
  Speaker 1: thirteen equals one seventy one divided by nine equals nineteen.
• 3:14:50
  Speaker 1: We mention these familiar examples merely to remind you that
• 3:14:54
  Speaker 1: there is much more of interest in mere figures than
• 3:14:57
  Speaker 1: many would suppose. If you can arouse your interest in them,
• 3:15:02
  Speaker 1: then you will be well started on the road to
• 3:15:04
  Speaker 1: the memorizing of numbers. Let figures and numbers mean something
• 3:15:09
  Speaker 1: to you, and the rest will be merely a matter
• 3:15:12
  Speaker 1: of detail. How to remember music, Like all of the
• 3:15:19
  Speaker 1: other faculties of the mind, that of music or tune
• 3:15:23
  Speaker 1: is manifested in varying degrees by different individuals. To some,
• 3:15:29
  Speaker 1: music seems to be almost instinctively grasped, while to others
• 3:15:33
  Speaker 1: it is acquired only by great effort and much labor.
• 3:15:38
  Speaker 1: To some, harmony is natural and in harmony a matter
• 3:15:42
  Speaker 1: of repulsion, while others fail to recognize the difference between
• 3:15:47
  Speaker 1: the two. Except in extreme cases. Some seem to be
• 3:15:51
  Speaker 1: the very soul of music, while others have no conception
• 3:15:55
  Speaker 1: of what the soul of music may be. Then there
• 3:15:59
  Speaker 1: is manifest test the different phases of the knowledge of music.
• 3:16:03
  Speaker 1: Some play correctly by ear, but are clumsy and inefficient
• 3:16:07
  Speaker 1: when it comes to playing by note. Others play very
• 3:16:12
  Speaker 1: correctly in a mechanical manner, but fail to retain the
• 3:16:15
  Speaker 1: memory of music which they have heard. It is indeed
• 3:16:19
  Speaker 1: a good musician who combines within himself or herself both
• 3:16:24
  Speaker 1: of the two last mentioned faculties, the ear perception of
• 3:16:28
  Speaker 1: music and the ability to execute correctly from notes. There
• 3:16:33
  Speaker 1: are many cases of record in which extraordinary powers of
• 3:16:36
  Speaker 1: memory of music have been manifested. Fuller relates the following
• 3:16:41
  Speaker 1: instances of this particular phase of memory. Carolyn, the greatest
• 3:16:46
  Speaker 1: of Irish bards, once met a noted musician and challenged
• 3:16:51
  Speaker 1: him to a test of their respective musical abilities. The
• 3:16:55
  Speaker 1: DeFi was accepted, and Carolyn's rival played on his vile
• 3:17:00
  Speaker 1: in one of Vivaldi's most difficult concertos. On the conclusion
• 3:17:05
  Speaker 1: of the performance, Carolin, who had never heard the piece before,
• 3:17:10
  Speaker 1: took his harp and played the concerto through from beginning
• 3:17:14
  Speaker 1: to end without making a single error. His rival thereupon
• 3:17:19
  Speaker 1: yielded the palm, thoroughly satisfied of Caroline's superiority. As well
• 3:17:25
  Speaker 1: he might be. Beethoven could retain in his memory any
• 3:17:30
  Speaker 1: musical composition, however complex, that he had listened to, and
• 3:17:35
  Speaker 1: could reproduce most of it. He could play from memory
• 3:17:39
  Speaker 1: every one of the compositions in Bach's well tempered Clavichord,
• 3:17:44
  Speaker 1: there being forty eight preludes and the same number of figures, which,
• 3:17:49
  Speaker 1: in intricacy of movement and difficulty of execution, are almost unexampled,
• 3:17:55
  Speaker 1: as each of these compositions is written in the most
• 3:17:58
  Speaker 1: abstruse style of counterpoint. Mozart, at four years of age,
• 3:18:05
  Speaker 1: could remember note for note elaborate solos and concertos which
• 3:18:09
  Speaker 1: he had heard. He could learn a minuet in half
• 3:18:13
  Speaker 1: an hour and even composed short pieces at that early age.
• 3:18:18
  Speaker 1: At six, he was able to compose without the aid
• 3:18:21
  Speaker 1: of an instrument, and continued to advance rapidly in musical
• 3:18:25
  Speaker 1: memory and knowledge. When fourteen years old, he went to Rome.
• 3:18:31
  Speaker 1: In Holy Week at the Sistine Chapel, was performed each
• 3:18:35
  Speaker 1: day Allegre's Miserare, the score of which Mozart wished to obtain,
• 3:18:42
  Speaker 1: but he learned that no copies were allowed to be made.
• 3:18:46
  Speaker 1: He listened attentively to the performance, at the conclusion of
• 3:18:50
  Speaker 1: which he wrote the whole score from memory without an error.
• 3:18:55
  Speaker 1: Another time, Mozart was engaged to contribute an original composition
• 3:19:00
  Speaker 1: to be formed by a noted violinist and himself at
• 3:19:03
  Speaker 1: Vienna before the Emperor Joseph. On arriving at the appointed place,
• 3:19:09
  Speaker 1: Mozart discovered that he had forgotten to bring his part.
• 3:19:14
  Speaker 1: Nothing dismayed, he placed a blank sheet of paper before
• 3:19:18
  Speaker 1: him and played his part through from memory without a mistake.
• 3:19:24
  Speaker 1: When the opera of Don Giovanni was first performed, there
• 3:19:28
  Speaker 1: was no time to copy the score for the harpsichord,
• 3:19:32
  Speaker 1: but Mozart was equal to the occasion. He conducted the
• 3:19:36
  Speaker 1: entire opera and played the harpsichord accompaniment to the songs
• 3:19:40
  Speaker 1: and choruses without a note before him. There are many
• 3:19:45
  Speaker 1: well attested instances of Mendelssohn's remarkable musical memory. He once
• 3:19:51
  Speaker 1: gave a grand concert in London, at which his overture
• 3:19:55
  Speaker 1: to Midsummer Night's Dream was produced. There was only one
• 3:20:00
  Speaker 1: copy of the full score, which was taken charge of
• 3:20:04
  Speaker 1: by the organist of Saint Paul's Cathedral, who unfortunately left
• 3:20:08
  Speaker 1: it in a Hackney coach, whereupon Mendelssohn wrote out another
• 3:20:13
  Speaker 1: score from memory without an error. At another time, when
• 3:20:18
  Speaker 1: about to direct a public performance of Bach's Passion Music,
• 3:20:23
  Speaker 1: he found, on mounting the conductor's platform that instead of
• 3:20:27
  Speaker 1: the score of the work to be performed, that of
• 3:20:30
  Speaker 1: another composition had been brought by mistake. Without hesitation, Mendelssohn
• 3:20:36
  Speaker 1: successfully conducted this complicated work from memory, automatically turning over
• 3:20:42
  Speaker 1: leaf after leaf of the score before him as the
• 3:20:45
  Speaker 1: performance progressed, so that no feeling of uneasiness might enter
• 3:20:50
  Speaker 1: the minds of the orchestra and singers. Gotschalk, it is said,
• 3:20:55
  Speaker 1: could play for memory several thousand compositions, including many of
• 3:21:01
  Speaker 1: the works of Bach. The noted conductor Vanessi rarely has
• 3:21:07
  Speaker 1: the score before him in conducting an opera. Knowing every
• 3:21:10
  Speaker 1: note of many operas from memory, it will be seen
• 3:21:15
  Speaker 1: that two phases of memory must enter into the memory
• 3:21:18
  Speaker 1: of music, the memory of tune and the memory of
• 3:21:22
  Speaker 1: the notes. The memory of tune, of course, falls into
• 3:21:27
  Speaker 1: the class of ear impressions, and what has been said
• 3:21:30
  Speaker 1: regarding them is also applicable to this case. The memory
• 3:21:35
  Speaker 1: of notes falls into the classification of eye impressions, and
• 3:21:40
  Speaker 1: the rules of this class of memory applies in this case.
• 3:21:45
  Speaker 1: As to the cultivation of the memory of tune, the
• 3:21:48
  Speaker 1: principal advice to be given is that the student take
• 3:21:52
  Speaker 1: an active interest in all that pertains to the sound
• 3:21:55
  Speaker 1: of music, and also takes every opportunity for listening to
• 3:21:59
  Speaker 1: goodness music and endeavoring to reproduce it in the imagination
• 3:22:04
  Speaker 1: or memory. Endeavor to enter into the spirit of the
• 3:22:08
  Speaker 1: music until it becomes a part of yourself. Rest not
• 3:22:13
  Speaker 1: content with merely hearing it, but lend yourself to a
• 3:22:16
  Speaker 1: feeling of its meaning. The more the music means to you,
• 3:22:22
  Speaker 1: the more easily you will remember it. The plan followed
• 3:22:26
  Speaker 1: by many students, particularly those of vocal music is to
• 3:22:31
  Speaker 1: have a few bars of a piece played over to
• 3:22:33
  Speaker 1: them several times until they are able to hum it correctly.
• 3:22:38
  Speaker 1: Then a few more are added, and then a few more,
• 3:22:42
  Speaker 1: and so on. Each edition must be reviewed in connection
• 3:22:46
  Speaker 1: with that which was learned before, so that the chain
• 3:22:50
  Speaker 1: of association may be kept unbroken. The principle is the
• 3:22:55
  Speaker 1: same as the child learning his ABC, he remembers B
• 3:23:00
  Speaker 1: because it follows a. By this constant edition of just
• 3:23:05
  Speaker 1: a little bit more, accompanied by frequent reviews, long and
• 3:23:09
  Speaker 1: difficult pieces may be memorized. The memory of notes may
• 3:23:15
  Speaker 1: be developed by the method above named the method of
• 3:23:19
  Speaker 1: learning a few bars well, and then adding a few more,
• 3:23:23
  Speaker 1: and frequently reviewing as far as you have learned, forging
• 3:23:28
  Speaker 1: the lengths of association as you go along by frequent practice,
• 3:23:33
  Speaker 1: the method being entirely that of eye impression, and subject
• 3:23:37
  Speaker 1: to its rules. You must observe the idea of visualization,
• 3:23:43
  Speaker 1: that is, learning each bar until you can see it
• 3:23:46
  Speaker 1: in your mind's eye as you proceed. But in this,
• 3:23:51
  Speaker 1: as in many other I impressions, you will find that
• 3:23:55
  Speaker 1: you will be greatly aided by your memory of the
• 3:23:57
  Speaker 1: sound of the notes, in addition to their appearance try
• 3:24:02
  Speaker 1: to associate the two as much as possible, so that
• 3:24:05
  Speaker 1: when you see a note, you will hear the sound
• 3:24:08
  Speaker 1: of it, and when you hear a note sounded, you
• 3:24:12
  Speaker 1: will see it as it appears on the score. This
• 3:24:16
  Speaker 1: combining of the impressions of both side and sound will
• 3:24:20
  Speaker 1: give you the benefit of the double sense impression, which
• 3:24:24
  Speaker 1: results in doubling your memory efficiency. In addition to visualizing
• 3:24:29
  Speaker 1: the notes themselves, the student should add the appearance of
• 3:24:33
  Speaker 1: the various symbols denoting the key, the time, the movement, expression,
• 3:24:39
  Speaker 1: et cetera, so that he may hum the air from
• 3:24:42
  Speaker 1: the visualized notes with expression and with correct interpretation. Changes
• 3:24:49
  Speaker 1: of key, time, or movement should be carefully noted in
• 3:24:53
  Speaker 1: the memorization of the notes. Memorize the feeling of that
• 3:24:57
  Speaker 1: particular portion of the score, that you may not only
• 3:25:01
  Speaker 1: see and hear it, but also feel that which you
• 3:25:04
  Speaker 1: are recalling. We would advise the student to practice memorizing
• 3:25:10
  Speaker 1: simple songs at first for various reasons. One of these
• 3:25:15
  Speaker 1: reasons is that these songs lend themselves readily to memorizing,
• 3:25:20
  Speaker 1: and the chain of easy association is usually maintained throughout
• 3:25:25
  Speaker 1: in this phase of memory. As in all others. We
• 3:25:29
  Speaker 1: add the advice to take interest, bestow attention, and practice
• 3:25:35
  Speaker 1: and exercise as often as possible. You may have tired
• 3:25:40
  Speaker 1: of these words, but they constitute the main principles of
• 3:25:44
  Speaker 1: the development of a retentive memory. Things must be impressed
• 3:25:49
  Speaker 1: upon the memory before they may be recalled. This should
• 3:25:54
  Speaker 1: be remembered in every consideration of the subject. How to
• 3:25:58
  Speaker 1: remember occurrence, The phase of memory which manifests in the
• 3:26:04
  Speaker 1: recording of and recollection of the occurrences and details of
• 3:26:09
  Speaker 1: one's everyday life, is far more important than would appear
• 3:26:13
  Speaker 1: at first thought. The average person is under the impression
• 3:26:17
  Speaker 1: that he remembers very well the occurrences of his everyday business, professional,
• 3:26:23
  Speaker 1: or social life, and is apt to be surprised to
• 3:26:26
  Speaker 1: have it suggested to him that he really remembers but
• 3:26:29
  Speaker 1: very little of what happens to him during his waking hours.
• 3:26:34
  Speaker 1: In order to prove how very little of this kind
• 3:26:37
  Speaker 1: is really remembered, let each student lay down this book
• 3:26:41
  Speaker 1: at this place, and, then, quieting his mind, let him
• 3:26:45
  Speaker 1: endeavor to recall the incidents of the same day of
• 3:26:49
  Speaker 1: the preceding week. He will be surprised to see how
• 3:26:53
  Speaker 1: very little of what happened on that day he is
• 3:26:55
  Speaker 1: really capable of recollecting, then let him try the same
• 3:27:00
  Speaker 1: experiment with the occurrences of yesterday. This result will also
• 3:27:05
  Speaker 1: excite surprise. It is true that if he is reminded
• 3:27:10
  Speaker 1: of some particular occurrence, he will recall it more or
• 3:27:13
  Speaker 1: less distinctly, but beyond that he will remember nothing. Let
• 3:27:19
  Speaker 1: him imagine himself called upon to testify in court regarding
• 3:27:23
  Speaker 1: the happenings of the previous day or the day of
• 3:27:27
  Speaker 1: the week before, and he will realize his position. The
• 3:27:32
  Speaker 1: reason for his failure to easily remember the events referred
• 3:27:36
  Speaker 1: to is to be found in the fact that he
• 3:27:38
  Speaker 1: made no effort at the time to impress these happenings
• 3:27:42
  Speaker 1: upon his subconscious mentality. He allowed them to pass from
• 3:27:47
  Speaker 1: his attention like the proverbial water from the duck's back.
• 3:27:52
  Speaker 1: He did not wish to be bothered with the recollection
• 3:27:54
  Speaker 1: of trifles, and in endeavoring to escape from them, he
• 3:27:58
  Speaker 1: made the mistake of fail failing to store them away.
• 3:28:02
  Speaker 1: There is a vast difference between dwelling on the past
• 3:28:06
  Speaker 1: and storing away past records for possible future reference. To
• 3:28:11
  Speaker 1: allow the records of each day to be destroyed is
• 3:28:15
  Speaker 1: like tearing up the important business papers in an office
• 3:28:19
  Speaker 1: in order to avoid giving them a little space in
• 3:28:22
  Speaker 1: the files. It is not advisable to expend much mental
• 3:28:27
  Speaker 1: effort in fastening each important detail of the day upon
• 3:28:30
  Speaker 1: the mind as it occurs. But there is an easier
• 3:28:34
  Speaker 1: way that will accomplish the purpose, if one will but
• 3:28:37
  Speaker 1: take a little trouble In that direction. We refer to
• 3:28:41
  Speaker 1: the practice of reviewing the occurrences of each day after
• 3:28:46
  Speaker 1: the active work of the day is over. If you
• 3:28:49
  Speaker 1: will give to the occurrences of each day a mental
• 3:28:52
  Speaker 1: review in the evening, you will find that the act
• 3:28:56
  Speaker 1: of reviewing will employ the attention to such an extent
• 3:29:00
  Speaker 1: as to register the happenings in such a manner that
• 3:29:03
  Speaker 1: they will be available if ever needed thereafter. It is
• 3:29:07
  Speaker 1: akin to the filing of the business papers of the
• 3:29:10
  Speaker 1: day for possible future reference. Besides this advantage, these reviews
• 3:29:17
  Speaker 1: will serve you well as a reminder of many little
• 3:29:20
  Speaker 1: things of immediate importance which have escaped your recollection by
• 3:29:24
  Speaker 1: reason of something that followed them. In the field of attention.
• 3:29:28
  Speaker 1: You will find that a little practice will enable you
• 3:29:31
  Speaker 1: to review the events of the day in a very
• 3:29:34
  Speaker 1: short space of time. With a surprising degree of accuracy
• 3:29:38
  Speaker 1: of detail. It seems that the mind will readily respond
• 3:29:43
  Speaker 1: to this demand upon it. The process appears to be
• 3:29:47
  Speaker 1: akin to a mental digestion, or rather a mental rumination,
• 3:29:53
  Speaker 1: similar to that of the cow when it choos the
• 3:29:56
  Speaker 1: cud that it has previously gathered. The thing is largely
• 3:30:01
  Speaker 1: a knack, easily acquired by a little practice. It will
• 3:30:05
  Speaker 1: pay you for the little trouble and time that you
• 3:30:08
  Speaker 1: expend upon it. As we have said, not only do
• 3:30:13
  Speaker 1: you gain the advantage of storing away these records of
• 3:30:16
  Speaker 1: the day for future use, but you also have your
• 3:30:20
  Speaker 1: attention called to many important details that have escaped you,
• 3:30:24
  Speaker 1: and you will find that many ideas of importance will
• 3:30:27
  Speaker 1: come to you in your moments of leisure rumination. Let
• 3:30:32
  Speaker 1: this work be done in the evening when you feel
• 3:30:35
  Speaker 1: at ease, but do not do it after you retire.
• 3:30:39
  Speaker 1: The bed is made for sleep, not for thinking. You
• 3:30:44
  Speaker 1: will find that the subconsciousness will awaken to the fact
• 3:30:47
  Speaker 1: that it will be called upon later for the records
• 3:30:50
  Speaker 1: of the day, and will accordingly take notice of what happens.
• 3:30:55
  Speaker 1: In a far more diligent and faithful manner. Consciousness responds
• 3:31:01
  Speaker 1: to a call made upon it in an astonishing manner.
• 3:31:04
  Speaker 1: When it once understands just what is required of it,
• 3:31:09
  Speaker 1: you will see that much of the virtue of the
• 3:31:11
  Speaker 1: plan recommended consists in the fact that in the review
• 3:31:16
  Speaker 1: there is an employment of the attention in a manner
• 3:31:18
  Speaker 1: impossible during the haste and rush of the day's work.
• 3:31:23
  Speaker 1: The faint impressions are brought out for examination, and the
• 3:31:27
  Speaker 1: attention of the examination and review greatly deepen the impression
• 3:31:32
  Speaker 1: in each case, so that it may be reproduced thereafter
• 3:31:38
  Speaker 1: in a sentence. It is the deepening of the faint
• 3:31:41
  Speaker 1: impressions of the day. Thurlow Weed, a well known politician
• 3:31:48
  Speaker 1: of the last century, testifies to the efficacy of the
• 3:31:51
  Speaker 1: above mentioned method in his memoirs. His plan was slightly
• 3:31:58
  Speaker 1: different from that mentioned by us, but you will at
• 3:32:01
  Speaker 1: once see that it involves the same principles, the same psychology.
• 3:32:07
  Speaker 1: Mister Weed says, some of my friends used to think
• 3:32:11
  Speaker 1: that I was cut out for a politician, But I
• 3:32:14
  Speaker 1: saw at once a fatal weakness. My memory was a sieve.
• 3:32:20
  Speaker 1: I could remember nothing, dates, names, appointments, faces. Everything escaped me.
• 3:32:28
  Speaker 1: I said to my wife Catherine, I shall never make
• 3:32:32
  Speaker 1: a successful politician. For I cannot remember, and that is
• 3:32:36
  Speaker 1: a prime necessity of politicians. A politician who sees a
• 3:32:41
  Speaker 1: man once should remember him forever. My wife told me
• 3:32:46
  Speaker 1: that I must train my memory. So when I came
• 3:32:50
  Speaker 1: home that night, I sat down alone and spent fifteen
• 3:32:55
  Speaker 1: minutes trying silently to recall with accuracy the principal events
• 3:33:00
  Speaker 1: of the day. I could remember, but little at first.
• 3:33:05
  Speaker 1: Now I remember that I could not then recall what
• 3:33:08
  Speaker 1: I had for breakfast. After a few days practice, I
• 3:33:13
  Speaker 1: found I could recall more. Events came back to me
• 3:33:17
  Speaker 1: more minutely, more accurately, and more vividly than at first.
• 3:33:23
  Speaker 1: After a fortnight or so of this, Catherine said, why
• 3:33:27
  Speaker 1: don't you relate to me the events of the day
• 3:33:30
  Speaker 1: instead of recalling them to yourself. It would be interesting,
• 3:33:34
  Speaker 1: and my interest in it would be a stimulus to you.
• 3:33:38
  Speaker 1: Having great respect for my wife's opinion, I began a
• 3:33:42
  Speaker 1: habit of oral confession, as it were, which was continued
• 3:33:47
  Speaker 1: for almost fifty years. Every night, the last thing before retiring,
• 3:33:54
  Speaker 1: I told her everything I could remember that had happened
• 3:33:57
  Speaker 1: to me or about me during the day. I generally
• 3:34:02
  Speaker 1: recalled the very dishes I had for breakfast, dinner and tea,
• 3:34:07
  Speaker 1: the people I had seen and what they had said,
• 3:34:10
  Speaker 1: the editorials I had written for my paper, giving her
• 3:34:14
  Speaker 1: a brief abstract of them. I mentioned all the letters
• 3:34:18
  Speaker 1: I had seen and received, and the very language used
• 3:34:23
  Speaker 1: as nearly as possible when I had walked or ridden.
• 3:34:27
  Speaker 1: I told her everything that had come within my observation.
• 3:34:32
  Speaker 1: I found that I could say my lesson better and
• 3:34:35
  Speaker 1: better every year, and instead of the practice growing irksome,
• 3:34:40
  Speaker 1: it became a pleasure to go over again the events
• 3:34:43
  Speaker 1: of the day. I am indebted to this discipline for
• 3:34:48
  Speaker 1: a memory of unusual tenacity, and I recommend the practice
• 3:34:52
  Speaker 1: to all who wished to store up facts or expect
• 3:34:56
  Speaker 1: to have much to do with influencing men. The careful student,
• 3:35:01
  Speaker 1: after reading these words of thurlow Weed, will see that
• 3:35:05
  Speaker 1: in them he has not only given a method of
• 3:35:08
  Speaker 1: recalling the particular class of occurrences mentioned in this lesson,
• 3:35:13
  Speaker 1: but has also pointed out a way whereby the entire
• 3:35:16
  Speaker 1: field of memory may be trained and developed. The habit
• 3:35:21
  Speaker 1: of reviewing and telling the things that one perceives, does,
• 3:35:25
  Speaker 1: and thinks during the day naturally sharpens the powers of
• 3:35:29
  Speaker 1: future observation. Attention, and perception. If you are witnessing a
• 3:35:35
  Speaker 1: thing which you know that you will be called upon
• 3:35:38
  Speaker 1: to describe to another person, you will instinctively apply your
• 3:35:42
  Speaker 1: attention to it. The knowledge that you will be called
• 3:35:46
  Speaker 1: upon for a description of a thing will give the
• 3:35:49
  Speaker 1: zest of interest or necessity to it which may be lacking. Otherwise,
• 3:35:55
  Speaker 1: if you will sense things with the knowledge that you
• 3:35:58
  Speaker 1: will be called upon to tell of them later on,
• 3:36:01
  Speaker 1: you will give the interest and attention that go to
• 3:36:03
  Speaker 1: make sharp, clear and deep impressions on the memory. In
• 3:36:09
  Speaker 1: this case, the seeing and hearing has a meaning to
• 3:36:13
  Speaker 1: you and a purpose. In addition to this, the work
• 3:36:17
  Speaker 1: of review establishes a desirable habit of mind. If you
• 3:36:22
  Speaker 1: don't care to relate the occurrences to another person, learn
• 3:36:26
  Speaker 1: to tell them to yourself in the evening play the
• 3:36:30
  Speaker 1: part yourself. There is a valuable secret of memory embedded
• 3:36:35
  Speaker 1: in this chapter, if you are wise enough to apply it,
• 3:36:40
  Speaker 1: how to remember facts. In speaking of this phase of memory,
• 3:36:46
  Speaker 1: we use the word fact in the sense of an
• 3:36:49
  Speaker 1: ascertained item of knowledge, rather than in the sense of
• 3:36:53
  Speaker 1: a happening, etc. In this sense, the memory of facts
• 3:36:59
  Speaker 1: is the ability to store away and recollect items of
• 3:37:03
  Speaker 1: knowledge bearing upon some particular thing under consideration. If we
• 3:37:09
  Speaker 1: are considering the subject of horse, the facts that we
• 3:37:13
  Speaker 1: wish to remember are the various items of information and
• 3:37:17
  Speaker 1: knowledge regarding the horse that we have acquired during our experience,
• 3:37:22
  Speaker 1: facts that we have seen, heard, or read regarding the
• 3:37:27
  Speaker 1: animal in question, and to that which concerns it. We
• 3:37:31
  Speaker 1: are continually acquiring items of information regarding all kinds of subjects,
• 3:37:37
  Speaker 1: and yet when we wish to collect them, we often
• 3:37:40
  Speaker 1: find the task rather difficult, even though the original impressions
• 3:37:44
  Speaker 1: were quite clear. The difficulty is largely due to the
• 3:37:49
  Speaker 1: fact that the various facts are associated in our minds
• 3:37:53
  Speaker 1: only by contiguity in time or place, or both, the
• 3:37:58
  Speaker 1: associations of relation being lacking. In other words, we have
• 3:38:03
  Speaker 1: not properly classified and indexed our bits of information, and
• 3:38:08
  Speaker 1: do not know where to begin to search for them.
• 3:38:11
  Speaker 1: It is like the confusion of the businessman who kept
• 3:38:15
  Speaker 1: all his papers in a barrel without index or order.
• 3:38:20
  Speaker 1: He knew that they were all there, but he had
• 3:38:23
  Speaker 1: hard work to find any one of them when it
• 3:38:25
  Speaker 1: was required. Or we are like the compositor whose type
• 3:38:30
  Speaker 1: has become pied and then thrown into a big box
• 3:38:35
  Speaker 1: when he attempts to set up a book page, he
• 3:38:38
  Speaker 1: will find it very difficult, if not impossible, whereas if
• 3:38:42
  Speaker 1: each letter were in its proper box, he would set
• 3:38:46
  Speaker 1: up the page in a short time. This matter of
• 3:38:50
  Speaker 1: association by relation is one of the most important things
• 3:38:54
  Speaker 1: in the whole subject of thought, and the degree of
• 3:38:57
  Speaker 1: correct and deficient thinking depends materially upon it. It does
• 3:39:03
  Speaker 1: not suffice us to merely know a thing. We must
• 3:39:07
  Speaker 1: know where to find it when we want it. As
• 3:39:10
  Speaker 1: old Judge Sharswood of Pennsylvania once said, it is not
• 3:39:15
  Speaker 1: so much to know the law as to know where
• 3:39:18
  Speaker 1: to find it. Kay says over the associations formed by
• 3:39:24
  Speaker 1: contiguity in time or space, we have but little control.
• 3:39:29
  Speaker 1: They are, in a manner accidental, depending upon the order
• 3:39:33
  Speaker 1: in which the objects present themselves to the mind. On
• 3:39:37
  Speaker 1: the other hand, association by similarity is largely put in
• 3:39:42
  Speaker 1: our own power, for we, in a measure, select those
• 3:39:47
  Speaker 1: objects that are to be associated and bring them together
• 3:39:51
  Speaker 1: in the mind. We must be careful, however, only to
• 3:39:56
  Speaker 1: associate together such things as we wish to be associated together,
• 3:40:00
  Speaker 1: and to recall each other. And the associations we form
• 3:40:05
  Speaker 1: should be based on fundamental and essential, and not upon
• 3:40:09
  Speaker 1: mere superficial or casual resemblances. When things are associated by
• 3:40:15
  Speaker 1: their accidental and not by their essential qualities, by their
• 3:40:20
  Speaker 1: superficial and not by their fundamental relations, they will not
• 3:40:25
  Speaker 1: be available when wanted and will be of little real use.
• 3:40:30
  Speaker 1: When we associate what is new with what most nearly
• 3:40:34
  Speaker 1: resembles it in the mind already we give it its
• 3:40:37
  Speaker 1: proper place in our fabric of thought by means of association.
• 3:40:43
  Speaker 1: By similarity, we tie up our ideas, as it were,
• 3:40:47
  Speaker 1: in separate bundles. And it is of the utmost importance
• 3:40:51
  Speaker 1: that all the ideas that most nearly resemble each other
• 3:40:55
  Speaker 1: be in one bundle. The best way to acquire correct
• 3:40:59
  Speaker 1: as associations, and many of them, for a separate fact
• 3:41:04
  Speaker 1: that you wish to store away so that it may
• 3:41:07
  Speaker 1: be recollected when needed some useful bit of information or
• 3:41:11
  Speaker 1: interesting bit of knowledge that may come in handy later on,
• 3:41:16
  Speaker 1: is to analyze it and its relations. This may be
• 3:41:20
  Speaker 1: done by asking yourself questions about it, each thing that
• 3:41:25
  Speaker 1: you associated with in your answers being just one additional
• 3:41:29
  Speaker 1: cross index, whereby you may find it readily when you
• 3:41:33
  Speaker 1: want it. As Kay says, the principle of asking questions
• 3:41:39
  Speaker 1: and obtaining answers to them may be said to characterize
• 3:41:43
  Speaker 1: all intellectual effort. This is the method by which Socrates
• 3:41:47
  Speaker 1: and Plato drew out the knowledge of their pupils, filling
• 3:41:51
  Speaker 1: in the gaps and attaching new facts to those already known.
• 3:41:56
  Speaker 1: When you wish to so consider a fact, ask yourself
• 3:42:00
  Speaker 1: the following questions about it. One where did it come
• 3:42:05
  Speaker 1: from or originate? Two? What caused it? Three? What history
• 3:42:12
  Speaker 1: or record has it? Four? What are its attributes, qualities,
• 3:42:17
  Speaker 1: and characteristics? Five? What things can I most readily associate
• 3:42:23
  Speaker 1: with it? What is it like? Six? What is it
• 3:42:28
  Speaker 1: good for? How may it be used? What can I
• 3:42:32
  Speaker 1: do with it? Seven? What does it prove? What can
• 3:42:36
  Speaker 1: be deduced from it? Eight? What are its natural results?
• 3:42:42
  Speaker 1: What happens because of it? Nine? What is its future?
• 3:42:47
  Speaker 1: And its natural or probable end or finish? Ten? What
• 3:42:53
  Speaker 1: do I think of it on the whole? What are
• 3:42:56
  Speaker 1: my general impressions regarding it? Eleven? What do I know
• 3:43:01
  Speaker 1: about it in the way of general information? Twelve? What
• 3:43:07
  Speaker 1: have I heard about it? And from whom? And when?
• 3:43:11
  Speaker 1: If you will take the trouble to put any fact
• 3:43:14
  Speaker 1: through the above rigid examination, you will not only attach
• 3:43:18
  Speaker 1: it to hundreds of convenient and familiar other facts so
• 3:43:22
  Speaker 1: that you will remember it readily upon occasion, but you
• 3:43:26
  Speaker 1: will also create a new subject of general information in
• 3:43:29
  Speaker 1: your mind, of which this particular fact will be the
• 3:43:33
  Speaker 1: central thought. Similar systems of analysis have been published and
• 3:43:38
  Speaker 1: sold by various teachers at high prices, and many men
• 3:43:43
  Speaker 1: have considered that the results justified the expenditure. So do
• 3:43:47
  Speaker 1: not pass it by lightly. The more other facts that
• 3:43:52
  Speaker 1: you manage to associate with any one fact, the more
• 3:43:55
  Speaker 1: pegs will you have to hang your facts upon. The
• 3:43:59
  Speaker 1: more loose ends will you have whereby to pull that
• 3:44:02
  Speaker 1: fact into the field of consciousness. The more cross indexes
• 3:44:07
  Speaker 1: will you have whereby you may run down the fact
• 3:44:10
  Speaker 1: when you need it. The more associations you attached to
• 3:44:14
  Speaker 1: a fact, the more meaning does that fact have for you,
• 3:44:19
  Speaker 1: and the more interest will be created regarding it in
• 3:44:22
  Speaker 1: your mind. Moreover, by so doing, you make very probable
• 3:44:27
  Speaker 1: the automatic or involuntary recollection of that fact when you
• 3:44:32
  Speaker 1: are thinking of some of its associated subjects. That is,
• 3:44:38
  Speaker 1: it will come into your mind naturally in connection with
• 3:44:41
  Speaker 1: something else in a that reminds me fashion and the
• 3:44:47
  Speaker 1: oftener that you are involuntarily reminded of it. The clearer
• 3:44:51
  Speaker 1: and deeper does its impression become in the records of
• 3:44:55
  Speaker 1: your memory. The oftener you use a fact, the easier
• 3:45:00
  Speaker 1: or does it become to recall it when needed. The
• 3:45:03
  Speaker 1: favorite pen of a man is always at his hand
• 3:45:07
  Speaker 1: in a remembered position, while the less used eraser or
• 3:45:12
  Speaker 1: similar thing has to be searched for, often without success.
• 3:45:17
  Speaker 1: And the more associations that you bestow upon a fact,
• 3:45:21
  Speaker 1: the oftener it is likely to be used. Another point
• 3:45:26
  Speaker 1: to be remembered is that the future association of a
• 3:45:29
  Speaker 1: fact depends very much upon your system of filing away facts.
• 3:45:35
  Speaker 1: If you will think of this when endeavoring to store
• 3:45:38
  Speaker 1: away a fact for future reference, you will be very
• 3:45:42
  Speaker 1: apt to find the best mental pigeonhole for it. File
• 3:45:47
  Speaker 1: it away with the thing it most resembles, or to
• 3:45:50
  Speaker 1: which it has the most familiar relationship. The child does
• 3:45:55
  Speaker 1: this involuntarily. It is nature's own way. For instance, the
• 3:46:01
  Speaker 1: child sees a zebra, it files away that animal as
• 3:46:05
  Speaker 1: a donkey with stripes, a giraffe as a long necked horse,
• 3:46:12
  Speaker 1: a camel as a horse with long crooked legs, long
• 3:46:16
  Speaker 1: neck and humps. On its back. The child always attaches
• 3:46:21
  Speaker 1: its new knowledge or fact onto some familiar fact or
• 3:46:26
  Speaker 1: bit of knowledge. Sometimes the result is startling, but the
• 3:46:31
  Speaker 1: child remembers by means of it. Nevertheless, the grown up
• 3:46:35
  Speaker 1: children will do well to build similar connecting links of
• 3:46:39
  Speaker 1: memory attach the new things to some old familiar thing.
• 3:46:45
  Speaker 1: It is easy when you once have the neck of it.
• 3:46:48
  Speaker 1: The table of questions, given a little farther back, will
• 3:46:52
  Speaker 1: bring to mind many connecting links. Use them. If you
• 3:46:57
  Speaker 1: need any proof of the importance of association by relation
• 3:47:02
  Speaker 1: and of the laws governing its action, you have but
• 3:47:05
  Speaker 1: to recall the ordinary train of thought or train of
• 3:47:09
  Speaker 1: images in the mind of which we become conscious when
• 3:47:13
  Speaker 1: we are daydreaming or indulging in reverie, or even in
• 3:47:18
  Speaker 1: general thought. Regarding any subject. You will see that every
• 3:47:23
  Speaker 1: mental image or idea or recollection is associated with and
• 3:47:28
  Speaker 1: connected to the preceding thought and the one following it.
• 3:47:34
  Speaker 1: It is a chain that is endless until something breaks
• 3:47:38
  Speaker 1: into the subject from outside. A fact flashes into your mind,
• 3:47:44
  Speaker 1: apparently from space, and without any reference to anything else.
• 3:47:49
  Speaker 1: In such cases you will find that it occurs either
• 3:47:53
  Speaker 1: because you would previously set your subconscious mentality at work
• 3:47:57
  Speaker 1: upon some problem or bit of recollection, and the flash
• 3:48:02
  Speaker 1: was the belated and delayed result, or else that the
• 3:48:06
  Speaker 1: fact came into your mind because of its association with
• 3:48:10
  Speaker 1: some other fact, which in turn came from a precedent one.
• 3:48:14
  Speaker 1: And so on. You hear a distant railroad whistle, and
• 3:48:19
  Speaker 1: you think of a train, then of a journey, then
• 3:48:23
  Speaker 1: of some distant place, then of someone in that place,
• 3:48:27
  Speaker 1: Then of some event in the life of that person,
• 3:48:31
  Speaker 1: Then of a similar event in the life of another person,
• 3:48:35
  Speaker 1: then of that other person, Then of his or her brother,
• 3:48:40
  Speaker 1: then of that brother's last business venture, then of that business,
• 3:48:46
  Speaker 1: then of some other business resembling it, Then of some
• 3:48:50
  Speaker 1: people in that other business, Then of their dealings with
• 3:48:54
  Speaker 1: a man you know, then of the fact that another
• 3:48:58
  Speaker 1: man of a similar name to the last test man
• 3:49:00
  Speaker 1: owes you some money, then of your determination to get
• 3:49:05
  Speaker 1: that money. Then you make a memorandum to place the
• 3:49:09
  Speaker 1: claim in the hands of a lawyer to see whether
• 3:49:12
  Speaker 1: it cannot be collected. Now, although the man was execution
• 3:49:16
  Speaker 1: proof last year from distant locomotive whistle to the possible
• 3:49:21
  Speaker 1: collection of the account, and yet the links forgotten, the
• 3:49:27
  Speaker 1: man will say that he just happened to think of
• 3:49:30
  Speaker 1: the debtor, or that it somehow flashed right into my mind,
• 3:49:34
  Speaker 1: et cetera. But it was nothing but the law of association.
• 3:49:39
  Speaker 1: That's all. Moreover, you will now find that whenever you
• 3:49:44
  Speaker 1: hear mentioned the term association of mental ideas, etc. You
• 3:49:50
  Speaker 1: will remember the above illustration, or part of it. We
• 3:49:54
  Speaker 1: have forged a new link in the chain of association
• 3:49:57
  Speaker 1: for you, and years from now it will appear in
• 3:50:00
  Speaker 1: your thoughts how to remember words, et cetera. In a
• 3:50:07
  Speaker 1: preceding chapter, we gave a number of instances of persons
• 3:50:11
  Speaker 1: who had highly developed their memory of words, sentences, etc.
• 3:50:17
  Speaker 1: History is full of instances of this kind. The moderns
• 3:50:21
  Speaker 1: fall far behind the ancients in this respect, probably because
• 3:50:25
  Speaker 1: there does not exist the present necessity for the feats
• 3:50:28
  Speaker 1: of memory which were once accepted as commonplace and not
• 3:50:33
  Speaker 1: out of the ordinary. Among ancient people, when printing was
• 3:50:38
  Speaker 1: unknown and manuscripts scarce and valuable, it was the common
• 3:50:43
  Speaker 1: custom of the people to learn by heart the various
• 3:50:46
  Speaker 1: sacred teachings of their respective religions. The sacred books of
• 3:50:50
  Speaker 1: the Hindus were transmitted in this way, and it was
• 3:50:54
  Speaker 1: a common thing among the Hebrews to be able to
• 3:50:56
  Speaker 1: recite the books of Moses and the prophets entirely from memory.
• 3:51:02
  Speaker 1: Even to this day, the faithful Mohammedans are taught to
• 3:51:05
  Speaker 1: commit the entire Koran to memory, and investigation reveals always
• 3:51:11
  Speaker 1: that there has been used the identical process of committing
• 3:51:15
  Speaker 1: these sacred books to memory and recalling them at will,
• 3:51:19
  Speaker 1: the natural method instead of an artificial one. And therefore
• 3:51:23
  Speaker 1: we shall devote this chapter solely to this method, whereby
• 3:51:27
  Speaker 1: poems or prose may be committed to memory and recalled readily.
• 3:51:33
  Speaker 1: This natural method of memorizing words, sentences, or verses is
• 3:51:38
  Speaker 1: no royal road. It is a system which must be
• 3:51:42
  Speaker 1: mastered by steady work and faithful review. One must start
• 3:51:47
  Speaker 1: at the beginning and work his way up. But the
• 3:51:50
  Speaker 1: result of such work will astonish anyone not familiar with it.
• 3:51:55
  Speaker 1: It is the very same method that the Hindus, Hebrews, Mohammedans, Norsemen,
• 3:52:01
  Speaker 1: and the rest of the races memorized their thousands of
• 3:52:04
  Speaker 1: verses and hundreds of chapters of the sacred books of
• 3:52:07
  Speaker 1: their people. It is the method of the successful actor
• 3:52:12
  Speaker 1: and the popular elocutionist. Not to mention those speakers who
• 3:52:16
  Speaker 1: carefully commit to memory their impromptu addresses and extemporaneous speeches.
• 3:52:22
  Speaker 1: This natural system of memorizing is based upon the principle
• 3:52:26
  Speaker 1: which has already been alluded to in this book, and
• 3:52:29
  Speaker 1: by which every child learns its alphabet and its multiplication table,
• 3:52:34
  Speaker 1: as well as the little piece that it recites for
• 3:52:37
  Speaker 1: the entertainment of its fond parents and the bored friends
• 3:52:40
  Speaker 1: of the family. That principle consists of the learning of
• 3:52:45
  Speaker 1: one line at a time and reviewing that line, then
• 3:52:49
  Speaker 1: learning a second line and reviewing that, and then reviewing
• 3:52:54
  Speaker 1: the two lines together, and so on, each edition being
• 3:52:58
  Speaker 1: reviewed in connection with those that went before. The child
• 3:53:02
  Speaker 1: that learns the sound of A, then it learns B.
• 3:53:06
  Speaker 1: Then it associates the sound of A B in its
• 3:53:10
  Speaker 1: first review, the C is added, and the review runs A, B, C,
• 3:53:17
  Speaker 1: and so on until Z is reached and the child
• 3:53:21
  Speaker 1: is able to review the entire list from A to
• 3:53:24
  Speaker 1: Z inclusive. The multiplication table begins with it twice one
• 3:53:30
  Speaker 1: is two, then twice two is four, and so on,
• 3:53:34
  Speaker 1: a little at a time until the twos are finished
• 3:53:38
  Speaker 1: and the threes begun. This process is kept up by
• 3:53:42
  Speaker 1: constant addition and constant review until twelve twelves finishes up
• 3:53:48
  Speaker 1: the list, and the child is able to repeat the
• 3:53:51
  Speaker 1: tables from first to last from memory. But there is
• 3:53:55
  Speaker 1: more to it in the case of the child than
• 3:53:58
  Speaker 1: merely learning to repeat the opt alphabet or the multiplication table.
• 3:54:03
  Speaker 1: There is also the strengthening of the memory as a
• 3:54:05
  Speaker 1: result of its exercise and use. Memory, like every faculty
• 3:54:11
  Speaker 1: of the mind or every muscle of the body, improves
• 3:54:15
  Speaker 1: and develops by intelligent and reasonable use and exercise. Not
• 3:54:21
  Speaker 1: only does this exercise and use develop the memory along
• 3:54:25
  Speaker 1: the particular line of the faculty used, but also along
• 3:54:29
  Speaker 1: every line and faculty. This is so because the exercise
• 3:54:34
  Speaker 1: develops the power of concentration and the use of the
• 3:54:38
  Speaker 1: voluntary attention. We suggest that the student who wishes to
• 3:54:43
  Speaker 1: acquire a good memory for words, sentences, et cetera, begin
• 3:54:47
  Speaker 1: at once selecting some favorite poem for the purpose of
• 3:54:51
  Speaker 1: the demonstration. Then let him memorize one verse of not
• 3:54:55
  Speaker 1: only four to six lines to begin with. Let him
• 3:55:00
  Speaker 1: learn this verse perfectly, line by line, until he is
• 3:55:04
  Speaker 1: able to repeat it without a mistake. Let him be
• 3:55:07
  Speaker 1: sure to be letter perfect in that verse, so perfect
• 3:55:11
  Speaker 1: that he will see even the capital letters and the
• 3:55:15
  Speaker 1: punctuation marks when he recites it. Then let him stop
• 3:55:19
  Speaker 1: for the day. The next day, let him repeat the
• 3:55:23
  Speaker 1: verse learned the day before, and then let him memorize
• 3:55:27
  Speaker 1: a second verse in the same way and just as perfectly.
• 3:55:32
  Speaker 1: Then let him review the first and second verses together.
• 3:55:36
  Speaker 1: This edition of the second verse to the first verse
• 3:55:39
  Speaker 1: serves to weld the two together by association, and each
• 3:55:44
  Speaker 1: review of them together serves to add a little bit
• 3:55:46
  Speaker 1: to the weld, until they become joined in the mind
• 3:55:50
  Speaker 1: as our A. B. C. The third day, let him
• 3:55:55
  Speaker 1: learn a third verse in the same way, and then
• 3:55:58
  Speaker 1: review the three. Continue this for say a month, adding
• 3:56:02
  Speaker 1: a new verse each day and adding to it the
• 3:56:05
  Speaker 1: verses preceding it, but constantly review them from beginning to end.
• 3:56:11
  Speaker 1: He cannot review them too often. He will be able
• 3:56:15
  Speaker 1: to have them flow along like the letters of the alphabet,
• 3:56:18
  Speaker 1: from A to Z. If he reviews properly and often enough. Then,
• 3:56:24
  Speaker 1: if he can spare the time, let him begin the
• 3:56:27
  Speaker 1: second month by learning two verses each day and adding
• 3:56:31
  Speaker 1: to those that precede them with constant and faithful reviews.
• 3:56:37
  Speaker 1: He will find that he can memorize two verses in
• 3:56:40
  Speaker 1: the second month as easily as he did the one
• 3:56:43
  Speaker 1: verse in the first month. His memory has been trained
• 3:56:47
  Speaker 1: to this extent, and so he may proceed from month
• 3:56:50
  Speaker 1: to month adding an extra verse to his daily task
• 3:56:54
  Speaker 1: until he is unable to spare the time for all
• 3:56:57
  Speaker 1: the work, or until he feels satisfied with what he
• 3:57:00
  Speaker 1: has accomplished. Let him use moderation and not try to
• 3:57:05
  Speaker 1: become a phenomenon. Let him avoid overstraining after he has
• 3:57:11
  Speaker 1: memorized the entire poem. Let him start with a new one,
• 3:57:15
  Speaker 1: but not forget to revive the old one at frequent intervals.
• 3:57:20
  Speaker 1: If he finds it impossible to add the necessary number
• 3:57:23
  Speaker 1: of new verses by reasons of other occupation, etc. Let
• 3:57:28
  Speaker 1: him not fail to keep up his review work. The
• 3:57:32
  Speaker 1: exercise and review is more important than mere addition of
• 3:57:35
  Speaker 1: so many new verses. Let him vary the verses or
• 3:57:40
  Speaker 1: poems with prose selections. He will find the verses of
• 3:57:45
  Speaker 1: the Bible very well adapted for such exercise, as they
• 3:57:49
  Speaker 1: lend themselves easily to registration in the memory. Shakespeare may
• 3:57:54
  Speaker 1: be used to advantage in this work. The Rubayat of
• 3:57:58
  Speaker 1: Omar Khayam or The Lady of the Lake by Scott
• 3:58:02
  Speaker 1: or the song Celestial or Light of Asia, both by
• 3:58:06
  Speaker 1: Edwin Arnold, will be found to be well adapted to
• 3:58:10
  Speaker 1: this system of memorizing, the verses of each being apt
• 3:58:13
  Speaker 1: to stick in the memory, and each poem being sufficiently
• 3:58:18
  Speaker 1: long to satisfy the requirements of even the most ambitious student.
• 3:58:24
  Speaker 1: To look at the complete poem any of those mentioned,
• 3:58:28
  Speaker 1: it would seem almost impossible that one would ever be
• 3:58:31
  Speaker 1: able to memorize and recite it from beginning to end
• 3:58:34
  Speaker 1: letter perfect. But on the principle of the continual dripping
• 3:58:38
  Speaker 1: of water wearing away the stone or the snowball increasing
• 3:58:43
  Speaker 1: at each roll, this practice of a little being associated
• 3:58:47
  Speaker 1: to what he already has will soon allow him to
• 3:58:51
  Speaker 1: accumulate a wonderfully large store of memorized verses, poems, recitations, etc.
• 3:58:59
  Speaker 1: It is an actual demonstration of the catchy words of
• 3:59:02
  Speaker 1: the popular song, which informs one that every little bit
• 3:59:07
  Speaker 1: added to what you've got makes just a little bit more.
• 3:59:12
  Speaker 1: After he has acquired quite a large assortment of memorized selections,
• 3:59:17
  Speaker 1: he will find it impossible to review them all at
• 3:59:19
  Speaker 1: one time, but he should be sure to review them
• 3:59:23
  Speaker 1: all at intervals, no matter how many days may elapse
• 3:59:27
  Speaker 1: between each review. The student who has familiarized himself with
• 3:59:32
  Speaker 1: the principles upon which memory depends, as given in the
• 3:59:36
  Speaker 1: preceding chapters, will at once see that the three principles
• 3:59:40
  Speaker 1: of attention, association, and repetition are employed in the natural method. Herein,
• 3:59:47
  Speaker 1: recommended attention must be given in order to memorize each
• 3:59:52
  Speaker 1: verse in the first place, association is employed in the
• 3:59:56
  Speaker 1: relationship created between the old verses and the new one ones,
• 4:00:00
  Speaker 1: and repetition is employed by the frequent reviewing, which serves
• 4:00:05
  Speaker 1: to deepen the memory impression each time the poem is repeated. Moreover,
• 4:00:11
  Speaker 1: the principle of interest is invoked in the gradual progress
• 4:00:15
  Speaker 1: made and the accomplishment of what at first seemed to
• 4:00:18
  Speaker 1: be an impossible task. The game element is thus supplied,
• 4:00:23
  Speaker 1: which serves as an incentive. These combined principles render this
• 4:00:28
  Speaker 1: method an ideal one, and it is not to be
• 4:00:31
  Speaker 1: wondered that the race has so recognized it from the
• 4:00:34
  Speaker 1: earliest times. How to remember books, plays, tales, et cetera.
• 4:00:43
  Speaker 1: In the preceding chapters, we have given you suggestions for
• 4:00:46
  Speaker 1: the development of the principal forms of memory, But there
• 4:00:50
  Speaker 1: are still other phases or forms of memory which while
• 4:00:54
  Speaker 1: coming under the general classification, may be still considered as
• 4:00:58
  Speaker 1: worthy of special cancer conation. For instance, there may be
• 4:01:03
  Speaker 1: suggestions given regarding the memorization of the contents of the
• 4:01:06
  Speaker 1: books you read, the stories you hear, etc. And so
• 4:01:11
  Speaker 1: we have thought it advisable to devote one chapter to
• 4:01:14
  Speaker 1: a consideration of these various phases of memory that have
• 4:01:18
  Speaker 1: been left out of the other chapters. Many of us
• 4:01:22
  Speaker 1: fail to remember the important things in the books we read,
• 4:01:26
  Speaker 1: and are often mortified by our ignorance regarding the contents
• 4:01:30
  Speaker 1: of the works of leading authors, or of popular novels, which,
• 4:01:34
  Speaker 1: although we have read, we have failed to impress upon
• 4:01:37
  Speaker 1: the records of our memory. Of course, we must begin
• 4:01:42
  Speaker 1: by reminding you of the ever present necessity of interest
• 4:01:45
  Speaker 1: and attention. We cannot escape from these principles of the memory.
• 4:01:50
  Speaker 1: The trouble with the majority of people is that they
• 4:01:54
  Speaker 1: read books to kill time as a sort of mental
• 4:01:57
  Speaker 1: narcotic or anesthetic, instead of for the purpose of obtaining
• 4:02:02
  Speaker 1: something of interest from them. By this course, we not
• 4:02:06
  Speaker 1: only lose all that may be of importance or value
• 4:02:10
  Speaker 1: in the book, but also acquire the habit of careless
• 4:02:13
  Speaker 1: reading and inattention. The prevalence of the habit of reading
• 4:02:18
  Speaker 1: many newspapers and trashy novels is responsible for the apparent
• 4:02:23
  Speaker 1: inability of many persons to intelligently absorb and remember the
• 4:02:27
  Speaker 1: contents of a book worthwhile when they do happen to
• 4:02:31
  Speaker 1: take up such a one. But still, even the most
• 4:02:35
  Speaker 1: careless reader may improve himself and cure the habit of
• 4:02:39
  Speaker 1: inattention and careless reading. NOA porter says, we have not
• 4:02:46
  Speaker 1: read an author till we have seen his object, whatever
• 4:02:49
  Speaker 1: it may be, as he saw it. Also read with attention.
• 4:02:55
  Speaker 1: This is the rule that takes precedence of all others.
• 4:02:59
  Speaker 1: It stands instead of a score of minor directions. Indeed,
• 4:03:04
  Speaker 1: it comprehends them all, and is the golden rule. The
• 4:03:09
  Speaker 1: page should be read as if it were never to
• 4:03:11
  Speaker 1: be seen a second time. The mental eye should be
• 4:03:15
  Speaker 1: fixed as if there were no other object to think of.
• 4:03:19
  Speaker 1: The memory should grasp the facts like a vice. The
• 4:03:23
  Speaker 1: impressions should be distinctly and sharply received. It is not necessary,
• 4:03:29
  Speaker 1: nor is it advisable, to attempt to memorize the text
• 4:03:33
  Speaker 1: of a book, accepting perhaps a few passages that may
• 4:03:37
  Speaker 1: seem worthy to be treasured. Up word for word. The
• 4:03:42
  Speaker 1: principal thing to be remembered about a book is its meaning.
• 4:03:46
  Speaker 1: What it is about, then may follow the general outline
• 4:03:50
  Speaker 1: and the details of the story, essay, treatise, or whatever
• 4:03:54
  Speaker 1: it may be. The question that should be asked oneself
• 4:03:59
  Speaker 1: after the book bok is completed, or after the completion
• 4:04:02
  Speaker 1: of some particular part of the book, is what was
• 4:04:06
  Speaker 1: the writer's idea? What did he wish to say? Get
• 4:04:11
  Speaker 1: the idea of the writer. By taking this mental attitude,
• 4:04:16
  Speaker 1: you practically place yourself in the place of the writer,
• 4:04:19
  Speaker 1: and thus take part in the idea of the book.
• 4:04:23
  Speaker 1: You thus view it from the inside rather than from
• 4:04:26
  Speaker 1: the outside. You place yourself at the center of the
• 4:04:30
  Speaker 1: thing instead of upon its circumference. If the book be
• 4:04:35
  Speaker 1: a history, biography, autobiography, narrative, or story of fact or fiction,
• 4:04:42
  Speaker 1: you will find it of value to visualize its occurrences
• 4:04:46
  Speaker 1: as the story unfolds. That is, endeavor to form at
• 4:04:51
  Speaker 1: least a faint mental picture of the events related, so
• 4:04:55
  Speaker 1: that you can see them in your mind's eye or imagination.
• 4:05:00
  Speaker 1: Use your imagination in connection with the mechanical reading. In
• 4:05:04
  Speaker 1: this way, you build up a series of mental pictures
• 4:05:08
  Speaker 1: which will be impressed upon your mind and which will
• 4:05:11
  Speaker 1: be remembered, just as are the scenes of a play
• 4:05:14
  Speaker 1: that you have witnessed or an actual event that you
• 4:05:17
  Speaker 1: have seen, only less distinct. Of course, particularly you should
• 4:05:23
  Speaker 1: endeavor to form a clear mental picture of each character,
• 4:05:27
  Speaker 1: until each one is endowed with at least a semblance
• 4:05:30
  Speaker 1: of reality to you. By doing this, you will impart
• 4:05:35
  Speaker 1: a naturalness to the events of the story, and you
• 4:05:38
  Speaker 1: will obtain a new pleasure from your reading. Of course,
• 4:05:42
  Speaker 1: this plan will make you read more slowly, and many
• 4:05:45
  Speaker 1: trashy tales will cease to interest you, for they do
• 4:05:49
  Speaker 1: not contain the real elements of interest. But this is
• 4:05:52
  Speaker 1: no loss, but is a decided gain for you. At
• 4:05:57
  Speaker 1: the end of each reading, take the time to mentally
• 4:06:01
  Speaker 1: review the progress of the story. Let the characters and
• 4:06:04
  Speaker 1: scenes pass before your mental vision as in a moving picture,
• 4:06:10
  Speaker 1: and when the book is finally completed, review it as
• 4:06:13
  Speaker 1: a whole. By following this course, you will not only
• 4:06:18
  Speaker 1: acquire the habit of easily remembering the tales and books
• 4:06:21
  Speaker 1: that you have read, but will also obtain much pleasure
• 4:06:25
  Speaker 1: by re reading favorite stories in your imagination years after.
• 4:06:30
  Speaker 1: You will find that your favorite characters will take on
• 4:06:33
  Speaker 1: a new reality for you, and will become as old
• 4:06:37
  Speaker 1: friends in whose company you may enjoy yourself at any time,
• 4:06:41
  Speaker 1: and whom you may dismiss when they tire you without offense.
• 4:06:46
  Speaker 1: In the case of scientific treatises, essays, etc. You may
• 4:06:51
  Speaker 1: follow a similar plan by dividing the work into small
• 4:06:54
  Speaker 1: sections and mentally reviewing the thought, not the words, of
• 4:06:59
  Speaker 1: each set until you make it your own, And then,
• 4:07:03
  Speaker 1: by adding new sections to your review, you may gradually
• 4:07:07
  Speaker 1: absorb and master the entire work. All this requires time, work,
• 4:07:13
  Speaker 1: and patience, but you will be repaid for your expenditure.
• 4:07:18
  Speaker 1: You will find that this plan will soon render you
• 4:07:21
  Speaker 1: impatient at books of little consequence, and will drive you
• 4:07:25
  Speaker 1: to the best books on any given subject. You will
• 4:07:29
  Speaker 1: begin to begrudge your time and attention and hesitate about
• 4:07:33
  Speaker 1: bestowing them upon any but the very best books. But
• 4:07:38
  Speaker 1: in this you gain. In order to fully acquaint yourself
• 4:07:43
  Speaker 1: with a book before reading it, you should familiarize yourself
• 4:07:47
  Speaker 1: with its general character. To do this, you should pay
• 4:07:51
  Speaker 1: attention to the full title and the subtitle, if there
• 4:07:55
  Speaker 1: be any, the name of the author, and the list
• 4:07:58
  Speaker 1: of other books that he has written, if they are
• 4:08:01
  Speaker 1: noted on the title page or the one preceding it.
• 4:08:05
  Speaker 1: According to the usual custom, you should read the preface
• 4:08:09
  Speaker 1: and study carefully the table of contents that you may
• 4:08:13
  Speaker 1: know the field or general subject covered by the book,
• 4:08:17
  Speaker 1: and other words. Endeavor to get the general outline of
• 4:08:20
  Speaker 1: the book into which you may afterwards fill in the details.
• 4:08:25
  Speaker 1: In reading a book of serious import you should make
• 4:08:29
  Speaker 1: it a point to fully grasp the meaning of each
• 4:08:31
  Speaker 1: paragraph before passing on to the next one. Let nothing
• 4:08:36
  Speaker 1: pass you that you do not understand, at least in
• 4:08:40
  Speaker 1: a general way. Consult the dictionary for words not familiar
• 4:08:45
  Speaker 1: to you, so that you may grasp the full idea
• 4:08:48
  Speaker 1: intended to be expressed. At the end of each chapter, section,
• 4:08:53
  Speaker 1: and part, you should review that which you have read
• 4:08:56
  Speaker 1: until you are able to form a mental picture of
• 4:08:59
  Speaker 1: the general ideas contained therein. To those who wish to
• 4:09:04
  Speaker 1: remember the dramatic productions that they have attended, we would
• 4:09:08
  Speaker 1: say that the principles above mentioned may be applied to
• 4:09:11
  Speaker 1: this form of memory as well as to the memory
• 4:09:14
  Speaker 1: of books. By taking an interest in each character as
• 4:09:19
  Speaker 1: it appears, by studying carefully each action and scene, and
• 4:09:24
  Speaker 1: then reviewing each act in the intervals between the acts
• 4:09:29
  Speaker 1: and by finally reviewing the entire play after your return home,
• 4:09:34
  Speaker 1: you will fasten the whole play as a complete mental
• 4:09:37
  Speaker 1: picture on the records of your memory. If you have
• 4:09:41
  Speaker 1: acquainted yourself with what we have just said regarding the
• 4:09:45
  Speaker 1: recollection of the contents of books, you will be able
• 4:09:48
  Speaker 1: to modify and adapt them to the purpose of recollecting
• 4:09:52
  Speaker 1: plays and dramatic productions. You will find that the oftener
• 4:09:57
  Speaker 1: you review a play, the more clearly you will remember it.
• 4:10:02
  Speaker 1: Many little details, overlooked at first will come into the
• 4:10:05
  Speaker 1: field of consciousness and fit into their proper places. Sermons, lectures,
• 4:10:12
  Speaker 1: and other discourses may be remembered by bestowing interest and
• 4:10:16
  Speaker 1: attention upon them, and by attempting to grasp each general
• 4:10:21
  Speaker 1: idea advanced, and by noting the passage from one general
• 4:10:25
  Speaker 1: idea to another. If you will practice this a few times,
• 4:10:30
  Speaker 1: you will find that when you come to review the discourse,
• 4:10:33
  Speaker 1: and this you should always do. It is the natural
• 4:10:37
  Speaker 1: way of developing memory, the little details will come up
• 4:10:41
  Speaker 1: and fit into their proper places. In this form of memory.
• 4:10:46
  Speaker 1: The important thing is to train the memory by exercise
• 4:10:50
  Speaker 1: and review. You will find that at each review of
• 4:10:54
  Speaker 1: a discourse you will have made progress. By practice and
• 4:10:59
  Speaker 1: exercise size the subconscious mentality will do better work and
• 4:11:04
  Speaker 1: will show that it is rising to its new responsibilities.
• 4:11:09
  Speaker 1: You have allowed it to sleep during the many discourses
• 4:11:12
  Speaker 1: to which you have listened, and it must be taught
• 4:11:15
  Speaker 1: new habits. Let it know that it is expected to
• 4:11:19
  Speaker 1: retain that which it hears, and then exercise it frequently
• 4:11:24
  Speaker 1: by reviews of discourses, and you will be surprised at
• 4:11:27
  Speaker 1: the degree of the work it will perform for you.
• 4:11:31
  Speaker 1: Not only will you remember better, but you will hear
• 4:11:34
  Speaker 1: better and more intelligently. The subconsciousness, knowing that it will
• 4:11:40
  Speaker 1: be called upon later on to recollect what is being said,
• 4:11:44
  Speaker 1: will urge you to bestow the attention necessary to supply
• 4:11:47
  Speaker 1: it with the proper material. To those who have had
• 4:11:52
  Speaker 1: trouble in remembering discourses, we urge that they should begin
• 4:11:56
  Speaker 1: to attend lectures and other forms of discourse with the
• 4:12:00
  Speaker 1: distinct purpose of developing that form of memory. Give to
• 4:12:05
  Speaker 1: the subconscious mentality the positive command that it shall attend
• 4:12:09
  Speaker 1: to what is being said and shall record the same
• 4:12:13
  Speaker 1: in such a way that when you review the discourse afterward,
• 4:12:16
  Speaker 1: you will be presented with a good synopsis or syllabus.
• 4:12:20
  Speaker 1: Of it. You should avoid any attempt to memorize the
• 4:12:24
  Speaker 1: words of the discourse, your purpose being to absorb and
• 4:12:29
  Speaker 1: record the ideas and general thoughts expressed, interest, attention, practice, review.
• 4:12:38
  Speaker 1: These are the important points in memory to remember stories, anecdotes, fables,
• 4:12:45
  Speaker 1: et cetera. The principles given above are to be employed.
• 4:12:50
  Speaker 1: The main thing in memorizing an anecdote is to be
• 4:12:54
  Speaker 1: able to catch the fundamental idea underlining it and the
• 4:12:58
  Speaker 1: epigrammatic sentence or central phrase which forms the point of
• 4:13:02
  Speaker 1: the story. Be sure that you catch these perfectly, and
• 4:13:07
  Speaker 1: then commit the point to memory. If necessary, make a
• 4:13:12
  Speaker 1: memorandum of the point until you have opportunity to review
• 4:13:16
  Speaker 1: the story in your mind, then carefully review it mentally,
• 4:13:21
  Speaker 1: letting the mental image of the idea pass before you
• 4:13:25
  Speaker 1: in review, and then repeating it to yourself in your
• 4:13:29
  Speaker 1: own words. By rehearsing and reviewing the story, you make
• 4:13:35
  Speaker 1: it your own and will be able to relate it afterward,
• 4:13:38
  Speaker 1: just as you would something that you had actually experienced.
• 4:13:43
  Speaker 1: So true is this principle that, when carried too far,
• 4:13:47
  Speaker 1: it endows the story with a false sense of actuality.
• 4:13:52
  Speaker 1: Who has not known men who told a story so
• 4:13:55
  Speaker 1: often that they came actually to believe it themselves. Do
• 4:13:59
  Speaker 1: not carry the principle to this extreme, but use it
• 4:14:03
  Speaker 1: in moderation. The trouble with many men is that they
• 4:14:08
  Speaker 1: attempt to repeat a tale long after they have heard it,
• 4:14:11
  Speaker 1: without reviewing or rehearsing in the meantime. Consequently, they omit
• 4:14:17
  Speaker 1: many important points because they have failed to impress the
• 4:14:21
  Speaker 1: story as a whole upon the memory. In order to
• 4:14:25
  Speaker 1: know an anecdote properly, one should be able to see
• 4:14:29
  Speaker 1: its characters and incidents, just as he does when he
• 4:14:33
  Speaker 1: sees an illustrated joke in a comic paper. If you
• 4:14:37
  Speaker 1: can make a mental picture of an anecdote, you will
• 4:14:40
  Speaker 1: be apt to remember it with ease. The noted storytellers
• 4:14:46
  Speaker 1: review and rehearse their jokes, and have been known to
• 4:14:49
  Speaker 1: try them on their unsuspecting friends in order to get
• 4:14:52
  Speaker 1: the benefit of practice before relating them in public. This
• 4:14:57
  Speaker 1: practice has been called by flippant people trying it on
• 4:15:01
  Speaker 1: the dog, but it has its good points and advantages.
• 4:15:07
  Speaker 1: It at least saves one the mortification of being compelled
• 4:15:11
  Speaker 1: to finish up a long drawn out tale by well,
• 4:15:18
  Speaker 1: I'm afraid I've forgotten just how that story ended, but
• 4:15:21
  Speaker 1: it was a good one. General instructions. In this chapter,
• 4:15:28
  Speaker 1: we shall call your attention to certain of the general
• 4:15:31
  Speaker 1: principles already mentioned in the preceding chapters, for the purpose
• 4:15:35
  Speaker 1: of further impressing them upon your mind, and in order
• 4:15:39
  Speaker 1: that you may be able to think of and to
• 4:15:41
  Speaker 1: consider them independent of the details of the special phases
• 4:15:45
  Speaker 1: of memory. This chapter may be considered in the nature
• 4:15:49
  Speaker 1: of a general review of certain fundamental principles mentioned in
• 4:15:53
  Speaker 1: the body of the work. Point one, give to the
• 4:15:58
  Speaker 1: things that you wish to memorize as great a degree
• 4:16:01
  Speaker 1: of concentrated attention as possible. We have explained the reason
• 4:16:06
  Speaker 1: for this advice in many places in the book. The
• 4:16:10
  Speaker 1: degree of concentrated attention bestowed upon the object under consideration
• 4:16:15
  Speaker 1: determines the strength, clearness, and depth of the impression received
• 4:16:20
  Speaker 1: and stored away in the subconsciousness. The character of these
• 4:16:24
  Speaker 1: stored away impressions determines the degree of ease in remembrance
• 4:16:28
  Speaker 1: and recollection. Point two. In considering an object to be memorized,
• 4:16:35
  Speaker 1: endeavor to obtain the impressions through as many faculties and
• 4:16:39
  Speaker 1: senses as possible. The reason for this advice should be
• 4:16:44
  Speaker 1: apparent to you if you have carefully read the preceding chapters.
• 4:16:48
  Speaker 1: An impression received through both sound and sight is doubly
• 4:16:53
  Speaker 1: as strong as one received through but one of these channels.
• 4:16:58
  Speaker 1: You may remember a name or word either by having
• 4:17:01
  Speaker 1: seen it in writing or print, or else by reason
• 4:17:05
  Speaker 1: of having heard it. But if you have both seen
• 4:17:08
  Speaker 1: and heard it, you have a double impression and possessed
• 4:17:11
  Speaker 1: two possible ways of reviving the impression. You are able
• 4:17:16
  Speaker 1: to remember an orange by reason of having seen it,
• 4:17:19
  Speaker 1: smelt it, felt it, and tasted it, and having heard
• 4:17:23
  Speaker 1: its name pronounced. Endeavor to know a thing from as
• 4:17:28
  Speaker 1: many sense impressions as possible, Use the eye to assist
• 4:17:32
  Speaker 1: ear impressions, and the ear to assist in eye impressions.
• 4:17:37
  Speaker 1: See the thing from as many angles as possible. Zero
• 4:17:42
  Speaker 1: point three sense impressions may be strengthened by exercising the
• 4:17:47
  Speaker 1: particular faculty through which the weak impressions are received. You
• 4:17:52
  Speaker 1: will find that either your eye memory is better than
• 4:17:55
  Speaker 1: your ear memory, or vice versa. The remedy lies in
• 4:17:59
  Speaker 1: ex exercising the weaker faculty so as to bring it
• 4:18:03
  Speaker 1: up to the standard of the stronger. The chapters of
• 4:18:07
  Speaker 1: eye and ear training will help you along these lines.
• 4:18:11
  Speaker 1: The same rule applies to the several phases of memory.
• 4:18:15
  Speaker 1: Develop the weak ones, and the strong ones will take
• 4:18:18
  Speaker 1: care of themselves. The only way to develop a sense
• 4:18:22
  Speaker 1: or faculty is to intelligently train, exercise and use it.
• 4:18:29
  Speaker 1: Use exercise and practice will work miracles in this direction.
• 4:18:35
  Speaker 1: Point four. Make your first impression strong and firm enough
• 4:18:40
  Speaker 1: to serve as a basis for subsequent ones. Get into
• 4:18:44
  Speaker 1: the habit of fixing a clear, strong impression of a
• 4:18:47
  Speaker 1: thing to be considered from the first. Otherwise you are
• 4:18:51
  Speaker 1: trying to build up a large structure upon a poor foundation.
• 4:18:56
  Speaker 1: Each time you revive an impression, you deepen it. But
• 4:19:00
  Speaker 1: if you have only a dim impression to begin with,
• 4:19:03
  Speaker 1: the deepened impressions will not include details omitted in the
• 4:19:07
  Speaker 1: first one. It is like taking a good sharp negative
• 4:19:11
  Speaker 1: of a picture that you intend to enlarge afterward. The
• 4:19:16
  Speaker 1: details lacking in the small picture will not appear in
• 4:19:20
  Speaker 1: the enlargement, but those that do appear in the small
• 4:19:23
  Speaker 1: one will be enlarged with the picture. Point five. Revive
• 4:19:30
  Speaker 1: your impressions frequently, and thus deepen them. You will know
• 4:19:35
  Speaker 1: more of a picture by seeing in a few minutes
• 4:19:37
  Speaker 1: every day for a week than you would by spending
• 4:19:40
  Speaker 1: several hours before it at one time. So it is
• 4:19:45
  Speaker 1: with the memory. By recalling an impression a number of times,
• 4:19:50
  Speaker 1: you fix it indelibly in your mind in such a
• 4:19:53
  Speaker 1: way that it may be readily found when needed. Such
• 4:19:57
  Speaker 1: impressions are like favorite tools, which you need every little while.
• 4:20:01
  Speaker 1: They are not apt to be mislaid, as are those
• 4:20:04
  Speaker 1: which are but seldom used. Use your imagination in going
• 4:20:09
  Speaker 1: over a thing that you wish to remember. If you
• 4:20:12
  Speaker 1: are studying a thing, you will find that this going
• 4:20:15
  Speaker 1: over in your imagination will help you materially in disclosing
• 4:20:20
  Speaker 1: the things that you have not remembered about it. By
• 4:20:23
  Speaker 1: thus recognizing your weak points of memory, you may be
• 4:20:27
  Speaker 1: able to pick up the missing details when you study
• 4:20:30
  Speaker 1: the object itself the next time. Zero point six. Use
• 4:20:36
  Speaker 1: your memory and place confidence in it. One of the
• 4:20:41
  Speaker 1: important things in the cultivation of the memory is the
• 4:20:44
  Speaker 1: actual use of it. Begin to trust it a little,
• 4:20:48
  Speaker 1: and then more, and then still more, and it will
• 4:20:52
  Speaker 1: rise to the occasion the man who has to tie
• 4:20:56
  Speaker 1: a string around his finger in order to remember certain
• 4:20:59
  Speaker 1: things soon begins to cease to use his memory, and
• 4:21:03
  Speaker 1: in the end forgets to remember the string or what
• 4:21:07
  Speaker 1: it is for. There are many details, of course, with
• 4:21:11
  Speaker 1: which it is folly to charge the memory, but one
• 4:21:15
  Speaker 1: should never allow his memory to fall into disuse. If
• 4:21:19
  Speaker 1: you are in an occupation in which the work is
• 4:21:22
  Speaker 1: done by mechanical helps, then you should exercise the memory
• 4:21:26
  Speaker 1: by learning verses or other things in order to keep
• 4:21:30
  Speaker 1: it in active practice. Do not allow your memory to atrophy.
• 4:21:37
  Speaker 1: Zero point seven. Establish as many associations for an impression
• 4:21:42
  Speaker 1: as possible. If you have studied the preceding chapters, you
• 4:21:47
  Speaker 1: will recognize the value of this point. Association is memory's
• 4:21:51
  Speaker 1: method of indexing and cross indexing. Each association renders it
• 4:21:57
  Speaker 1: easier to remember or recollect the thing. Each association gives
• 4:22:03
  Speaker 1: you another string to your mental bow. Endeavor to associate
• 4:22:08
  Speaker 1: a new bit of knowledge with something already known by
• 4:22:12
  Speaker 1: and familiar to you. In this way to avoid the
• 4:22:17
  Speaker 1: danger of having the thing isolated and alone in your
• 4:22:20
  Speaker 1: mind without a label or index, number and name. Connect
• 4:22:25
  Speaker 1: your object or thought to be remembered with other objects
• 4:22:29
  Speaker 1: or thoughts by the association of contiguity in space and time,
• 4:22:34
  Speaker 1: and by relationship of kind, resemblance, or oppositeness. Sometimes the
• 4:22:40
  Speaker 1: latter is very useful, as in the case of the
• 4:22:43
  Speaker 1: man who said that Smith reminds me so much of Brown,
• 4:22:48
  Speaker 1: he's so different. You will often be able to remember
• 4:22:52
  Speaker 1: a thing by remembering something else that happened at the
• 4:22:55
  Speaker 1: same place or about the same time. These things give
• 4:23:00
  Speaker 1: you the loose ends of recollection, whereby you may unwind
• 4:23:04
  Speaker 1: the ball of memory. In the same way, one is
• 4:23:08
  Speaker 1: often able to recollect names by slowly running over the
• 4:23:12
  Speaker 1: alphabet with a pencil until the site of the capital
• 4:23:16
  Speaker 1: first letter of the name brings the memory of those
• 4:23:19
  Speaker 1: following it. This, however, only when the name has previously
• 4:23:24
  Speaker 1: been memorized by sight. In the same way, the first
• 4:23:29
  Speaker 1: few notes of a musical selection will enable you to
• 4:23:32
  Speaker 1: remember the whole air, or the first words of a
• 4:23:35
  Speaker 1: sentence the entire speech or selection following it. In trying
• 4:23:41
  Speaker 1: to remember a thing which has escaped you, you will
• 4:23:45
  Speaker 1: find it helpful to think of something associated with that thing,
• 4:23:48
  Speaker 1: even remotely. A little practice will enable you to recollect
• 4:23:53
  Speaker 1: the thing along the lines of the faintest association or clue.
• 4:23:58
  Speaker 1: Some men are adept memory detectives following this plan. The
• 4:24:04
  Speaker 1: loose end in memory is all the expert requires. Any
• 4:24:09
  Speaker 1: associations furnish these loose ends. An interesting and important fact
• 4:24:15
  Speaker 1: to remember in this connection is that if you have
• 4:24:18
  Speaker 1: some one thing that tends to escape your memory, you
• 4:24:21
  Speaker 1: may counteract the trouble by noting the associated things that
• 4:24:25
  Speaker 1: have previously served to bring it into mind with you.
• 4:24:29
  Speaker 1: The associated thing, once noted, may thereafter be used as
• 4:24:34
  Speaker 1: a loose end with which to unwind the elusive fact
• 4:24:37
  Speaker 1: or impression. This idea of association is quite fascinating when
• 4:24:43
  Speaker 1: you begin to employ it in your memory exercises and work,
• 4:24:48
  Speaker 1: and you will find many little methods of using it.
• 4:24:51
  Speaker 1: But always use natural association and avoid the temptation of
• 4:24:57
  Speaker 1: endeavoring to tie your memory up with the red d
• 4:25:00
  Speaker 1: tape of the artificial systems. Point eight group your impressions.
• 4:25:08
  Speaker 1: This is but a form of association, but is very important.
• 4:25:13
  Speaker 1: If you can arrange your bits of knowledge and fact
• 4:25:16
  Speaker 1: into logical groups, you will always be master of your subject.
• 4:25:21
  Speaker 1: By associating your knowledge with other knowledge along the same
• 4:25:24
  Speaker 1: general lines, both by resemblances and by opposites, you will
• 4:25:29
  Speaker 1: be able to find what you need just when you
• 4:25:32
  Speaker 1: need it. Napoleon Bonaparte had a mind trained along these lines.
• 4:25:38
  Speaker 1: He said that his memory was like a large case
• 4:25:41
  Speaker 1: of small drawers and pigeonholes in which he filed his
• 4:25:46
  Speaker 1: information according to its kind. In order to do this,
• 4:25:51
  Speaker 1: he used the methods mentioned in this book of comparing
• 4:25:54
  Speaker 1: the new thing with the old ones, and then deciding
• 4:25:58
  Speaker 1: into which group it naturally fits. This is largely a
• 4:26:02
  Speaker 1: matter of practice and knack, but it may be acquired
• 4:26:06
  Speaker 1: by a little thought and care aided by practice, and
• 4:26:10
  Speaker 1: it will repay one well for the trouble in acquiring it.
• 4:26:15
  Speaker 1: The following table will be found useful in classifying objects ideas, facts, etc.
• 4:26:22
  Speaker 1: So as to correlate and associate them with other facts
• 4:26:25
  Speaker 1: of a like kind. The table is to be used
• 4:26:29
  Speaker 1: in the line of questions addressed to oneself regarding the
• 4:26:32
  Speaker 1: thing under consideration. It somewhat resembles the table of questions
• 4:26:38
  Speaker 1: given in chapter seventeen of this book, but has the
• 4:26:42
  Speaker 1: advantage of brevity. Memorize this table and use it. You
• 4:26:47
  Speaker 1: will be delighted at the results. After you have caught
• 4:26:50
  Speaker 1: the knack of applying it. Query table, ask yourself the
• 4:26:56
  Speaker 1: following questions regarding the thing under consideration. It will draw
• 4:27:02
  Speaker 1: out many bits of information and associated knowledge in your mind.
• 4:27:08
  Speaker 1: One what, two? Whence? Three? Where? Four? When? Five? How? Six? Why? Seven? Whither?
• 4:27:25
  Speaker 1: While the above seven queries are given you as a
• 4:27:28
  Speaker 1: means of acquiring clear impressions and associations, they will also
• 4:27:32
  Speaker 1: serve as a magic key to knowledge if you use
• 4:27:36
  Speaker 1: them intelligently. If you can answer these questions regarding anything,
• 4:27:41
  Speaker 1: you will know a great deal about that particular thing.
• 4:27:45
  Speaker 1: And after you have answered them fully, there will be
• 4:27:48
  Speaker 1: but little unexpressed knowledge regarding that thing left in your memory.
• 4:27:54
  Speaker 1: Try them on one thing. You cannot understand them otherwise
• 4:27:58
  Speaker 1: unless you have a very good imagination.