Memory Part 5

III. What history or record has it?

IV. What are its attributes, qualities and characteristics?

V. What things can I most readily a.s.sociate with it? What is it like?

VI. What is it good for--how may it be used--what can I do with it?

VII. What does it prove--what can be deduced from it?

VIII. What are its natural results--what happens because of it?

IX. What is its future; and its natural or probable end or finish?

X. What do I think of it, on the whole--what are my general impressions regarding it?

XI. What do I know about it, in the way of general information?

XII. What have I heard about it, and from whom, and when?

If you will take the trouble to put any "fact" through the above rigid examination, you will not only attach it to hundreds of convenient and familiar other facts, so that you will remember it readily upon occasion, but you will also create a new subject of general information in your mind of which this particular fact will be the central thought.

Similar systems of a.n.a.lysis have been published and sold by various teachers, at high prices--and many men have considered that the results justified the expenditure. So do not pa.s.s it by lightly.

The more other facts that you manage to a.s.sociate with any one fact, the more pegs will you have to hang your facts upon--the more "loose ends"

will you have whereby to pull that fact into the field of consciousness--the more cross indexes will you have whereby you may "run down" the fact when you need it. The more a.s.sociations you attach to a fact, the more "meaning" does that fact have for you, and the more interest will be created regarding it in your mind. Moreover, by so doing, you make very probable the "automatic" or involuntary recollection of that fact when you are thinking of some of its a.s.sociated subjects; that is, it will come into your mind naturally in connection with something else--in a "that reminds me" fashion. And the oftener that you are involuntarily "reminded" of it, the clearer and deeper does its impression become on the records of your memory. The oftener you use a fact, the easier does it become to recall it when needed. The favorite pen of a man is always at his hand in a remembered position, while the less used eraser or similar thing has to be searched for, often without success. And the more a.s.sociations that you bestow upon a fact, the oftener is it likely to be used.

Another point to be remembered is that the future a.s.sociation of a fact depends very much upon your system of filing away facts. If you will think of this when endeavoring to store away a fact for future reference, you will be very apt to find the best mental pigeon-hole for it. File it away with _the thing it most resembles_, or to which it has the most familiar relationship. The child does this, involuntarily--it is nature's own way. For instance, the child sees a zebra, it files away that animal as "a donkey with stripes;" a giraffe as a "long-necked horse;" a camel as a "horse with long, crooked legs, long neck and humps on its back." The child always attaches its new knowledge or fact on to some familiar fact or bit of knowledge--sometimes the result is startling, but the child remembers by means of it nevertheless. The grown up children will do well to build similar connecting links of memory. Attach the new thing to some old familiar thing. It is easy when you once have the knack of it. The table of questions given a little farther back will bring to mind many connecting links. Use them.

If you need any proof of the importance of a.s.sociation by relation, and of the laws governing its action, you have but to recall the ordinary "train of thought" or "chain of images" in the mind, of which we become conscious when we are day-dreaming or indulging in reverie, or even in general thought regarding any subject. You will see that every mental image or idea, or recollection is a.s.sociated with and connected to the preceding thought and the one following it. It is a chain that is endless, until something breaks into the subject from outside. A fact flashes into your mind, apparently from s.p.a.ce and without any reference to anything else. In such cases you will find that it occurs either because you had previously set your subconscious mentality at work upon some problem, or bit of recollection, and the flash was the belated and delayed result; or else that the fact came into your mind because of its a.s.sociation with some other fact, which in turn came from a precedent one, and so on. You hear a distant railroad whistle and you think of a train; then of a journey; then of some distant place; then of some one in that place; then of some event in the life of that person; then of a similar event in the life of another person; then of that other person; then of his or her brother; then of that brother's last business venture; then of that business; then of some other business resembling it; then of some people in that other business; then of their dealings with a man you know; then of the fact that another man of a similar name to the last man owes you some money; then of your determination to get that money; then you make a memorandum to place the claim in the hands of a lawyer to see whether it cannot be collected now, although the man was "execution proof" last year--from distant locomotive whistle to the possible collection of the account. And yet, the links forgotten, the man will say that he "just happened to think of" the debtor, or that "it somehow flashed right into my mind," etc. But it was nothing but the law of a.s.sociation--that's all. Moreover, you will now find that whenever you hear mentioned the term "a.s.sociation of mental ideas,"

etc., you will remember the above ill.u.s.tration or part of it. We have forged a new link in the chain of a.s.sociation for you, and years from now it will appear in your thoughts.

CHAPTER XVIII.

HOW TO REMEMBER WORDS, ETC.

In a preceding chapter we gave a number of instances of persons who had highly developed their memory of words, sentences, etc. History is full of instances of this kind. The moderns fall far behind the ancients in this respect; probably because there does not exist the present necessity for the feats of memory which were once accepted as commonplace and not out of the ordinary. Among ancient people, when printing was unknown and ma.n.u.scripts scarce and valuable, it was the common custom of the people to learn "by heart" the various sacred teachings of their respective religions. The sacred books of the Hindus were transmitted in this way, and it was a common thing among the Hebrews to be able to recite the books of Moses and the Prophets entirely from memory. Even to this day the faithful Mohammedans are taught to commit the entire Koran to memory. And investigation reveals, always, that there has been used the identical process of committing these sacred books to memory, and recalling them at will--the natural method, instead of an artificial one. And therefore we shall devote this chapter solely to this method whereby poems or prose may be committed to memory and recalled readily.

This natural method of memorizing words, sentences, or verses is no royal road. It is a system which must be mastered by steady work and faithful review. One must start at the beginning and work his way up.

But the result of such work will astonish anyone not familiar with it.

It is the very same method that the Hindus, Hebrews, Mohammedans, Nors.e.m.e.n, and the rest of the races, memorized their thousands of verses and hundreds of chapters of the sacred books of their people. It is the method of the successful actor, and the popular elocutionist, not to mention those speakers who carefully commit to memory their "impromptu"

addresses and "extemporaneous" speeches.

This natural system of memorizing is based upon the principle which has already been alluded to in this book, and by which every child learns its alphabet and its multiplication table, as well as the little "piece"

that it recites for the entertainment of its fond parents and the bored friends of the family. That principle consists of the learning of one line at a time, and reviewing that line; then learning a second line and reviewing that; and then reviewing the two lines together; and so on, each addition being reviewed in connection with those that went before.

The child learns the sound of "A;" then it learns "B;" then it a.s.sociates the sounds of "A, B" in its first review; the "C" is added and the review runs: "A, B, C." And so on until "Z" is reached and the child is able to review the entire list from "A to Z," inclusive. The multiplication table begins with its "twice 1 is 2," then "twice 2 is 4," and so on, a little at a time until the "twos" are finished and the "threes" begun. This process is kept up, by constant addition and constant review, until "12 twelves" finishes up the list, and the child is able to repeat the "tables" from first to last from memory.

But there is more to it, in the case of the child, than merely learning to repeat the alphabet or the multiplication table--there is also the strengthening of the memory as a result of its exercise and use. Memory, like every faculty of the mind, or every muscle of the body, improves and develops by intelligent and reasonable use and exercise. Not only does this exercise and use develop the memory along the particular line of the faculty used, but also along _every_ line and faculty. This is so because the exercise develops the power of concentration, and the use of the voluntary attention.

We suggest that the student who wishes to acquire a good memory for words, sentences, etc., begin at once, selecting some favorite poem for the purpose of the demonstration. Then let him memorize one verse of not over four to six lines to begin with. Let him learn this verse perfectly, line by line, until he is able to repeat it without a mistake. Let him be sure to be "letter perfect" in that verse--so perfect that he will "see" even the capital letters and the punctuation marks when he recites it. Then let him stop for the day. The next day let him repeat the verse learned the day before, and then let him memorize a second verse in the same way, and just as perfectly. Then let him review the first and second verses together. This addition of the second verse to the first serves to weld the two together by a.s.sociation, and each review of them together serves to add a little bit to the weld, until they become joined in the mind as are "A, B, C." The third day let him learn a third verse, in the same way and then review the three. Continue this for say a month, adding a new verse each day and adding it to the verses preceding it. But constantly review them from beginning to end. He cannot review them too often. He will be able to have them flow along like the letters of the alphabet, from "A" to "Z" if he reviews properly and often enough.

Then, if he can spare the time, let him begin the second month by learning _two verses_ each day, and adding to those that precede them, with constant and faithful reviews. He will find that he can memorize two verses, in the second month, as easily as he did the one verse in the first month. His memory has been trained to this extent. And so, he may proceed from month to month, adding an extra verse to his daily task, until he is unable to spare the time for all the work, or until he feels satisfied with what he has accomplished. Let him use moderation and not try to become a phenomenon. Let him avoid overstraining. After he has memorized the entire poem, let him start with a new one, but not forget to revive the old one at frequent intervals. If he finds it impossible to add the necessary number of new verses, by reason of other occupation, etc., let him not fail to keep up his review work. The exercise and review is more important than the mere addition of so many new verses.

Let him vary the verses, or poems with prose selections. He will find the verses of the Bible very well adapted for such exercise, as they lend themselves easily to registration in the memory. Shakespeare may be used to advantage in this work. The "Rubaiyat" of Omar Khayyam; or the "Lady of the Lake" by Scott; or the "Song Celestial" or "Light of Asia"

both by Edwin Arnold, will be found to be well adapted to this system of memorizing, the verses of each being apt to "stick in the memory,"

and each poem being sufficiently long to satisfy the requirements of even the most ambitious student. To look at the complete poem (any of those mentioned) it would seem almost impossible that one would ever be able to memorize and recite it from beginning to end, letter perfect.

But on the principle of the continual dripping of water wearing away the stone; or the s...o...b..ll increasing at each roll; this practice of a little being a.s.sociated to what he already has will soon allow him to acc.u.mulate a wonderfully large store of memorized verses, poems, recitations, etc. It is an actual demonstration of the catchy words of the popular song which informs one that: "Every little bit, added to what you've got, makes just a little bit more."

After he has acquired quite a large a.s.sortment of memorized selections, he will find it impossible to review them all at one time. But he should be sure to review them all at intervals, no matter how many days may elapse between each review.

The student who has familiarized himself with the principles upon which memory depends, as given in the preceding chapters, will at once see that the three principles of attention, a.s.sociation and repet.i.tion are employed in the natural method herein recommended. Attention must be given in order to memorize each verse in the first place; a.s.sociation is employed in the relationship created between the old verses and the new ones; and repet.i.tion is employed by the frequent reviewing, which serves to deepen the memory impression each time the poem is repeated.

Moreover, the principle of interest is invoked, in the gradual progress made, and the accomplishment of what at first seemed to be an impossible task--the game element is thus supplied, which serves as an incentive.

These combined principles render this method an ideal one, and it is not to be wondered that the race has so recognized it from the earliest times.

CHAPTER XIX.

HOW TO REMEMBER BOOKS, PLAYS, TALES, ETC.

In the preceding chapters we have given you suggestions for the development of the princ.i.p.al forms of memory. But there are still other phases or forms of memory, which while coming under the general cla.s.sification may be still considered as worthy of special consideration. For instance there may be suggestions given regarding the memorization of the contents of the books you read, the stories you hear, etc. And so we have thought it advisable to devote one chapter to a consideration of these various phases of memory that have been "left out" of the other chapters.

Many of us fail to remember the important things in the books we read, and are often mortified by our ignorance regarding the contents of the works of leading authors, or of popular novels, which although we have read, we have failed to impress upon the records of our memory. Of course we must begin by reminding you of the ever present necessity of interest and attention--we cannot escape from these principles of the memory. The trouble with the majority of people is that they read books "to kill time," as a sort of mental narcotic or anaesthetic, instead of for the purpose of obtaining something of interest from them. By this course we not only lose all that may be of importance or value in the book, but also acquire the habit of careless reading and inattention.

The prevalence of the habit of reading many newspapers and trashy novels is responsible for the apparent inability of many persons to intelligently absorb and remember the contents of a book "worth while"

when they do happen to take up such a one. But, still, even the most careless reader may improve himself and cure the habit of inattention and careless reading.

Noah Porter says: "We have not _read_ an author till we have seen his object, whatever it may be, as he _saw_ it." Also: "Read with attention.

This is the rule that takes precedence of all others. It stands instead of a score of minor directions. Indeed it comprehends them all, and is the golden rule.... The page should be read as if it were never to be seen a second time; the mental eye should be fixed as if there were no other object to think of; the memory should grasp the facts like a vise; the impressions should be distinctly and sharply received." It is not necessary, nor is it advisable to attempt to _memorize_ the text of a book, excepting, perhaps, a few pa.s.sages that may seem worthy to be treasured up word for word. The princ.i.p.al thing to be remembered about a book is its _meaning_--what it is about. Then may follow the general outline, and the details of the story, essay, treatise or whatever it may be. The question that should be asked oneself, after the book is completed, or after the completion of some particular part of the book, is: "What was the writer's idea--what did he wish to say?" Get the _idea_ of the writer. By taking this mental att.i.tude you practically place yourself in the place of the writer, and thus _take part_ in the idea of the book. You thus view it from the inside, rather than from the outside. You place yourself at the centre of the thing, instead of upon its circ.u.mference.

If the book be a history, biography, autobiography, narrative, or story of fact or fiction, you will find it of value to visualize its occurrences as the story unfolds. That is, endeavor to form at least a faint mental picture of the events related, so that you see them "in your mind's eye," or imagination. Use your imagination in connection with the mechanical reading. In this way you build up a series of mental pictures, which will be impressed upon your mind, and which will be remembered just as are the scenes of a play that you have witnessed, or an actual event that you have seen, only less distinct of course.

Particularly should you endeavor to form a clear mental picture of each character, until each one is endowed with at least a semblance of reality to you. By doing this you will impart a naturalness to the events of the story and you will obtain a new pleasure from your reading. Of course, this plan will make you read more slowly, and many trashy tales will cease to interest you, for they do not contain the real elements of interest--but this is no loss, but is a decided gain for you. At the end of each reading, take the time to mentally review the progress of the story--let the characters and scenes pa.s.s before your mental vision as in a moving picture. And when the book is finally completed, review it as a whole. By following this course, you will not only acquire the habit of easily remembering the tales and books that you have read, but will also obtain much pleasure by re-reading favorite stories in your imagination, years after. You will find that your favorite characters will take on a new reality for you, and will become as old friends in whose company you may enjoy yourself at any time, and whom you may dismiss when they tire you, without offense.

In the case of scientific treatises, essays, etc., you may follow a similar plan by dividing the work into small sections and mentally reviewing the _thought_--(not the words) of each section until you make it your own; and then by adding new sections to your review, you may gradually absorb and master the entire work. All this requires time, work and patience, but you will be repaid for your expenditure. You will find that this plan will soon render you impatient at books of little consequence, and will drive you to the best books on any given subject. You will begin to begrudge your time and attention, and hesitate about bestowing them upon any but the very best books. But in this you gain.

In order to fully acquaint yourself with a book, before reading it you should familiarize yourself with its general character. To do this you should pay attention to the full t.i.tle, and the sub-t.i.tle, if there be any; the name of the author and the list of other books that he has written, if they are noted on the t.i.tle page, or the one preceding it, according to the usual custom. You should read the preface and study carefully the table of contents, that you may know the field or general subject covered by the book--in other words endeavor to get the general outline of the book, into which you may afterwards fill in the details.

In reading a book of serious import, you should make it a point to fully grasp the meaning of each paragraph before pa.s.sing on to the next one.

Let nothing pa.s.s you that you do not understand, at least in a general way. Consult the dictionary for words not familiar to you, so that you may grasp the full idea intended to be expressed. At the end of each chapter, section and part, you should review that which you have read, until you are able to form a mental picture of the general ideas contained therein.

To those who wish to remember the dramatic productions that they have attended, we would say that the principles above mentioned may be applied to this form of memory as well as to the memory of books. By taking an interest in each character as it appears; by studying carefully each action and scene, and then reviewing each act in the intervals between the acts; and by finally reviewing the entire play after your return home; you will fasten the whole play as a complete mental picture, on the records of your memory. If you have acquainted yourself with what we have just said regarding the recollection of the contents of books, you will be able to modify and adapt them to the purpose of recollecting plays and dramatic productions. You will find that the oftener you review a play, the more clearly will you remember it. Many little details overlooked at first will come into the field of consciousness and fit into their proper places.

Sermons, lectures and other discourses may be remembered by bestowing interest and attention upon them, and by attempting to grasp each general idea advanced, and by noting the pa.s.sage from one general idea to another. If you will practice this a few times, you will find that when you come to review the discourse (and this you should always do--it is the natural way of developing memory) the little details will come up and fit into their proper places. In this form of memory, the important thing is to train the memory by exercise and review. You will find that at each review of a discourse you will have made progress. By practice and exercise, the subconscious mentality will do better work, and will show that it is rising to its new responsibilities. You have allowed it to sleep during the many discourses to which you have listened, and it must be taught new habits. Let it know that it is expected to retain that which it hears, and then exercise it frequently by reviews of discourses, and you will be surprised at the degree of the work it will perform for you. Not only will you remember better, but you will _hear_ better and more intelligently. The subconsciousness, knowing that it will be called upon later on to recollect what is being said, will urge you to bestow the attention necessary to supply it with the proper material.

To those who have had trouble in remembering discourses, we urge that they should begin to attend lectures and other forms of discourse, with the distinct purpose of developing that form of memory. Give to the subconscious mentality the positive command that it shall attend to what is being said, and shall record the same in such a way that when you review the discourse afterward you will be presented with a good synopsis or syllabus of it. You should avoid any attempt to memorize the _words_ of the discourse--your purpose being to absorb and record the _ideas_ and general thought expressed. Interest--Attention--Practice--Review--these are the important points in memory.